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difficulties</title> <meta name="description" content="Search results for: difficulties"> <meta name="keywords" content="difficulties"> <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="difficulties"> <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> 1390</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: difficulties</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1390</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literatures based on the literatures on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together was analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment, and behaviors of teachers and parents, and the society as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=disabled%20children" title=" disabled children"> disabled children</a> </p> <a href="https://publications.waset.org/abstracts/148186/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148186.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">113</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">1389</span> Difficulties Faced by the Sports Clubs in the Sultanate of Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Al-Busafi">Majid Al-Busafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Almur%20Al-Hashmi"> Almur Al-Hashmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to identify the difficulties of planning and organizational, technical and finance facing sports clubs in the Sultanate of Oman. To answer the research questions, the researchers set up and developed a questionnaire as a major tool for the study. The researchers also conducted field visits to targeted clubs, collecting documents and publications related to the current situation of these clubs. The study sample (totaling 231) was selected of boards members of sports clubs and federations, executive staff of the Ministry of Sports Affairs, sports clubs and federations, and the media. The results indicated that the order of the difficulties faced by sports clubs is as follows: planning difficulties, the financial difficulties, technical difficulties and fourth and finally organizational difficulties. The study recommended the need to develop long-term plans and a timetable for the activities of the federations or the clubs. It is also important not to ignore to plan the qualification activities for the workers in the federations and clubs. Finally, there is a need to develop regulated forms of relations between members in the clubs. This study makes an original contribution to knowledge as it addresses needs in a country with no clear clubs systems and is informed by case studies from other countries, two of which have similar cultural contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports%20club" title="sports club">sports club</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20federation" title=" sports federation"> sports federation</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=plans" title=" plans"> plans</a> </p> <a href="https://publications.waset.org/abstracts/21962/difficulties-faced-by-the-sports-clubs-in-the-sultanate-of-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21962.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">472</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">1388</span> An Investigation into Kenyan Teachers’ Views of Children’s Emotional and Behavioural Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fred%20Mageto">Fred Mageto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great number of children in mainstream schools across Kenya are currently living with emotional, behavioural difficulties. This study aims to explore teachers’ perceptions of children’s emotional and behavioural difficulties (EBD) and their attributions of the causes of EBD. The relevance of this area of study to current educational practice is illustrated in the fact that primary school teachers in Kenya find classroom behaviour problems one of the major difficulties they face. The information presented in this study was gathered from 182 teachers that responded back to the survey, of whom 27 teachers were later interviewed. In general, teachers’ perceptions of EBD reflect personal experience, training, and attitudes. Teachers appear from this study to use words such as indifferent, frightened, withdrawn, aggressive, disobedient, hyperactive, less ambitious, lacking concentration, and academically weak to describe pupils with emotional and behavioural difficulties (EBD). The implications of this study are envisaged as being extremely important to support teachers addressing children’s EBD and shed light on the contributing factors to EBD for a successful teaching-learning process in Libyan primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20and%20behaviour%20difficulties" title=" emotional and behaviour difficulties"> emotional and behaviour difficulties</a> </p> <a href="https://publications.waset.org/abstracts/135783/an-investigation-into-kenyan-teachers-views-of-childrens-emotional-and-behavioural-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135783.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">163</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">1387</span> An Investigation into Libyan Teachers’ Views of Children’s Emotional and Behavioral Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great number of children in mainstream schools across Libya are currently living with emotional, behavioral difficulties. This study aims to explore teachers’ perceptions of children’s emotional and behavioral difficulties (EBD) and their attributions of the causes of EBD. The relevance of this area of study to current educational practice is illustrated in the fact that primary school teachers in Libya find classroom behavior problems one of the major difficulties they face. The information presented in this study was gathered from 182 teachers that responded back to the survey, of whom 27 teachers were later interviewed. In general, teachers’ perceptions of EBD reflect personal experience, training, and attitudes. Teachers appear from this study to use words such as indifferent, frightened, withdrawn, aggressive, disobedient, hyperactive, less ambitious, lacking concentration, and academically weak to describe pupils with emotional and behavioral difficulties (EBD). The implications of this study are envisaged as being extremely important to support teachers addressing children’s EBD and shed light on the contributing factors to EBD for a successful teaching-learning process in Libyan primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20and%20behavior%20difficulties" title=" emotional and behavior difficulties"> emotional and behavior difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27" title=" teachers'"> teachers'</a> </p> <a href="https://publications.waset.org/abstracts/130935/an-investigation-into-libyan-teachers-views-of-childrens-emotional-and-behavioral-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130935.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">144</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">1386</span> An Analytical Study of Organizational Implication in EFL Writing Experienced by Iranian Students with Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoones%20Tavoosy">Yoones Tavoosy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students' structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in-depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20students" title="Iranian students">Iranian students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20implication" title=" organizational implication"> organizational implication</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/68751/an-analytical-study-of-organizational-implication-in-efl-writing-experienced-by-iranian-students-with-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68751.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">222</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">1385</span> Perceptions of Tunisian EFL Students toward Their Writing Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salwa%20Enneifer">Salwa Enneifer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research is intended to investigate Tunisian students’ own perception of the difficulties they encounter in the writing task. To achieve this objective, a questionnaire was administered to students enrolled in the ‘Faculty of Letters Arts and Humanities’ in Kairouan, in Tunisia. Students were classified into three groups: first-, second-, and third-year students. The researcher used 120 questionnaires filled in by the students as data for this study; moreover, 30 students participated in a semi-structured interview to complete the data. The questionnaire results revealed that Tunisian EFL students faced spelling and grammar difficulties. ANOVA also revealed that the first-year students did not recognise that Arabic and English greatly differ in their respective punctuation systems. The second-year class, however, was fully aware of this difference. Additionally, the interview shed light on other aspects or different difficulties experienced by students in writing: a cruel ‘lack of vocabulary’, Arabic language interference, the organisation of the essay and especially the academic essay, and difficulty with writing an argumentative essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difficulties" title="difficulties">difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian" title=" Tunisian"> Tunisian</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title=" EFL students"> EFL students</a> </p> <a href="https://publications.waset.org/abstracts/139398/perceptions-of-tunisian-efl-students-toward-their-writing-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139398.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">1384</span> Poor Cognitive Flexibility as Suggested Basis for Learning Difficulties among Children with Moderate-INTO-Severe Asthma: Evidence from WCSTPerformance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haitham%20Taha">Haitham Taha </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cognitive flexibility of 27 asthmatic children with learning difficulties was tested by using the Wisconsin card sorting test (WCST) and compared to the performances of 30 non-asthmatic children who have persistence learning difficulties also. The results revealed that the asthmatic group had poor performance through all the WCST psychometric parameters and especially the preservative errors one. The results were discussed in light of the postulation that poor executive functions and specifically poor cognitive flexibility are in the basis of the learning difficulties of asthmatic children with learning difficulties. Neurophysiologic framework was suggested for explaining the etiology of poor executive functions and cognitive flexibility among children with moderate into severe asthma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asthma" title="asthma">asthma</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title=" cognitive flexibility"> cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=WCST" title=" WCST "> WCST </a> </p> <a href="https://publications.waset.org/abstracts/13405/poor-cognitive-flexibility-as-suggested-basis-for-learning-difficulties-among-children-with-moderate-into-severe-asthma-evidence-from-wcstperformance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13405.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">1383</span> Speaking Difficulties Encountered by EFL Learners in Secondary School in Morocco</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bellali%20Assia">Bellali Assia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bellali%20Fatima"> Bellali Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speaking is one of the most difficult English skills for non-English learners. This study investigated English-speaking difficulties encountered by non-English secondary school students in a private school in Casablanca, Morocco. The subjects were students of 63 (male and female) from 2ed year classes level. It also aims to investigate the degree of main speaking difficulties and the factors effecting non-English students to speak English. This research used a descriptive qualitative and quantitative approach with a questionnaire and an interview to collect the data. In linguistically related difficulties, there were four difficulties, namely vocabulary, grammar, conversation and pronunciation. The results revealed that there were 40.32% of students agreed that they do not have sufficient grammar knowledge, 45.16% of students agreed that they do not have enough vocabulary, 45.90% of students agreed that they have difficulty in conversation, and 39.34% of students agreed that they have poor pronunciation. Also, the results indicated that 63.33 % of students agreed that they have problems with self-confidence. The factors causing the problem of speaking English in this study were lack of general knowledge, lack of speaking practice, fear of mistakes and grammar practice, low participation, shyness, nervousness, fear of criticism, and unfamiliar word pronunciation. Furthermore, recommendations and suggestions were presented to solve the problem and eliminate difficulties for teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking" title="English speaking">English speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20students" title=" non-English students"> non-English students</a> </p> <a href="https://publications.waset.org/abstracts/190038/speaking-difficulties-encountered-by-efl-learners-in-secondary-school-in-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190038.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">23</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">1382</span> An Appraisal of Grade 12 Educators’ Difficulties in Understanding Electric Circuits in South Africa: A Case Study of Umgungundlovu District of Kwazulu-Natal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akinrogunde%20Omolere%20Moses">Akinrogunde Omolere Moses</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A plethora of studies indicated that teaching and learning of the physical sciences in the Further Education and Training (FET) Phase (Grades 10–12) have long been declared problematic in South Africa. For instance, the results from the National Senior Certificate Matric Examination in Physical Sciences, especially in the questions related to practical skills, more specifically, electric circuits, have been unsatisfactory in the past decades. Learner difficulties in understanding electric circuits are well stated. Thus, this study appraised the difficulties Grade 12 Educators often face in understanding Electric Circuits in Umgungundlovu, District of Kwazulu-Natal, South Africa. A mixed-methods research methodology was employed, while a total of 30 schools were sampled, including Ex-Model C, Independent Exam Board, community, rural, and deep rural schools. Data were collected through semi-structured questionnaires. The findings revealed that a large percentage of the Grade 12 physical sciences educators have difficulties with the Grade 9 and 12 physical sciences content. It was also observed that most of the educators who had difficulties were unable to detect the type of difficulties learners would experience; as a result, they were unable to explain why learners experience such difficulties. The results also showed that only those educators with more experience in teaching the physical sciences were able to provide clearer explanations of both the why and how of dealing with learner difficulties with this section on electric circuits. The study recommended that there is a need to recruit more qualified educators, with at least a Bachelor of Science in Physics in particular, in order to combat the misconceptions. Also, Educators with an inadequate understanding of physical sciences should be orientated in order to meet the standard of classroom practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grade%2012%20educators%27%20difficulties" title="grade 12 educators' difficulties">grade 12 educators' difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=electric%20circuits" title=" electric circuits"> electric circuits</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%27%20difficulties" title=" learners' difficulties"> learners' difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=educators%20understanding%20of%20EC." title=" educators understanding of EC."> educators understanding of EC.</a> </p> <a href="https://publications.waset.org/abstracts/189606/an-appraisal-of-grade-12-educators-difficulties-in-understanding-electric-circuits-in-south-africa-a-case-study-of-umgungundlovu-district-of-kwazulu-natal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189606.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">32</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">1381</span> Learning Styles Difference in Difficulties of Generating Idea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Yee">M. H. Yee</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Md%20Yunos"> J. Md Yunos</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Othman"> W. Othman</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Hassan"> R. Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20K.%20Tee"> T. K. Tee</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20M.%20Mohamad"> M. M. Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The generation of an idea that goes through several phases is affected by individual factors, interests, preferences and motivation. The purpose of this research was to analyze the difference in difficulties of generating ideas according to individual learning styles. A total of 375 technical students from four technical universities in Malaysia were randomly selected as samples. The Kolb Learning Styles Inventory and a set of developed questionnaires were used in this research. The results showed that the most dominant learning style is among technical students is Doer. A total of 319 (85.1%) technical students faced difficulties in solving individual assignments. Most of the problem faced by technical students is the difficulty of generating ideas for solving individual assignments. There was no significant difference in difficulties of generating ideas according to students’ learning styles. Therefore, students need to learn higher order thinking skills enabling students to generate ideas and consequently complete assignments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difference" title="difference">difference</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=generating%20idea" title=" generating idea"> generating idea</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=Kolb%20Learning%20Styles%20Inventory" title=" Kolb Learning Styles Inventory"> Kolb Learning Styles Inventory</a> </p> <a href="https://publications.waset.org/abstracts/4296/learning-styles-difference-in-difficulties-of-generating-idea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4296.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">448</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">1380</span> Understanding the Manifestation of Psychosocial Difficulties in Children with Developmental Language Disorder, with a Focus on Anxiety and Social Frustration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annabel%20Burnley">Annabel Burnley</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20St.%20Clair"> Michelle St. Clair</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Dack"> Charlotte Dack</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Wren"> Yvonne Wren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with Developmental Language Disorder (DLD) are well documented to experience social and emotional difficulties. Despite this, there is little consensus as to how these difficulties manifest, without which the ability to develop prevention initiatives is limited. An online survey was completed by 107 parents of either child with DLD (‘DLD sample’; n=57), or typically developing children (‘typical sample’; n=50), all aged 6-12 years old. Psychosocial symptom measures were used, alongside 11 psychosocial statements generated from previous qualitative work. Qualitative interviews were then held to understand the manifestation of key difficulties in more depth (n=4). The DLD sample scored significantly higher on all psychosocial statements than the typical sample. Experiencing anxiety (80.7%), requiring routine and sameness (75.4%) and struggling to regulate their emotions (75.4%) were the most common difficulties for a majority of children with DLD. For this DLD sample, family communication and coping styles were found not to contribute to the manifestation of these difficulties. Two separate mediation models were run to understand the role of other psychosocial difficulties in the manifestation of (1) anxiety and (2) social frustration. ‘Intolerance of uncertainty was found to strongly mediate the relationship between DLD diagnosis and symptoms of anxiety. Emotion regulation was found to moderately mediate the relationship between DLD diagnosis and social frustration. Parents appear to cope well with their children’s complex psychosocial needs, but further external intervention is needed. Intervention focussing on intolerance of uncertainty and emotion dysregulation may help the management of anxiety and social frustration. Further research is needed to understand the children’s routined behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20difficulties" title="psychosocial difficulties">psychosocial difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20language%20disorder" title=" developmental language disorder"> developmental language disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/155048/understanding-the-manifestation-of-psychosocial-difficulties-in-children-with-developmental-language-disorder-with-a-focus-on-anxiety-and-social-frustration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155048.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">111</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">1379</span> Pre-Service Teachers’ Conceptual Difficulties about Gravitational Force: The Case of the Free Fall Bodies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Metioui">A. Metioui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research related to the student’s conceptual difficulties in sciences, particularly in the field of physics, are relatively numerous. In this work, we will analyze the results of qualitative research conducted with 80 elementary preservice teachers from Quebec in Canada on their understandings after studying the free fall bodies. First, we will illustrate the paper-pencil questionnaire built for this purpose. Then we will give the analysis of the experimental data. The results show that, even though there is a continuing physics education, many misconceptions persist despite the teaching provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title="pre-service teachers">pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20difficulties" title=" conceptual difficulties"> conceptual difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=free%20fall%20bodies" title=" free fall bodies"> free fall bodies</a> </p> <a href="https://publications.waset.org/abstracts/116632/pre-service-teachers-conceptual-difficulties-about-gravitational-force-the-case-of-the-free-fall-bodies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116632.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">126</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">1378</span> Family Cohesion, Interpersonal Difficulties and Mental Health Problems in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narmeen%20Ali">Narmeen Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arshad"> Muhammad Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cohesion has an exact association with family functioning and enmeshment (togetherness) on one side and disengagement (separateness) on the other. Family cohesion can apprehend as a concerned association that family members have with each other and an affirmation of association inside the family. Family cohesion, assigned as the level of congruity or sympathetic or emotional attachment that relatives have toward each other, and it was seen to be associated with relational well-being and feeling of comfort in the young generation. The cross-sectional research design was used by the researcher to answer the research questions. A stratified sampling technique was used to collect the data from the participants. The data was collected equally from the males and females of different universities and different departments of Lahore, Pakistan. A self-report questionnaire was developed of given literature and which were found to be associated with family cohesion, interpersonal difficulties and mental health problems of university students. The demographic information included age, gender, university’s name, class, family system, parent’s education, parent’s profession, number of siblings and birth order. Correlation shows the negative relation between balanced cohesion and interpersonal difficulties, while interpersonal difficulties have a highly positive relationship with mental health problems. Mental health problems also have a negative correlation with the balanced family cohesion. Gender, family system, depression and anxiety are the significant predictors of interpersonal difficulties scale in university students. And gender showed a significant difference regarding family cohesion and interpersonal difficulty scale, as women reported more interpersonal difficulties than men. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20cohesion" title="family cohesion">family cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20difficulties" title=" interpersonal difficulties"> interpersonal difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20problems" title=" mental health problems"> mental health problems</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/119253/family-cohesion-interpersonal-difficulties-and-mental-health-problems-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119253.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">126</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">1377</span> Innovative Teaching Learning Techniques and Learning Difficulties of Adult Learners in Literacy Education Programmes in Calabar Metropolis, 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=Simon%20Ibor%20Akpama">Simon Ibor Akpama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the extent to which innovative teaching-learning techniques can influence and attenuate learning difficulties among adult learners participating in different literacy education programmes in Calabar Metropolis, Cross River State, Nigeria. A quasi-experimental design was adopted to collect data from a sample size of 150 participants of the programme. The sample was drawn using the simple random sampling method. As an experimental study, the 150 participants were divided into two equal groups –the first was the experimental group while the second was the control. A pre-test was administered to the two groups which were later exposed to a post-test after treatment. Two instruments were used for data collection. The first was the guide for the Literacy Learning Difficulties Inventory (LLDI). Three hypotheses were postulated and tested as .05 level of significance using Analysis of Covariance (ANOVA) test statistics. Results of the analysis firstly showed that the two groups (treatment and control) did not differ in the pre-test regarding their literacy learning difficulties. Secondly, the result showed that for each hypothesis, innovative teaching-learning techniques significantly influenced adult learners’ (participants) literacy learning difficulties. Based on these findings, the study recommends the use of innovative teaching-learning techniques in adult literacy education centres to mitigate the learning difficulties of adult learners in literacy education programmes in Calabar Metropolis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching" title="teaching">teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative" title=" innovative"> innovative</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=programme" title=" programme"> programme</a> </p> <a href="https://publications.waset.org/abstracts/106074/innovative-teaching-learning-techniques-and-learning-difficulties-of-adult-learners-in-literacy-education-programmes-in-calabar-metropolis-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106074.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">1376</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</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%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/130946/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130946.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">107</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">1375</span> An Evaluation Study of Sleep and Sleep-Related Factors in Clinic Clients with Sleep Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Feng%20Lai">Chi-Feng Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Chun%20Liao%20Liao"> Wen-Chun Liao Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many people are bothered by sleep difficulties in Taiwan’s society. However, majority of patients get medical treatments without a comprehensive sleep assessment. It is still a big challenge to formulate a comprehensive assessment of sleep difficulties in clinical settings, even though many assessment tools have existed in literature. This study tries to implement reliable and effective ‘comprehensive sleep assessment scales’ in a medical center and to explore differences in sleep-related factors between clinic clients with or without sleep difficulty complaints. The comprehensive sleep assessment (CSA) scales were composed of 5 dimensions: ‘personal factors’, ‘physiological factors’, ‘psychological factors’, ‘social factors’ and ‘environmental factors, and were first evaluated by expert validity and 20 participants with test-retest reliability. The Content Validity Index (CVI) of the CSA was 0.94 and the alpha of the consistency reliability ranged 0.996-1.000. Clients who visited sleep clinic due to sleep difficulties (n=32, 16 males and 16 females, ages 43.66 ±14.214) and gender-and age- matched healthy subjects without sleep difficulties (n=96, 47 males and 49 females, ages 41.99 ±13.69) were randomly recruited at a ratio of 1:3 (with sleep difficulties vs. without sleep difficulties) to compare their sleep and the CSA factors. Results show that all clinic clients with sleep difficulties did have poor sleep quality (PSQI>5) and mild to moderate daytime sleepiness (ESS >11). Personal factors of long working hours (χ2= 10.315, p=0.001), shift workers (χ2= 8.964, p=0.003), night shift (χ2=9.395, p=0.004) and perceived stress (χ2=9.503, p=0.002) were disruptors of sleep difficulties. Physiological factors from physical examination including breathing by mouth, low soft palate, high narrow palate, Edward Angle, tongue hypertrophy, and occlusion of the worn surface were observed in clinic clients. Psychological factors including higher perceived stress (χ2=32.542, p=0.000), anxiety and depression (χ2=32.868, p=0.000); social factors including lack of leisure activities (χ2=39.857, p=0.000), more drinking habits (χ2=1.798, p=0.018), irregular amount and frequency in meals (χ2=5.086, p=0.024), excessive dinner (χ2=21.511, p=0.000), being incapable of getting up on time due to previous poor night sleep (χ2=4.444, p=0.035); and environmental factors including lights (χ2=7.683, p=0.006), noise (χ2=5.086, p=0.024), low or high bedroom temperature (χ2=4.595, p=0.032) were existed in clients. In conclusion, the CSA scales can work as valid and reliable instruments for evaluating sleep-related factors. Findings of this study provide important reference for assessing clinic clients with sleep difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20sleep%20assessment" title="comprehensive sleep assessment">comprehensive sleep assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep-related%20factors" title=" sleep-related factors"> sleep-related factors</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20difficulties" title=" sleep difficulties"> sleep difficulties</a> </p> <a href="https://publications.waset.org/abstracts/85642/an-evaluation-study-of-sleep-and-sleep-related-factors-in-clinic-clients-with-sleep-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85642.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">274</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">1374</span> Personality as a Determinant of Career Decision-Making Difficulties in a Higher Educational Institution in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gladys%20Maame%20Akua%20Setordzie">Gladys Maame Akua Setordzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decision on one’s future career is said to have both beneficial and detrimental effects on one’s mental health, social and economic standing later in life, making it an important developmental problem for young people. In this light, the study’s overarching goal was to assess how different personality traits serve as a determinant of career decision-making difficulties experienced by university students in Ghana. Specifically, for the purpose of shaping the future of individualized career counselling support, the study investigated whether the “Big Five” personality traits influenced the difficulties students at the University of Ghana encounter while making career decisions. Cross-sectional survey design using a stratified random sampling technique, sampled 494 undergraduate students from the University of Ghana, who completed the Big Five Questionnaire and the Career Decision-making Difficulties Questionnaire. Hierarchical multiple regression analyses indicated that neuroticism, consciousness, and openness, accounted for a significant proportion of the variance in career decision-making difficulties. This study provides empirical evidence to support the idea that neuroticism is not necessarily a negative emotion when it comes to career decisionmaking, as has been suggested in previous studies, but rather it allows students to perform better in career decision-making. These results suggests that personality traits play a significant role in the career decision-making process of students of the University of Ghana. Therefore, a better understanding of how different personal and interpersonal factors impact career indecision in students could help career counsellors develop more focused vocational and career guidance interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20decision-making%20difficulties" title="career decision-making difficulties">career decision-making difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=dysfunctional%20career%20beliefs" title=" dysfunctional career beliefs"> dysfunctional career beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20people" title=" young people"> young people</a> </p> <a href="https://publications.waset.org/abstracts/157344/personality-as-a-determinant-of-career-decision-making-difficulties-in-a-higher-educational-institution-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157344.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">101</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">1373</span> Mitigation of High Voltage Equipment Design Deficiencies for Improved Operation and Maintenance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Riyad%20Awad">Riyad Awad</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulmohsen%20Alghadeer"> Abdulmohsen Alghadeer</a>, <a href="https://publications.waset.org/abstracts/search?q=Meshari%20Otaibi"> Meshari Otaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Proper operation and maintenance (O&M) activities of high voltage equipment can lead to an increased asset lifecycle and maintain its integrity and reliability. Such a vital process is important to be proactively considered during equipment design and manufacturing phases by removing and eliminating any obstacles in the equipment which adversely affect the (O&M) activities. This paper presents a gap analysis pertaining to difficulties in performing operations and maintenance (O&M) high voltage electrical equipment, includes power transformers, switch gears, motor control center, disconnect switches and circuit breakers. The difficulties are gathered from field personnel, equipment design review comments, quality management system, and lessons learned database. The purpose of the gap analysis is to mitigate and prevent the (O&M) difficulties as early as possible in the design stage of the equipment lifecycle. The paper concludes with several recommendations and corrective actions for all identified gaps in order to reduce the cost (O&M) difficulties and improve the equipment lifecycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=operation%20and%20maintenance" title="operation and maintenance">operation and maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20voltage%20equipment" title=" high voltage equipment"> high voltage equipment</a>, <a href="https://publications.waset.org/abstracts/search?q=equipment%20lifecycle" title=" equipment lifecycle"> equipment lifecycle</a>, <a href="https://publications.waset.org/abstracts/search?q=reduce%20the%20cost%20of%20maintenance" title=" reduce the cost of maintenance"> reduce the cost of maintenance</a> </p> <a href="https://publications.waset.org/abstracts/152881/mitigation-of-high-voltage-equipment-design-deficiencies-for-improved-operation-and-maintenance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152881.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">166</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">1372</span> A Protocol for Usability of Teaching to Students with Learning Difficulties at University: An Italian Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Zappaterra">Tamara Zappaterra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Learning Difficulties have an evolutionary nature. The international research has focused its analysis on the characteristics of Learning Difficulties in childhood, but we are still far from a thorough understanding of the nature of such disorders in adolescence and adulthood. Such issues become even more urgent in the university context. Spelling, meaning, and appropriate use of the specific vocabulary of the various disciplines represent an additional challenge for the dyslexic student. This paper explores the characteristics of Learning Difficulties in adulthood and the impact with the university teaching. It presents the results of an interdisciplinary project (educational, medical and engineering area) at University of Florence. The purpose of project is to design of a protocol for usability of teaching and individual study at university level. The project, after a first reconnaissance of user needs that have been reached with the participation of the very same protagonists, is at the stage of guidelines drafting for inclusion and education, to be used by teachers, students and administrative staff. The methodologies used are a questionnaire built on purpose and a series of focus groups with users. For collecting data during the focus groups it was decided to use a method typical of the Quality Function Deployment, a tool originally used for quality management, whose versatility makes it easy to use in a number of different context. The paper presents furthermore the findings of the project, the most significant elements of the guidelines for teaching, i.e. the section for teachers, whose aim is to implement a Learning Difficulties-friendly teaching, even at the university level, in compliance with italian Law 170/2010. The Guidelines for the didactic and inclusion of Learning Difficulties students of the University of Florence are articulated around a global and systemic plan of action, meant to accompany and protect the students during their study career, even before enrolling at the University, with different declination: the logistical, relational, educational, and didactic levels have been considered. These guidelines in Italy received the endorsement of the CNUDD. It is a systemic intervention plan for Learning Difficulties students, which roused and keeps rousing the interest of all the university system, with a radical consideration on academic teaching. Since while we try to provide the best Learning Difficulties-friendly didactic in compliance with the rules, no one can be exempted from a wider consideration on the nature and the quality of university teaching offered to all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=didactic%20tools" title="didactic tools">didactic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20and%20inclusive%20education" title=" special and inclusive education"> special and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20teaching" title=" university teaching"> university teaching</a> </p> <a href="https://publications.waset.org/abstracts/74534/a-protocol-for-usability-of-teaching-to-students-with-learning-difficulties-at-university-an-italian-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74534.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">283</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">1371</span> Teachers’ Personal and Professional Characteristics: How They Relate to Teacher-Student Relationships and Students’ Behavior </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Poulou">Maria Poulou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated how teachers’ self-rated Emotional Intelligence (EI), competence in implementing Social and Emotional Learning (SEL) skills and teaching efficacy relate to teacher-student relationships and students’ emotional and behavioral difficulties. Participants were 98 elementary teachers from public schools in central Greece. They completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Teachers’ Sense of Efficacy Scale (TSES), the Student-Teacher Relationships Scale-Short Form (STRS-SF) and the Strengths and Difficulties Questionnaire (SDQ) for 617 of their students, aged 6-11 years old. Structural equation modeling was used to examine an exploratory model of the variables. It was demonstrated that teachers’ emotional intelligence, SEL beliefs and teaching efficacy were significantly related to teacher-student relationships, but they were not related to students’ emotional and behavioral difficulties. Rather, teachers’ perceptions of teacher-students relationships were significantly related to these difficulties. These findings and their implications for research and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20learning" title=" social and emotional learning"> social and emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationships" title=" teacher-student relationships"> teacher-student relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20efficacy" title=" teaching efficacy"> teaching efficacy</a> </p> <a href="https://publications.waset.org/abstracts/43363/teachers-personal-and-professional-characteristics-how-they-relate-to-teacher-student-relationships-and-students-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43363.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">440</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">1370</span> Implementation of an IoT Sensor Data Collection and Analysis Library</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihyun%20Song">Jihyun Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyeongjoo%20Kim"> Kyeongjoo Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Minsoo%20Lee"> Minsoo Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the development of information technology and wireless Internet technology, various data are being generated in various fields. These data are advantageous in that they provide real-time information to the users themselves. However, when the data are accumulated and analyzed, more various information can be extracted. In addition, development and dissemination of boards such as Arduino and Raspberry Pie have made it possible to easily test various sensors, and it is possible to collect sensor data directly by using database application tools such as MySQL. These directly collected data can be used for various research and can be useful as data for data mining. However, there are many difficulties in using the board to collect data, and there are many difficulties in using it when the user is not a computer programmer, or when using it for the first time. Even if data are collected, lack of expert knowledge or experience may cause difficulties in data analysis and visualization. In this paper, we aim to construct a library for sensor data collection and analysis to overcome these problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clustering" title="clustering">clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=DBSCAN" title=" DBSCAN"> DBSCAN</a>, <a href="https://publications.waset.org/abstracts/search?q=k-means" title=" k-means"> k-means</a>, <a href="https://publications.waset.org/abstracts/search?q=k-medoids" title=" k-medoids"> k-medoids</a>, <a href="https://publications.waset.org/abstracts/search?q=sensor%20data" title=" sensor data"> sensor data</a> </p> <a href="https://publications.waset.org/abstracts/82893/implementation-of-an-iot-sensor-data-collection-and-analysis-library" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1369</span> Direct and Indirect Effects of Childhood Traumas, Emotion Regulation Difficulties and Age on Tendency to Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selin%20Kara-Bah%C3%A7ekap%C4%B1l%C4%B1">Selin Kara-Bahçekapılı</a>, <a href="https://publications.waset.org/abstracts/search?q=Bengisu%20Nehir%20Ayd%C4%B1n"> Bengisu Nehir Aydın</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: In this study, it is aimed to examine the relationship between childhood traumas (overprotection-control, emotional/physical/sexual abuse, emotional/physical neglect), age, emotional regulation difficulties, and the tendency of violence in adults. In the study, the direct and indirect effects of 6 sub-factors of childhood traumas, emotion regulation difficulties, and age on tendency to violence are evaluated on a model that theoretically reveals. Method: The population of this cross-sectional study consists of individuals between the ages of 18-65 living in Turkey. The data from 527 participants were obtained by online surveys and convenience sampling method within the scope of the study. As a result of exclusion criteria and then outlier data analysis, the data of 443 participants were included in the analysis. Data were collected by demographic information form, childhood trauma scale, emotion regulation difficulty scale, and violence tendency scale. Research data were analyzed by SPSS and AMOS using correlation, path analysis, direct and indirect effects. Results: According to the research findings, the variables in the model explained 28.2% of the variance of the mean scores of the individuals' tendency to violence. Emotion regulation difficulties have the most direct effect on the tendency to violence (d=.387; p<.01). The effects of excessive protection and control, emotional neglect, and physical neglect variables on the tendency to violence are not significant. When the significant and indirect effects of the variables on tendency to violence over emotion regulation difficulties are examined, age has a negative effect, emotional neglect has a positive effect, emotional abuse has a positive effect, and overprotection-control has a positive effect. The indirect effects of sexual abuse, physical neglect, and physical abuse on tendency to violence are not significant. Childhood traumas and age variables in the model explained 24.1% of the variance of the mean scores of the individuals’ emotion regulation difficulties. The variable that most affects emotion regulation difficulties is age (d=-.268; p<.001). The direct effects of sexual abuse, physical neglect, and physical abuse on emotion regulation difficulties are not significant. Conclusion: The results of the research emphasize the critical role of difficulty in emotion regulation on the tendency to violence. Difficulty in emotion regulation affects the tendency to violence both directly and by mediating different variables. In addition, it is seen that some sub-factors of childhood traumas have direct and/or indirect effects on the tendency to violence. Emotional abuse and age have both direct and indirect effects on the tendency to violence over emotion regulation difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title="childhood trauma">childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation%20difficulties" title=" emotion regulation difficulties"> emotion regulation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=tendency%20to%20violence" title=" tendency to violence"> tendency to violence</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20analysis" title=" path analysis"> path analysis</a> </p> <a href="https://publications.waset.org/abstracts/161040/direct-and-indirect-effects-of-childhood-traumas-emotion-regulation-difficulties-and-age-on-tendency-to-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161040.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">97</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">1368</span> Explaining the Steps of Designing and Calculating the Content Validity Ratio Index of the Screening Checklist of Preschool Students (5 to 7 Years Old) Exposed to Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajed%20Yaghoubnezhad">Sajed Yaghoubnezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedygheh%20Rezai"> Sedygheh Rezai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: Since currently in Iran, students with learning disabilities are identified after entering school, and with the approach to the gap between IQ and academic achievement, the purpose of this study is to design and calculate the content validity of the pre-school screening checklist (5-7) exposed to learning difficulties. Methods: This research is a fundamental study, and in terms of data collection method, it is quantitative research with a descriptive approach. In order to design this checklist, after reviewing the research background and theoretical foundations, cognitive abilities (visual processing, auditory processing, phonological awareness, executive functions, spatial visual working memory and fine motor skills) are considered the basic variables of school learning. The basic items and worksheets of the screening checklist of pre-school students 5 to 7 years old with learning difficulties were compiled based on the mentioned abilities and were provided to the specialists in order to calculate the content validity ratio index. Results: Based on the results of the table, the validity of the CVR index of the background information checklist is equal to 0.9, and the CVR index of the performance checklist of preschool children (5 to7 years) is equal to 0.78. In general, the CVR index of this checklist is reported to be 0.84. The results of this study provide good evidence for the validity of the pre-school sieve screening checklist (5-7) exposed to learning difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=checklist" title="checklist">checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/145292/explaining-the-steps-of-designing-and-calculating-the-content-validity-ratio-index-of-the-screening-checklist-of-preschool-students-5-to-7-years-old-exposed-to-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145292.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">102</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">1367</span> Difficulties Arising from Cultural and Social Differences Between Languages and Its Impact on Translation and on Translator’s Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belalia%20Douma%20Mohammed">Belalia Douma Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The translator must have a wide knowledge of all fields, especially cultural and literary, so that he can enjoy smoothly translating scientific, literary, political, or any oral or written translation without distorting the meaning. so to be a transfer of the entire content, a correct and identical translation that expresses the culture and literature of the mother country. But this has always been an obstacle for any translator, as, for example, a person who translates from Spanish to another language may face the problem of different in speech speed, a difference that appears clearly considering the pronunciation of the Spanish language is more rapid than other languages, and this certrainly will effect the translator’s performance, as also the word “ snowed my heart” in the Arabic language is common and known to the Arabs as it means to make me happy and delight me, but translating it without transferring its culture, for example, to a country like Russia, may mean the cold that causes freezing of the heart, so in this research paper, we aim to research such difficulties and its impacts on translation and interpretation and on translator's performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpretation" title="interpretation">interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=differences" title=" differences"> differences</a> </p> <a href="https://publications.waset.org/abstracts/157988/difficulties-arising-from-cultural-and-social-differences-between-languages-and-its-impact-on-translation-and-on-translators-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157988.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">100</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">1366</span> Analysis of Learning Difficulties among Preservice Students towards Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahla%20Khatib">Nahla Khatib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated several learning difficulties that affected the classroom learning experience of preservice students who are studying general science and methods of teaching science students at Faculty of Educational Studies at the Arab Open University (AOU) in Amman, Jordan. The focus questions for this study were to find answers for the following: 1. What are the main areas of learning difficulty among preservice students towards science education? 2. What are the main aspects of reducing obstacles towards success in science education? To achieve this goal, the researcher prepared a questionnaire which included 30 items to point out the learning difficulties among preservice students towards science education. The questionnaire was distributed among students enrolled in the general science courses 1&2 and methods of teaching science courses at the beginning of the spring semester of year (2013-2014). After collecting the filled questionnaire a descriptive statistical analysis was carried out (means and standard deviation) for the items of the questionnaire. After analyzing the data statistically our findings showed that student control–factors as well as course controlled factor, factors related to the nature of science, and factors related to the role of instructor affected student success toward science education. The study was concluded with a number of recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/11993/analysis-of-learning-difficulties-among-preservice-students-towards-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11993.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">352</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">1365</span> Radiographic Predictors of Mandibular Third Molar Extraction Difficulties under General Anaesthetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolyn%20Whyte">Carolyn Whyte</a>, <a href="https://publications.waset.org/abstracts/search?q=Tina%20Halai"> Tina Halai</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonita%20Koshal"> Sonita Koshal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: There are many methods available to assess the potential difficulty of third molar surgery. This study investigated various factors to assess whether they had a bearing on the difficulties encountered. Study design: A retrospective study was completed of 62 single mandibular third molar teeth removed under day case general anaesthesia between May 2016 and August 2016 by 3 consultant oral surgeons. Method: Data collection was by examining the OPG radiographs of each tooth and recording the necessary data. This was depth of impaction, angulation, bony impaction, point of application in relation to second molar, root morphology, Pell and Gregory classification and Winters Lines. This was completed by one assessor and verified by another. Information on medical history, anxiety, ethnicity and age were recorded. Case notes and surgical entries were examined for any difficulties encountered. Results: There were 5 cases which encountered surgical difficulties which included fracture of root apices (3) which were left in situ, prolonged bleeding (1) and post-operative numbness >6 months(1). Four of the 5 cases had Pell and Gregory classification as (B) where the occlusal plane of the impacted tooth is between the occlusal plane and the cervical line of the adjacent tooth. 80% of cases had the point of application as either coronal or apical one third (1/3) in relation to the second molar. However, there was variability in all other aspects of assessment in predicting difficulty of removal. Conclusions: Of the cases which encountered difficulties they all had at least one predictor of potential complexity but these varied case by case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impaction" title="impaction">impaction</a>, <a href="https://publications.waset.org/abstracts/search?q=mandibular%20third%20molar" title=" mandibular third molar"> mandibular third molar</a>, <a href="https://publications.waset.org/abstracts/search?q=radiographic%20assessment" title=" radiographic assessment"> radiographic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=surgical%20removal" title=" surgical removal"> surgical removal</a> </p> <a href="https://publications.waset.org/abstracts/58983/radiographic-predictors-of-mandibular-third-molar-extraction-difficulties-under-general-anaesthetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58983.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">181</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">1364</span> Difficulties Encountered in the Process of Supporting Reading Skills of a Student with Hearing Loss Whose Inclusion Was Ongoing and Solution Proposals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezgi%20Tozak">Ezgi Tozak</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Pelin%20Karasu"> H. Pelin Karasu</a>, <a href="https://publications.waset.org/abstracts/search?q=Umit%20Girgin"> Umit Girgin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, difficulties encountered in the process of supporting the reading skills of a student with hearing loss whose inclusion was ongoing and the solutions improved during the practice process were examined. The study design was action research. Participants of this study, which was conducted between the dates of 29 September 2016 and 22 February 2017, consisted of a student with hearing loss, a classroom teacher, a teacher in the rehabilitation center, researcher/teacher and validity committee members. The data were obtained through observations, validity committee meeting, interviews, documents, and the researcher diary. Research findings show that in the process of supporting reading skills of the student with hearing loss, the student's knowledge of concepts was limited, and the student had difficulties in feeling and identification of sounds, reading and understanding words-sentences and retelling what he/she listened to. With the purpose of overcoming these difficulties in the implementation process, activities were prepared towards concepts, sound education, reading and understanding words and sentences, and retelling what you listen to; these activities were supported with visual materials and real objects and repeated with diversities. <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=reading%20process" title=" reading process"> reading process</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20education" title=" supportive education"> supportive education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20hearing%20loss" title=" student with hearing loss"> student with hearing loss</a> </p> <a href="https://publications.waset.org/abstracts/102814/difficulties-encountered-in-the-process-of-supporting-reading-skills-of-a-student-with-hearing-loss-whose-inclusion-was-ongoing-and-solution-proposals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102814.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">1363</span> The Grade Six Pupils' Learning Styles and Their Achievements and Difficulties on Fractions Based on Kolb's Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faiza%20Abdul%20Latip">Faiza Abdul Latip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the ultimate goals of any nation is to produce competitive manpower and this includes Philippines. Inclination in the field of Mathematics has a significant role in achieving this goal. However, Mathematics, as considered by most people, is the most difficult subject matter along with its topics to learn. This could be manifested from the low performance of students in national and international assessments. Educators have been widely using learning style models in identifying the way students learn. Moreover, it could be the frontline in knowing the difficulties held by each learner in a particular topic specifically concepts pertaining to fractions. However, as what many educators observed, students show difficulties in doing mathematical tasks and in great degree in dealing with fractions most specifically in the district of Datu Odin Sinsuat, Maguindanao. This study focused on the Datu Odin Sinsuat district grade six pupils’ learning styles along with their achievements and difficulties in learning concepts on fractions. Five hundred thirty-two pupils from ten different public elementary schools of the Datu Odin Sinsuat districts were purposively used as the respondents of the study. A descriptive research using the survey method was employed in this study. Quantitative analysis on the pupils’ learning styles on the Kolb’s Learning Style Inventory (KLSI) and scores on the mathematics diagnostic test on fraction concepts were made using this method. The simple frequency and percentage counts were used to analyze the pupils’ learning styles and their achievements on fractions. To determine the pupils’ difficulties in fractions, the index of difficulty on every item was determined. Lastly, the Kruskal-Wallis Test was used in determining the significant difference in the pupils’ achievements on fractions classified by their learning styles. This test was set at 0.05 level of significance. The minimum H-Value of 7.82 was used to determine the significance of the test. The results revealed that the pupils of Datu Odin Sinsuat districts learn fractions in varied ways as they are of different learning styles. However, their achievements in fractions are low regardless of their learning styles. Difficulties in learning fractions were found most in the area of Estimation, Comparing/Ordering, and Division Interpretation of Fractions. Most of the pupils find it very difficult to use fraction as a measure, compare or arrange series of fractions and use the concept of fraction as a quotient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difficulties%20in%20fraction" title="difficulties in fraction">difficulties in fraction</a>, <a href="https://publications.waset.org/abstracts/search?q=fraction" title=" fraction"> fraction</a>, <a href="https://publications.waset.org/abstracts/search?q=Kolb%27s%20model" title=" Kolb's model"> Kolb's model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/56831/the-grade-six-pupils-learning-styles-and-their-achievements-and-difficulties-on-fractions-based-on-kolbs-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56831.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">215</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">1362</span> A Case Study Using Sounds Write and The Writing Revolution to Support Students with Literacy Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Zimet">Emilie Zimet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During our department meetings for teachers of children with learning disabilities and difficulties, we often discuss the best practices for supporting students who come to school with literacy difficulties. After completing Sounds Write and Writing Revolution courses, it seems there is a possibility to link approaches and still maintain fidelity to a program and provide individualised instruction to support students with such difficulties and disabilities. In this case study, the researcher has been focussing on how best to use the knowledge acquired to provide quality intervention that targets the varied areas of challenge that students require support in. Students present to school with a variety of co-occurring reading and writing deficits and with complementary approaches, such as The Writing Revolution and Sounds Write, it is possible to support students to improve their fundamental skills in these key areas. Over the next twelve weeks, the researcher will collect data on current students with whom this approach will be trialled and then compare growth with students from last year who received support using Sounds-Write only. Maintaining fidelity may be a potential challenge as each approach has been tested in a specific format for best results. The aim of this study is to determine if approaches can be combined, so the implementation will need to incorporate elements of both reading (from Sounds Write) and writing (from The Writing Revolution). A further challenge is the time length of each session (25 minutes), so the researcher will need to be creative in the use of time to ensure both writing and reading are targeted while ensuring the programs are implemented. The implementation will be documented using student work samples and planning documents. This work will include a display of findings using student learning samples to demonstrate the importance of co-targeting the reading and writing challenges students come to school with. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20difficulties" title="literacy difficulties">literacy difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20of%20provision" title=" methods of provision"> methods of provision</a> </p> <a href="https://publications.waset.org/abstracts/183364/a-case-study-using-sounds-write-and-the-writing-revolution-to-support-students-with-literacy-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183364.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">54</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">1361</span> Dancing with Perfectionism and Emotional Inhibition on the Ground of Disordered Eating Behaviors: Investigating Emotion Regulation Difficulties as Mediating Factor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20Denizci%20Nazligul">Merve Denizci Nazligul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dancers seem to have much higher risk levels for the development of eating disorders, compared to non-dancing counterparts. In a remarkably competitive nature of dance environment, perfectionism and emotion regulation difficulties become inevitable risk factors. Moreover, early maladaptive schemas are associated with various eating disorders. In the current study, it was aimed to investigate the mediating role of difficulties with emotion regulation on the relationship between perfectionism and disordered eating behaviors, as well as on the relationship between early maladaptive schemas and disordered eating behaviors. A total of 70 volunteer dancers (n = 47 women, n = 23 men) were recruited in the study (M age = 25.91, SD = 8.9, range 19–63) from the university teams or private clubs in Turkey. The sample included various types of dancers (n = 26 ballets or ballerinas, n =32 Latin, n = 10 tango, n = 2 hiphop). The mean dancing hour per week was 11.09 (SD = 7.09) within a range of 1-30 hours. The participants filled a questionnaire set including demographic information form, Dutch Eating Behavior Questionnaire, Multidimensional Perfectionism Scale, three subscales (Emotional Inhibition, Unrelenting Standards-Hypercriticalness, Approval Seeking-Recognition Seeking) from Young Schema Questionnaire-Short Form-3 and Difficulties in Emotion Regulation Scale. The mediation hypotheses were tested using the PROCESS macro in SPSS. The findings revealed that emotion regulation difficulties significantly mediated the relationship between three distinct subtypes of perfectionism and emotional eating. The results of the Sobel test suggested that there were significant indirect effects of self-oriented perfectionism (b = .06, 95% CI = .0084, .1739), other-oriented perfectionism (b = .15, 95% CI = .0136, .4185), and socially prescribed perfectionism (b = .09, 95% CI = .0104, .2344) on emotional eating through difficulties with emotion regulation. Moreover, emotion regulation difficulties significantly mediated the relationship between emotional inhibition and emotional eating (F(1,68) = 4.67, R2 = .06, p < .05). These results seem to provide some evidence that perfectionism might become a risk factor for disordered eating behaviors when dancers are not able to regulate their emotions. Further, gaining an understanding of how inhibition of emotions leads to inverse effects on eating behavior may be important to develop intervention strategies to manage their disordered eating patterns in risk groups. The present study may also support the importance of using unified protocols for transdiagnostic approaches which focus on identifying, accepting, prompting to express maladaptive emotions and appraisals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dancers" title="dancers">dancers</a>, <a href="https://publications.waset.org/abstracts/search?q=disordered%20eating" title=" disordered eating"> disordered eating</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation%20difficulties" title=" emotion regulation difficulties"> emotion regulation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=perfectionism" title=" perfectionism"> perfectionism</a> </p> <a href="https://publications.waset.org/abstracts/104790/dancing-with-perfectionism-and-emotional-inhibition-on-the-ground-of-disordered-eating-behaviors-investigating-emotion-regulation-difficulties-as-mediating-factor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104790.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">145</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=difficulties&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=difficulties&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=difficulties&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=difficulties&page=5">5</a></li> <li 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