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Palaoag</title> <meta name="description" content="Search results for: Thelma Palaoag"> <meta name="keywords" content="Thelma Palaoag"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Thelma Palaoag"> <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> 9</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Thelma Palaoag</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Smart Online Library Catalog System with Query Expansion for the University of the Cordilleras</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vincent%20Ballola">Vincent Ballola</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymund%20Dilan"> Raymund Dilan</a>, <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Palaoag"> Thelma Palaoag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Smart Online Library Catalog System with Query Expansion seeks to address the low usage of the library because of the emergence of the Internet. Library users are not accustomed to catalog systems that need a query to have the exact words without any mistakes for decent results to appear. The graphical user interface of the current system has a rather skewed learning curve for users to adapt with. With a simple graphical user interface inspired by Google, users can search quickly just by inputting their query and hitting the search button. Because of the query expansion techniques incorporated into the new system such as stemming, thesaurus search, and weighted search, users can have more efficient results from their query. The system will be adding the root words of the user's query to the query itself which will then be cross-referenced to a thesaurus database to search for any synonyms that will be added to the query. The results will then be arranged by the number of times the word has been searched. Online queries will also be added to the results for additional references. Users showed notable increases in efficiency and usability due to the familiar interface and query expansion techniques incorporated in the system. The simple yet familiar design led to a better user experience. Users also said that they would be more inclined in using the library because of the new system. The incorporation of query expansion techniques gives a notable increase of results to users that in turn gives them a wider range of resources found in the library. Used books mean more knowledge imparted to the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=query%20expansion" title="query expansion">query expansion</a>, <a href="https://publications.waset.org/abstracts/search?q=catalog%20system" title=" catalog system"> catalog system</a>, <a href="https://publications.waset.org/abstracts/search?q=stemming" title=" stemming"> stemming</a>, <a href="https://publications.waset.org/abstracts/search?q=weighted%20search" title=" weighted search"> weighted search</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=thesaurus%20search" title=" thesaurus search"> thesaurus search</a> </p> <a href="https://publications.waset.org/abstracts/62358/smart-online-library-catalog-system-with-query-expansion-for-the-university-of-the-cordilleras" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62358.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">388</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">8</span> Information Extraction for Short-Answer Question for the University of the Cordilleras</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Palaoag">Thelma Palaoag</a>, <a href="https://publications.waset.org/abstracts/search?q=Melanie%20Basa"> Melanie Basa</a>, <a href="https://publications.waset.org/abstracts/search?q=Jezreel%20Mark%20Panilo"> Jezreel Mark Panilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Checking short-answer questions and essays, whether it may be paper or electronic in form, is a tiring and tedious task for teachers. Evaluating a student’s output require wide array of domains. Scoring the work is often a critical task. Several attempts in the past few years to create an automated writing assessment software but only have received negative results from teachers and students alike due to unreliability in scoring, does not provide feedback and others. The study aims to create an application that will be able to check short-answer questions which incorporate information extraction. Information extraction is a subfield of Natural Language Processing (NLP) where a chunk of text (technically known as unstructured text) is being broken down to gather necessary bits of data and/or keywords (structured text) to be further analyzed or rather be utilized by query tools. The proposed system shall be able to extract keywords or phrases from the individual’s answers to match it into a corpora of words (as defined by the instructor), which shall be the basis of evaluation of the individual’s answer. The proposed system shall also enable the teacher to provide feedback and re-evaluate the output of the student for some writing elements in which the computer cannot fully evaluate such as creativity and logic. Teachers can formulate, design, and check short answer questions efficiently by defining keywords or phrases as parameters by assigning weights for checking answers. With the proposed system, teacher’s time in checking and evaluating students output shall be lessened, thus, making the teacher more productive and easier. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20extraction" title="information extraction">information extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=short-answer%20question" title=" short-answer question"> short-answer question</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a> </p> <a href="https://publications.waset.org/abstracts/62355/information-extraction-for-short-answer-question-for-the-university-of-the-cordilleras" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62355.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">428</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">7</span> Mixed Natural Adsorbents and Oxides for Oil Remediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Maximo%20Oliva%20Gonz%C3%A1lez">Cesar Maximo Oliva González</a>, <a href="https://publications.waset.org/abstracts/search?q=Javier%20Acevedo%20Cortez"> Javier Acevedo Cortez</a>, <a href="https://publications.waset.org/abstracts/search?q=Boris%20Kharisov"> Boris Kharisov</a>, <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Serrano%20Quezada"> Thelma Serrano Quezada </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of the crude oil refining process is due to the demand for petroleum products such as gasoline, kerosene, asphalt, etc., which are used in daily activities and have a high impact on the global economy. In the processes of oil obtaining and refining, it is common to find problems such as spills on seabed and high energy consumption in processing. In order to quickly and efficiently attack these problems, the use of adsorbents has taken on great importance due to its ease of implementation, as well as the possibility of their regeneration to be reused. In this work, the use of two types of adsorbents is proposed: the first is a natural adsorbent such as aloe vera or nopal, which were lyophilized and hydrophobized to achieve a selectivity in oil adsorption in oil / water mixtures. The second is a mixed iron/nickel oxide, which is specially designed to adsorb the asphaltenes in the heavy fractions of the oil; in addition, this type of adsorbents presents catalytic properties that manage to decompose the heavier fractions of the petroleum in light hydrocarbons, descending thus the energy required for the oil refining process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nanomaterials" title="nanomaterials">nanomaterials</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20spills" title=" oil spills"> oil spills</a>, <a href="https://publications.waset.org/abstracts/search?q=remediation" title=" remediation"> remediation</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20adsorbents" title=" natural adsorbents"> natural adsorbents</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20oxides" title=" mixed oxides"> mixed oxides</a> </p> <a href="https://publications.waset.org/abstracts/72269/mixed-natural-adsorbents-and-oxides-for-oil-remediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72269.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">241</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">6</span> Learning to Play in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, in South African schools, under the fast-paced and content-heavy CAPS curriculum, the notion of play is being lost in the foundation phase. Even in Grade R, aimed at improving the quality of education, there is a focus on mathematical literacy, language, and life skills (DoE, 2001). This is largely due to the dichotomizing of play and learning. And although the play is meant to be the primary means of achieving these skills, it somehow loses its playfulness in the face of early academic pressure. Student teachers similarly have not been trained to use play in the early years of schooling. This action research study shares findings from the “Learn to Play” intervention in teacher training at one university in which student teachers were given substantial training in types of play, the ways they could use and promote play, and the changing roles of teachers in play-based learning. Using observation focus group interviews, reflections, student teacher engagement in learning communities, and Theories of Change, the study measures the changes made by the intervention in student teachers’ approaches and attitudes to play in the classroom. Key findings were that the student teachers learned new skills, had better relationships with pupils, and became more confident in their foundation phase settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=foundation%20phase" title=" foundation phase"> foundation phase</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20training" title=" student teacher training"> student teacher training</a> </p> <a href="https://publications.waset.org/abstracts/135545/learning-to-play-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135545.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">179</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">5</span> Psychosocial Risks and Occupational Health in a Mexican Small and Medium-Sized Enterprises </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Escamilla%20Quintal">Magdalena Escamilla Quintal</a>, <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Cetina%20Canto"> Thelma Cetina Canto</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Aguilar%20Ortega"> Cecilia Aguilar Ortega</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the importance that people represent for companies, the setting of a clear control of the risks that threaten the health and the material and financial resources of workers is essential. It is irrelevant if the company is a small and medium-sized enterprise (SME) or a large multinational, or if it is in the construction or service sector. The risk prevention importance is related to a constitutional and human right that all people have; working in a risk-free environment to prevent accidents or illnesses that may influence their quality of life and the tranquility of their family. Therefore, the objective of this study was to determine the level of psychosocial risks (physical and emotional) of the employees of an SME. The participants of this study were 186 employees of a productive sector SME; 151 men and 35 women, all with an average age of 31.77 years. Their seniority inside the SME was between one month and 19.91 years. Ninety-six workers were from the production area, 28 from the management area, as well as 25 from the sales area and 40 from the supplies area. Ninety-three workers were found in Uman, 78 in Playa del Carmen, 11 in Cancun and seven in Cd. del Carmen. We found a statistically significant relationship between the burnout variable and the engagement and psychosomatic complaints as well as between the variables of sex, burnout and psychosomatic complaints. We can conclude that, for benefit of the SME, that there are low levels of burnout and psychosomatic complaints, the women experience major levels of burnout and the men show major levels of psychosomatic complaints. The findings, contributions, limitations and future proposals will be analyzed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20risks" title="psychosocial risks">psychosocial risks</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a>, <a href="https://publications.waset.org/abstracts/search?q=burnout" title=" burnout"> burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosomatic%20complaints" title=" psychosomatic complaints"> psychosomatic complaints</a> </p> <a href="https://publications.waset.org/abstracts/44947/psychosocial-risks-and-occupational-health-in-a-mexican-small-and-medium-sized-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44947.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">367</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">4</span> Post Apartheid Language Positionality and Policy: Student Teachers' Narratives from Teaching Practicum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20apartheid" title=" post apartheid"> post apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a> </p> <a href="https://publications.waset.org/abstracts/101586/post-apartheid-language-positionality-and-policy-student-teachers-narratives-from-teaching-practicum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101586.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">3</span> Brazilian Transmission System Efficient Contracting: Regulatory Impact Analysis of Economic Incentives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Maria%20Melo%20Pinheiro">Thelma Maria Melo Pinheiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Guilherme%20Raposo%20Diniz%20Vieira"> Guilherme Raposo Diniz Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidney%20Matos%20da%20Silva"> Sidney Matos da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20Mendon%C3%A7a%20de%20Oliveira%20Queiroz"> Leonardo Mendonça de Oliveira Queiroz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mateus%20Sousa%20Pinheiro"> Mateus Sousa Pinheiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Danyllo%20Wenceslau%20de%20Oliveira%20Lopes"> Danyllo Wenceslau de Oliveira Lopes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present article has the objective to describe the regulatory impact analysis (RIA) of the contracting efficiency of the Brazilian transmission system usage. This contracting is made by users connected to the main transmission network and is used to guide necessary investments to supply the electrical energy demand. Therefore, an inefficient contracting of this energy amount distorts the real need for grid capacity, affecting the sector planning accuracy and resources optimization. In order to provide this efficiency, the Brazilian Electricity Regulatory Agency (ANEEL) homologated the Normative Resolution (NR) No. 666, from July 23th of 2015, which consolidated the procedures for the contracting of transmission system usage and the contracting efficiency verification. Aiming for a more efficient and rational transmission system contracting, the resolution established economic incentives denominated as Inefficiency installment for excess (IIE) and inefficiency installment for over-contracting (IIOC). The first one, IIE, is verified when the contracted demand exceeds the established regulatory limit; it is applied to consumer units, generators, and distribution companies. The second one, IIOC, is verified when the distributors over-contract their demand. Thus, the establishment of the inefficiency installments IIE and IIOC intends to avoid the agent contract less energy than necessary or more than it is needed. Knowing that RIA evaluates a regulatory intervention to verify if its goals were achieved, the results from the application of the above-mentioned normative resolution to the Brazilian transmission sector were analyzed through indicators that were created for this RIA to evaluate the contracting efficiency transmission system usage, using real data from before and after the homologation of the normative resolution in 2015. For this, indicators were used as the efficiency contracting indicator (ECI), excess of demand indicator (EDI), and over-contracting of demand indicator (ODI). The results demonstrated, through the ECI analysis, a decrease of the contracting efficiency, a behaviour that was happening even before the normative resolution of 2015. On the other side, the EDI showed a considerable decrease in the amount of excess for the distributors and a small reduction for the generators; moreover, the ODI notable decreased, which optimizes the usage of the transmission installations. Hence, with the complete evaluation from the data and indicators, it was possible to conclude that IIE is a relevant incentive for a more efficient contracting, indicating to the agents that their contracting values are not adequate to keep their service provisions for their users. The IIOC also has its relevance, to the point that it shows to the distributors that their contracting values are overestimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contracting" title="contracting">contracting</a>, <a href="https://publications.waset.org/abstracts/search?q=electricity%20regulation" title=" electricity regulation"> electricity regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=regulatory%20impact%20analysis" title=" regulatory impact analysis"> regulatory impact analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20power%20system" title=" transmission power system"> transmission power system</a> </p> <a href="https://publications.waset.org/abstracts/128972/brazilian-transmission-system-efficient-contracting-regulatory-impact-analysis-of-economic-incentives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128972.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">2</span> The Use of Telecare in the Re-design of Overnight Supports for People with Learning Disabilities: Implementing a Cluster-based Approach in North Ayrshire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carly%20Nesvat">Carly Nesvat</a>, <a href="https://publications.waset.org/abstracts/search?q=Dominic%20Jarrett"> Dominic Jarrett</a>, <a href="https://publications.waset.org/abstracts/search?q=Colin%20%20Thomson"> Colin Thomson</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilma%20Coltart"> Wilma Coltart</a>, <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Bowers"> Thelma Bowers</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Thomson"> Jan Thomson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Within Scotland, the Same As You strategy committed to moving people with learning disabilities out of long-stay hospital accommodation into homes in the community. Much of the focus of this movement was on the placement of people within individual homes. In order to achieve this, potentially excessive supports were put in place which created dependence, and carried significant ongoing cost primarily for local authorities. The greater focus on empowerment and community participation which has been evident in more recent learning disability strategy, along with the financial pressures being experienced across the public sector, created an imperative to re-examine that provision, particularly in relation to the use of expensive sleepover supports to individuals, and the potential for this to be appropriately scaled back through the use of telecare. Method: As part of a broader programme of redesigning overnight supports within North Ayrshire, a cluster of individuals living in close proximity were identified, who were in receipt of overnight supports, but who were identified as having the capacity to potentially benefit from their removal. In their place, a responder service was established (an individual staying overnight in a nearby service user’s home), and a variety of telecare solutions were placed within individual’s homes. Active and passive technology was connected to an Alarm Receiving Centre, which would alert the local responder service when necessary. Individuals and their families were prepared for the change, and continued to be informed about progress with the pilot. Results: 4 individuals, 2 of whom shared a tenancy, had their sleepover supports removed as part of the pilot. Extensive data collection in relation to alarm activation was combined with feedback from the 4 individuals, their families, and staff involved in their support. Varying perspectives emerged within the feedback. 3 of the individuals were clearly described as benefitting from the change, and the greater sense of independence it brought, while more concerns were evident in relation to the fourth. Some family members expressed a need for greater preparation in relation to the change and ongoing information provision. Some support staff also expressed a need for more information, to help them understand the new support arrangements for an individual, as well as noting concerns in relation to the outcomes for one participant. Conclusion: Developing a telecare response in relation to a cluster of individuals was facilitated by them all being supported by the same care provider. The number of similar clusters of individuals being identified within North Ayrshire is limited. Developing other solutions such as a response service for redesign will potentially require greater collaboration between different providers of home support, as well as continuing to explore the full range of telecare, including digital options. The pilot has highlighted the need for effective preparatory and ongoing engagement with staff and families, as well as the challenges which can accompany making changes to long-standing packages of support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=telecare" title=" telecare"> telecare</a> </p> <a href="https://publications.waset.org/abstracts/84324/the-use-of-telecare-in-the-re-design-of-overnight-supports-for-people-with-learning-disabilities-implementing-a-cluster-based-approach-in-north-ayrshire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84324.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">177</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">1</span> The Use of Cross-cultural Approaches (CCAs) in Psychotherapy in Addressing Mental Health Issues Amongst Women of Ethnic Minority</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adaku%20Thelma%20Olatise">Adaku Thelma Olatise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental health disparities among women from diverse ethnic, cultural, and religious backgrounds remain a pressing concern, particularly as current psychotherapeutic models often fail to address the unique challenges these groups face. This is of particular concern since epidemiological studies across various countries and cultures consistently demonstrate higher prevalence rates of common mental disorders amongst these groups of women because of a lack of access to culturally oriented psychotherapeutic services. This literature review aims to examine how CCAs in psychotherapy can address the specific ethnic, cultural, and religious challenges women encounter in accessing mental health care. A search of relevant articles was conducted through PsycARTICLES and PubMed databases, using terms such as ‘mental health’, ‘women’, ‘culture’, and ‘ethnic minorities’. Supplementary searches on Google Scholar were also performed to capture literature not covered by traditional databases. While the importance of cross-cultural approaches in psychotherapy has become more apparent because people from diverse ethnic backgrounds inevitably perceive the world through different lenses, influencing their interpretations of human behavior and norms, there is a notable gap in the literature in understanding the influences of using of CCAs in psychotherapy amongst women of an ethnic minority. This gap not only reflects a poor understanding of the complex stressors faced by these women—such as familial, communal, and societal expectations—but also highlights the lack of support and culturally adapted interventions available to them. Even though scholars have posited that aligning treatment approaches with patients' cultural backgrounds is important to enhance therapeutic effectiveness, and the acknowledgment of culture is crucial in psychotherapy theory and practice. As well as the increasing global focus on psychotherapy applications that integrate non-Western practices, such as spiritual healing and community-based interventions, the adaptation of these approaches in mainstream mental health care has remained limited. This review found that the expectations and experiences of ethnic minority women were heavily influenced by family and community pressures. However, there were limited evidence-based, culturally oriented psychotherapeutic interventions tailored to ethnic minority women. This gap extends to inadequate representation of minority groups in clinical research, as well as a lack of culturally validated mental health outcome measures. Furthermore, studies have shown that psychotherapeutic models have largely been Western-oriented and Euro-centric because of socially constructed hierarchies. The origin of psychology from the Western world has predominantly reflected Western cultural traditions, shaped by historical, linguistic, and sociopolitical influences. These factors have led to a lack of recognition of therapeutic approaches from minority ethnic groups and the biases that emanate from hegemonic cultural beliefs and power dynamics influence the decisions about which psychotherapeutic modalities to integrate and practice. Therefore, this plethora of factors adds to the challenges women from ethnically and culturally diverse backgrounds face in accessing mental health services at the individual, familial, community, and societal levels. In conclusion, a cross-cultural approach is urgently needed within psychotherapy to address these challenges, ensuring that treatment frameworks are both culturally sensitive and gender responsive. Only by considering the lived experiences of minority women, particularly in relation to their cultural and religious contexts, can mental health services provide the appropriate care necessary to support their well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title=" ethnicity"> ethnicity</a> </p> <a href="https://publications.waset.org/abstracts/191960/the-use-of-cross-cultural-approaches-ccas-in-psychotherapy-in-addressing-mental-health-issues-amongst-women-of-ethnic-minority" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191960.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">24</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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