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girl</title> <meta name="description" content="Search results for: inactive girl"> <meta name="keywords" content="inactive girl"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="inactive girl"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 245</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: inactive girl</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">245</span> Effects of Static Stretching Exercises on Flexibility and Sprint Performance in Inactive Healthy Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulsun%20Guven">Gulsun Guven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the acute effects of static stretching exercises on the flexibility and sprint performance in 10-12 years old inactive healthy girls. A total of 27 girls were randomly divided into control group (n=15) and stretching group (n=12) who performed static stretching. Sit and reach flexibility and 30-meter sprint pre-tests were performed for both groups. Static stretching exercises were performed three times, 30 sec. practice and 15 sec. rest for each leg only on five muscle by stretching group. The post-tests were performed in five minutes after static stretching exercise. Paired t-test was used to analyze differentiations among the group parameters. According to research results, there is a significant difference between pre-test and post-test flexibility (p < 0.05) and sprint test results (p < 0.01). As a conclusion of the study, static stretching exercises improve flexibility but decrease sprint performance in 10-12 years old inactive healthy girls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexibility" title="flexibility">flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=inactive%20girl" title=" inactive girl"> inactive girl</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint" title=" sprint"> sprint</a>, <a href="https://publications.waset.org/abstracts/search?q=static%20stretching" title=" static stretching"> static stretching</a> </p> <a href="https://publications.waset.org/abstracts/79361/effects-of-static-stretching-exercises-on-flexibility-and-sprint-performance-in-inactive-healthy-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">244</span> Girl Child Education: A Veritable Tool to Gender Equality and Empowerment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Egena%20Obaje%20Innocent">Egena Obaje Innocent</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Africa generally and Nigeria in particular one the major setbacks for the girl-child is her deprivation or denial if you like to equal opportunity to education. In most Nigerian communities which are male dominated parents make no pretense of their preference of the male children when it come to the choice of who to send to school between the male and female child. Indeed, certain inhibiting cultural and religious practices are the root cause of this annually. It is against this background that this paper looked at the phenomenon the girl-child education, causes of the negligent its effects on the girl child and nation remedies and conclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=girl%20child" title=" girl child"> girl child</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a> </p> <a href="https://publications.waset.org/abstracts/32708/girl-child-education-a-veritable-tool-to-gender-equality-and-empowerment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">243</span> Encouraging Girl-Child Education for Better Reproductive Health in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alikeju%20F.%20Maji">Alikeju F. Maji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of girl child education on reproductive health of any nation cannot be over emphasized. Today this has become a global concern because of the awareness that girl child education has direct proven impact on reproductive health and sustainable development of a national. Thus, this paper attempts to re-emphasize and re-awaken the mind of humanity on the undisputable importance of girl-child education as a tool for improving reproductive health in Nigeria. The paper further examine that despite government’s effort in attaining education for all by the year 2015, the numbers of girls attending schools remain abysmally low in Nigeria. The paper noted that if the trend persists, personal health of women and their contribution to national development will reduce. The paper recommends that women in Nigeria should be availed with good educational opportunities to enhance their improved reproductive health, and greater participating in national development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=girl-child%20education" title="girl-child education">girl-child education</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health" title=" reproductive health"> reproductive health</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20health" title=" personal health"> personal health</a> </p> <a href="https://publications.waset.org/abstracts/40117/encouraging-girl-child-education-for-better-reproductive-health-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">242</span> Unreality of Real: Debordean Reading of Gillian Flynn's Gone Girl</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahand%20Hamed%20Moeel%20Ardebil">Sahand Hamed Moeel Ardebil</a>, <a href="https://publications.waset.org/abstracts/search?q=Zohreh%20Taebi%20Noghondari"> Zohreh Taebi Noghondari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Reza%20Ghorban%20Sabbagh"> Mahmood Reza Ghorban Sabbagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gillian Flynn’s Gone Girl, depicts a society in which, as a result of media dominance, the reality is very precarious and difficult to grasp. In Gone Girl, reality and image of reality represented on TV, are challenging to differentiate. Along with reality, individuals’ agency and independence before media and the capitalist rule are called in to question in the novel. In order to expose the unstable nature of reality and an individual’s complicated relationship with media, this study has deployed the ideas of Marxist-media theorist Guy Debord (1931-1992). In his book Society of the Spectacle (1966), Debord delineates a society in which images replace the objective reality, and people are incapable of making real changes. The results of the current study show that despite their efforts, Nick and Amy, the two main characters of the novel, are no more than spectators with very little agency before the media. Moreover, following Debord’s argument about the replacement of reality with images, everyone and every institution in Gone Girl projects an image that does not necessarily embody the objective reality, a fact that makes it very hard to differentiate the real from unreal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agency" title="agency">agency</a>, <a href="https://publications.waset.org/abstracts/search?q=Debord" title=" Debord"> Debord</a>, <a href="https://publications.waset.org/abstracts/search?q=Gone%20Girl" title=" Gone Girl"> Gone Girl</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20studies" title=" media studies"> media studies</a>, <a href="https://publications.waset.org/abstracts/search?q=society%20of%20spectacle" title=" society of spectacle"> society of spectacle</a>, <a href="https://publications.waset.org/abstracts/search?q=reality" title=" reality"> reality</a> </p> <a href="https://publications.waset.org/abstracts/123994/unreality-of-real-debordean-reading-of-gillian-flynns-gone-girl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">241</span> Education as an Important Correlate for Age at Marriage in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Forhana%20Rahman%20Noor">Forhana Rahman Noor</a>, <a href="https://publications.waset.org/abstracts/search?q=Shafia%20Jannat%20Khanam"> Shafia Jannat Khanam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A girl’s schooling is disrupted by the very act of marriage which requires her to move away from home and her school area to live with her husband’s family, according to custom and practice. Once in her new home, her husband or her in-laws decide her continuation of schooling. A plethora of research has confirmed the inter-relationship between education and age at marriage of girls. The primary data was collected from both urban and rural area in Bangladesh. The study revealed that mean age at marriage for girls was 15.69 years, as a whole and it was lower (15.21 years) in the rural area than that of the urban area (17.13 years). These readings confirm early marriage still exists. The most important determinant of age at marriage was found as low education level of the girls. The bi-variate analysis of this study discovered the relationship or association between education and age at marriage. The study also found the education level of husbands of girls has a significant effect on age at marriage of a girl. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=girl" title=" girl"> girl</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20at%20marriage" title=" age at marriage"> age at marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=correlate" title=" correlate"> correlate</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a> </p> <a href="https://publications.waset.org/abstracts/24125/education-as-an-important-correlate-for-age-at-marriage-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">240</span> Impact of Diet and COVID-19 Policies on Osteopenia in a Hispanic White Adolescent Girl</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Angelica%20Trak-Fellermeier">Maria Angelica Trak-Fellermeier</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20K.%20Macchi"> Alison K. Macchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodolfo%20Galvan"> Rodolfo Galvan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolangel%20Hernandez"> Yolangel Hernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Thresia%20Gambon"> Thresia Gambon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebeca%20Martinez"> Rebeca Martinez</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Palacios"> Cristina Palacios</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Poor lifestyle habits, vitamin D deficiency, and inadequate calcium intake, particularly during the COVID-19 pandemic, may contribute to severe osteopenia in childhood, increasing future fractures and osteoporosis risk. We here present a case of osteopenia in a 13-year-old white, Hispanic, premenarchal girl who completed the baseline visit of the MetA-Bone Trial during the COVID-19 pandemic. The premenarchal girl has a family history of osteoporosis (maternal grandfather) but no previous fractures; moderate outdoor activity was <1 hour/day 3 times/week with 8 hours/day of sleep. Consumption of dairy products and vegetables was <1 serving/day. Lab blood tests confirmed vitamin D deficiency (serum 25(OH)D: 9 ng/L) and hyperphosphatemia (5.2 mg/dL); other tests were normal. DXA scan Z‐score was ‐2.2 SD (indicative of osteopenia by age and sex). The premenarchal girl was referred to a pediatrician, who confirmed the results, and prescribed a daily supplement with 2000 IU of vitamin D and 1000 mg of calcium. Seclusion during the COVID-19 pandemic may have contributed to the severity of the findings. Therefore, we recommend screening children undergoing growth spurts for vitamin D, calcium, and poor lifestyle habits during and after the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bone%20mass" title="bone mass">bone mass</a>, <a href="https://publications.waset.org/abstracts/search?q=vitamin%20D" title=" vitamin D"> vitamin D</a>, <a href="https://publications.waset.org/abstracts/search?q=puberty" title=" puberty"> puberty</a>, <a href="https://publications.waset.org/abstracts/search?q=Hispanic" title=" Hispanic"> Hispanic</a> </p> <a href="https://publications.waset.org/abstracts/151196/impact-of-diet-and-covid-19-policies-on-osteopenia-in-a-hispanic-white-adolescent-girl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">239</span> A Postcolonial Feminist Exploration of Zulu Girl Child’s Position and Gender Dynamics in Religio-Cultural Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20T.%20Ntuli">G. T. Ntuli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper critically examines the gender dynamics of a Zulu girl child in her religio-cultural context from the postcolonial feminist perspective. As one of the former colonized ethnic groups in the South African context, the Zulu tribe used to have particular and contextual religio-cultural ways of a girl’s upbringing. This included traditional and cultural norms that any member of the community could not infringe without serious repercussions from the community members. However, the postcolonial social position of a girl child within this community became ambiguous and unpredictable due to colonial changes that enhanced gender dynamics that propelled tribal communities into deeper patriarchal structures. In the empirical study conducted within the Zulu context, which investigated the retrieval of ubuntombi (virginity) as a Zulu cultural heritage, identity and sex education as a path to adulthood, it was found that a Zulu girl child’s social position is geared towards double oppression due to gender dynamics that she experiences in her lifetime. It is these gender dynamics that are examined in this paper from the postcolonial feminist perspective. These gender dynamics are at play from the birth of a girl child, developmental stage to puberty and marriage rituals. These rituals and religio-cultural practices are meant to shape and mold a ‘good woman’ in the Zulu cultural context but social gender inequality that elevates males over females propel women social status into life denying peripheral positions. Consequently, in the place of a ‘good woman’ in the communal view, an oppressed and dehumanized woman becomes the outcome of such gender dynamics, more often treated with contempt, despised and violated in many demeaning ways. These do not only leave women economically and socio-politically impoverished, but also having to face violence of all kinds such as domestic, emotional, sexual and gender-based violence that are increasingly becoming a scourge in some of the sub-Saharan African countries including South Africa. It is for this reason that this paper becomes significant, not only within the Zulu context where the research was conducted, but also in all the countries that practice and promote patriarchal tendencies in the name of religio-cultural practices. There is a need for a different outlook as to what it means to be a ‘good woman’ in the cultural context, because if the goodness of a woman is determined by life denying cultural practices, such practices need to be deconstructed and discarded. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feminist" title="feminist">feminist</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20dynamics" title=" gender dynamics"> gender dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonial" title=" postcolonial"> postcolonial</a>, <a href="https://publications.waset.org/abstracts/search?q=religio-cultural" title=" religio-cultural"> religio-cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulu%20girl%20child" title=" Zulu girl child"> Zulu girl child</a> </p> <a href="https://publications.waset.org/abstracts/138020/a-postcolonial-feminist-exploration-of-zulu-girl-childs-position-and-gender-dynamics-in-religio-cultural-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">238</span> The Effect of Parents BMI on Overweight and Obesity Elementary School Students in Behbahan City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hosseini%20Siahi%20Zohreh">Hosseini Siahi Zohreh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Mohammad%20Jafar"> Sana Mohammad Jafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prevalence of overweight and obesity in children and adolescents has increased in recent decades in different countries. Childhood obesity, increases the risk of adult obesity and its related diseases. Determine the prevalence of the problem in different populations results to screening and adequate intervention and the effects of early and late complications. Various studies have shown Parents and family environment has a significant impact on the incidence of overweight and obesity in children. As parental obesity is directly related to child obesity. In this study were selected randomly 60 girl students with a BMI above the 95th percentile (as fat) and BMI greater than 85 and less than 95 (overweight). So 60 were selected randomly of girl students with a BMI of between 5 and 85 (normal). In the case of boys was done exactly the same. Case and control groups were matched according to age and grade for statistical analysis of SPPS software version 17. According to results the prevalence of overweight and obesity in girl students respectively is 8.7 percent and 13.76 percent and in boy students 9.9 percent and 10.42 percent. Also was not found in boys group the relationship significant between obesity and overweight with parents BMI. Whereas in girls group was found a significant relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents%20BMI" title="parents BMI">parents BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title=" primary school students"> primary school students</a> </p> <a href="https://publications.waset.org/abstracts/33950/the-effect-of-parents-bmi-on-overweight-and-obesity-elementary-school-students-in-behbahan-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">518</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">237</span> The Image of Future Spouse in Indonesian Folktale: Man's Acceptance of Woman and vice Versa </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Titik%20Wahyuningsih">Titik Wahyuningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The folktale to discuss is Ande-Ande Lumut, a story that is believed to be a history of two kingdoms in East Java, Indonesia. The title refers to the main male character in the story. This research is a library research which aims to know the patriarchal values in Indonesia. The data for the research is the song in the story that is actually the conversation between Ande-Ande Lumut and a mom who adopts him. It is told in the lines that many beautiful girls come to propose Ande-Ande Lumut but he does not want to accept them and keeps on staying in his upstairs room. Finally, he says yes for Klething Kuning to whom his mom describes as a girl with ugly face. Ande-Ande Lumut's decision is taken as Klething Kuning is the only girl who doesn't let Yuyu Kangkang help her. Yuyu Kangkang is described as a very big crab that helps the girls to cross the river but ask them to kiss him. Through the lense of feminist approach, Ande-Ande Lumut shows the men’s preference and dominance to make final decision over women. Even though the girls are actively propose their future husband, but they do it without giving any requirements. Meanwhile, the future husband chooses a girl with a criterion that no male has ever touched her, although the male is a crab. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=future%20spouse" title="future spouse">future spouse</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20folktale" title=" Indonesian folktale"> Indonesian folktale</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptance" title=" acceptance"> acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=patriarchal" title=" patriarchal"> patriarchal</a> </p> <a href="https://publications.waset.org/abstracts/83039/the-image-of-future-spouse-in-indonesian-folktale-mans-acceptance-of-woman-and-vice-versa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">236</span> The Influence of Active Breaks on the Attention/Concentration Performance in Eighth-Graders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christian%20Andr%C3%A4">Christian Andrä</a>, <a href="https://publications.waset.org/abstracts/search?q=Luisa%20Zimmermann"> Luisa Zimmermann</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20M%C3%BCller"> Christina Müller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The positive relation between physical activity and cognition is commonly known. Relevant studies show that in everyday school life active breaks can lead to improvement in certain abilities (e.g. attention and concentration). A beneficial effect is in particular attributed to moderate activity. It is still unclear whether active breaks are beneficial after relatively short phases of cognitive load and whether the postulated effects of activity really have an immediate impact. The objective of this study was to verify whether an active break after 18 minutes of cognitive load leads to enhanced attention/concentration performance, compared to inactive breaks with voluntary mobile phone activity. Methodology: For this quasi-experimental study, 36 students [age: 14.0 (mean value) ± 0.3 (standard deviation); male/female: 21/15] of a secondary school were tested. In week 1, every student’s maximum heart rate (Hfmax) was determined through maximum effort tests conducted during physical education classes. The task was to run 3 laps of 300 m with increasing subjective effort (lap 1: 60%, lap 2: 80%, lap 3: 100% of the maximum performance capacity). Furthermore, first attention/concentration tests (D2-R) took place (pretest). The groups were matched on the basis of the pretest results. During week 2 and 3, crossover testing was conducted, comprising of 18 minutes of cognitive preload (test for concentration performance, KLT-R), a break and an attention/concentration test after a 2-minutes transition. Different 10-minutes breaks (active break: moderate physical activity with 65% Hfmax or inactive break: mobile phone activity) took place between preloading and transition. Major findings: In general, there was no impact of the different break interventions on the concentration test results (symbols processed after physical activity: 185.2 ± 31.3 / after inactive break: 184.4 ± 31.6; errors after physical activity: 5.7 ± 6.3 / after inactive break: 7.0. ± 7.2). There was, however, a noticeable development of the values over the testing periods. Although no difference in the number of processed symbols was detected (active/inactive break: period 1: 49.3 ± 8.8/46.9 ± 9.0; period 2: 47.0 ± 7.7/47.3 ± 8.4; period 3: 45.1 ± 8.3/45.6 ± 8.0; period 4: 43.8 ± 7.8/44.6 ± 8.0), error rates decreased successively after physical activity and increased gradually after an inactive break (active/inactive break: period 1: 1.9 ± 2.4/1.2 ± 1.4; period 2: 1.7 ± 1.8/ 1.5 ± 2.0, period 3: 1.2 ± 1.6/1.8 ± 2.1; period 4: 0.9 ± 1.5/2.5 ± 2.6; p= .012). Conclusion: Taking into consideration only the study’s overall results, the hypothesis must be dismissed. However, more differentiated evaluation shows that the error rates decreased after active breaks and increased after inactive breaks. Obviously, the effects of active intervention occur with a delay. The 2-minutes transition (regeneration time) used for this study seems to be insufficient due to the longer adaptation time of the cardio-vascular system in untrained individuals, which might initially affect the concentration capacity. To use the positive effects of physical activity for teaching and learning processes, physiological characteristics must also be considered. Only this will ensure optimum ability to perform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20breaks" title="active breaks">active breaks</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%2Fconcentration%20test" title=" attention/concentration test"> attention/concentration test</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20performance%20capacity" title=" cognitive performance capacity"> cognitive performance capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=heart%20rate" title=" heart rate"> heart rate</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a> </p> <a href="https://publications.waset.org/abstracts/42576/the-influence-of-active-breaks-on-the-attentionconcentration-performance-in-eighth-graders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">235</span> Perception and Effect of Gender-Based Violence on Sustainable Development and Education of Girl-Child in Southwestern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afolabi%20Comfort%20Yemisi">Afolabi Comfort Yemisi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender-based violence remains a serious threat to the growth, health, and safety of women and girls globally, including Nigeria. The rising violence of various shades of violence, especially against women and girls in the guise of cultural preservation, raised serious concerns. The challenge of this harmful gender narrative is more critical in attaining the Sustainable Development Goals and Goal 4 (Quality Education) in Nigeria. The study investigated the perception and effects of gender-based violence on sustainable development and education of the girl-child in Southwestern Nigeria. Primary and Secondary data were used for the study. Primary data were obtained using a structured questionnaire administered to young females in tertiary institutions, secondary schools, non-governmental organizations, and government institutions dealing with gender-based violence in the study area, while the secondary data were sourced from journals, books and dailies. A multistage random sampling technique was employed to select a sample of 360 respondents who completed the questionnaire for the study. Descriptive statistics and regression analysis were applied to the data collected. The result revealed a high prevalence of gender-based violence, and it was perceived to be culturally motivated. Sexual violence, sexual harassment and psychological violence were the significant forms of gender-based violence that adversely affected the Sustainable Development Goal 4. The result further revealed that loss of concentration, shame and depression, school drop-out, poor academic performance and inferiority complex were the major effects of gender-based violence on the education of girl-child in the study area. The study recommended that to avert catastrophic damages and adverse effects of gender-based violence on the girl-child, there is a need for thorough awareness and sensitization programmes to build their resilience. Also, enforcement of established laws against gender-based violence by both government and non-governmental institutions is sacrosanct. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception" title="perception">perception</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title=" effects"> effects</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-based%20violence" title=" gender-based violence"> gender-based violence</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=girl-child" title=" girl-child"> girl-child</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitisation" title=" sensitisation"> sensitisation</a> </p> <a href="https://publications.waset.org/abstracts/193394/perception-and-effect-of-gender-based-violence-on-sustainable-development-and-education-of-girl-child-in-southwestern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">234</span> Cardiorespiratory Fitness and the Cardiometabolic Profile in Inactive Obese Postmenopausal Women: A MONET Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ghachem">Ahmed Ghachem</a>, <a href="https://publications.waset.org/abstracts/search?q=Johann%20Colomba"> Johann Colomba</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20Prud%27homme"> Denis Prud'homme</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Brochu"> Martin Brochu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Inactive obese postmenopausal women, are at greater risk for metabolic complications. On the other hand, high levels of cardiorespiratory fitness (CRF) are associated with a lower risk of metabolic complications. Objective: To compare inactive obese postmenopausal women displaying ‘lower’ vs ‘higher’ levels of CRF for body composition, metabolic profile, inflammatory profile and measures of energy expenditure. Methods: 132 women (age: 57.6 ± 4.8 yrs; BMI: 32.3 ± 4.6 kg/m2; Peak VO2: 17.81 ± 3.02 ml O2•kg-1•min-1) were studied. They were first divided into tertiles based on their CRF. Then, women in the first (< 16.51 ml O2•min-1•kg-1) and second tertiles (16.51 to 19.22 ml O2•min-1•kg-1) were combined (N= 88), and compared with those in the third tertile (> 19.22 ml O2•min-1•kg-1) (N= 44). Variables of interest were: Peak VO2 (stationary bike), body composition (DXA), body fat distribution (CT scan), glucose homeostasis (fasting state and euglycemic/ hyperinsulinemic clamp), fasting lipids, resting blood pressure, inflammatory profile and energy expenditure (DLW). Results: Both CRF groups (lower= 16.0 ± 2.0 ml O2•kg-1•min-1 vs higher= 21.2 ± 1.7 ml O2•kg-1•min-1; p < 0.001) were similar for age. Significant differences were observed between groups for body composition; with lower values for body weight, BMI, fat mass and visceral fat in women with higher CRF (p between 0.001 and 0.005). Also, women with higher CRF had lower values for fasting insulin (13.4 ± 4.5 vs 15.6 ± 6.6 μU/ml; p = 0.03) and CRP levels (2.31 ± 1.97 vs 3.83 ± 3.24 mg/liter; p = 0.001); and higher values for glucose disposal (6.71 ± 1.78 vs 5.92 ± 1.67 mg/kg/min; p = 0.01). However, these differences were no longer significant after controlling for visceral adipose tissue accumulations. Finally, no significant difference was observed between groups for the other variables of interest. Conclusion: Our results suggest that, among inactive overweight/obese postmenopausal women, those with higher CRF levels have a better metabolic profile; which is caused by lower visceral fat accumulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiorespiratory%20fitness" title="cardiorespiratory fitness">cardiorespiratory fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=metabolic%20profile" title=" metabolic profile"> metabolic profile</a>, <a href="https://publications.waset.org/abstracts/search?q=menopause" title=" menopause"> menopause</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity "> obesity </a> </p> <a href="https://publications.waset.org/abstracts/65379/cardiorespiratory-fitness-and-the-cardiometabolic-profile-in-inactive-obese-postmenopausal-women-a-monet-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">233</span> Child Marriages in Africa: Using a Rights-Based Approach to Protect the Girl-Child in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Foluke%20Abimbola">Foluke Abimbola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United Nations Convention on the rights of the child has been signed and ratified by several countries due to the concern about various abuses and crimes committed against children both locally and internationally. It is a shame that in view of the peculiar hardships being experienced by children today, the natural right to childhood has to be protected by a vast array of laws and international conventions. 194 countries have so far acceded to and ratified the convention on the Rights of a Child while some countries such as Nigeria have enacted the convention as a domestic law, yet child abuse is still rampant not only in Nigeria but all over the world. In Nigeria, the Child Rights Act was passed into law in 2003, with its provisions similar to the United Nations Convention on the Rights of a Child. Despite the age of marriage provided in the Nigerian Child’s Rights Act 2003, many communities still practice child marriages to the detriment of the girl-child. Cases where these children have to withdraw from school as a result of these unripe marriages abound. Unfortunately, the Constitution of the Federal Republic of Nigeria 1999 appears to indirectly support early marriages for girls in section 29 (4) where it states that a woman who is married is deemed to be of full age whereas ‘full age’ as a general term in the Constitution is from 18 years old and above. Section 29 (4) may thus be interpreted to mean that a girl of 12 years old, if married, is deemed to be of ‘full-age.’ In view of these discrepancies which continue to justify this unwholesome practice, this paper shall proffer solutions to this unlawful act and make recommendations to existing institutions, using a rights-based approach, on how to prevent and/or substantially reduce this practice. A comparative analysis with other African countries will be adopted in order to conduct a research for effective policies that may be implemented for the protection of these girls. Thus, this paper will further examine the issue of child marriage which is still quite rampant in African countries particularly in Nigeria which also affects the girl-child’s right to an education. Such children are in need of special protection and this paper will recommend ways in which state institutions, particularly in Nigeria, may be able to introduce policies to curb incidences of child marriage and child sexual abuse while proffering strategies for the prevention of these crimes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20abuse" title="child abuse">child abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20marriages" title=" child marriages"> child marriages</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20rights" title=" child rights"> child rights</a>, <a href="https://publications.waset.org/abstracts/search?q=constitutions" title=" constitutions"> constitutions</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20rights" title=" child rights"> child rights</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20girl-child" title=" the girl-child"> the girl-child</a> </p> <a href="https://publications.waset.org/abstracts/105707/child-marriages-in-africa-using-a-rights-based-approach-to-protect-the-girl-child-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">232</span> Runaway Girl Children and the Reasons: Qualitative Study in Government Girls Home Bangalore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazel%20Johanna%20J.">Hazel Johanna J.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ntailang%20Mary%20Tariang"> Ntailang Mary Tariang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper “Runaway Girl Children and the Reasons: Qualitative Study In Government Girls Home Bangalore” explores the different reasons why children choose this last resort of running away rather than seeking proper help from the authorities. A qualitative study using a purposive sampling method was used to identify the participants based on the objectives. Girl runaway children between the age group of 12-18 years admitted to the Government Girls Home, Bangalore, were chosen for this study. Data was collected through in-depth interviews using semi-structured questions. Thematic analysis has been done using QDA Miner Lite. The main objectives of this study were to identify the reasons behind running away in children, to explore their childhood experiences and future dreams after they leave the Child Care Institution. The findings of this study derived five major themes that have caused the children to run away from their homes. The themes are child maltreatment and dysfunctional families, coerced into adulthood, forced work, adolescent dalliance, and aspirations. As a result, all the themes that emerged here are related to the family in one way or another. In conclusion, it is revealed that interpersonal family conflicts lead to the violation of child rights in so many ways, which in this context leads the child to run away from the comfort of their home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=runaway%20children" title="runaway children">runaway children</a>, <a href="https://publications.waset.org/abstracts/search?q=dysfunctional%20family" title=" dysfunctional family"> dysfunctional family</a>, <a href="https://publications.waset.org/abstracts/search?q=abuse" title=" abuse"> abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20marriage" title=" child marriage"> child marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/160227/runaway-girl-children-and-the-reasons-qualitative-study-in-government-girls-home-bangalore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">231</span> Using Indigenous Games to Demystify Probability Theorem in Ghanaian Classrooms: Mathematical Analysis of Ampe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Johnson%20Nabie"> Michael Johnson Nabie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Similar to many colonized nations in the world, one indelible mark left by colonial masters after Ghana’s independence in 1957 has been the fact that many contexts used to teach statistics and probability concepts are often alien and do not resonate with the social domain of our indigenous Ghanaian child. This has seriously limited the understanding, discoveries, and applications of mathematics for national developments. With the recent curriculum demands of making the Ghanaian child mathematically literate, this qualitative study involved video recordings and mathematical analysis of play sessions of an indigenous girl game called Ampe with the aim to demystify the concepts in probability theorem, which is applied in mathematics related fields of study. The mathematical analysis shows that the game of Ampe, which is widely played by school girls in Ghana, is suitable for learning concepts of the probability theorems. It was also revealed that as a girl game, the use of Ampe provides good lessons to educators, textbook writers, and teachers to rethink about the selection of mathematics tasks and learning contexts that are sensitive to gender. As we undertake to transform teacher education and student learning, the use of indigenous games should be critically revisited. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ampe" title="Ampe">Ampe</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20analysis" title=" mathematical analysis"> mathematical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=probability%20theorem" title=" probability theorem"> probability theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghanaian%20girl%20game" title=" Ghanaian girl game"> Ghanaian girl game</a> </p> <a href="https://publications.waset.org/abstracts/133895/using-indigenous-games-to-demystify-probability-theorem-in-ghanaian-classrooms-mathematical-analysis-of-ampe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">230</span> Women Domestic Violence in Nepalese Society: A Case Study of Armala Village Development Committee, Kaski</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajani%20Bogati">Rajani Bogati</a>, <a href="https://publications.waset.org/abstracts/search?q=Gopini%20Pathak"> Gopini Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women living in husband’s home (second home) after getting married is a common culture in Nepalese society. Most of the marriages are arranged between the mutual understandings of their parents as per their cultural practice. Culturally, arranged marriage system protects women in the society. Even though, women domestic violence is also still alive in the society. It depends upon the family class, ethnicity, caste, religion etc. Lower class (poor) family always try to get marriage from the higher class (rich) family of girl and also try to send their girl in higher class family. This study analysis the freedom of women of Armala Village Development Committee, Kaski district on the base of the family class of girl where she born (First home). 88% women are getting more respect in their second home if their family class of first home and second homes are same. They feel more comfortable and freedom in their second home. 79% of Women are suffering from domestic violence while the marriage between the boys from higher class and the girls from lower class. But less than 10% women are getting distress from violence if the marriage is accompanied between the girls from higher class and the boys from lower class. Less domestic violence is seem where the both families are educated, even though they are from different class. This study recommends that the society should be educated first to reduce women domestic violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arranged%20marriage" title="arranged marriage">arranged marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20class" title=" family class"> family class</a>, <a href="https://publications.waset.org/abstracts/search?q=domestic%20violence" title=" domestic violence"> domestic violence</a> </p> <a href="https://publications.waset.org/abstracts/48830/women-domestic-violence-in-nepalese-society-a-case-study-of-armala-village-development-committee-kaski" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">229</span> Scheduling Nodes Activity and Data Communication for Target Tracking in Wireless Sensor Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=AmirHossein%20Mohajerzadeh">AmirHossein Mohajerzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Alishahi"> Mohammad Alishahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Aslishahi"> Saeed Aslishahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Zabihi"> Mohsen Zabihi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we consider sensor nodes with the capability of measuring the bearings (relative angle to the target). We use geometric methods to select a set of observer nodes which are responsible for collecting data from the target. Considering the characteristics of target tracking applications, it is clear that significant numbers of sensor nodes are usually inactive. Therefore, in order to minimize the total network energy consumption, a set of sensor nodes, called sentinel, is periodically selected for monitoring, controlling the environment and transmitting data through the network. The other nodes are inactive. Furthermore, the proposed algorithm provides a joint scheduling and routing algorithm to transmit data between network nodes and the fusion center (FC) in which not only provides an efficient way to estimate the target position but also provides an efficient target tracking. Performance evaluation confirms the superiority of the proposed algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coverage" title="coverage">coverage</a>, <a href="https://publications.waset.org/abstracts/search?q=routing" title=" routing"> routing</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling" title=" scheduling"> scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20tracking" title=" target tracking"> target tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20sensor%20networks" title=" wireless sensor networks"> wireless sensor networks</a> </p> <a href="https://publications.waset.org/abstracts/46939/scheduling-nodes-activity-and-data-communication-for-target-tracking-in-wireless-sensor-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">228</span> Unspoken Playground Rules Prompt Adolescents to Avoid Physical Activity: A Focus Group Study of Constructs in the Prototype Willingness Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Wheatley">Catherine Wheatley</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20L.%20Davies"> Emma L. Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Dawes"> Helen Dawes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The health benefits of exercise are widely recognised, but numerous interventions have failed to halt a sharp decline in physical activity during early adolescence. Many such projects are underpinned by the Theory of Planned Behaviour, yet this model of rational decision-making leaves variance in behavior unexplained. This study investigated whether the Prototype Willingness Model, which proposes a second, reactive decision-making path to account for spontaneous responses to the social environment, has potential to improve understanding of adolescent exercise behaviour in school by exploring constructs in the model with young people. PE teachers in 4 Oxfordshire schools each nominated 6 pupils who were active in school, and 6 who were inactive, to participate in the study. Of these, 45 (22 male) aged 12-13 took part in 8 focus group discussions. These were transcribed and subjected to deductive thematic analysis to search for themes relating to the prototype willingness model. Participants appeared to make rational decisions about commuting to school or attending sports clubs, but spontaneous choices to be inactive during both break and PE. These reactive decisions seemed influenced by a social context described as more ‘judgmental’ than primary school, characterised by anxiety about physical competence, negative peer evaluation and inactive playground norms. Participants described their images of typical active and inactive adolescents: active images included negative social characteristics including ‘show-off’. There was little concern about the long-term risks of inactivity, although participants seemed to recognise that physical activity is healthy. The Prototype Willingness Model might more fully explain young adolescents’ physical activity in school than rational behavioural models, indicating potential for physical activity interventions that target social anxieties in response to the changing playground environment. Images of active types could be more complex than earlier research has suggested, and their negative characteristics might influence willingness to be active. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=prototype%20willingness%20model" title=" prototype willingness model"> prototype willingness model</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/65295/unspoken-playground-rules-prompt-adolescents-to-avoid-physical-activity-a-focus-group-study-of-constructs-in-the-prototype-willingness-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">227</span> Disarmament and Rehabilitation of Women Maoists: A Case Study of Chhattisgarh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pinal%20Patel">Pinal Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study defines the problems and issues of women in Maoist groups, also referred as ‘Naxalites’, in Chhattisgarh, India. It analyses the causes and consequences of increasing number of women joining Maoists groups and measures taken by the central and state government to retreat them. The main aspect of the study is, how to counter the challenges to resolve the issues and restore normalcy in the life of women Maoists to resettle them in mainstream once they become physically inactive and wish to become part of the society. The rationale behind this study is that women Maoists once inactive, has no place either with Maoist camps/rebel groups or particularly in society. The problems faced by the women Maoists, in society as well as in Maoists camps, can be studied through social, economic, cultural, political and humanitarian aspects. The methodology of the study is dependent on primary sources of information which includes a research survey in majorly affected areas, statistical analysis. Secondary sources of information are helpful for understanding the background of the problem. Government’s strategy of rewarding with cash and providing resettlement and rehabilitation benefits including houses and jobs to ex-women Maoists and their families is a well formulated and feasible policy and effectively implemented by the concerned authorities. But, the survey results show that the policy has not been able to have impacts as it was intended. Because inactive and physically disabled women are still left deserted in deep forests to die and police or authorities are not able to reach them and bring them back. The difficult terrain and dense forest areas are major hurdles to reach to Maoists camps. Moreover, to make people aware of government’s surrendering and rehabilitation schemes and policies as communication networks are very poor due to the lack of development in the state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maoists" title="maoists">maoists</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/98049/disarmament-and-rehabilitation-of-women-maoists-a-case-study-of-chhattisgarh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">226</span> Case Report: Rare Case of Endometrial Stromal Sarcoma with Omental Metastasis in a 19-Year Old Girl</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukurdipi%20Ray">Mukurdipi Ray</a>, <a href="https://publications.waset.org/abstracts/search?q=Seema%20Singh"> Seema Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extrauterine endometrial stromal sarcoma (ESS) is a rare entity and typified by delayed recurrence of primary ESS. Here, we present an unusual case of uterine ESS in a woman with a history of hysterectomy. A 19-year-old girl, underwent a hysterectomy and bilateral salpingo-oophorectomy for uterine ESS 12 months ago and now after remaining disease free for nine months ago she presented with ascites along with pelvic and peritoneal mass. Intraoperatively, the large omental mass was found, and optimal cytoreduction with total omentomy (supracolic and infracolic ) total peritonectomy and hyperthermic intraperitoneal chemotherapy (HIPEC) was offered to the patient. Final histopathology report showed the involvement of only omentum by ESS cells. Immunohistochemistry (IHC) and receptor study were done and it was positive for CD-10 and desmin and negative for CK- 7. This case highlights the rarity of extrauterine ESS in the omentum with a known history of primary uterine ESS which was treated successfully with the above-mentioned procedure. Though active and long-term surveillance is recommended to monitor for late recurrences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=endrometrial%20stromal%20sarcoma" title="endrometrial stromal sarcoma">endrometrial stromal sarcoma</a>, <a href="https://publications.waset.org/abstracts/search?q=complete%20cytoreduction" title=" complete cytoreduction"> complete cytoreduction</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperthermic%20intra%20peritoneal%20chemotherapy" title=" hyperthermic intra peritoneal chemotherapy"> hyperthermic intra peritoneal chemotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20omentectomy" title=" total omentectomy"> total omentectomy</a> </p> <a href="https://publications.waset.org/abstracts/50721/case-report-rare-case-of-endometrial-stromal-sarcoma-with-omental-metastasis-in-a-19-year-old-girl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">225</span> Multilingualism without a Dominant Language in the Preschool Age: A Case of Natural Italian-Russian-German-English Multilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Legkikh%20Victoria">Legkikh Victoria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of keeping bi/multilingualism is usually a way to let the child speak two/three languages at the same level. The main problem which normally appears is a mixed language or a domination of one language. The same level of two or more languages would be ideal but practically not easily reachable. So it was made an experiment with a girl with a natural multilingualism as an attempt to avoid a dominant language in the preschool age. The girl lives in Germany and the main languages for her are Italian, Russian and German but she also hears every day English. ‘One parent – one language’ strategy was used since the beginning so Italian and Russian were spoken to her since her birth, English was spoken between the parents and when she was 1,5 it was added German as a language of a nursery. In order to avoid a dominant language, she was always put in international groups with activity in different languages. Even if it was not possible to avoid an interference of languages in this case we can talk not only about natural multilingualism but also about balanced bilingualism in preschool time. The languages have been developing in parallel with different accents in a different period. Now at the age of 6 we can see natural horizontal multilingualism Russian/Italian/German/English. At the moment, her Russian/Italian bilingualism is balanced. German vocabulary is less but the language is active and English is receptive. We can also see a reciprocal interference of all the three languages (English is receptive so the simple phrases are normally said correctly but they are not enough to judge the level of language interference and it is not noticed any ‘English’ mistakes in other languages). After analysis of the state of every language, we can see as a positive and negative result of the experiment. As a positive result we can see that in the age of 6 the girl does not refuse any language, three languages are active, she differentiate languages and even if she says a word from another language she notifies that it is not a correct word, and the most important are the fact, that she does not have a preferred language. As a prove of the last statement it is to be noticed not only her self-identification as ‘half Russian and half Italian’ but also an answer to the question about her ‘mother tongue’: ‘I do not know, probably, when I have my own children I will speak one day Russian and one day Italian and sometimes German’. As a negative result, we can notice that not only a development of all the three languages are a little bit slower than it is supposed for her age but since she does not have a dominating language she also does not have a ‘perfect’ language and the interference is reciprocal. In any case, the experiment shows that it is possible to keep at least two languages without a preference in a pre-school multilingual space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=balanced%20bilingualism" title="balanced bilingualism">balanced bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20interference" title=" language interference"> language interference</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20multilingualism" title=" natural multilingualism"> natural multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20multilingual%20education" title=" preschool multilingual education"> preschool multilingual education</a> </p> <a href="https://publications.waset.org/abstracts/56962/multilingualism-without-a-dominant-language-in-the-preschool-age-a-case-of-natural-italian-russian-german-english-multilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">224</span> Aerobic Training Combined with Nutritional Guidance as an Effective Strategy for Improving Aerobic Fitness and Reducing BMI in Inactive Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leif%20Inge%20Tjelta">Leif Inge Tjelta</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerd%20Lise%20Nordbotten"> Gerd Lise Nordbotten</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathrine%20Nyhus%20Hagum"> Cathrine Nyhus Hagum</a>, <a href="https://publications.waset.org/abstracts/search?q=Merete%20Hagen%20Helland"> Merete Hagen Helland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Overweight and obesity can lead to numerous health problems, and inactive people are more often overweight and obese compared to physically active people. Even a moderate weight loss can improve cardiovascular and endocrine disease risk factors. The aim of the study was to examine to what extent overweight and obese adults starting up with two weekly intensive running sessions had an increase in aerobic capacity, reduction in BMI and waist circumference and changes in body composition after 33 weeks of training. An additional aim was to see if there were differences between participants who, in addition to training, also received lifestyle modification education, including practical cooking (nutritional guidance and training group (NTG =32)) compared to those who were not given any nutritional guidance (training group (TG=40)). 72 participants (49 women), mean age of 46.1 ( ± 10.4) were included. Inclusion Criteria: Previous untrained and inactive adults in all age groups, BMI ≥ 25, desire to become fitter and reduce their BMI. The two weekly supervised training sessions consisted of 10 min warm up followed by 20 to 21 min effective interval running where the participants’ heart rate were between 82 and 92% of hearth rate maximum. The sessions were completed with ten minutes whole body strength training. Measures of BMI, waist circumference (WC) and 3000m running time were performed at the start of the project (T1), after 15 weeks (T2) and at the end of the project (T3). Measurements of fat percentage, muscle mass, and visceral fat were performed at T1 and T3. Twelve participants (9 women) from both groups, who all scored around average on the 3000 m pre-test, were chosen to do a VO₂max test at T1 and T3. The NTG were given ten theoretical sessions (80 minutes each) and eight practical cooking sessions (140 minutes each). There was a significant reduction in bout groups for WC and BMI from T1 to T2. There was not found any further reduction from T2 to T3. Although not significant, NTG reduced their WC more than TG. For both groups, the percentage reduction in WC was similar to the reduction in BMI. There was a decrease in fat percentage in both groups from pre-test to post-test, whereas, for muscle mass, a small, but insignificant increase was observed for both groups. There was a decrease in 3000m running time for both groups from T1 to T2 as well as from T2 to T3. The difference between T2 and T3 was not statistically significant. The 12 participants who tested VO₂max had an increase of 2.86 ( ± 3.84) mlkg⁻¹ min⁻¹ in VO₂max and 3:02 min (± 2:01 min) reduction in running time over 3000 m from T1 until T3. There was a strong, negative correlation between the two variables. The study shows that two intensive running session in 33 weeks can increase aerobic fitness and reduce BMI, WC and fat percent in inactive adults. Cost guidance in addition to training will give additional effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interval%20training" title="interval training">interval training</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20guidance" title=" nutritional guidance"> nutritional guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a> </p> <a href="https://publications.waset.org/abstracts/90417/aerobic-training-combined-with-nutritional-guidance-as-an-effective-strategy-for-improving-aerobic-fitness-and-reducing-bmi-in-inactive-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">223</span> Challenges of Technical and Engineering Students in the Application of Scientific Cancer Knowledge to Preserve the Future Generation in Sub-Saharan Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Shaloom%20Mbambu">K. Shaloom Mbambu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pascal%20Tshimbalanga"> M. Pascal Tshimbalanga</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ruth%20Mutala"> K. Ruth Mutala</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Roger%20Kabuya"> K. Roger Kabuya</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Dieudonn%C3%A9%20Kabeya"> N. Dieudonné Kabeya</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20L.%20Kabeya%20Mukeba"> Y. L. Kabeya Mukeba </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, the authors examine the even more worrying situation of girls in sub-Saharan Africa. Two-girls on five are private of Global Education, which represents a real loss to the development of communities and countries. Cultural traditions, poverty, violence, early and forced marriages, early pregnancies, and many other gender inequalities were the causes of this cancer development. Namely, "it is no more efficient development tool that is educating girls." The non-schooling of girls and their lack of supervision by liberal professions have serious consequences for the life of each of them. To improve the conditions of their inferior status, girls to men introduce poverty and health risks. Raising awareness among parents and communities on the importance of girls' education, improving children's access to school, girl-boy equality with their rights, creating income, and generating activities for girls, girls, and girls learning of liberal trades to make them self-sufficient. Organizations such as the United Nations Organization can save the children. ASEAD and the AEDA group are predicting the impact of this cancer on the development of a nation's future generation must be preserved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20girl" title="young girl">young girl</a>, <a href="https://publications.waset.org/abstracts/search?q=Sub-Saharan%20Africa" title=" Sub-Saharan Africa"> Sub-Saharan Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20and%20vocational%20education" title=" higher and vocational education"> higher and vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/67462/challenges-of-technical-and-engineering-students-in-the-application-of-scientific-cancer-knowledge-to-preserve-the-future-generation-in-sub-saharan-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">222</span> Patriarchy and Gender Discrimination as seen in the Novels of Ahdaf Soueif’s In the Eye of the Sun (1992) and Pramoedya Ananta Toer’s The Girl from the Coast (2002)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nagwa%20Soliman">Nagwa Soliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women for centuries have undergone gender discrimination under the pretext of patriarchy which is engraved in the culture and tradition of some societies. It is important to highlight that this condition has been encoded by the male gender to dominate and manipulate women. It is therefore necessary to draw attention to this important obstacle that stands in the way of women’s achievement of their full potential and humanity in the face of these cultural traditions. The appropriate style that was chosen for this literary analysis is a qualitative research method that relies on the feminist technique using Freud’s psychological theories. This article explores patriarchy and gender discrimination as portrayed in Ahdaf Soueif’s In The Eye of the Sun (1992) and Pramoedya Ananta Toer’s The Girl from the Coast (2002). It could be argued that those two novels describe a society that is feminist, patriarchal, and gender discriminatory. Moreover, it is important to assert that patriarchy and gender discrimination are part of the system’s social order which compels the female characters to adjust to society’s norms and conventions. This social order is supported by traditional and cultural masculine attitudes and results in sustaining gender inequality, female stereo typing and patriarchy which suppress women’s beliefs and dreams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20discrimination" title="gender discrimination">gender discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=patriarchy" title=" patriarchy"> patriarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism" title=" feminism"> feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotype" title=" stereotype"> stereotype</a> </p> <a href="https://publications.waset.org/abstracts/107309/patriarchy-and-gender-discrimination-as-seen-in-the-novels-of-ahdaf-soueifs-in-the-eye-of-the-sun-1992-and-pramoedya-ananta-toers-the-girl-from-the-coast-2002" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">221</span> On ‘Freaks’ and the Feminine in Margaret Atwood’s ‘Lusus Naturae’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahd%20Alshammari">Shahd Alshammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper considers one of Margaret Atwood’s short stories ‘Lusus Naturae'. Through a critical lens that makes use of Julia Kristeva’s work on Powers of Horror and abjection, this paper suggests that the monstrous girl is the disabled woman, the abject in society. The monster is used as a metaphor for the unknown, the misunderstood, and the ‘different’ woman. Culturally Relevant Teaching (CRT) is a pedagogy that calls for making course material accessible and relevant to students. Through the study of literary texts, we are able to help create agency inside and outside the classroom. Stories are a necessary part of establishing connections across borders and boundaries. Stories are meant to raise awareness both inside and outside the classroom. The discussion is equally important, and the text is meant to facilitate relevant questions that the students need to consider when it comes to identity. Questions to consider are: what does it mean to be a ‘girl’ today, and what implications and consequences are at hand when you fail to perform this gendered identity? Gender is sometimes a fatal bond in the Middle East, and even more so, is the disability. In the case of our unnamed protagonist, she undergoes a process of un-becoming, a non-linear process of growing up. In a sense, it is a counter-Bildungsroman. The reading of this text emphasizes that a non-linear narrative is sometimes necessary for the female protagonist’s self-awareness and development. Discussion in class facilitates this sense of agency and questioning of gender and disability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/90027/on-freaks-and-the-feminine-in-margaret-atwoods-lusus-naturae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">660</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">220</span> Macrocycles Enable Tuning of Uranyl Electrochemistry by Lewis Acids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Kumar">Amit Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Davide%20Lionetti"> Davide Lionetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Victor%20Day"> Victor Day</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Blakemore"> James Blakemore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Capture and activation of the water-soluble uranyl dication (UO22+) remains a challenging problem, as few rational approaches are available for modulating the reactivity of this species. Here, we report the divergent synthesis of heterobimetallic complexes in which UO22+ is held in close proximity to a range of redox-inactive metals by tailored macrocyclic ligands. Crystallographic and spectroscopic studies confirm assembly of homologous UVI(μ-OAr)2Mn+ cores with a range of mono-, di-, and trivalent Lewis acids (Mn+). X-ray diffraction (XRD) and cyclic voltammetry (CV) data suggest preferential binding of K+ in an 18-crown-6-like cavity and Na+ in a 15-crown-5-like cavity, both appended to Schiff-base type sites that selectively bind UO22+. CV data demonstrate that the UVI/UV reduction potential in these complexes shifts positive and the rate of electron transfer decreases with increasing Lewis acidity of the incorporated redox-inactive metals. Moreover, spectroelectrochemical studies confirm the formation of [UV] species in the case of monometallic UO22+ complex, consistent with results from prior studies. However, unique features were observed during spectroelectrochemical studies in the presence of the K+ ion, suggesting new insights into electronic structure may be accessible with the heterobimetallic complexes. Overall, these findings suggest that interactions with Lewis acids could be effectively leveraged for rational tuning of the electronic and thermochemical properties of the 5f elements, reminiscent of strategies more commonly employed with 3d transition metals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electrochemistry" title="electrochemistry">electrochemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=Lewis%20acid" title=" Lewis acid"> Lewis acid</a>, <a href="https://publications.waset.org/abstracts/search?q=macrocycle" title=" macrocycle"> macrocycle</a>, <a href="https://publications.waset.org/abstracts/search?q=uranyl" title=" uranyl"> uranyl</a> </p> <a href="https://publications.waset.org/abstracts/128337/macrocycles-enable-tuning-of-uranyl-electrochemistry-by-lewis-acids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128337.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">219</span> Combined Impact of Physical Activity and Dietary Quality on Depression Symptoms in U.S. Adults: An Analysis of NHANES 2007-2020 Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwafunmibi%20Omotayo%20Fasanya">Oluwafunmibi Omotayo Fasanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Augustine%20Kena%20Adjei"> Augustine Kena Adjei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression has emerged as a growing public health issue, with the limited effectiveness of current treatment methods driving the search for modifiable lifestyle factors. Physical inactivity and poor dietary habits are consistently identified as factors associated with increased depression symptoms. While the independent effects of physical activity (PA) and dietary quality (DQ) on mental health are well established, the combined influence of both factors on depression has not been thoroughly examined in a representative sample of U.S. adults. This study aims to explore the individual and joint associations of PA and DQ with depression symptoms, highlighting their combined impact on adults across the U.S. Using data from the National Health and Nutrition Examination Survey (NHANES) from 2007 to 2020, we evaluated the relationships between PA (measured through metabolic equivalent (MET) minutes per week) and DQ (assessed using the Healthy Eating Index [HEI]-2015) and depression symptoms (defined by a score of ≥10 on the 9-item Patient Health Questionnaire [PHQ-9]). Participants were classified into four lifestyle categories: (1) healthy diet and active, (2) unhealthy diet but active, (3) healthy diet but inactive, and (4) unhealthy diet and inactive. Logistic regression models adjusted for relevant covariates were used to examine associations, with age-adjusted prevalence rates for depression calculated according to NHANES guidelines. Data from 21,530 participants, representing approximately 954 million U.S. adults aged 20-80 years, were analyzed. The overall age-adjusted prevalence of depression symptoms was 7.15%. A total of 83.1% of participants met PA recommendations, and 27.3% scored above the 60th percentile in the HEI-2015 index. Higher PA levels were inversely related to depression symptoms (adjusted odds ratio [AOR]: 0.805; 95% CI: 0.724-0.920), as was better dietary quality (AOR: 0.788; 95% CI: 0.690-0.910). A combination of healthy diet and adequate PA was associated with the lowest risk of depression symptoms (AOR: 0.635; 95% CI: 0.520-0.775) compared to inactive participants with unhealthy diets. Notably, participants with either a healthy diet or adequate PA but not both did not experience the same reduction in depression risk. This study highlights that the combination of a healthy diet and regular physical activity offers a synergistic protective effect against depression symptoms in U.S. adults. Public health initiatives targeting both dietary improvements and increased physical activity may significantly reduce the burden of depression across populations. Further research should focus on understanding the mechanisms underlying these interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dietary%20quality" title="dietary quality">dietary quality</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=healthy%20eating" title=" healthy eating"> healthy eating</a> </p> <a href="https://publications.waset.org/abstracts/194475/combined-impact-of-physical-activity-and-dietary-quality-on-depression-symptoms-in-us-adults-an-analysis-of-nhanes-2007-2020-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">218</span> Madness in Susanna Kaysen’s Girl, Interrupted: A Focouldian Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somaye%20Sabetnia">Somaye Sabetnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is accomplished to probe Susanna Kaysen’s memoir Girl, Interrupted in the light of Michel Foucault’s theory of madness comprehensively set forth in his History of Madness (1961). It is an endeavor to analysis this novel based on Foucault’s idea of madness. In his archeological study of madness, Foucault introduces a way to perceive madness and its association with dominant discourses. He argues that the concept of madness is constructed within the social context, and different institutions affect its definition. Furthermore, he takes into consideration how each era treats madness, and affirms that in modern times, people considered mad are exiled out of cities, confined in madhouses, and later in clinics where they are treated with drugs. Set after World War II, the novel under observation highlights women’s conditions in which they were becoming a housewife or following their own desires; in fact, choosing the second one results in labeling mad. The protagonist of novel is labeled 'mad,' and is hence impelled to go to asylums where so-called patients are under the vigilant surveillance of the authorities to go through the process of 'normalization.' To discern how she is considered 'mad,' this article probes the dominant discourse of the time when the stories take place to provide a better understanding of madness under the impact of social, cultural, and political conditions. It examines how a so-called mad considered 'Other' and treated after being confined by the disciplinary system of the asylum in a panoptic world. In addition to, it describes the aim of treatment is to punish and control a patient not to cure. This article aims to indicate that Susanna Kaysen tries to picture what is defined as women’s madness is the result of the patriarchal society of the post-war America as well as the mental illness has nothing to do with blood; it is rather the result of the social inequality of the age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20treatment" title="clinical treatment">clinical treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplining%20and%20punishment" title=" disciplining and punishment"> disciplining and punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20discourse" title=" dominant discourse"> dominant discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=normalization" title=" normalization"> normalization</a>, <a href="https://publications.waset.org/abstracts/search?q=other" title=" other"> other</a>, <a href="https://publications.waset.org/abstracts/search?q=panoptic%20world" title=" panoptic world"> panoptic world</a>, <a href="https://publications.waset.org/abstracts/search?q=reason%20vs.%20unreason" title=" reason vs. unreason"> reason vs. unreason</a> </p> <a href="https://publications.waset.org/abstracts/56012/madness-in-susanna-kaysens-girl-interrupted-a-focouldian-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">217</span> A Study of Gender Awareness among College Students in Delhi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailly%20Kumar">Shailly Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender is a social construction resulting in defining roles and responsibilities to carried out according to masculine and feminine traits. The main aim of the study was to explore gender awareness among college going students of Delhi. The objectives of studies were to find out (i) the understanding of term gender and roles and responsibilities associated with male and female as masculine and feminine traits in our society. (ii)Gender images representing the attributes and characteristics attached to particular gender. (iii) Gender discrimination prevailing among girls and boys in our society. (iv)Gender stereotypes resulting in gendering with respect to religion, culture, family and media. The sample of study consisted of 100 undergraduate college girl students. The findings of study stated that the students had this understanding that sex is a natural phenomenon and gender is socially constructed. Gender defines the roles and responsibilities among two sexes. On a gender image students concluded that males are represented as a powerful members of society showing physical strength and violence, force and society gave the power to men oppress and subjugate women in society that's why women are treated inferior and given secondary position in society. On gender discrimination, girl students stated that they faced discrimination at all level such as family, media ,education, workplace etc .There is strong prevailing gender stereotypes among girls and boys with respect to religious practices, choice of career ,preference of child etc. This study concluded that students were aware of gendered practices in various domains of life. The study helped to interpret the notions and perceptions of students towards gendering of social spaces and in their lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20awareness" title=" gender awareness"> gender awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role" title=" gender role"> gender role</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity%20and%20feminity" title=" masculinity and feminity"> masculinity and feminity</a> </p> <a href="https://publications.waset.org/abstracts/73479/a-study-of-gender-awareness-among-college-students-in-delhi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">216</span> The Psychologist's Role in a Social Assistance Reference Center: A Case of Violence and Child Sexual Abuse in Northeastern Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Melo">G. Melo</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Felix"> J. Felix</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Maciel"> S. Maciel</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Fernandes"> C. Fernandes</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Rodrigues"> W. Rodrigues</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Brazilian public policy, the Centres of Reference for Social Assistance (CRAS in Portuguese) are part of the Unified Social Assistance System (SUAS in Portuguese). SUAS is responsible for addressing spontaneous or currently active cases that are brought forth from other services in the social assistance network. The following case was reviewed by CRAS’s team in Recife, Brazil, after a complaint of child abuse was filed against the mother of a 7-year-old girl by the girl’s aunt. The girl is the daughter of an incestuous relationship between her mother and her older brother. The complaint was registered by service staff and five interventions were subsequently carried out on behalf of the child. These interventions provided a secure place for dialogue with both the child and her family and allowed for an investigation of the abuse to proceed. They took place in the child’s school as well as her aunt’s residence. At school, the child (with her classmates) watched a video and listened to a song about the prevention of child abuse. This was followed up with a second intervention to determine any signs of Post-Traumatic Stress Disorder (PTSD), by having the child play with the mobile app ‘My Angela’. Books on the themes of family and fear were also read to the child on different occasions at her school – after every intervention she was asked to draw something related to fear and her concept of a family. After the interventions and discussing the case as a team, we reached several conclusions: 1) The child did not appear to show any symptoms of PTSD; 2) She normally fantasized about her future and life story; 3) She did not allow herself to be touched by strangers with whom she lacks a close relationship (such as classmates or her teacher); 4) Through her drawings, she reproduced the conversations she had had with the staff; 5) She habitually covered her drawings when asked questions about the abuse. In this particular clinical case, we want to highlight that the role of the Psychologist’s intervention at CRAS is to attempt to resolve the issue promptly (and not to develop a prolonged clinical study based on traditional methods), by making use of the available tools from the social assistance network, and by making referrals to the relevant authorities, such as the Public Ministry, so that final protective actions can be taken and enforced. In this case, the Guardian Council of the Brazilian Public Ministry was asked to transfer the custody of the child to her uncle. The mother of the child was sent to a CAPS (Centre for Psychosocial Care), having been diagnosed with psychopathology. The child would then participate in NGO programs that allow for a gradual reduction of social exposure to her mother before being transferred to her uncle’s custody in Sao Paulo. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20abuse" title="child abuse">child abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20psychology" title=" social psychology"> social psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a> </p> <a href="https://publications.waset.org/abstracts/60724/the-psychologists-role-in-a-social-assistance-reference-center-a-case-of-violence-and-child-sexual-abuse-in-northeastern-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inactive%20girl&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inactive%20girl&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inactive%20girl&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inactive%20girl&page=5">5</a></li> <li class="page-item"><a class="page-link" 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