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confidence</title> <meta name="description" content="Search results for: confidence"> <meta name="keywords" content="confidence"> <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="confidence"> <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> 1117</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: confidence</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1117</span> Approximate Confidence Interval for Effect Size Base on Bootstrap Resampling Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Phanyaem">S. Phanyaem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the confidence intervals for the effect size base on bootstrap resampling method. The meta-analytic confidence interval for effect size is proposed that are easy to compute. A Monte Carlo simulation study was conducted to compare the performance of the proposed confidence intervals with the existing confidence intervals. The best confidence interval method will have a coverage probability close to 0.95. Simulation results have shown that our proposed confidence intervals perform well in terms of coverage probability and expected length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effect%20size" title="effect size">effect size</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title=" confidence interval"> confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=bootstrap%20method" title=" bootstrap method"> bootstrap method</a>, <a href="https://publications.waset.org/abstracts/search?q=resampling" title=" resampling"> resampling</a> </p> <a href="https://publications.waset.org/abstracts/10667/approximate-confidence-interval-for-effect-size-base-on-bootstrap-resampling-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10667.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">596</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">1116</span> Asymptotic Confidence Intervals for the Difference of Coefficients of Variation in Gamma Distributions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patarawan%20Sangnawakij">Patarawan Sangnawakij</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-Aat%20Niwitpong"> Sa-Aat Niwitpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we proposed two new confidence intervals for the difference of coefficients of variation, CIw and CIs, in two independent gamma distributions. These proposed confidence intervals using the close form method of variance estimation which was presented by Donner and Zou (2010) based on concept of Wald and Score confidence interval, respectively. Monte Carlo simulation study is used to evaluate the performance, coverage probability and expected length, of these confidence intervals. The results indicate that values of coverage probabilities of the new confidence interval based on Wald and Score are satisfied the nominal coverage and close to nominal level 0.95 in various situations, particularly, the former proposed confidence interval is better when sample sizes are small. Moreover, the expected lengths of the proposed confidence intervals are nearly difference when sample sizes are moderate to large. Therefore, in this study, the confidence interval for the difference of coefficients of variation which based on Wald is preferable than the other one confidence interval. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title="confidence interval">confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=score%E2%80%99s%20interval" title=" score’s interval"> score’s interval</a>, <a href="https://publications.waset.org/abstracts/search?q=wald%E2%80%99s%20interval" title=" wald’s interval"> wald’s interval</a>, <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20variation" title=" coefficient of variation"> coefficient of variation</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma%20distribution" title=" gamma distribution"> gamma distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20study" title=" simulation study"> simulation study</a> </p> <a href="https://publications.waset.org/abstracts/29254/asymptotic-confidence-intervals-for-the-difference-of-coefficients-of-variation-in-gamma-distributions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29254.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">427</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">1115</span> Developing Speaking Confidence of Students through Communicative Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yadab%20Giri">Yadab Giri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence is considered a power of a good speaker, and it also can be taken as a tool for speaking. The paper entitled ‘Developing Speaking Confidence of Students through Communicative Activities’ has been written with the purpose of developing the speaking confidence of the students of the Seventh grade of our context in mind. The research is designed under the interpretive paradigm of action research. During my research, thirteen students from class seven were chosen for the study. It was seen a lot of improvement in their confidence while communicating with other speakers by the end of the eighth week. Though there is a positive result of the invention, some students still did not develop the level of confidence that they could have developed to get a satisfactory response. Therefore, the outcome of my action research is positive because students are eager and interested in speaking daily in the initiation of their English class, and they have improved in their speaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20with%20feedback%20and%20observation" title=" reflection with feedback and observation"> reflection with feedback and observation</a>, <a href="https://publications.waset.org/abstracts/search?q=finally%20endeavour" title=" finally endeavour"> finally endeavour</a> </p> <a href="https://publications.waset.org/abstracts/167303/developing-speaking-confidence-of-students-through-communicative-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167303.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">75</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">1114</span> On Confidence Intervals for the Difference between Inverse of Normal Means with Known Coefficients of Variation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arunee%20Wongkhao">Arunee Wongkhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Suparat%20Niwitpong"> Suparat Niwitpong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-aat%20Niwitpong"> Sa-aat Niwitpong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose two new confidence intervals for the difference between the inverse of normal means with known coefficients of variation. One of these two confidence intervals for this problem is constructed based on the generalized confidence interval and the other confidence interval is constructed based on the closed form method of variance estimation. We examine the performance of these confidence intervals in terms of coverage probabilities and expected lengths via Monte Carlo simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coverage%20probability" title="coverage probability">coverage probability</a>, <a href="https://publications.waset.org/abstracts/search?q=expected%20length" title=" expected length"> expected length</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20of%20normal%20mean" title=" inverse of normal mean"> inverse of normal mean</a>, <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20variation" title=" coefficient of variation"> coefficient of variation</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20confidence%20interval" title=" generalized confidence interval"> generalized confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=closed%20form%20method%20of%20variance%20estimation" title=" closed form method of variance estimation"> closed form method of variance estimation</a> </p> <a href="https://publications.waset.org/abstracts/12130/on-confidence-intervals-for-the-difference-between-inverse-of-normal-means-with-known-coefficients-of-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12130.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1113</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.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">125</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">1112</span> On Coverage Probability of Confidence Intervals for the Normal Mean with Known Coefficient of Variation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suparat%20Niwitpong">Suparat Niwitpong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-aat%20Niwitpong"> Sa-aat Niwitpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statistical inference of normal mean with known coefficient of variation has been investigated recently. This phenomenon occurs normally in environment and agriculture experiments when the scientist knows the coefficient of variation of their experiments. In this paper, we constructed new confidence intervals for the normal population mean with known coefficient of variation. We also derived analytic expressions for the coverage probability of each confidence interval. To confirm our theoretical results, Monte Carlo simulation will be used to assess the performance of these intervals based on their coverage probabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title="confidence interval">confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage%20probability" title=" coverage probability"> coverage probability</a>, <a href="https://publications.waset.org/abstracts/search?q=expected%20length" title=" expected length"> expected length</a>, <a href="https://publications.waset.org/abstracts/search?q=known%0D%0Acoefficient%20of%20variation" title=" known coefficient of variation"> known coefficient of variation</a> </p> <a href="https://publications.waset.org/abstracts/11176/on-coverage-probability-of-confidence-intervals-for-the-normal-mean-with-known-coefficient-of-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11176.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">392</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">1111</span> The Relationship between Body Esteem and Self-Esteem with Sport-Confidence Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeid%20Motevalli">Saeid Motevalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Fatimah%20Azzahrah%20Binti%20Abd%20Mutalib"> Siti Fatimah Azzahrah Binti Abd Mutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Sahandri%20Ghani%20Hamzah"> Mohd Sahandri Ghani Hamzah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazalizah%20Hamzah"> Hazalizah Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the present study was to investigate the relationship between body esteem and self-esteem with sport-confidence among university students. This study was conducted by using the descriptive and correlational study design. Meanwhile, the method involved in this study was the online survey method. The population of the sample are mainly Universiti Pendidikan Sultan Idris (UPSI) students only which 120 participants were selected by cluster sampling method from two faculties named Fakulti Pembangunan Manusia (FPM) and Fakulti Sains Sukan dan Kejurulatihan (FSSKJ). The instrument used in this study was The Body-Esteem Scale (BES) by Franzoi and Shields (1984), Rosenberg Self-Esteem Scale (RSES) by Rosenberg (1965) and the Vealey’s Trait Sport-Confidence Inventory (TSCI) by (Vealey, 1986). The results of the Pearson product-moment correlation coefficient showed that there was a positive and moderate correlation between students’ body-esteem and sport-confidence and a negative and low correlation between students’ self-esteem and sport-confidence. Likewise, based on the entry method used all two predictor variables were significant in explaining sport confidence among UPSI students. In conclusion, it can be said that students’ sport-confidence affected by students’ self-esteem and body-esteem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20esteem" title="body esteem">body esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=sport-confidence" title=" sport-confidence"> sport-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/128183/the-relationship-between-body-esteem-and-self-esteem-with-sport-confidence-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128183.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">148</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">1110</span> The Sequential Estimation of the Seismoacoustic Source Energy in C-OTDR Monitoring Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrey%20V.%20Timofeev">Andrey V. Timofeev</a>, <a href="https://publications.waset.org/abstracts/search?q=Dmitry%20V.%20Egorov"> Dmitry V. Egorov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practical efficient approach is suggested for estimation of the seismoacoustic sources energy in C-OTDR monitoring systems. This approach represents the sequential plan for confidence estimation both the seismoacoustic sources energy, as well the absorption coefficient of the soil. The sequential plan delivers the non-asymptotic guaranteed accuracy of obtained estimates in the form of non-asymptotic confidence regions with prescribed sizes. These confidence regions are valid for a finite sample size when the distributions of the observations are unknown. Thus, suggested estimates are non-asymptotic and nonparametric, and also these estimates guarantee the prescribed estimation accuracy in the form of the prior prescribed size of confidence regions, and prescribed confidence coefficient value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonparametric%20estimation" title="nonparametric estimation">nonparametric estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=sequential%20confidence%20estimation" title=" sequential confidence estimation"> sequential confidence estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=multichannel%20monitoring%20systems" title=" multichannel monitoring systems"> multichannel monitoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=C-OTDR-system" title=" C-OTDR-system"> C-OTDR-system</a>, <a href="https://publications.waset.org/abstracts/search?q=non-lineary%20regression" title=" non-lineary regression"> non-lineary regression</a> </p> <a href="https://publications.waset.org/abstracts/35690/the-sequential-estimation-of-the-seismoacoustic-source-energy-in-c-otdr-monitoring-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35690.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">356</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">1109</span> Confidence in Practice of Debate at Senior High School Student in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arista%20Mayang%20Sari%20Slamet">Arista Mayang Sari Slamet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to see the shape or behavior that shows the attitude of confidence in the practice of debate on science program students in Senior High School. This research is a descriptive qualitative study by explaining the forms of behavior of each indicator (there are ten indicators) confidence of Santrock. Data collection using interviews with Indonesian language teachers, direct observation, and documents. In this study, it was found that there is one item that is not visible indicator of the high school students of class X, which is the fourth item ‘Sitting with others in social activities’. This is caused by the forum examined are debating forum, so there is a social activity can’t be seen. The result of this study there are two students who do not show the behavior of confidence, their name is Dea and Audria (from the pro team). This indicates that the head of a pro team dominated the debate. The time for the debate is 45 minutes. Therefore all students in both of team can’t demonstrate their debate skill. In each team is only dominated by one student. The most common forms of confidence behavior are expressing opinion, look at the other person (speaker), and keeping eye contact with the other person. This indicates that the attitude of confidence by looking at the other person makes them more confident about their opinion. The most uncommon indicators is to direct or instruct to the other person. This shows that the attitude of self-confidence shown by the students isn’t lead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=debate" title=" debate"> debate</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakarta" title=" Jakarta"> Jakarta</a> </p> <a href="https://publications.waset.org/abstracts/82354/confidence-in-practice-of-debate-at-senior-high-school-student-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82354.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">161</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">1108</span> Personal Income and the Social Confidence in Contemporary China: The Indirect Role of the Sense of Social Equity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenfen%20Bi">Wenfen Bi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeng%20Lin"> Zeng Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a developing country, China is badly in need of capital and talents to develop the socialist country with Chinese characteristics. However, a large proportion of high income people with know-how technique, wealth and management experience have immigrated or plan to immigrate to other countries. Of course, this phenomenon has attracted the attention from both the government and researchers. One explanation might be that these high-income people lack confidence in China’s social development. Based on the data on W city’s comprehensive social situation surveyed by center for the social survey research of Wuhan university (CSSR) in 2014, this paper employed the structural equation model (SEM) to evaluate whether personal income affects social confidence, via the mediating effect of the sense of social equity (sense of right equity and sense of distributive equity). Bootstrap mediation analysis revealed that after controlling Demographic variables, personal income had a significant negative influence on sense of right equity and in turn, sense of rights equity can significantly positively predict social confidence. While personal income had no significant effect on sense of distributive equity, and sense of distributive equity did not significantly affect macro social confidence. Also, the direct effects of personal income on social confidence became not significant. These findings revealed the inner mechanism of the relationship between the personal income and social confidence in contemporary China, which was caused by mediating effect of sense of rights equity. That is, the higher the personal income, the lower the sense of rights equity, the lower the social confidence. Thus, the boost of the social confidence, especially for the rich, does not only depend on the equitable distribution of material wealth, but also on the right equity and making people feel rights equally in common life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20income" title="personal income">personal income</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20right%20equity" title=" sense of right equity"> sense of right equity</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20social%20equity" title=" sense of social equity"> sense of social equity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20confidence" title=" social confidence"> social confidence</a> </p> <a href="https://publications.waset.org/abstracts/63097/personal-income-and-the-social-confidence-in-contemporary-china-the-indirect-role-of-the-sense-of-social-equity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63097.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">392</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">1107</span> The Ontology of Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odd%20Ivar%20Haugen">Odd Ivar Haugen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the ontology of assurance in safety-critical systems, emphasising the importance of knowledge and confidence in system behaviour. Assurance is defined as providing grounds for justified confidence in system properties, such as safety and security. The paper discusses the main concepts of assurance, including system requirements, confidence, and justification. It discusses the CESM metamodel for understanding system behaviour and emergent properties. The paper also highlights the importance of objectivity in assessing the strength of knowledge and the role of verification in generating evidence as a part of the argumentation. The assurance case is presented as a systematic way to represent knowledge and support decision-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assurance" title="assurance">assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=CESM%20metamodel" title=" CESM metamodel"> CESM metamodel</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=emergent%20properties" title=" emergent properties"> emergent properties</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=objectivity" title=" objectivity"> objectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20behaviour" title=" system behaviour"> system behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20safety" title=" system safety"> system safety</a> </p> <a href="https://publications.waset.org/abstracts/194642/the-ontology-of-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194642.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">5</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">1106</span> The Role of Self-Confidence, Adversity Quotient, and Self-Efficacy Critical Thinking: Path Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayu%20Dwi%20Cahyo">Bayu Dwi Cahyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekohariadi"> Ekohariadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Theodorus%20Wiyanto%20Wibowo"> Theodorus Wiyanto Wibowo</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20G.%20P.%20Asto%20Budithahjanto"> I. G. P. Asto Budithahjanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eppy%20Yundra"> Eppy Yundra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to examine the effects of self-confidence, adversity quotient, and self-efficacy variables on critical thinking. This research's participants are 137 cadets of Aviation Polytechnics of Surabaya with the sampling technique that was purposive sampling. In this study, the data collection method used a questionnaire with Linkert-scale and distributed or given to respondents by the specified number of samples. The SPSS AMOS v23 was used to test a number of a priori multivariate growth curve models and examining relationships between the variables via path analysis. The result of path analysis was (χ² = 88.463, df= 71, χ² /df= 1.246, GFI= .914, CFI= .988, P= .079, AGFI= .873, TLI= .985, RMSEA= .043). According to the analysis, there is a positive and significant relationship between self-confidence, adversity quotient, and self-efficacy variables on critical thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title="self-confidence">self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=adversity%20quotient" title=" adversity quotient"> adversity quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy%20variables" title=" self-efficacy variables"> self-efficacy variables</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a> </p> <a href="https://publications.waset.org/abstracts/133249/the-role-of-self-confidence-adversity-quotient-and-self-efficacy-critical-thinking-path-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133249.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">1105</span> Student Performance and Confidence Analysis on Education Virtual Environments through Different Assessment Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rub%C3%A9n%20Manrique">Rubén Manrique</a>, <a href="https://publications.waset.org/abstracts/search?q=Delio%20Balc%C3%A1zar"> Delio Balcázar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Parrado"> José Parrado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebasti%C3%A1n%20Rodr%C3%ADguez"> Sebastián Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hand in hand with the evolution of technology, education systems have moved to virtual environments to provide increased coverage and facilitate the access to education. However, measuring student performance in virtual environments presents significant challenges to ensure students are acquiring the expected skills. In this study, the confidence and performance of engineering students in virtual environments is analyzed through different evaluation strategies. The effect of the assessment strategy in student confidence is identified using educational data mining techniques. Four assessment strategies were used. First, a conventional multiple choice test; second, a multiple choice test with feedback; third, a multiple choice test with a second chance; and fourth; a multiple choice test with feedback and second chance. Our results show that applying testing with online feedback strategies can influence positively student confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20strategies" title="assessment strategies">assessment strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a> </p> <a href="https://publications.waset.org/abstracts/46676/student-performance-and-confidence-analysis-on-education-virtual-environments-through-different-assessment-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46676.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">354</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">1104</span> The Effectiveness of Teaching Games for Understanding in Improving the Hockey Tactical Skills and State Self-Confidence among 16 Years Old Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wee%20Akina%20Sia%20Seng%20Lee">Wee Akina Sia Seng Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shabeshan%20Rengasamy"> Shabeshan Rengasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Lim%20Boon%20Hooi"> Lim Boon Hooi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandrakalavaratharajoo"> Chandrakalavaratharajoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Ibrahim%20K.%20Azeez"> Mohd Ibrahim K. Azeez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p < .05 for school boys, and F (1, 136) =92.62, p < .05 for school girls. The Mann Whitney U test also showed the treatment groups had significant improvement in state self-confidence with U=428.50, z= -7.22, p < .05, r=.06 for school boys. ANCOVA analysis also showed the treatment group had significant improvement in state self-confidence with F (1, 136) =74.40, p < .05 for school girls. This indicates that TGFU in a 40 minute physical education class conducted twice a week for four weeks can significantly improve the hockey tactical skills and state self-confidence among 16-year-old students. The findings give new knowledge to PE teachers to implement the TGFU method as it enhances the hockey tactical skills and state self-confidence among 16-year-old students. Some recommendation was suggested for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teaching%20Games%20For%20Understanding%20%28TGFU%29" title="Teaching Games For Understanding (TGFU)">Teaching Games For Understanding (TGFU)</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=hockey%20tactical%20skills" title=" hockey tactical skills"> hockey tactical skills</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20self-confidence" title=" state self-confidence "> state self-confidence </a> </p> <a href="https://publications.waset.org/abstracts/30742/the-effectiveness-of-teaching-games-for-understanding-in-improving-the-hockey-tactical-skills-and-state-self-confidence-among-16-years-old-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30742.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">354</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">1103</span> Fostering Fresh Graduate Students’ Confidence in Speaking English: An Action Research to Students of Muria Kudus University, Central Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farid%20Noor%20Romadlon">Farid Noor Romadlon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Welcoming the ASEAN Economic Community and globalization, people need to have a good communication skill. Being able to speak English is one of important qualification in this skill and as global citizen. This study focused on fostering fresh graduate students’ confidence in speaking English. So, students have good performance in speaking. There were thirty (30) students from first semester of English Education Department who joined Intensive Course class as the subject. They had poor motivation to speak English since English is a foreign language which is not exposed in their environment. This study used Three Communicative Activities technique in twelve successive meetings totally. It was done in two cycles (six meetings for each) since there were some activities should be improved in the first session (cycle). Oral test was administered to find the quantitative result and observation conducted to strengthen the finding. The result indicated that Three Communicative Activities improved students’ confidence in speaking English. They had significant progress in their performance in the class. The technique which allowed students to have more spaces to explore and express their ideas to their friends increased their confidence in their performance. The group or cooperative activities stimulated students to think critically in the discussion and promoted their confidence to talk more. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20confidence" title="students’ confidence">students’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20communicative%20activities" title=" three communicative activities"> three communicative activities</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Muria%20Kudus%20University" title=" Muria Kudus University"> Muria Kudus University</a> </p> <a href="https://publications.waset.org/abstracts/44267/fostering-fresh-graduate-students-confidence-in-speaking-english-an-action-research-to-students-of-muria-kudus-university-central-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44267.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">213</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">1102</span> A Study on Pre and Post Competitive State Anxiety among the Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Choudhary">Vinay Choudhary</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibakordor%20Patlong"> Ibakordor Patlong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates and evaluates pre and post competitive anxiety, self-confidence, and performance of the athletes. The Cognitive State Anxiety Inventory-2 was administered to collect data from 73 athletes, both men, and women, before and after the competition, who participated in the Reliance Foundation Youth Sports (RFYS)-Athletics, held at Gachibowli Stadium, Hyderabad. A paired t-test was used to find the significant difference between the pre and post-competition. Results showed that the levels of cognitive state anxiety before the competition was low as compared after the competition and the levels of somatic state anxiety before the competition was high as compared after the competition whereas the levels of self-confidence before the competition was high as compared after the competition. This study concludes that the levels of cognitive state anxiety increases after the competition as athletes could not perform according to the performance expectations, on the contrary, the levels of somatic anxiety decrease as there was no pressure of performance on the athletes after the competition and the levels of self-confidence decreases after the competition as athletes could not reach their desired performance levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre%20and%20post" title=" pre and post"> pre and post</a>, <a href="https://publications.waset.org/abstracts/search?q=CSAI-2" title=" CSAI-2"> CSAI-2</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/128758/a-study-on-pre-and-post-competitive-state-anxiety-among-the-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128758.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">170</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">1101</span> A Qualitative Study of the Efficacy of Teaching for Conceptual Understanding to Enhance Confidence and Engagement in Early Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigel%20P.%20Coutts">Nigel P. Coutts</a>, <a href="https://publications.waset.org/abstracts/search?q=Stellina%20Z.%20Sim"> Stellina Z. Sim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research suggests that the pedagogy we utilize when teaching mathematics contributes to a negative attitude towards the discipline. Worried by this, we have explored teaching mathematics for understanding, fluency, and confidence. We investigated strategies to engage students with the beauty of mathematics, moving them beyond mimicry and memorization. The result is an integrated pedagogy and curriculum arrangement which combines concept-based mathematics with Number Talks, Visible Thinking Routines, and Teaching for Understanding. Our qualitative research shows that students self-report greater self-confidence and heightened engagement with mathematical thinking. Teacher reflections on student learning echo this finding. As a result of this, we advocate for teacher training in the implementation of a concept-based curriculum supplemented with Number Talk strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20thinking" title="mathematical thinking">mathematical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20for%20understanding" title=" teaching for understanding"> teaching for understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=concept-based%20learning" title=" concept-based learning"> concept-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/113685/a-qualitative-study-of-the-efficacy-of-teaching-for-conceptual-understanding-to-enhance-confidence-and-engagement-in-early-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113685.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">154</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">1100</span> Confidence Building Strategies Adopted in an EAP Speaking Course at METU and Their Effectiveness: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canan%20Duzan">Canan Duzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For most language learners, mastery of the speaking skill is the proof of the mastery of the foreign language. On the other hand, the speaking skill is considered as the most difficult aspect of language learning to develop for both learners and teachers. Especially in countries like Turkey where exposure to the target language is minimum and resources and opportunities provided for language practice are scarce, teaching and learning to speak the language become a real struggle for teachers and learners alike. Data collected from students, instructors, faculty members and the business sector in needs analysis studies conducted previously at Middle East Technical University (METU) consistently revealed the need for addressing the problem of lack of confidence in speaking English. Action was taken during the design of the only EAP speaking course offered in Modern Languages Department since lack of confidence is considered to be a serious barrier for effective communication and causes learners to suffer from insecurity, uncertainty and fear. “Confidence building” served as the guiding principle in the syllabus design, nature of the tasks created for the course and the assessment procedures to help learners become more confident speakers of English. In order to see the effectiveness of the decisions made during the design phase of the course and whether students become more confident speakers upon completion of the course, a case study was carried out with 100 students at METU. A questionnaire including both Likert-Scale and open-ended items were administered to students to collect data and this data were analyzed using the SPSS program. Group interviews were also carried out to gain more insight into the effectiveness of the course in terms of building speaking confidence. This presentation will explore the specific actions taken to develop students’ confidence based on the findings of program evaluation studies and to what extent the students believe these actions to be effective in improving their confidence. The unique design of this course and strategies adopted for confidence building are highly applicable in other EAP contexts and may yield similar positive results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=EAP" title=" EAP"> EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/29279/confidence-building-strategies-adopted-in-an-eap-speaking-course-at-metu-and-their-effectiveness-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29279.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">401</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">1099</span> Canadian French as an Additional Language Teacher Candidates' Proficiency and Confidence Pre- and Post-Francophone Home-Stay: Practicum Experience as Revealed through Questionnaire and Interviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Callie%20Mady">Callie Mady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20as%20an%20additional%20language%20education" title="French as an additional language education">French as an additional language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20confidence" title=" teacher language confidence"> teacher language confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20maintenance" title=" teacher language maintenance"> teacher language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20proficiency" title=" teacher language proficiency"> teacher language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/79010/canadian-french-as-an-additional-language-teacher-candidates-proficiency-and-confidence-pre-and-post-francophone-home-stay-practicum-experience-as-revealed-through-questionnaire-and-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1098</span> A Comparative Analysis of a Custom Optimization Experiment with Confidence Intervals in Anylogic and Optquest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felipe%20Haro">Felipe Haro</a>, <a href="https://publications.waset.org/abstracts/search?q=Soheila%20Antar"> Soheila Antar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a custom optimization experiment developed in AnyLogic, based on genetic algorithms, designed to ensure reliable optimization results by incorporating Montecarlo simulations and achieving a specified confidence level. To validate the custom experiment, we compared its performance with AnyLogic's built-in OptQuest optimization method across three distinct problems. Statistical analyses, including Welch's t-test, were conducted to assess the differences in performance. The results demonstrate that while the custom experiment shows advantages in certain scenarios, both methods perform comparably in others, confirming the custom approach as a reliable and effective tool for optimization under uncertainty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=optimization" title="optimization">optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20intervals" title=" confidence intervals"> confidence intervals</a>, <a href="https://publications.waset.org/abstracts/search?q=Montecarlo%20simulation" title=" Montecarlo simulation"> Montecarlo simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=optQuest" title=" optQuest"> optQuest</a>, <a href="https://publications.waset.org/abstracts/search?q=AnyLogic" title=" AnyLogic"> AnyLogic</a> </p> <a href="https://publications.waset.org/abstracts/193080/a-comparative-analysis-of-a-custom-optimization-experiment-with-confidence-intervals-in-anylogic-and-optquest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193080.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">17</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">1097</span> Learning Participation and Baby Care Ability in Mothers of Preterm Infant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Chuan%20Cheng">Yi-Chuan Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Chi%20Huang"> Li-Chi Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Shan%20Chang"> Yu-Shan Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The main purpose of this study was to explore the relationship between the learning number, care knowledge, care skills and maternal confidence in preterm infant care in Taiwan. Background: Preterm infants care has been stressful for mother caring at home. Many programs have been applied for improving the infant care maternal confident. But less to know the learning behavior in mothers of preterm infant. Methods: The sample consisted of 55 mothers with preterm infants were recruited in a neonatal intermediate unit at a medical center in central Taiwan. The self-reported questionnaires including knowledge and skills of preterm infant care scales and maternal confidence scale were used to evaluation, which were conducted during hospitalization, before hospital discharge, and one month after discharge. We performed by using Pearson correlation of the collected data using SPSS 18. Results: The study showed that the learning number and knowledge in preterm infant care was a significant positive correlation (r = .40), and the skills and confidence preterm infant care was positively correlated (r = .89). Conclusions: Study results showed the mother had more learning number in preterm infant care will be stronger knowledge, and the skills and confidence in preterm infant care were also positively correlated. Thus, we found the learning behavior change significant care knowledge. And the maternal confidence change significant with skill on preterm infant’s care. But bondage still needs further study and develop the participation in hospital-based instructional programs, which could lead to greater long-term retention of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20behavior" title="learning behavior">learning behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20knowledge" title=" care knowledge"> care knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20skills" title=" care skills"> care skills</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20confidence" title=" maternal confidence"> maternal confidence</a> </p> <a href="https://publications.waset.org/abstracts/79949/learning-participation-and-baby-care-ability-in-mothers-of-preterm-infant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79949.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">260</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">1096</span> Report of a Realistic Simulation Training in Using Bougie Guide for Endotracheal Intubation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cleto%20J.%20Sauer%20Jr.">Cleto J. Sauer Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20C.%20Sauer"> Rita C. Sauer</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaider%20G.%20Andrade"> Chaider G. Andrade</a>, <a href="https://publications.waset.org/abstracts/search?q=D%C3%B3ris%20F.%20Rabelo"> Dóris F. Rabelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some patients with COVID-19 disease and difficult airway characteristics undergo to endotracheal intubation (ETI) procedure. The tracheal introducer, known as the bougie guide, can aid ETI in patients with difficult airway pattern. Realistic simulation (RS) is a methodology utilized for healthcare professionals training. To improve skills in using the bougie guide of physicians from Recôncavo da Bahia region in Brazil, during COVID-19 outbreak, RS training was carried out. Simulated scenario included the Nasco Lifeform realistic simulator for ETI and a bougie guide introducer. Training was a capacitation program organized by the Health Department of Bahia State. Objective: To report effects in participants´ self-confidence perception for using bougie guide after a RS based training. Methods: Descriptive study, secondary data extracted from questionnaires. Priority workplace and previous knowledge about bougie were reported on a preparticipation formulary. Participants also completed pre- and post-training qualitative self-assessment (10-point Likert scale) regarding to self-confidence in using bougie guide. Distribution analysis for qualitative data was performed with Wilcoxon Signed Rank Test, and self-confidence increase analysis in frequency contingency tables with Fisher's exact test. Results: From May to June 2020 a total of 36 physicians participated of training, 25 (69%) from primary care setting, 32 (89%) with no previous knowledge about the bougie guide utilization. For those who had previous knowledge about bougie pre-training self-confidence median was 6,5, and 2 for participants who had not. In overall there was an increase in self-confidence median for bougie utilization. Median (variation) before and after training was 2.5 (1-7) vs. 8 (4-10) (p <0.0001). Among those who had no previous knowledge about bougie (n = 32) an increase in self-confidence greater than 3 points for bougie utilization was reported by 31 vs. 1 participants (p = 0.71). Conclusions: Most of participants had no previous knowledge about using the bougie guide. RS training contributed to self-confidence increase for using bougie for ETI procedure. RS methodology can contribute for training in using the bougie guide for ETI procedure during COVID-19 outbreak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bougie" title="bougie">bougie</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=endotracheal%20intubation" title=" endotracheal intubation"> endotracheal intubation</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20simulation" title=" realistic simulation"> realistic simulation</a> </p> <a href="https://publications.waset.org/abstracts/128757/report-of-a-realistic-simulation-training-in-using-bougie-guide-for-endotracheal-intubation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128757.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">1095</span> Endotracheal Intubation Self-Confidence: Report of a Realistic Simulation Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cleto%20J.%20Sauer%20Jr.">Cleto J. Sauer Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20C.%20Sauer"> Rita C. Sauer</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaider%20G.%20Andrade"> Chaider G. Andrade</a>, <a href="https://publications.waset.org/abstracts/search?q=Doris%20F.%20Rabelo"> Doris F. Rabelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Endotracheal Intubation (ETI) is a procedure for clinical management of patients with severe clinical presentation of COVID-19 disease. Realistic simulation (RS) is an active learning methodology utilized for clinical skill's improvement. To improve ETI skills of public health network's physicians from Recôncavo da Bahia region in Brazil, during COVID-19 outbreak, RS training was planned and carried out. Training scenario included the Nasco Lifeform realistic simulator, and three actions were simulated: ETI procedure, sedative drugs management, and bougie guide utilization. Training intervention occurred between May and June 2020, as an interinstitutional cooperation between the Health's Department of Bahia State and the Federal University from Recôncavo da Bahia. Objective: The main objective is to report the effects on participants' self-confidence perception for ETI procedure after RS based training. Methods: This is a descriptive study, with secondary data extracted from questionnaires applied throughout RS training. Priority workplace, time from last intubation, and knowledge about bougie were reported on a preparticipation questionnaire. Additionally, participants completed pre- and post-training qualitative self-assessment (10-point Likert scale) regarding self-confidence perception in performing each of simulated actions. Distribution analysis for qualitative data was performed with Wilcoxon Signed Rank Test, and self-confidence increase analysis in frequency contingency tables with Fisher's Exact Test. Results: 36 physicians participated of training, 25 (69%) from primary care setting, 25 (69%) performed ETI over a year ago, and only 4 (11%) had previous knowledge about the bougie guide utilization. There was an increase in self-confidence medians for all three simulated actions. Medians (variation) for self-confidence before and after training, for each simulated action were as follows: ETI [5 (1-9) vs. 8 (6-10) (p < 0.0001)]; Sedative drug management [5 (1-9) vs. 8 (4-10) (p < 0.0001)]; Bougie guide utilization [2.5 (1-7) vs. 8 (4-10) (p < 0.0001)]. Among those who performed ETI over a year ago (n = 25), an increase in self-confidence greater than 3 points for ETI was reported by 23 vs. 2 physicians (p = 0.0002), and by 21 vs. 4 (p = 0.03) for sedative drugs management. Conclusions: RS training contributed to self-confidence increase in performing ETI. Among participants who performed ETI over a year, there was a significant association between RS training and increase of more than 3 points in self-confidence, both for ETI and sedative drug management. Training with RS methodology is suitable for ETI confidence enhancement during COVID-19 outbreak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=endotracheal%20intubation" title=" endotracheal intubation"> endotracheal intubation</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20simulation" title=" realistic simulation"> realistic simulation</a> </p> <a href="https://publications.waset.org/abstracts/128712/endotracheal-intubation-self-confidence-report-of-a-realistic-simulation-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128712.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">140</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">1094</span> The Effect of Emotion Self-Confidence and Perceived Social Support on Hong Kong Higher-Education Students' Suicide-Related Emotional Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Ching">K. C. Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public concern over the increasing prevalence of student suicide in Hong Kong. Some identify the problem with insufficient social support, while some attribute it to the vast fluctuations in emotional experience and the hindrances to emotion-regulation, both typical of adolescence and emerging adulthood. This study is thus designed to explore the respective effect of perceived social support and emotion self-confidence, on positive emotions and negative emotions. Fifty-seven Hong Kong higher-education students (17 males, 40 females) aged between 18 and 25 (M = 21.78) responded to an online questionnaire consisted of self-reported measures of perceived social support, emotional self-confidence, positive emotions, and negative emotions. Hierarchical regression analysis revealed that emotional self-confidence positively associated with positive emotions and negatively with negative emotions, while perceived social support positively associated with positive emotions but was not related to negative emotions. Perceived social support and emotional self-confidence both predicted positive emotions, but did not interact to predict any emotional outcome. It is concluded that students’ positive and negative emotional experiences are closely related to their emotion-regulation process. But for social support, its effect is merely protective, meaning that although perceived social support generally promotes positive emotions, it alone does not suffice to alleviate students’ negative emotions. These conclusions carry profound implications to suicide prevention practices, including that most existing suicide prevention campaigns should advance from merely fostering mutual support to directly promoting adaptive coping of emotional negativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title="emerging adulthood">emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-confidence" title=" emotional self-confidence"> emotional self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=hong%20kong" title=" hong kong"> hong kong</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title=" suicide prevention"> suicide prevention</a> </p> <a href="https://publications.waset.org/abstracts/120833/the-effect-of-emotion-self-confidence-and-perceived-social-support-on-hong-kong-higher-education-students-suicide-related-emotional-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1093</span> Confidence Intervals for Process Capability Indices for Autocorrelated Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jane%20A.%20Luke">Jane A. Luke </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persistent pressure passed on to manufacturers from escalating consumer expectations and the ever growing global competitiveness have produced a rapidly increasing interest in the development of various manufacturing strategy models. Academic and industrial circles are taking keen interest in the field of manufacturing strategy. Many manufacturing strategies are currently centered on the traditional concepts of focused manufacturing capabilities such as quality, cost, dependability and innovation. Process capability indices was conducted assuming that the process under study is in statistical control and independent observations are generated over time. However, in practice, it is very common to come across processes which, due to their inherent natures, generate autocorrelated observations. The degree of autocorrelation affects the behavior of patterns on control charts. Even, small levels of autocorrelation between successive observations can have considerable effects on the statistical properties of conventional control charts. When observations are autocorrelated the classical control charts exhibit nonrandom patterns and lack of control. Many authors have considered the effect of autocorrelation on the performance of statistical process control charts. In this paper, the effect of autocorrelation on confidence intervals for different PCIs was included. Stationary Gaussian processes is explained. Effect of autocorrelation on PCIs is described in detail. Confidence intervals for Cp and Cpk are constructed for PCIs when data are both independent and autocorrelated. Confidence intervals for Cp and Cpk are computed. Approximate lower confidence limits for various Cpk are computed assuming AR(1) model for the data. Simulation studies and industrial examples are considered to demonstrate the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autocorrelation" title="autocorrelation">autocorrelation</a>, <a href="https://publications.waset.org/abstracts/search?q=AR%281%29%20model" title=" AR(1) model"> AR(1) model</a>, <a href="https://publications.waset.org/abstracts/search?q=Bissell%E2%80%99s%20approximation" title=" Bissell’s approximation"> Bissell’s approximation</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20intervals" title=" confidence intervals"> confidence intervals</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20process%20control" title=" statistical process control"> statistical process control</a>, <a href="https://publications.waset.org/abstracts/search?q=specification%20limits" title=" specification limits"> specification limits</a>, <a href="https://publications.waset.org/abstracts/search?q=stationary%20Gaussian%20processes" title=" stationary Gaussian processes"> stationary Gaussian processes</a> </p> <a href="https://publications.waset.org/abstracts/15612/confidence-intervals-for-process-capability-indices-for-autocorrelated-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15612.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1092</span> Exercise Training for Management Hypertensive Patients: A Systematic Review and Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noor%20F.%20Ilias">Noor F. Ilias</a>, <a href="https://publications.waset.org/abstracts/search?q=Mazlifah%20Omar"> Mazlifah Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashbullah%20Ismail"> Hashbullah Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exercise training has been shown to improve functional capacity and is recommended as a therapy for management of blood pressure. Our purpose was to establish whether different exercise capacity produces different effect size for Cardiorespiratory Fitness (CRF), systolic (SBP) and diastolic (DBP) blood pressure in patients with hypertension. Exercise characteristic is required in order to have optimal benefit from the training, but optimal exercise capacity is still unwarranted. A MEDLINE search (1985 to 2015) was conducted for exercise based rehabilitation trials in hypertensive patients. Thirty-seven studies met the selection criteria. Of these, 31 (83.7%) were aerobic exercise and 6 (16.3%) aerobic with additional resistance exercise, providing a total of 1318 exercise subjects and 819 control, the total of subjects was 2137. We calculated exercise volume and energy expenditure through the description of exercise characteristics. 4 studies (18.2%) were 451kcal - 900 kcal, 12 (54.5%) were 900 kcal – 1350 kcal and 6 (27.3%) >1351kcal per week. Peak oxygen consumption (peak VO2) increased by mean difference of 1.44 ml/kg/min (95% confidence interval [CI]: 1.08 to 1.79 ml/kg/min; p = 0.00001) with weighted mean 21.2% for aerobic exercise compare to aerobic with additional resistance exercise 4.50 ml/kg/min (95% confidence interval [CI]: 3.57 to 5.42 ml/kg/min; p = 0.00001) with weighted mean 14.5%. SBP was clinically reduce for both aerobic and aerobic with resistance training by mean difference of -4.66 mmHg (95% confidence interval [CI]: -5.68 to -3.63 mmHg; p = 0.00001) weighted mean 6% reduction and -5.06 mmHg (95% confidence interval [CI]: -7.32 to -2.8 mmHg; p = 0.0001) weighted mean 5% reduction respectively. Result for DBP was clinically reduce for aerobic by mean difference of -1.62 mmHg (95% confidence interval [CI]: -2.09 to -1.15 mmHg; p = 0.00001) weighted mean 4% reduction and aerobic with resistance training reduce by mean difference of -3.26 mmHg (95% confidence interval [CI]: -4.87 to -1.65 mmHg; p = 0.0001) weighted mean 6% reduction. Optimum exercise capacity for 451 kcal – 900 kcal showed greater improvement in peak VO2 and SBP by 2.76 ml/kg/min (95% confidence interval [CI]: 1.47 to 4.05 ml/kg/min; p = 0.0001) with weighted mean 40.6% and -16.66 mmHg (95% confidence interval [CI]: -21.72 to -11.60 mmHg; p = 0.00001) weighted mean 9.8% respectively. Our data demonstrated that aerobic exercise with total volume of 451 kcal – 900 kcal/ week energy expenditure may elicit greater changes in cardiorespiratory fitness and blood pressure in hypertensive patients. Higher exercise capacity weekly does not seem better result in management hypertensive patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20Pressure" title="blood Pressure">blood Pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=hypertension" title=" hypertension"> hypertension</a>, <a href="https://publications.waset.org/abstracts/search?q=peak%20VO2" title=" peak VO2"> peak VO2</a> </p> <a href="https://publications.waset.org/abstracts/44456/exercise-training-for-management-hypertensive-patients-a-systematic-review-and-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44456.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">282</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">1091</span> “By Failing To Prepare, We Prepare to Fail”: Inadequate Preparedness in Disaster Relief Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Holstein">Mary Holstein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of this study was to evaluate nurse leader confidence in emergency management and disaster preparedness in the state of Texas. My project was a replication study of a survey conducted in 2022 by Reedy et al, for members of the Northwest Organization for Nurse Leaders (NONL). Background: In 2022, the American Association of Colleges of Nursing (AACN) approved new essentials for academic nursing education programs to demonstrate competencies in disaster management, yet no integration of such information into nursing curriculum had been reported in the literature. Research replicated by members of the Texas Organization for Nursing Leadership suggested significant gaps in nurse leader confidence across roles and in structured education that prepares nurse leaders across the spectrum of experience to lead in a crisis. Methods: An exploratory, cross-sectional survey used a sample of 86 RNs who were members of TONL. Results: Results replicated comparable results with significant variance in nurse leader confidence across roles, experience, and previous disaster-related education. Positive associations regarding nurse leaders' confidence in managing disasters were obvious with more advanced positions, further education, and mandatory training. Conclusions: Nursing leaders in Texas lack mandatory and structured education to prepare for emergency and disaster management. The call for mandatory emergency management training and disaster preparedness for nurse leaders remains unmet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster" title=" disaster"> disaster</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a> </p> <a href="https://publications.waset.org/abstracts/183347/by-failing-to-prepare-we-prepare-to-fail-inadequate-preparedness-in-disaster-relief-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183347.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">62</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">1090</span> Effect of Summer Training Volunteering Practices in Healthcare on Self-Confidence of Nursing Students in Riyadh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alyaa%20Farouk%20Abdelfattah%20Ibrahim">Alyaa Farouk Abdelfattah Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Samah%20Mohamed"> Samah Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Jrady"> Huda Jrady</a>, <a href="https://publications.waset.org/abstracts/search?q=Mashail%20Alrashidi"> Mashail Alrashidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Mohammad"> Alaa Mohammad</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20Alotaibi"> Fatimah Alotaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maram%20Almutiri"> Maram Almutiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Participation in volunteering was associated with better mental and physical health, self-esteem, and life satisfaction. The main motivator for students in particular is the chance to gain work-related experiences, improve skills, and build on qualifications that may help them achieve their educational goals and further their careers. This study aimed to assess the effect of summer training volunteering practices in healthcare on self-confidence of nursing students in Riyadh. In a crossectional study design, 150 nursing students at King Saud bin Abdul-Aziz University for health sciences in Riyadh were included in the study. Bio-socio-demographic, self-confidence, patients’ care and skills questionnaires were used for data collection. Results: Participants’ age ranged between 20 and 26 years. The majority were from the educational level seven (80%). 40.7 % of them reported volunteering in summer training programs; 70.37% of them volunteered at least once and for a duration of at least one month. Nursing students from level 6 were less likely to have self-confidence in their patients’ care skills than those in level 7. Students who volunteered were more likely to be more interested in becoming social, professional, and independent healthcare workers. There was no difference regarding experience in clinical skills and education by volunteering status. Clinical skills improved by a level of education in this group. Conclusion: Professional self-confidence and clinical performance are related in this group of nursing students. Monitoring, arranging, and encouraging volunteering activities for nursing students are important to help them broaden their interests, their self-confidence in their capabilities, and advancement in their chosen profession. Mostly, volunteering enhanced knowledge in patient safety and quality of care and attempts to secure volunteering opportunities should be a priority on the nursing education agenda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=volunteering" title="volunteering">volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20care%20volunteering" title=" health care volunteering"> health care volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=summer%20training" title=" summer training"> summer training</a> </p> <a href="https://publications.waset.org/abstracts/105790/effect-of-summer-training-volunteering-practices-in-healthcare-on-self-confidence-of-nursing-students-in-riyadh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105790.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">211</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">1089</span> Using the Bootstrap for Problems Statistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Boukabcha">Brahim Boukabcha</a>, <a href="https://publications.waset.org/abstracts/search?q=Amar%20Rebbouh"> Amar Rebbouh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bootstrap method based on the idea of exploiting all the information provided by the initial sample, allows us to study the properties of estimators. In this article we will present a theoretical study on the different methods of bootstrapping and using the technique of re-sampling in statistics inference to calculate the standard error of means of an estimator and determining a confidence interval for an estimated parameter. We apply these methods tested in the regression models and Pareto model, giving the best approximations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bootstrap" title="bootstrap">bootstrap</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20standard" title=" error standard"> error standard</a>, <a href="https://publications.waset.org/abstracts/search?q=bias" title=" bias"> bias</a>, <a href="https://publications.waset.org/abstracts/search?q=jackknife" title=" jackknife"> jackknife</a>, <a href="https://publications.waset.org/abstracts/search?q=mean" title=" mean"> mean</a>, <a href="https://publications.waset.org/abstracts/search?q=median" title=" median"> median</a>, <a href="https://publications.waset.org/abstracts/search?q=variance" title=" variance"> variance</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title=" confidence interval"> confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20models" title=" regression models"> regression models</a> </p> <a href="https://publications.waset.org/abstracts/39346/using-the-bootstrap-for-problems-statistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39346.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">380</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">1088</span> An Enhanced Floor Estimation Algorithm for Indoor Wireless Localization Systems Using Confidence Interval Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kriangkrai%20Maneerat">Kriangkrai Maneerat</a>, <a href="https://publications.waset.org/abstracts/search?q=Chutima%20Prommak"> Chutima Prommak </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indoor wireless localization systems have played an important role to enhance context-aware services. Determining the position of mobile objects in complex indoor environments, such as those in multi-floor buildings, is very challenging problems. This paper presents an effective floor estimation algorithm, which can accurately determine the floor where mobile objects located. The proposed algorithm is based on the confidence interval of the summation of online Received Signal Strength (RSS) obtained from the IEEE 802.15.4 Wireless Sensor Networks (WSN). We compare the performance of the proposed algorithm with those of other floor estimation algorithms in literature by conducting a real implementation of WSN in our facility. The experimental results and analysis showed that the proposed floor estimation algorithm outperformed the other algorithms and provided highest percentage of floor accuracy up to 100% with 95-percent confidence interval. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=floor%20estimation%20algorithm" title="floor estimation algorithm">floor estimation algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=floor%20determination" title=" floor determination"> floor determination</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-floor%20building" title=" multi-floor building"> multi-floor building</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20wireless%20systems" title=" indoor wireless systems"> indoor wireless systems</a> </p> <a href="https://publications.waset.org/abstracts/9832/an-enhanced-floor-estimation-algorithm-for-indoor-wireless-localization-systems-using-confidence-interval-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9832.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">418</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=confidence&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=confidence&page=3">3</a></li> <li class="page-item"><a class="page-link" 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