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Costa</title> <meta name="description" content="Search results for: Cristina A. Costa"> <meta name="keywords" content="Cristina A. Costa"> <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 ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Cristina A. 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Costa"> <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> 352</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Cristina A. Costa</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">352</span> Digital Nomads: Current Context, Difficulties, and Opportunities for Costa Rica</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Guti%C3%A9rrez%20Carranza">Cristina Gutiérrez Carranza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital nomadism is a trend and lifestyle which combines work and traveling. This tourism tendency is motivated by the desire to have a fixed source of financial income while becoming independent from a specific work location. This study contextualizes Costa Rica and its potential prospects to take advantage of this tourism market niche. It explores the dynamics of digital nomadism in the context of Costa Rica, analyzing the current scenario, challenges, and opportunities related to this global phenomenon. The research covers several areas, including the conceptualization of digital nomadism, its historical background, and contemporary manifestations. The investigation delves into the present state of digital nomadism, evaluating the extent of digitalization in Costa Rica, mobile phone coverage, and fixed internet access. As part of the strategies implemented, as the study develops, mapping the most common destinations of digital nomads is a key factor, bringing a sight on the aspects that make Costa Rica an attractive location for this emerging tourist group. Additionally, the paper draws insights from hosting entrepreneurs and digital nomads with work visas in Costa Rica, offering a comprehensive understanding of the experiences and perspectives from both sides. Hence, the study includes data from a sample of 20 digital nomads holding visas for Costa Rica, offering a detailed analysis of their professional activities, experiences and needs as remote workers in the country. As well it adds in perceptions from 10 entrepreneurs engaged in providing accommodation services to digital nomads contribute to a degree of understanding of the way they have faced this growing movement. This research provides significant insights on the dynamics of digital nomadism in Costa Rica by integrating data from specific sources. Policymakers, entrepreneurs, and other stakeholders are anticipated to gain valuable data from the findings regarding the opportunities and challenges of hosting and accommodating digital nomads, which will ultimately aid in the creation of plans to capitalize on this worldwide trend for the nation's socioeconomic development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20nomads" title="digital nomads">digital nomads</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20nomads%20visa" title=" digital nomads visa"> digital nomads visa</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20jobs" title=" remote jobs"> remote jobs</a> </p> <a href="https://publications.waset.org/abstracts/177942/digital-nomads-current-context-difficulties-and-opportunities-for-costa-rica" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177942.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">68</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">351</span> Contribution for Rural Development Trough Training in Organic Farming </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raquel%20P.%20F.%20Guin%C3%A9">Raquel P. F. Guiné</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniela%20V.%20T.%20A.%20Costa"> Daniela V. T. A. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20M.%20R.%20Correia"> Paula M. R. Correia</a>, <a href="https://publications.waset.org/abstracts/search?q=Mois%C3%A9s%20Castro"> Moisés Castro</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20T.%20Guerra"> Luis T. Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20A.%20Costa"> Cristina A. Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work was to characterize a potential target group of people interested in participating into a training program in organic farming in the context of mobile-learning. The information sought addressed in particular, but not exclusively, possible contents, formats and forms of evaluation that will contribute to define the course objectives and curriculum, as well as to ensure that the course meets the needs of the learners and their preferences. The sample was selected among different European countries. The questionnaires were delivered electronically for answering online and in the end 135 consented valid questionnaires were obtained. The results allowed characterizing the target group and identifying their training needs and preferences towards m-learning formats, giving valuable tools to design the training offer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile-learning" title="mobile-learning">mobile-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organic%20farming" title=" organic farming"> organic farming</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20development" title=" rural development"> rural development</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/31373/contribution-for-rural-development-trough-training-in-organic-farming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31373.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">502</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">350</span> Dyeability of Silk Fabric with Dactylopius coccus Costa and Quercus infectoria Olivier </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Burcu%20Yilmaz%20%C5%9Eahinba%C5%9Fkan">Burcu Yilmaz Şahinbaşkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Recep%20Karada%C4%9F"> Recep Karadağ</a>, <a href="https://publications.waset.org/abstracts/search?q=Emine%20Torgan"> Emine Torgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, many natural dyes are used for colouration of textile materials. The natural dyes are friendly to human health and environment. Cochineal (Dactylopius coccus Costa) can be used with other natural dye plants for colouration of silk and wool fabrics. Almost never research works on the dyeing of silk fabric with Dactylopius coccus Costa and Quercus infectoria Olivier together. In this study, dyeability of 100 % silk fabric with Dactylopius coccus Costa and Quercus infectoria Olivier was studied. Optimum dyeing parameters were determined by using different concentration of Dactylopius coccus Costa (10%), Quercus infectoria Olivier (0,1,5 and 10%) and mordant salt (0 and 3%). The dyed silk fabrics were examined for their colorimetric and fastness properties. The fabrics were dyed succesfully dark colours with 10 % Dactylopius coccus Costa, 10 % Quercus infectoria Olivier and presence of mordanting after dyeing process (3% mordant salt). The washing and light colour fastness of the dyed fabrics were investigated and adequate results were obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dactylopius%20coccus%20Costa" title="Dactylopius coccus Costa">Dactylopius coccus Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Quercus%20infectoria%20Olivier" title=" Quercus infectoria Olivier"> Quercus infectoria Olivier</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20dye" title=" natural dye"> natural dye</a>, <a href="https://publications.waset.org/abstracts/search?q=dyeing" title=" dyeing"> dyeing</a>, <a href="https://publications.waset.org/abstracts/search?q=silk%20fabric" title=" silk fabric"> silk fabric</a> </p> <a href="https://publications.waset.org/abstracts/25583/dyeability-of-silk-fabric-with-dactylopius-coccus-costa-and-quercus-infectoria-olivier" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25583.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">597</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">349</span> The Effects of Affections and of Personality on Metacognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Silva">Patricia Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Iolanda%20Costa%20Galinha"> Iolanda Costa Galinha</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aims to evaluate, in the context of formal learning, the influence of affections, through subjective well-being, as well as the influence of personality, in the metacognition levels. There are few studies that analyze the influence of affection and personality on metacognition. The sample of this study consists of 300 Portuguese adolescents, male and female, aged between 15 and 17 years. The main variables of this study are affections, personality, ascertained through neuroticism and extraversion, and metacognition, namely the knowledge of cognition and the regulation of cognition. Initially, the sociodemographic questionnaire was constructed and administered to characterize the sample in its variables. To evaluate the affective experience in adolescents was administered PANAS-N, that is a measure of self-assessment of positive and negative affectivity in children and adolescents. To evaluate the personality, in its variables extroversion and neuroticism, the NEO-FFI was applied. The Metacognitive Awareness Inventory, MAI, was used to assess knowledge of cognition and regulation of cognition. The data analysis was performed using the statistical software IBM SPSS 22.0. After analyzing and discussing the results, a set of theoretical interdisciplinary reflection, between the sciences of education and psychology, is concretized, contributing to the reflection on psychoeducational intervention, opening the way for future studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affections" title="affections">affections</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20intervention" title=" psychoeducational intervention"> psychoeducational intervention</a> </p> <a href="https://publications.waset.org/abstracts/69275/the-effects-of-affections-and-of-personality-on-metacognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69275.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">309</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">348</span> The Green Propaganda: Paradoxes of Costa Rica as the Poster Child for Sustainable Tourism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Jose%20Ramos%20Villagra">Maria Jose Ramos Villagra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the boom of tourism in the late 80s and 90s, Costa Rica is considered as one of the leading countries for tourism. The size and geography of its territory, its low population density, and its image of being one of the most stable Latin American democracies make Costa Rica an attractive and safe target for foreign investors. Land ownership by foreign investors has increased as the natural resources in rural communities have been exhausted. When nature becomes an instrument to increase profit, it loses its communal value contributing to local communities losing their sovereignty and access to basic resources. The rural regions in proximity to the most tourist areas are often the most marginalized. The purpose of this research is to use the case of the rural community Sardinal and its struggle to protect its aquifer to investigate the economic and cultural consequences of the tourism boom in Costa Rican rural communities. The process of reclaiming the access to and the preservation of the aquifer enabled individuals to redefine their political views and their political power. The case of Sardinal broke the stereotypes about rural individuals and their ability to politically educate themselves and organize. Sardinal´s conflict brought to light the necessity of questioning the role of modern tourism as part of Costa Rica’s national identity, and as a tool for development <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costa%20Rica" title="Costa Rica">Costa Rica</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20development" title=" rural development"> rural development</a>, <a href="https://publications.waset.org/abstracts/search?q=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=ecotourism" title=" ecotourism"> ecotourism</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=water" title=" water"> water</a>, <a href="https://publications.waset.org/abstracts/search?q=Sardinal" title=" Sardinal"> Sardinal</a> </p> <a href="https://publications.waset.org/abstracts/38289/the-green-propaganda-paradoxes-of-costa-rica-as-the-poster-child-for-sustainable-tourism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38289.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">473</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">347</span> Questionnaire for the Evaluation of Entrepreneurship Project Psychopedagogical Practices: Construction Proceedings and Validation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Fernandes"> Sandra Fernandes</a>, <a href="https://publications.waset.org/abstracts/search?q=Miguel%20Magalh%C3%A3es"> Miguel Magalhães</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Dinis-Carvalho"> José Dinis-Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfredo%20Regueiro"> Alfredo Regueiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Carvalho"> Ana Carvalho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the findings of the construction and the validation of a questionnaire monetized in a portuguese higher education context with undergraduate students. The Questionnaire for the Evaluation of Entrepreneurship Project Psychopedagogical Practices consists of six scales: Critical appraisal of the project, Developed Learning and Skills, Teamwork, Teacher and Tutor Roles, Evaluation of Student Performance, and Project Effectiveness as a Teaching-Learning Methodology. The proceedings of its construction are analyzed, and the validity and internal consistency analysis are described. Findings indicate good indicators of validity, good fidelity and an interpretable factorial structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20project" title="entrepreneurship project">entrepreneurship project</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopedagogical%20practices" title=" psychopedagogical practices"> psychopedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20and%20tutor%20roles" title=" teacher and tutor roles"> teacher and tutor roles</a> </p> <a href="https://publications.waset.org/abstracts/67060/questionnaire-for-the-evaluation-of-entrepreneurship-project-psychopedagogical-practices-construction-proceedings-and-validation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67060.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">381</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">346</span> Costa and Mccrae's Neo-Pi Factor and Early Adolescents School Social Adjustment in Cross River State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Unoh%20Bassey">Peter Unoh Bassey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of Costa and McCrae’s Neo-PI Factor and early adolescent’s school social adjustment in Cross River State, Nigeria. The research adopted the causal-comparative design also known as the ex-post facto with about one thousand and eighteen (1,018) students who were randomly selected from one stream of JSS 1 classes in 19 schools out of seventy-three (73) in the study area. Data were collected using two instruments one is the NEO-PI scale, and students school social adjustment questionnaire. Three research questions and three research hypotheses were postulated and tested at 0.05 level of significance. The analysis of data was carried out using both the independent t-test statistics and the one-way analysis of variance (ANOVA). The analyzed result indicated that the five dimensions had a significant influence on students school social adjustment. A post hoc was equally carried out to show the relative significant difference among the study variables. In view of the above, it was recommended that teachers, parents and educational psychologists should be involved to enhance students the confidence to overcome their social adjustment problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costa%20and%20McCrae%E2%80%99s%20NEO-PI%20Factor" title="Costa and McCrae’s NEO-PI Factor">Costa and McCrae’s NEO-PI Factor</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20adjustment" title=" social adjustment"> social adjustment</a> </p> <a href="https://publications.waset.org/abstracts/105894/costa-and-mccraes-neo-pi-factor-and-early-adolescents-school-social-adjustment-in-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105894.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">147</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">345</span> Applied Transdisciplinary Undergraduate Research in Costa Rica: Five Weeks Faculty-Led Study Abroad Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Shuger%20Fox">Sara Shuger Fox</a>, <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Reynaga"> Oscar Reynaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This session explains the process and lessons learned as Central College (USA) faculty and staff developed undergraduate research opportunities within the model of a short-term faculty-led study abroad program in Costa Rica. The program in Costa Rica increases access to research opportunities across the disciplines and was developed by faculty from English, Biology, and Exercise Science. Session attendees will benefit from learning how faculty and staff navigated the program proposal process at a small liberal arts college and, in particular, how the program was built to be inclusive of departments with lower enrollment, like those currently seen in the humanities. Vital to this last point, presenters will explain how they negotiated issues of research supervision and disciplinary authority in such a way that the program is open to students from multiple disciplines without forcing the program budget to absorb costs for multiple faculty supervisors traveling and living in-country. Additionally, session attendees will learn how scouting laid the groundwork for mutually beneficial relationships between the program and the communities with which it collaborates. Presenters will explain how they built a coalition of students, faculty advisors, study abroad staff and local research hosts to support the development of research questions that are of value not just to the students, but to the community in which the research will take place. This program also incorporates principles of fair-trade learning by intentionally reporting research findings to local community members, as well as encouraging students to proactively share their research as a way to connect with local people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costa%20Rica" title="Costa Rica">Costa Rica</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary" title=" transdisciplinary"> transdisciplinary</a> </p> <a href="https://publications.waset.org/abstracts/75833/applied-transdisciplinary-undergraduate-research-in-costa-rica-five-weeks-faculty-led-study-abroad-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75833.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">1060</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">344</span> Creativity in Educational Realities: Theoretical Considerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina"> Ana Campina</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Menezes"> José Menezes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity implies originality, but originality does not imply the existence of creativity. Today, one of the challenges of the educational context is the development of educated, autonomous, prudent and competent citizens with a critical attitude, a well-founded questioning and a creative search for innovative alternatives and solutions. These supposedly cognitive capacities impose emotional analysis and decision making, and emotion is also considered as a creative act. Authors emphasize the importance of family and school in the creative manifestation of children and young people, and these agents can stimulate or impede creative expression. Thus, children entering the school system are faced with a barrier that blocks the externalization of this competence. This work deals with the implementation of specific strategies and promoters of an educational environment suitable for the development of creativity. The construct of creativity is discussed in a transdisciplinary perspective, and the importance of the construct is enhanced in psychoeducational practices, in challenging and multifaceted environments. It is assumed that the stimulation and early experience of creative thinking in an educational context are conditions that promote the development of problem-solving skills and future challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/75079/creativity-in-educational-realities-theoretical-considerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75079.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">247</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">343</span> Positive Parenting and Subjective Well-Being: Proposed Program for Parents of Gifted Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suzy%20Pereira">Suzy Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Rocha"> Alberto Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Almeida"> Ana Almeida</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Figueiredo"> Catarina Figueiredo</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Fonseca"> Helena Fonseca</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonor%20Moreira"> Leonor Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20Blum%20Vestena"> Carla Blum Vestena</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The socio-educational support to parents, through parental education intervention programs, is part of European social policies, aiming to respond to the needs of education, promotion of well-being and development of children and young people. The purpose of this research is to evaluate the impact of the Positive Parenting Program on the subjective well-being of the parents of gifted children. The Positive Parenting Program is authored and is conducted by the National Association of Study and Intervention in Giftedness, Portuguese Association. The central question to be explored in this research is: Does the promotion of positive parenting in parents of gifted children have a positive impact on the subjective well-being? The sample consisted of 30 parents, non-probabilistic sampling of convenience, of which 15 parents belong to the intervention group and the rest to the control group. One dimension will be evaluated - subjective well-being, through the PANAS questionnaire - before and after the sessions of this program. The aim is to contribute to the understanding of the process and results of the positive parenting program in parents of gifted children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20parenting" title="positive parenting">positive parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=giftedness" title=" giftedness"> giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education%20intervention%20programs" title=" parental education intervention programs"> parental education intervention programs</a> </p> <a href="https://publications.waset.org/abstracts/67429/positive-parenting-and-subjective-well-being-proposed-program-for-parents-of-gifted-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67429.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">342</span> The Learning Experience of Two Students with Visual Impairments in the EFL Courses: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=May%20Ling%20Gonz%C3%A1lez-Ruiz">May Ling González-Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Cristina%20Sol%C3%ADs-Sol%C3%ADs"> Ana Cristina Solís-Solís</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Everyday more people can thrive towards the dream of pursuing a university diploma. This can be more attainable for some than for others who may face different types of limitations. Even though not all limitations come from within the individual but most of the times they come from without it may include the environment, the support of the person’s family, the school – its infrastructure, administrative procedures, and attitudes. This is a qualitative type of research that is developed through a case study. It is based on the experiences of two students who are visually impaired and who have attended a public university in Costa Rica. We enquire about the experiences of these two students in the English as a Foreign Language courses at the university scenario. An in-depth analysis of their lived experiences is presented. Their values, attitudes, and expectations serve as the guiding elements for this research. Findings are presented in light of the Social Justice Approach to inclusive education. Some of the most salient aspects found have to do with the attitudes the students used to face challenges; others point at those elements that may have hindered the learning experience of the persons observed and to those that encouraged them to continue their journey and successfully achieve a diploma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20student" title=" visually impaired student"> visually impaired student</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20approach" title=" social justice approach"> social justice approach</a> </p> <a href="https://publications.waset.org/abstracts/144198/the-learning-experience-of-two-students-with-visual-impairments-in-the-efl-courses-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144198.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">138</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">341</span> Bidirectional Encoder Representations from Transformers Sentiment Analysis Applied to Three Presidential Pre-Candidates in Costa Rica</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F%C3%A9lix%20David%20Su%C3%A1rez%20Bonilla">Félix David Suárez Bonilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A sentiment analysis service to detect polarity (positive, neural, and negative), based on transfer learning, was built using a Spanish version of BERT and applied to tweets written in Spanish. The dataset that was used consisted of 11975 reviews, which were extracted from Google Play using the google-play-scrapper package. The BETO trained model used: the AdamW optimizer, a batch size of 16, a learning rate of 2x10⁻⁵ and 10 epochs. The system was tested using tweets of three presidential pre-candidates from Costa Rica. The system was finally validated using human labeled examples, achieving an accuracy of 83.3%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NLP" title="NLP">NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20learning" title=" transfer learning"> transfer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=BERT" title=" BERT"> BERT</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20mining" title=" opinion mining"> opinion mining</a> </p> <a href="https://publications.waset.org/abstracts/144475/bidirectional-encoder-representations-from-transformers-sentiment-analysis-applied-to-three-presidential-pre-candidates-in-costa-rica" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144475.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">174</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">340</span> Current Account on Teaching Psychology and Career Psychology in Portuguese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sivia%20Amado%20Cordeiro">Sivia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruna%20Rodrigues"> Bruna Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Do%20Ceu%20Taveira"> Maria Do Ceu Taveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Catia%20Marques"> Catia Marques</a>, <a href="https://publications.waset.org/abstracts/search?q=Iris%20Oliveira"> Iris Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Daniela%20Silva"> Ana Daniela Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work intends to analyse the teaching of Psychology in Portugal and, particularly, the teaching of Career Psychology, reflecting about the changes that have occurred to date. Were analysed the educational offerings of 31 Portuguese higher education institutions, 12 public and 19 private, who teach the course of Psychology. The three degrees of study were considered, namely, bachelors, masters and doctoral. The analysis of the data focused on the curricular plans of the different degrees of studies in Psychology made available online by higher education institutions. Through them, we identified the curricular units with themes related to the teaching of Career Psychology. The results show the existence of 89 higher psychology courses in Portugal, distributed throughout the three degrees of studies. Concerning to the teaching of Career Psychology there were registered 49 curricular units with themes dedicated to this area of knowledge. There were identified 16 curricular units in the bachelor’s degree, 31 in master’s degree, and two in doctoral degree. It was observed a reduction in the number of degrees in Psychology in the last nine years in Portugal. We discuss the current situation of Psychology teaching, particularly the teaching of Career Psychology. The aim is to stimulate reflection about future perspectives of Psychology teaching, and specifically, specialized training in Psychology of Career, in Portugal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20psychology" title="career psychology">career psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/72737/current-account-on-teaching-psychology-and-career-psychology-in-portuguese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72737.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">341</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">339</span> Low-Cost VoIP University Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Henrique%20Rodrigues%20de%20Oliveira">Carlos Henrique Rodrigues de Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Carlos%20Costa%20Fonseca"> Luis Carlos Costa Fonseca</a>, <a href="https://publications.waset.org/abstracts/search?q=Caio%20de%20Castro%20Torres"> Caio de Castro Torres</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Gusm%C3%A3o%20Pereira"> Daniel Gusmão Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Luiz%20Ricardo%20Souza%20Ripardo"> Luiz Ricardo Souza Ripardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Magno%20Castro%20Moraes"> Magno Castro Moraes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Paula%20Ferreira%20Costa"> Ana Paula Ferreira Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Luiz%20Carlos%20Chaves%20Lima%20Junior"> Luiz Carlos Chaves Lima Junior</a>, <a href="https://publications.waset.org/abstracts/search?q=Aurelianny%20Almeida%20da%20Cunha"> Aurelianny Almeida da Cunha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> VoIP University is a communication solution based on the IP protocol. This solution was proposed to modernize and save on communication, which required the development of Android, iOS, and Windows applications and a web service server. This solution allows integration with management system databases to create and manage a list of user extensions. VoIP UEMA was the first deployed project of VoIP University. MOS subjective voice quality test was done, and the results indicated good quality. A financial analysis revealed that annual spending on telephone bills decreased by more than 97 %. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VoIP%20eTec" title="VoIP eTec">VoIP eTec</a>, <a href="https://publications.waset.org/abstracts/search?q=VoIP%20UEMA" title=" VoIP UEMA"> VoIP UEMA</a>, <a href="https://publications.waset.org/abstracts/search?q=VoIP%20University" title=" VoIP University"> VoIP University</a>, <a href="https://publications.waset.org/abstracts/search?q=VoIP%20Valen" title=" VoIP Valen"> VoIP Valen</a> </p> <a href="https://publications.waset.org/abstracts/182442/low-cost-voip-university-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182442.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">61</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">338</span> Nursing Workers’ Capacity of Resilience at a Psychiatric Hospital in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheila%20Cristina%20Leonardo%20Oliveira%20Gaioli">Cheila Cristina Leonardo Oliveira Gaioli</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Ludmilla%20Rossi%20Rocha"> Fernanda Ludmilla Rossi Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Cristina%20Pillon"> Sandra Cristina Pillon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Resilience is a psychological process that facilitates the maintenance of health, developed in response to numerous existing stressors in daily life. Furthermore, resilience can be described as the ability which allows an individual or group to hold up well before unfavorable situations. This study aimed to identify nursing workers’ resilience at a psychiatric hospital in Brazil. This is an exploratory research with quantitative data approach. The sample consisted of 56 workers, using the Resilience Scale. Of the 56 subjects, 45 (80.4%) were women; 22 (39.2%) were 20- to 40-years-old and 30 (53.6%) were 41- to 60-years-old; 11 (19.6%) were nurses and 45 (80.4%) were technicians or nursing assistants. The results also showed that 50% of subjects showed a high resilience degree and 42.9% an average resilience degree. Thus, it was found that workers seek to develop protective factors in coping with a work environment that does not value the individual subjectivity and does not allow professional development, discouraging workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title="health promotion">health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20health" title=" occupational health"> occupational health</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/26323/nursing-workers-capacity-of-resilience-at-a-psychiatric-hospital-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26323.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">337</span> Methodology of Preliminary Design and Performance of a Axial-Flow Fan through CFD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramiro%20Gustavo%20Ramirez%20Camacho">Ramiro Gustavo Ramirez Camacho</a>, <a href="https://publications.waset.org/abstracts/search?q=Waldir%20%20De%20Oliveira"> Waldir De Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Eraldo%20Cruz%20Dos%20Santos"> Eraldo Cruz Dos Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Edna%20Raimunda%20%20Da%20Silva"> Edna Raimunda Da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Tania%20Marie%20%20Arispe%20Angulo"> Tania Marie Arispe Angulo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Eduardo%20Alves%20%20Da%20Costa"> Carlos Eduardo Alves Da Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%A2nia%20Cristina%20Alves%20%20Dos%20Reis"> Tânia Cristina Alves Dos Reis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It presents a preliminary design methodology of an axial fan based on the lift wing theory and the potential vortex hypothesis. The literature considers a study of acoustic and engineering expertise to model a fan with low noise. Axial fans with inadequate intake geometry, often suffer poor condition of the flow at the entrance, varying from velocity profiles spatially asymmetric to swirl floating with respect to time, this produces random forces acting on the blades. This produces broadband gust noise which in most cases triggers the tonal noise. The analysis of the axial flow fan will be conducted for the solution of the Navier-Stokes equations and models of turbulence in steady and transitory (RANS - URANS) 3-D, in order to find an efficient aerodynamic design, with low noise and suitable for industrial installation. Therefore, the process will require the use of computational optimization methods, aerodynamic design methodologies, and numerical methods as CFD- Computational Fluid Dynamics. The objective is the development of the methodology of the construction axial fan, provide of design the geometry of the blade, and evaluate aerodynamic performance <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Axial%20fan%20design" title="Axial fan design">Axial fan design</a>, <a href="https://publications.waset.org/abstracts/search?q=CFD" title=" CFD"> CFD</a>, <a href="https://publications.waset.org/abstracts/search?q=Preliminary%20Design" title=" Preliminary Design"> Preliminary Design</a>, <a href="https://publications.waset.org/abstracts/search?q=Optimization" title=" Optimization"> Optimization</a> </p> <a href="https://publications.waset.org/abstracts/58823/methodology-of-preliminary-design-and-performance-of-a-axial-flow-fan-through-cfd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58823.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">396</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">336</span> Creativity and Intelligence: Psychoeducational Connections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20B.%20Vestena"> Carla B. Vestena</a>, <a href="https://publications.waset.org/abstracts/search?q=Filomena%20E.%20Ponte"> Filomena E. Ponte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity and intelligence are concepts that have aroused very expressive interest in the field of educational sciences and the field of psychological science since the middle of the last century since they have a great impact on the potential and well-being of individuals. However, due to progress in cognitive and positive psychology, there has been a growing interest in the psychoeducational domain of intelligence and creativity in the last decade. In this theoretical work, are analyzed comparatively the theoretical models that relate the intelligence and the creativity, are analyzed several psychoeducational intervention programs that have been implemented with a view to the promotion of creativity and signal possibilities, realities and ironies around the psychological evaluation of intelligence and creativity. In order to reach a broad perspective on creativity, the evidence is presented that points the need to evaluate different psychological domains. The psychoeducational intervention programs addressed have, with a common characteristic, the full stimulation of the creative potential of the participants, assumed as a highly valued capacity at the present time. The results point to the systematize that all interventions in the ambit of creativity have two guiding principles: all individuals can be creative, and creativity is a capacity that can be stimulated. This work refers to the importance of stimulus creativity in educational contexts, to the usefulness and pertinence of the creation, the implementation, and monitoring of flexible curricula, adapted to the educational needs of students, promoting a collaborative work among teachers, parents, students, psychologists, managers and educational administrators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20intervention%20programs" title=" psychoeducational intervention programs"> psychoeducational intervention programs</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20evaluation" title=" psychological evaluation"> psychological evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20contexts" title=" educational contexts"> educational contexts</a> </p> <a href="https://publications.waset.org/abstracts/68590/creativity-and-intelligence-psychoeducational-connections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68590.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">405</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">335</span> Manufacturing and Characterization of Bioresorbable Self-Reinforced PLA Composites for Bone Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Pereira%20Lobato%20Costa">Carolina Pereira Lobato Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Pascual-Gonz%C3%A1lez"> Cristina Pascual-González</a>, <a href="https://publications.waset.org/abstracts/search?q=Monica%20Echeverry"> Monica Echeverry</a>, <a href="https://publications.waset.org/abstracts/search?q=Javier%20LLorca"> Javier LLorca</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gonz%C3%A1l%C3%A9z"> Carlos Gonzáléz</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Pedro%20Fern%C3%A1ndez-Bl%C3%A1quez"> Juan Pedro Fernández-Bláquez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the potential of PLA self-reinforced composites for bone applications, not much literature addresses optimal manufacturing conditions. In this regard, this paper describes the woven self-reinforced PLA composites manufacturing processes: the commingling of yarns, weaving, and hot pressing and characterizes the manufactured laminates. Different structures and properties can be achieved by varying the hot compaction process parameters (pressure, holding time, and temperature). The specimens manufactured were characterized in terms of thermal properties (DSC), microstructure (C-scan optical microscope and SEM), strength (tensile test), and biocompatibility (MTT assays). Considering the final device, 155 ℃ for 10 min at 2 MPa act as the more appropriate hot pressing parameters. The laminate produced with these conditions has few voids/porosity, a tensile strength of 30.39 ± 1.21 MPa, and a modulus of 4.09 ± 0.24 GPa. Subsequently to the tensile testing was possible to observe fiber pullout from the fracture surfaces, confirming that this material behaves as a composite. From the results, no single laminate can fulfill all the requirements, being necessary to compromise in function of the priority property. Further investigation is required to improve materials' mechanical performance. Subsequently, process parameters and materials configuration can be adjusted depending on the place and type of implant to suit its function. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=woven%20fabric" title="woven fabric">woven fabric</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reinforced%20polymer%20composite" title=" self-reinforced polymer composite"> self-reinforced polymer composite</a>, <a href="https://publications.waset.org/abstracts/search?q=poly%28lactic%20acid%29" title=" poly(lactic acid)"> poly(lactic acid)</a>, <a href="https://publications.waset.org/abstracts/search?q=biodegradable" title=" biodegradable"> biodegradable</a> </p> <a href="https://publications.waset.org/abstracts/141844/manufacturing-and-characterization-of-bioresorbable-self-reinforced-pla-composites-for-bone-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141844.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">195</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">334</span> Perceived Self-Efficacy of Children with Characteristics of Giftedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Medeiros"> Ana Medeiros</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina"> Ana Campina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study refers to the appropriateness of the psychopedagogical intervention programs focused on the adjustment and psychological well-being of children with characteristics of giftedness and the interests of promoting specialized and permanent follow-up to these children. It was intended to find out the impact on perceived self-efficacy in children with characteristics of giftedness after the frequency of a psychopedagogical intervention program. For this was applied to Multidimensional Scale Perceived Self-Efficacy, in two times (pre and post program frequency), in a quasi-experimental design. Innovative data are presented in reports to the relationship of perceived self-efficacy with giftedness, highlighting the evidence of this program focusing on the development of personal, social and emotional skills, applied to 20 children with characteristics of giftedness, in Northern Portugal, in the 2014-2015 school year, have no influence on perceived self-efficacy of children with characteristics of giftedness. The main implication of this research is congruent with the conclusions of studies that point that the greatest challenge in the education of children with characteristics of giftedness is to extend the traditional investment in intellectual production and creative capital to include an equal investment in social capital and the development of competencies of executive functions, dimensions that development programs stimulate. This study appeals to the need of children with characteristics of giftedness to be targets of psychopedagogical intervention programs with the constant specialization and constant updating of the knowledge of the professionals who work with them, motivated by being individuals with such specific and ever-changing characteristics reflecting an inclusive school life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=giftedness" title="giftedness">giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20self-efficacy" title=" perceived self-efficacy"> perceived self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=EMAEP" title=" EMAEP"> EMAEP</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopedagogical%20intervention%20programs" title=" psychopedagogical intervention programs"> psychopedagogical intervention programs</a> </p> <a href="https://publications.waset.org/abstracts/70615/perceived-self-efficacy-of-children-with-characteristics-of-giftedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70615.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">279</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">333</span> Hydroxyapatite-Chitosan Composites for Tissue Engineering Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgeta%20Voicu">Georgeta Voicu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Daniela%20Ghitulica"> Cristina Daniela Ghitulica</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreia%20Cucuruz"> Andreia Cucuruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Busuioc"> Cristina Busuioc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of tissue engineering, the compositional and microstructural features of the employed materials play an important role, with implications on the mechanical and biological behaviour of the medical devices. In this context, the development of apatite - natural biopolymer composites represents a choice of many scientific groups. Thus, hydroxyapatite powders were synthesized by a wet method, namely co-precipitation, starting from high purity reagents (CaO, MgO, and H3PO4). Moreover, the substitution of calcium with magnesium have been approached, in the 5 - 10 wt.% range. Afterward, the phosphate powders were integrated in two types of composites with chitosan, different from morphological point of view. First, 3D porous scaffolds were obtained by a freeze-drying procedure. Second, uniform, compact films were achieved by film casting. The influence of chitosan molecular weight (low, medium and high), as well as apatite powder to polymer ratio (1:1 and 1:2) on the morphological properties, were analysed in detail. In conclusion, the reported biocomposites, prepared by a straightforward route are suitable for bone substitution or repairing applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bone%20reconstruction" title="bone reconstruction">bone reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=chitosan" title=" chitosan"> chitosan</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20scaffolds" title=" composite scaffolds"> composite scaffolds</a>, <a href="https://publications.waset.org/abstracts/search?q=hydroxyapatite" title=" hydroxyapatite"> hydroxyapatite</a> </p> <a href="https://publications.waset.org/abstracts/62705/hydroxyapatite-chitosan-composites-for-tissue-engineering-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62705.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">332</span> A Thematic Analysis of Aging in Blue Zone Regions: Lessons from Okinawa and the Nicoya Peninsula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20MacNeil-Kelly">Theresa MacNeil-Kelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blue Zones are particular regions of the world with a high prevalence of centenarians who share common characteristics, lifestyles and environments. There are currently only five recognized Blue Zones, two of which include Okinawa, Japan and the Nicoya Peninsula in Costa Rica. Individuals living in these areas tend to have positive outlooks on life, utilize daily movement, rely on strong social support groups, and eat little to no processed foods. The current research sought to further understand how centenarians living in Okinawa and in the Nicoya Peninsula utilize Blue Zone lifestyle elements in their daily living habits. To accomplish this, the author traveled to both Okinawa and the Nicoya Peninsula, Costa Rica, and interviewed several centenarians, paying particular attention to lifestyle choices and their effects on the aging process. Thematic analysis was used to analyze interview responses, and several themes emerged, such as the importance of family, friends, faith/spirituality, mindfulness, nutrition and daily movement as key foundations to aging in healthy and productive ways. Suggestions for ways to implement these habits globally was also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=blue%20zones" title=" blue zones"> blue zones</a>, <a href="https://publications.waset.org/abstracts/search?q=centenarians" title=" centenarians"> centenarians</a>, <a href="https://publications.waset.org/abstracts/search?q=nicoya%20peninsula" title=" nicoya peninsula"> nicoya peninsula</a>, <a href="https://publications.waset.org/abstracts/search?q=okinawa" title=" okinawa"> okinawa</a> </p> <a href="https://publications.waset.org/abstracts/169571/a-thematic-analysis-of-aging-in-blue-zone-regions-lessons-from-okinawa-and-the-nicoya-peninsula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169571.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">257</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">331</span> Rights, Differences and Inclusion: The Role of Transdisciplinary Approach in the Education for Diversity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina">Ana Campina</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Manuela%20Magalhaes"> Maria Manuela Magalhaes</a>, <a href="https://publications.waset.org/abstracts/search?q=Eusebio%20Andr%C3%A9%20Machado"> Eusebio André Machado</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive school advocates respect for differences, for equal opportunities and for a quality education for all, including for students with special educational needs. In the pursuit of educational equity, guaranteeing equality in access and results, it becomes the responsibility of the school to recognize students' needs, adapting to the various styles and rhythms of learning, ensuring the adequacy of curricula, strategies and resources, materials and humans. This paper presents a set of theoretical reflections in the disciplinary interface between legal and education sciences, school administration and management, with the aim of understand the real inclusion characteristics in a balance with the inclusion policies and the need(s) of an education for Human Rights, especially for diversity. Considering the actual social complexity but the important education instruments and strategies, mostly patented in the policies, this paper aims expose the existing contexts opposed to the laws, policies and inclusion educational needs. More than a single study, this research aims to develop a map of the reality and the guidelines to implement the action. The results point to the usefulness and pertinence of a school in which educational managers, teachers, parents, and students, are involved in the creation, implementation and monitoring of flexible curricula and adapted to the educational needs of students, promoting a collaborative work among teachers. We are then faced with a scenario that points to the need to reflect on the legislation and curricular management of inclusive classes and to operationalize the processes of elaboration of curricular adaptations and differentiation in the classroom. The transdisciplinary is a pedagogic and social education perfect approach using the Human Rights binomio – teaching and learning – supported by the inclusion laws according to the realistic needs for an effective successful society construction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rights" title="rights">rights</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary" title=" transdisciplinary"> transdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20policies" title=" inclusion policies"> inclusion policies</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20diversity" title=" education for diversity"> education for diversity</a> </p> <a href="https://publications.waset.org/abstracts/67420/rights-differences-and-inclusion-the-role-of-transdisciplinary-approach-in-the-education-for-diversity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67420.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">389</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">330</span> Territorial Disputes behind the Declaration of Independence of Abkhazia and South Ossetia by Some Latin American States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Besik%20Goginava">Besik Goginava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several days later after the end of 2008 Russo-Georgian War, Venezuela and Nicaragua formally recognized the independence of Abkhazia and South Ossetia. In 2009-10 both countries established diplomatic relations with self-declared republics. It is a paradoxical fact that after neighboring Russia-Georgian conflict territories were internationally recognized by two Latin American states with ongoing territorial disputes. The Venezuela-Guyana territorial dispute which officially began in the early XIX century became conflict-ridden again in the late 1990s and 2000s. Venezuela has long claimed the land which comprises 40% of Guyana’s current territory. Territorial disputes of Nicaragua include dispute with Colombia over Caribbean Islands, with Costa Rica over the San Juan River and maritime dispute with Honduras. Based on historical and analytical research methods the purpose of this paper is to establish the relationship between the recognition of Abkhazia and South Ossetia by Venezuela and Nicaragua and Venezuela’s territorial dispute with Guyana, as well as Nicaragua’s with Colombia, Costa Rica and Honduras. The objective of the study is to investigate the factors that led Venezuela and Nicaragua to formally recognize Georgian conflict territories and how could their own territorial disputes affect on their decision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Latin%20America" title="Latin America">Latin America</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia" title=" Georgia"> Georgia</a>, <a href="https://publications.waset.org/abstracts/search?q=Venezuela" title=" Venezuela"> Venezuela</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicaragua" title=" Nicaragua"> Nicaragua</a>, <a href="https://publications.waset.org/abstracts/search?q=Abkhazia" title=" Abkhazia"> Abkhazia</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Ossetia" title=" South Ossetia"> South Ossetia</a> </p> <a href="https://publications.waset.org/abstracts/74253/territorial-disputes-behind-the-declaration-of-independence-of-abkhazia-and-south-ossetia-by-some-latin-american-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74253.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">244</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">329</span> Subjective Well-Being, Emotional Regulation and Motivational Orientation of Competition Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Priscila%20Martins"> Priscila Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Amado%20Cordeiro"> Silvia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina"> Ana Campina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Behavior directed toward high levels of sports performance and excellence implies task-focused processes, processes of cognitive and emotional regulation. This research aims to understand if subjective well-being, emotional regulation, and motivational orientation influence the performance of competitive athletes. The sample of this study is a non-probabilistic convenience sample, consisting of 50 male athletes, aged 14 to 15 years, who belong to training teams integrated in the pedagogical department of a sports club in the North of Portugal. In terms of performance, the distinction between team A and team B is due to the championships in which the respective athletes participate. Team A participates in national championships where the levels of demand and challenge are more pronounced and the team B only participates in championships at the district level. Was verified the internal consistency of the subjective happiness scale, the emotional regulation scale, and the motivational orientation questionnaire. SPSS, version 22.0, was used in the data treatment. When comparing the dimensions of emotional regulation with performance, it can be seen that athletes with lower sports scores have higher levels of emotional control and emotional self-awareness. As far as situational responsiveness is concerned, only the emotional self-control dimension and the emotional self-awareness dimension show an influence on the income, although, contrary to what would be expected, they appear to be associated with lower incomes. When comparing the motivational orientation with the athletic performance, it is verified that the athletes with the highest performance present an ego-oriented motivation, evidencing the athletes with a lower performance athletic tendency towards the task orientation. Only the ego-oriented dimension seems to be associated with high sport performance. The motivational orientation for the ego and the dimensions emotional control and emotional self-awareness are presented in this study as having influence on sports performance. Following these studies that have shown concern with the characterization of the best athletes and the promotion of higher sports performances, this work contributes to the signaling of psychological variables associated with high sports income. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20orientation" title=" motivational orientation"> motivational orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20performance" title=" sports performance"> sports performance</a> </p> <a href="https://publications.waset.org/abstracts/70634/subjective-well-being-emotional-regulation-and-motivational-orientation-of-competition-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70634.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">276</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">328</span> Beak Size and Asynchronous Hatch in Broiler Chicks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Thimotheo">Mariana Thimotheo</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Carvalho%20Ripamonte"> Gabriel Carvalho Ripamonte</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20De%20Almeida%20Nogueira"> Marina De Almeida Nogueira</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Camila%20Da%20Costa%20Aguiar"> Silvia Camila Da Costa Aguiar</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Henrique%20Santana%20Ulian"> Marcelo Henrique Santana Ulian</a>, <a href="https://publications.waset.org/abstracts/search?q=Euclides%20Braga%20Malheiros"> Euclides Braga Malheiros</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Cristina%20Boleli"> Isabel Cristina Boleli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Beak plays a fundamental role in the hatching process of the chicks, since it is used for internal and external pipping. The present study examined whether the size of the beak influences the birth period of the broiler chicks in the hatching window. It was analyzed the beak size (length, height and width) of one-hundred twenty nine newly hatched chicks from light eggs (56.22-61.05g) and one-hundred twenty six chicks from heavy eggs (64.95-70.90g), produced by 38 and 45 weeks old broiler breeders (Cobb 500®), respectively. Egg incubation occurred at 37.5°C and 60% RH, with egg turning every hour. Length, height and width of the beaks were measured using a digital caliper (Zaas precision - digital caliper 6", 0.01mm) and the data expressed in millimeters. The beak length corresponded to distance between the tip of the beak and the rictus. The height of the beak was measured in the region of the culmen and its width in the region of the nostrils. Data were analyzed following a 3x2 factorial experimental design, being three birth periods within the hatching window (early: 471.78 to 485.42h, intermediate: 485.43 to 512.27h, and late: 512.28 to 528.72h) and two egg weights (light and heavy). There was a significant interaction between birth period and egg weight for beak height (P < 0.05), which was higher in the intermediate chicks from heavy eggs than in the other chicks from the same egg weight and chicks from light eggs (P < 0.05), that did not differ (P > 0.05). The beak length was influenced only for a birth period, and decreased through the hatch window (early < intermediate < late) (P < 0.05). The width of the beaks was influenced by both main factors, birth period and egg weight (P < 0.05). Early and intermediate chicks had similar beak width, but greater than late chicks, and chicks from heavy eggs presented greater beak width than chicks from light eggs (P < 0.05). In sum, the results show that chicks with longer beak hatch first and that beak length is an important variable for hatch period determination mainly for light eggs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beak%20dimensions" title="beak dimensions">beak dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=egg%20weight" title=" egg weight"> egg weight</a>, <a href="https://publications.waset.org/abstracts/search?q=hatching%20period" title=" hatching period"> hatching period</a>, <a href="https://publications.waset.org/abstracts/search?q=hatching%20window" title=" hatching window"> hatching window</a> </p> <a href="https://publications.waset.org/abstracts/93974/beak-size-and-asynchronous-hatch-in-broiler-chicks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93974.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">168</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">327</span> Evaluation of Teaching Performance in Higher Education: From the Students' Responsibility to Their Evaluative Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natacha%20Jesus-Silva">Natacha Jesus-Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20S.%20Pereira"> Carla S. Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Natercia%20Durao"> Natercia Durao</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Das%20Dores%20Formosinho"> Maria Das Dores Formosinho</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Any assessment process, by its very nature, raises a wide range of doubts, uncertainties, and insecurities of all kinds. The evaluation process should be ethically irreproachable, treating each and every one of the evaluated according to a conduct that ensures that the process is fair, contributing to all recognize and feel well with the processes and results of the evaluation. This is a very important starting point and implies that positive and constructive conceptions and attitudes are developed regarding the evaluation of teaching performance, where students' responsibility is desired. It is not uncommon to find teachers feeling threatened at various levels, in particular as regards their autonomy and their professional dignity. Evaluation must be useful in that it should enable decisions to be taken to improve teacher performance, the quality of teaching or the learning climate of the school. This study is part of a research project whose main objective is to identify, select, evaluate and synthesize the available evidence on Quality Indicators in Higher Education. In this work, the 01 parameters resulting from pedagogical surveys in a Portuguese higher education institution in the north of the country will be presented, surveys for the 2015/2016 school year, presented to 1751 students, in a total of 11 degrees and 18 master's degrees. It has analyzed the evaluation made by students with respect to the performance of a group of 68 teachers working full time. This paper presents the lessons learned in the last three academic years, allowing for the identification of the effects on the following areas: teaching strategies and methodologies, capacity of systematization, learning climate, creation of conditions for active student participation. This paper describes the procedures resulting from the descriptive analysis (frequency analysis, descriptive measures and association measures) and inferential analysis (ANOVA one-way, MANOVA one-way, MANOVA two-way and correlation analysis). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title="teaching performance">teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20responsibility" title=" students responsibility"> students responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators%20of%20teaching%20management" title=" indicators of teaching management"> indicators of teaching management</a> </p> <a href="https://publications.waset.org/abstracts/71332/evaluation-of-teaching-performance-in-higher-education-from-the-students-responsibility-to-their-evaluative-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71332.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">277</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">326</span> Synthesis of Tricalcium Phosphate Substituted with Magnesium Ions for Bone Regeneration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreia%20Cucuruz">Andreia Cucuruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Daniela%20Ghitulica"> Cristina Daniela Ghitulica</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgeta%20Voicu"> Georgeta Voicu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Busuioc"> Cristina Busuioc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ceramics based on calcium phosphates have lately increased attention for tissue engineering because they can be used as substitute bones or for bone regeneration since they mimic very well the nanostructure of tough bone tissue, but also because of other advantages such as a very good biocompatibility and osseointegration. This study aims the preparation and characterization of ceramic materials on the basis of TCP (Ca₃(PO₄)₂), within which calcium ions are substituted by magnesium ions (Mg²⁺) in order to improve the regenerative properties of these materials. TCP-Mg material was synthesized by chemical precipitation method using calcium oxide (CaO) and phosphoric acid (H₃PO₄) as precursors. The objective was to obtain powders with different concentrations of Mg in order to analyze the effect of magnesium ions on the physicochemical properties of phosphate ceramics and in vitro degradation in simulated biological fluid (SBF). Ceramic powders were characterized in vitro but also from the compositional and microstructural point of view. TCP_Mg powders were prepared through wet chemical method from calcium oxide (CaO), magnesium oxide nanopowder (MgO < 50 nm particle size (BET) Sigma Aldrich), phosphoric acid (H₃PO₄ - 85 wt.% in H₂O, 99.99% trace metals basis - Sigma Aldrich). In order to determine the quantities of raw materials, calculations were performed to obtain HAp with Ca/P ratio of 1.5. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bone%20regeneration" title="bone regeneration">bone regeneration</a>, <a href="https://publications.waset.org/abstracts/search?q=magnesium%20substitution" title=" magnesium substitution"> magnesium substitution</a>, <a href="https://publications.waset.org/abstracts/search?q=tricalcium%20phosphate" title=" tricalcium phosphate"> tricalcium phosphate</a>, <a href="https://publications.waset.org/abstracts/search?q=tissue%20engineering" title=" tissue engineering"> tissue engineering</a> </p> <a href="https://publications.waset.org/abstracts/62756/synthesis-of-tricalcium-phosphate-substituted-with-magnesium-ions-for-bone-regeneration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62756.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">325</span> Preliminary Design of an Aerodynamic Protection for the Scramjet Engine Inlet of the Brazilian Technological Demonstrator Scramjet 14-X S</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20J.%20Costa">Gustavo J. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Felipe%20J.%20Costa"> Felipe J. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruno%20L.%20%20Coelho"> Bruno L. Coelho</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronaldo%20L.%20Cardoso"> Ronaldo L. Cardoso</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafael%20O.%20Santos"> Rafael O. Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Israel%20S.%20R%C3%AAgo"> Israel S. Rêgo</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20A.%20S.%20Minucci"> Marco A. S. Minucci</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20C.%20%20Oliveira"> Antonio C. Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Paulo%20G.%20P.%20Toro"> Paulo G. P. Toro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Prof. Henry T. Nagamatsu Aerothermodynamics and Hipersonics Laboratory, of the Institute for Advanced Studies (IEAv) conducts research and development (R&D) of the Technological Demonstrator scramjet 14-X S, aiming atmospheric flight at 30 km altitude with the speed correspondent to Mach number 7, using scramjet technology providing hypersonic propulsion system based on supersonic combustion. Hypersonic aerospace vehicles with air-breathing supersonic propulsion system face extremal environments for super/hypersonic flights in terms of thermal and aerodynamic loads. Thus, it is necessary to use aerodynamic protection at the scramjet engine inlet to face the thermal and aerodynamic loads without compromising the efficiency of scramjet engine, taking into account: i) inlet design (boundary layer, oblique shockwave and reflected oblique shockwave); ii) wall temperature of the cowl and of the compression ramp; iii) supersonic flow into the combustion chamber. The aerodynamic protection of the scramjet engine inlet will act to prevent the engine unstart and match the predictions made by theoretical-analytical, numerical analysis and experimental research, during the atmospheric flight of the Technological Demonstrator scramjet 14-X S. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=14-X" title="14-X">14-X</a>, <a href="https://publications.waset.org/abstracts/search?q=hypersonic" title=" hypersonic"> hypersonic</a>, <a href="https://publications.waset.org/abstracts/search?q=scramjet" title=" scramjet"> scramjet</a>, <a href="https://publications.waset.org/abstracts/search?q=supersonic%20combustion" title=" supersonic combustion"> supersonic combustion</a> </p> <a href="https://publications.waset.org/abstracts/59517/preliminary-design-of-an-aerodynamic-protection-for-the-scramjet-engine-inlet-of-the-brazilian-technological-demonstrator-scramjet-14-x-s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59517.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">425</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">324</span> Tectonics in Sustainable Contemporary Architecture: An Approach to the Intersection between Design and Construction in the Work of Norman Foster</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mafalda%20Fabiene%20Ferreira%20Pantoja">Mafalda Fabiene Ferreira Pantoja</a>, <a href="https://publications.waset.org/abstracts/search?q=Joao%20Da%20Costa%20Pantoja"> Joao Da Costa Pantoja</a>, <a href="https://publications.waset.org/abstracts/search?q=Rui%20Humberto%20Costa%20De%20Fernandes%20Povoas"> Rui Humberto Costa De Fernandes Povoas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper seeks to present a theoretical and practical reflection about examples of contemporary architecture in the world context where concerns about the planet become prominent and increasingly necessary. Firstly, a brief introduction will be made on the conceptual principles of tectonics in architecture in order to apply such concepts in a perspective of analysis of the intersection between design and construction in contemporary examples of Norman Foster’s architecture, once his work has demonstrated attitudes of composition that concerns about the place, technology, materials, and building life. Foster's compositions are usually focused on the role of technology in the process of architectural design, making his works a mixture of place, program, construction, and formal structures. The main purpose of the present paper is the reflection on the tools of theoretical and practical analysis about tectonics, optimizing the resources that allow cultural anchoring and creation of identity. Also establishing relation between resources, building life cycle and employment of correct materials, in order to find out how the tectonic concept can elevate the status of contemporary architecture, making it qualitative in a more sustainable context and adapted to current needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary%20architecture" title="contemporary architecture">contemporary architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=norman%20foster" title=" norman foster"> norman foster</a>, <a href="https://publications.waset.org/abstracts/search?q=tectonic" title=" tectonic"> tectonic</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20architecture" title=" sustainable architecture"> sustainable architecture</a> </p> <a href="https://publications.waset.org/abstracts/111569/tectonics-in-sustainable-contemporary-architecture-an-approach-to-the-intersection-between-design-and-construction-in-the-work-of-norman-foster" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111569.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">323</span> Women Trainees' Perception on Non-Formal Educational Workshops in Improving Their Socio-Economic Status in Algeria and Costa Rica</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahia%20Braktia">Bahia Braktia</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Anna%20Marcela%20Montenegro"> S. Anna Marcela Montenegro</a>, <a href="https://publications.waset.org/abstracts/search?q=Imene%20Abdessemed"> Imene Abdessemed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult education is still considered a crucial area of education. In a developing framework, it is regarded as a practical approach for social inclusion and poverty reduction. They are also perceived as a way to serve adults who did not have the chance to education in their early ages by providing them knowledge, skills and values. Non-formal adult education and trainings are critical means in a society to break poverty and unemployment, and to decrease the social inequality. This paper investigates the perception of women trainees about a series of workshops in natural beauty products, held in Algeria and Costa Rica and organized by a non-profit educational organization, to improve their socio-economic status. This research seeks to explore ways of empowering women by assessing their needs and providing them with skills to start their own business. A questionnaire is administered before the workshops and focus groups are held at the end. A qualitative research method is employed to analyze the data. Preliminary results show that the trainees aspire to create their businesses with the objectives of poverty reduction and social inclusion. The findings also reveal the need for small business funding programs and entrepreneurial training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title=" non-formal education"> non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20status" title=" socio-economic status"> socio-economic status</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a> </p> <a href="https://publications.waset.org/abstracts/95214/women-trainees-perception-on-non-formal-educational-workshops-in-improving-their-socio-economic-status-in-algeria-and-costa-rica" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95214.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">208</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=Cristina%20A.%20Costa&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cristina%20A.%20Costa&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cristina%20A.%20Costa&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cristina%20A.%20Costa&page=5">5</a></li> <li class="page-item"><a class="page-link" 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