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interaction</title> <meta name="description" content="Search results for: social interaction"> <meta name="keywords" content="social interaction"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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="social interaction"> <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> 12679</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social interaction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12679</span> Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20support" title=" parent support"> parent support</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/53541/stimulating-young-children-social-interaction-behaviour-through-computer-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53541.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">366</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">12678</span> Uncertainty Reduction and Dyadic Interaction through Social Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masrur%20Alam%20Khan">Masrur Alam Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the dyadic interaction techniques that social media users utilize to reduce uncertainty in their day to day business engagements in the absence of their physical interaction. The study empirically tested assumptions of uncertainty reduction theory while addressing self-disclosure, seeking questions to develop consensus, and subsequently to achieve intimacy in very conducive environment. Moreover, this study examined the effect of dyadic interaction through social media among business community while identifying the strength of their reciprocity in relationships and compares it with those having no dyadic relations due to absence of social media. Using socio-metric survey, the study revealed a better understanding of their partners for upholding their professional relations more credible. A sample of unacquainted, both male and female, was randomly asked questions regarding their nature of dyadic interaction within their office while using social media (face-to-face, visual CMC (webcam) or text-only). Primary results explored that the social media users develop their better know-how about their professional obligations to reduce ambiguity and align with one to one interact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyadic-interaction" title="dyadic-interaction">dyadic-interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty%20reduction" title=" uncertainty reduction"> uncertainty reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-metric%20survey" title=" socio-metric survey"> socio-metric survey</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=intimacy" title=" intimacy"> intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=reciprocity%20in%20relationship" title=" reciprocity in relationship"> reciprocity in relationship</a> </p> <a href="https://publications.waset.org/abstracts/122174/uncertainty-reduction-and-dyadic-interaction-through-social-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12677</span> Gender Difference in Social Interaction Skills of Autism Using Token Economy and Video Modelling Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusola%20Akintunde%20Adediran">Olusola Akintunde Adediran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined differential effect of Gender difference in social interaction skill of pupils with autism using token economy and video modeling as intervention strategies. A pretest, posttest, control group, quasi-experimental research design was adopted in the study. 17 participants (11 males and 6 females) were selected purposively from 5 centres in Ibadan and randomized into three groups (token economy, video modeling and control groups). Two instruments were used in the study; Autism Spectrum Rating Scale (ASRS) for 299.00 Autistic Disorder (r = 0.82) and Children’s Self-report Social Skill Scale (CS4) (r= 0.93). A descriptive statistics was used to analyse the participants social interaction data based on intervention and gender, while inferential statistics of analysis of covariance (ANCOVA) and scheffe post-hoc measure was used to anlayse three null hypotheses tested at 0.05 level of significance. The results obtained indicated that there was a significant main effect of treatment on social interaction of participants, but there was no significant of main effect of gender on the social interaction of participants, hence, (F(2,14) = .741; p > .05, eta = .050). Lastly, there was no significant interaction effect of treatment and gender of the participants, hence (F(2,10) = 2.177; p > .05, eta 2 = 202). The study has contributed to the frontiers of knowledge by establishing that social interaction of autism is attainable when token economy and video modelling are used as treatment intervention, hence, they should be adopted by the teachers, curriculum planners and other stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title="social interaction">social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=token%20economy" title=" token economy"> token economy</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20modelling" title=" video modelling"> video modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/104847/gender-difference-in-social-interaction-skills-of-autism-using-token-economy-and-video-modelling-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12676</span> Stimulating the Social Interaction Development of Children through Computer Play Activities: The Role of Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Halim%20Masnan"> Abd Halim Masnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a>, <a href="https://publications.waset.org/abstracts/search?q=Seah%20Siok%20Peh"> Seah Siok Peh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is based on three main objectives which are to identify children`s social interaction behaviour during computer play activities, teacher’s role and to explore teacher’s beliefs, views and knowledge about computers use in four Malaysian pre-schools.This qualitative study was carried out among 25 pre-school children and three teachers as the research sample. The data collection procedures involved structured observation which was to identify social interaction behavior among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers on the acquired of social interaction behavior development among the children. A variety of patterns can be seen within the peer interactions indicating that children exhibit a vast range of social interactions at the computer, and they varied each day. The findings of this study guide us to certain conclusions, which have implications in understanding the phenomena of how computers were used and how its relationship to the children’s social interactions emerge in the four Malaysian preschools. This study provides evidence that the children’s social interactions with peers and adults were mediated by the engagement of the children in the computer environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/54009/stimulating-the-social-interaction-development-of-children-through-computer-play-activities-the-role-of-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54009.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">299</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">12675</span> Effects of Social Stories toward Social Interaction of Students with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sawitree%20Wongkittirungrueang">Sawitree Wongkittirungrueang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research were: 1) to study the effect of social stories on social interaction of students with autism. The sample was Pratomsuksa level 5 student with autism, Khon Kaen University Demonstration School, who was diagnosed by the Physician as High Functioning Autism since he was able to read, write, calculate and was studying in inclusive classroom. However, he still had disability in social interaction to participate in social activity group and communication. He could not learn how to develop friendship or create relationship. He had inappropriate behavior in social context. He did not understand complex social situations. In addition, he did seemed not know time and place. He was not able to understand feeling of oneself as well as the others. Consequently, he could not express his emotion appropriately. He did not understand or express his non-verbal language for communicating with friends. He lacked of common interest or emotion with nearby persons. He greeted inappropriately or was not interested in greeting. In addition, he did not have eye contact. He used inadequate language etc. He was elected by Purposive Sampling. His parents were willing to allow them to participate in this study. The research instruments were the lesson plan of social stories, and the picture book of social stories. The instruments used for data collection, were the social interaction evaluation of autistic students. This research was Quasi Experimental Research as One Group Pre-test, Post-test Design. For the Pre-test, the experiment was conducted by social stories. Then, the Post-test was implemented. The statistic used for data analysis, included the Mean, and Standard Deviation. The research findings were shown by Graph. The findings revealed hat the autistic students taught by social stories indicated better social interaction after being taught by social stories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20story" title="social story">social story</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder%20%28ASD%29" title=" autism spectrum disorder (ASD)"> autism spectrum disorder (ASD)</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/67691/effects-of-social-stories-toward-social-interaction-of-students-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67691.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">246</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">12674</span> The Antecedents of Customer-to-Customer Interaction to Brand and Communication Strategy: A Marketer’s Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kartina%20Sury%20Kariman">Kartina Sury Kariman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brand-to-customer (B2C) engagement has been well established through the traditional platform such as direct sales, advertising, customer service center, customer hotline as well as brand usage experiences. Increasingly, interest to B2C has evolved to include customer-to-customer (C2C) interaction analysis aligned with the vast growth of web 2.0. Hence, discussion on C2C interaction and brand strategy have captured social media as it enables brands and C2C interaction to be connected in various ways, providing opportunities for marketers to shape their brand engagement strategy while reaching C2C as the targeted outcomes. The objective here is to provide a preliminary review of C2C interaction consisting the antecedents and consequences while highlighting areas of research interest within the context from marketers perspective and the business outcomes. This paper discusses how C2C interaction defines marketers’ brand and communication strategy and how social media trend shapes the strategy when promoting the awareness of life insurance industry and educating the target market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20engagement" title=" brand engagement"> brand engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20interaction" title=" customer interaction"> customer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20engagement" title=" customer engagement"> customer engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20strategy" title=" brand strategy"> brand strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20insurance" title=" life insurance"> life insurance</a> </p> <a href="https://publications.waset.org/abstracts/17988/the-antecedents-of-customer-to-customer-interaction-to-brand-and-communication-strategy-a-marketers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17988.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">459</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">12673</span> Public and Private Spaces Producing Social Connectedness in Traditional Environment: A Study on Old Medina District of Casablanca</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asmaa%20Sokrat">Asmaa Sokrat</a>, <a href="https://publications.waset.org/abstracts/search?q=Aykut%20Karaman"> Aykut Karaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public and private spaces are major components of the morphology of the city. This research aims to study the interactions between public and private domains in terms of urban space in Casablanca. The research focuses on a general vision of a socio-spatial issue. It plans to identify the public, private, and transition (semi-public, semi-private) spaces as the constituent of the urban space. Moreover, the study investigates the link between public and private spaces with the social dimensions. Additionally, the research argues that the public space is a place of social interaction; as a reflection, this interaction is the intersection between urban space and social connectedness. Besides, social interaction can be the key to distinguishing between the public and private spheres. The methodological approach of the research is based on the literature review and field study. The article is targeting a case study on the old Medina of Casablanca, from daily use of the public and private spaces, the urban tissue, and the urban space types. In conclusion, the research exhibits that a public space could influence the privacy of the residents of a local urban area; thus, this privacy is inverted on the social interaction. This social interaction is the link between the urban space and social connectedness. Hence, this equation affects the typology of the private space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20sphere" title="public sphere">public sphere</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20sphere" title=" private sphere"> private sphere</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20connectedness" title=" social connectedness"> social connectedness</a>, <a href="https://publications.waset.org/abstracts/search?q=old%20Medina%20of%20Casablanca" title=" old Medina of Casablanca"> old Medina of Casablanca</a> </p> <a href="https://publications.waset.org/abstracts/150246/public-and-private-spaces-producing-social-connectedness-in-traditional-environment-a-study-on-old-medina-district-of-casablanca" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12672</span> An Interaction Model of Communication Skills and Participation in Social Work among Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Yusri%20Ibrahim">Mohd Yusri Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Youth participation in social work is essential in social and community development. Although many studies have been conducted to identify the determinant of youth involvement, few studies were discussed interaction between communication skills and youth participation in volunteerism. This article will discuss a cross-sectional study that was conducted to identify the relationship between communication skills and youth participation in social work. The results were successfully developed an interaction model of communication skills as predictor to participation criteria among youth. Finally, the article was suggested several ways to encourage youth participation in community by developing their communication skill in various stages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=youth" title="youth">youth</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/60745/an-interaction-model-of-communication-skills-and-participation-in-social-work-among-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60745.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">364</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">12671</span> Social Interaction Dynamics Exploration: The Case Study of El Sherouk City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nardine%20El%20Bardisy">Nardine El Bardisy</a>, <a href="https://publications.waset.org/abstracts/search?q=Wolf%20Reuter"> Wolf Reuter</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayat%20Ismail"> Ayat Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, there is continuous housing demand as a result of rapid population growth. In 1979, this forced the government to establish new urban communities in order to decrease stress around delta. New Urban Communities Authority (NUCA) was formulated to take the responsibly of this new policy. These communities suffer from social life deficiency due to their typology, which is separated island with barriers. New urban communities’ typology results from the influence of neoliberalism movement and modern city planning forms. The lack of social interaction in these communities at present should be enhanced in the future. On a global perspective, sustainable development calls for creating more sustainable communities which include social, economic and environmental aspects. From 1960, planners were highly focusing on the promotion of the social dimension in urban development plans. The research hypothesis states: “It is possible to promote social interaction in new urban communities through a set of socio-spatial recommended strategies that are tailored for Greater Cairo Region context”. In order to test this hypothesis, the case of El-Sherouk city is selected, which represents the typical NUCA development plans. Social interaction indicators were derived from literature and used to explore diﬀerent social dynamics in the selected case. The tools used for exploring case study are online questionnaires, face to face questionnaires, interviews, and observations. These investigations were analyzed, conclusions and recommendations were set to improve social interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20urban%20communities" title="new urban communities">new urban communities</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20planning" title=" modern planning"> modern planning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20life" title=" social life"> social life</a> </p> <a href="https://publications.waset.org/abstracts/113222/social-interaction-dynamics-exploration-the-case-study-of-el-sherouk-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113222.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">12670</span> The Role of Situational Factors in User Experience during Human-Robot Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Da%20Tao">Da Tao</a>, <a href="https://publications.waset.org/abstracts/search?q=Tieyan%20Wang"> Tieyan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingfu%20Qin"> Mingfu Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While social robots have been increasingly developed and rapidly applied in our daily life, how robots should interact with humans is still an urgent problem to be explored. Appropriate use of interactive behavior is likely to create a good user experience in human-robot interaction situations, which in turn can improve people’s acceptance of robots. This paper aimed to systematically and quantitatively examine the effects of several important situational factors (i.e., interaction distance, interaction posture, and feedback style) on user experience during human-robot interaction. A three-factor mixed designed experiment was adopted in this study, where subjects were asked to interact with a social robot in different interaction situations by combinations of varied interaction distance, interaction posture, and feedback style. A set of data on users’ behavioral performance, subjective perceptions, and eye movement measures were tracked and collected, and analyzed by repeated measures analysis of variance. The results showed that the three situational factors showed no effects on behavioral performance in tasks during human-robot interaction. Interaction distance and feedback style yielded significant main effects and interaction effects on the proportion of fixation times. The proportion of fixation times on the robot is higher for negative feedback compared with positive feedback style. While the proportion of fixation times on the robot generally decreased with the increase of the interaction distance, it decreased more under the positive feedback style than under the negative feedback style. In addition, there were significant interaction effects on pupil diameter between interaction distance and posture. As interaction distance increased, mean pupil diameter became smaller in side interaction, while it became larger in frontal interaction. Moreover, the three situation factors had significant interaction effects on user acceptance of the interaction mode. The findings are helpful in the underlying mechanism of user experience in human-robot interaction situations and provide important implications for the design of robot behavioral expression and for optimal strategies to improve user experience during human-robot interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20robots" title="social robots">social robots</a>, <a href="https://publications.waset.org/abstracts/search?q=human-robot%20interaction" title=" human-robot interaction"> human-robot interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20posture" title=" interaction posture"> interaction posture</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20distance" title=" interaction distance"> interaction distance</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20style" title=" feedback style"> feedback style</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a> </p> <a href="https://publications.waset.org/abstracts/166976/the-role-of-situational-factors-in-user-experience-during-human-robot-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166976.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">132</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">12669</span> Start Talking in an E-Learning Environment: Building and Sustaining Communities of Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20C.%20LaDuke">Melissa C. LaDuke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this literature review was to identify the use of online communities of practice (CoPs) within e-learning environments as a method to build social interaction and student-centered educational experiences. A literature review was conducted to survey and collect scholarly thoughts concerning CoPs from a variety of sources. Data collected included best practices, ties to educational theories, and examples of online CoPs. Social interaction has been identified as a critical piece of the learning infrastructure, specifically for adult learners. CoPs are an effective way to help students connect to each other and the material of interest. The use of CoPs falls in line with many educational theories, including situated learning theory, social constructivism, connectivism, adult learning theory, and motivation. New literacies such as social media and gamification can help increase social interaction in online environments and provide methods to host CoPs. Steps to build and sustain a CoP were discussed in addition to CoP considerations and best practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20course%20design" title=" online course design"> online course design</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/144460/start-talking-in-an-e-learning-environment-building-and-sustaining-communities-of-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144460.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">92</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">12668</span> Social Interaction of Gifted Students in a Heterogeneous Educational Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Donii">Ekaterina Donii</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding interpersonal competence, social interaction and peer relationships of gifted children is a concern for specialists in the field of gifted education. To gain more in-depth knowledge concerning the social functioning of gifted children among peers, we decided to study the social abilities of gifted children in a heterogeneous academic environment. Eight gifted children (5 of age 7, 1 of age 8.5, 1 of age 9.5 and 1 of age 10), their classmates (10 of age 7-8, 12 of age 8.5-9, 16 of age 9.5-10) and teachers participated in the study. The sociometric questionnaire analysis was based on the method of Rodríguez and Morera to check the social status of the gifted children among classmates. The Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5) was used to assess the social interactions between the gifted students, their classmates, and the teacher within the educational context. While doing a task together, the gifted children interacted more with popular and neither popular nor gifted classmates than with rejected classmates. While spending time together, the gifted children interacted more with neither popular nor rejected classmates than with popular or rejected classmates. All gifted children chose other gifted and non-gifted classmates for interaction, established close relations and demonstrated good social abilities interacting with their classmates. The aim of this study was to examine the social interactions, social status, and social network of the gifted students in a regular classroom. The majority of the gifted children were popular among their classmates and had good social skills. We should be alert, though, for those gifted children who do have social problems, in order to help them functioning in a regular classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted" title="gifted">gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneous%20environment" title=" heterogeneous environment"> heterogeneous environment</a>, <a href="https://publications.waset.org/abstracts/search?q=sociometric%20status" title=" sociometric status"> sociometric status</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interactions" title=" social interactions"> social interactions</a> </p> <a href="https://publications.waset.org/abstracts/93237/social-interaction-of-gifted-students-in-a-heterogeneous-educational-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93237.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">355</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">12667</span> The Influence of Social Interaction of Flat Occupants to Infrastucture Management of Kutobedah Flat in Malang City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nony%20Rahadiva">Nony Rahadiva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of housing in urban areas can not be separated from the high rate of population growth from both natural population growth and population growth due to migration. The development is bounded by urban land area so that construction of flats become a development priority. Quality of residential flats are influenced by the patterns of behavior of its inhabitants. The frequency of contact between the occupants become one of the effects of good social relations, but harmful activity can degrade the environment, especially in flats. One of the social relationships that can be seen on the flats development is the residents in Kutobedah flat built in Malang city. Problems that occur in that place is unfavorable flat management due to social activities such as daily activities and also the neighboring activities of apartment dwellers who tend not to pay attention to the environment. Based on these problems we can do a study on social interaction in Kutobedah flat and its influence on the management of flat facilities and infrastructures. This research was carried out by submitting a questionnaire to the residents of the apartment based social activities , operations and maintenance of the flats. By using a weighted analysis, we can find that social interaction tenants is high, but the level of infrastructure and facilities management of the tenants is low so it is needed to counsel the residents how to use and maintain the infrastructure properly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activities" title="activities">activities</a>, <a href="https://publications.waset.org/abstracts/search?q=flat" title=" flat"> flat</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure%20management" title=" infrastructure management"> infrastructure management</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/20961/the-influence-of-social-interaction-of-flat-occupants-to-infrastucture-management-of-kutobedah-flat-in-malang-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20961.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">432</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">12666</span> How Social Capital Mediates the Relationships between Interpersonal Interaction and Health: Location-Based Augmented Reality Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To"> Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Hui%20Wang"> Yi-Hui Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently location-based augmented reality games (LBS+AR) have become increasingly popular as a major form of entertainment. Location-based augmented reality games have provided a lot of opportunities for face-to-face interaction among players. Prior studies also indicate that the social side of location-based augmented reality games are one of the major reasons for players to engage in the games. However, the impact of the usage of location-based augmented reality games has not been well explored. The study examines how interpersonal interaction affects social capital and health through playing location-based augmented reality games. The study also investigates how social capital mediates the relationships between interpersonal interaction and health. The study uses survey method to collect data. Six-hundred forty-seven questionnaires are collected. Structural equation modeling is used to investigate the relationships among variables. The causal relationships between variables in the research model are tested. The results of the study indicated that four interpersonal attraction attributes, including ability, proximity, similarity, and familiarity, are identified by ways of factor analysis. Interpersonal attraction is important for location-based augmented reality game-players to develop bonding and bridging social capital. Bonding and bridging social capital have a positive impact on the mental and social health of game-players. The results of the study provide academic and practical implications for future growth of location-based augmented reality games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20interaction" title=" interpersonal interaction"> interpersonal interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=location-based%20augmented%20reality%20games" title=" location-based augmented reality games"> location-based augmented reality games</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/78880/how-social-capital-mediates-the-relationships-between-interpersonal-interaction-and-health-location-based-augmented-reality-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78880.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">258</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">12665</span> Helping Older Users Staying Connected</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Q.%20Raza">Q. Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Getting old is inevitable, tasks which were once simple are now a daily struggle. This paper is a study of how older users interact with web application based upon a series of experiments. The experiments conducted involved 12 participants and the experiments were split into two parts. The first set gives the users a feel of current social networks and the second set take into considerations from the participants and the results of the two are compared. This paper goes in detail on the psychological aspects such as social exclusion, Metacognition memory and Therapeutic memories and how this relates to users becoming isolated from society, social networking can be the roof on a foundation of successful computer interaction. The purpose of this paper is to carry out a study and to propose new ideas to help users to be able to use social networking sites easily and efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title="cognitive psychology">cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20memory" title=" special memory"> special memory</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20and%20human%20computer%20interaction" title=" social networking and human computer interaction"> social networking and human computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/18096/helping-older-users-staying-connected" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18096.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">445</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">12664</span> The Impact of Socialization Preferences on Perceptions of Generalized Social Trust in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Menghzheng%20Yao">Menghzheng Yao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generalized social trust among Chinese has been declining in the past few decades, making the search for its causes necessary. Drawing on the symbolic interaction theory and the 2012 Chinese General Social Survey data, this research investigated the impact of people’s socialization preferences and frequencies on their perceptions of generalized social trust in China. This research also took a preliminary step towards understanding the spatial differences of the generalized social trust using the ArcGIS software. The results show that respondents who interacted with their neighbors more frequently were more likely to have higher levels of perceptions of generalized social trust. Several demographics were also significantly related to perception of generalized social trust. Elderly and better educated Chinese and people with higher self-perceived social status were associated with greater levels of generalized social trust perception, while urban dwellers and religious respondents expressed lower levels of such perception. Implications for future research and policy are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20social%20trust" title=" generalized social trust"> generalized social trust</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20interaction" title=" symbolic interaction"> symbolic interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=ArcGIS" title=" ArcGIS"> ArcGIS</a> </p> <a href="https://publications.waset.org/abstracts/70818/the-impact-of-socialization-preferences-on-perceptions-of-generalized-social-trust-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70818.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">376</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">12663</span> Analysis of the Use of a NAO Robot to Improve Social Skills in Children with Autism Spectrum Disorder in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Alarfaj">Eman Alarfaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Hissah%20Alabdullatif"> Hissah Alabdullatif</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Alabdullatif"> Huda Alabdullatif</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghazal%20Albakri"> Ghazal Albakri</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Shahriza%20Abdul%20Karim"> Nor Shahriza Abdul Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder is extensively spread amid children; it affects their social, communication and interactive skills. As robotics technology has been proven to be a significant helpful utility those able individuals to overcome their disabilities. Robotic technology is used in ASD therapy. The purpose of this research is to show how Nao robots can improve the social skills for children who suffer from autism in Saudi Arabia by interacting with the autistic child and perform a number of tasks. The objective of this research is to identify, implement, and test the effectiveness of the module for interacting with ASD children in an autism center in Saudi Arabia. The methodology in this study followed the ten layers of protocol that needs to be followed during any human-robot interaction. Also, in order to elicit the scenario module, TEACCH Autism Program was adopted. Six different qualified interaction modules have been elicited and designed in this study; the robot will be programmed to perform these modules in a series of controlled interaction sessions with the Autistic children to enhance their social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanoid%20robot%20Nao" title="humanoid robot Nao">humanoid robot Nao</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=human-robot%20interaction" title=" human-robot interaction"> human-robot interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/87694/analysis-of-the-use-of-a-nao-robot-to-improve-social-skills-in-children-with-autism-spectrum-disorder-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87694.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">264</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">12662</span> Relations among Coping with Stress, Anxiety and the Achievement Motive of Athletes and Non-Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dragana%20Tomic">Dragana Tomic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals with relations among strategies and styles of coping with stress, social interaction anxiety and the achievement motive of young athletes and non-athletes. The research was conducted on the sample of 402 examinees (197 female and 205 male participants) of the average age of 20.76, divided into three groups: athletes, recreationists, and non-athletes. The COPE-S questionnaire, the Social Interaction Anxiety Scale (SIAS) and the Achievement Motivation Questionnaire (MOP 2002) were used for conducting this research and they had satisfactory reliability. The results of the research indicate that athletes, recreationists and non-athletes are not different when it comes to strategies and styles of coping with stress. Non- athletes have more noticeable social interaction anxiety when compared to athletes (U=5281.5, p=.000) and also when compared to recreationists (U=7573, p=.000). There was a difference among these three groups in the achievement motive (χ2(2)=23,544, p=.000) and the three components of this motive (Competing with others, χ2(2)=31,718, p=.000, Perseverance, χ2(2)=9,415, p=.009 and Planning orientation, χ2(2)=8,171, p=.017). The research also indicates a significant difference in the relation between social interaction anxiety and the achievement motive of examinee subgroups, where the most significant difference is between athletes and non- athletes (q=-.45). Moreover, women more frequently use emotion-focused coping (U=16718, p=.003), while men more frequently use avoidance (U=14895.5, p=.000). Women have a lead when it comes to expressing social anxiety (U=17750.5, p=.036) and the achievement motive (U=17395.5, p=.020). The discussion of the results includes findings of similar previous research and theoretical concepts of the variables which were examined. Future research should be oriented towards examining the background of the differences which were (not) gained as well as towards the influence of personality dimensions on the variables which were examined in order to apply the results in practice in the best way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20with%20stress" title=" coping with stress"> coping with stress</a>, <a href="https://publications.waset.org/abstracts/search?q=non-athletes" title=" non-athletes"> non-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=recreationists" title=" recreationists"> recreationists</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction%20anxiety" title=" social interaction anxiety"> social interaction anxiety</a> </p> <a href="https://publications.waset.org/abstracts/85173/relations-among-coping-with-stress-anxiety-and-the-achievement-motive-of-athletes-and-non-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85173.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">159</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">12661</span> A Framework for Analyzing Public Interaction of Saudi Universities on Twitter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20Al-Qahtani">Sahar Al-Qahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabeeh%20Ayaz%20Abbasi"> Rabeeh Ayaz Abbasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Naif%20Radi%20Aljohani"> Naif Radi Aljohani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many universities use social media platforms as new communication channels to disseminate information and promptly communicate with their audience. As Twitter is one of the widely used social media platforms, this research aims to explore the adaption and utilization of Twitter by universities. We propose a framework called 'Social Network Analysis for Universities on Twitter' (SNAUT) to analyze the usage of Twitter by universities and to measure their interaction with public. The study includes a sample of around 110,000 tweets from 36 Saudi universities, including both public and private universities. Using SNAUT, we can (1) investigate the purpose of using Twitter by universities, (2) determine the broad topics discussed by them, and (3) identify the groups closely associated with the universities. The results show that most of the Saudi universities (whether public or private) actively use Twitter. Results also reveal that public universities respond to public queries more frequently, but private universities stand out more in terms of information dissemination using retweets and diverse hashtags. Finally, we develop a ranking mechanism in SNAUT for ranking universities based on their social interaction with the public on Twitter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=twitter" title=" twitter"> twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/121965/a-framework-for-analyzing-public-interaction-of-saudi-universities-on-twitter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121965.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12660</span> Improving the Social Interactions of Students with Conduct Disorder in Dil Betigil Primary School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Thomas%20Lambamo">Dawit Thomas Lambamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conduct disorder has become a major health and social problem; it is the most common psychiatric problem diagnosed among students which affect the academic and social interaction of students. This intervention was conducted in Dil Betigil primary school. After identifying six students with conduct disorder in Dil Betigil primary school, the intervention was conducted using a true experimental research design specifically pretest and posttest control group design. Data from teachers and parents of the students with conduct disorder were collected using adapted conduct disorder scale and semi-structured interview. The independent sample t-test of Pretest results of both experimental and control group indicated that there is no statistically significant difference between experimental and control groups. Intervention is carried out to enhance their social interaction and to decrees aggressive, a serious violation of rules and theft behavior of students in collaboration with teachers and parents. After six intervention weeks the post-test result showed that there was statistically significant difference in aggression and serious violation between the experimental and control groups, but there was no statistically significant mean difference regarding deceitful or theft between the experimental and control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conduct" title="conduct">conduct</a>, <a href="https://publications.waset.org/abstracts/search?q=disorder" title=" disorder"> disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/81254/improving-the-social-interactions-of-students-with-conduct-disorder-in-dil-betigil-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81254.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">316</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">12659</span> Control Strategies for a Robot for Interaction with Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinicius%20Binotte">Vinicius Binotte</a>, <a href="https://publications.waset.org/abstracts/search?q=Guilherme%20Baldo"> Guilherme Baldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Christiane%20Goulart"> Christiane Goulart</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Valad%C3%A3o"> Carlos Valadão</a>, <a href="https://publications.waset.org/abstracts/search?q=Eliete%20Caldeira"> Eliete Caldeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Teodiano%20Bastos"> Teodiano Bastos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Socially assistive robotic has become increasingly active and it is present in therapies of people affected for several neurobehavioral conditions, such as Autism Spectrum Disorder (ASD). In fact, robots have played a significant role for positive interaction with children with ASD, by stimulating their social and cognitive skills. This work introduces a mobile socially-assistive robot, which was built for interaction with children with ASD, using non-linear control techniques for this interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=socially%20assistive%20robotics" title="socially assistive robotics">socially assistive robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20robot" title=" mobile robot"> mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20control" title=" autonomous control"> autonomous control</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a> </p> <a href="https://publications.waset.org/abstracts/63540/control-strategies-for-a-robot-for-interaction-with-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63540.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">500</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">12658</span> The Impact of Social Interaction, Wellbeing and Mental Health on Student Achievement During COVID-19 Lockdown in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Ahmad%20Alharthi">Shatha Ahmad Alharthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior research suggests that reduced social interaction can negatively affect well-being and impair mental health (e.g., depression and anxiety), resulting in lower academic performance. The COVID-19 pandemic has significantly limited social interaction among Saudi Arabian school children since the government closed schools and implemented lockdown restrictions to reduce the spread of the disease. These restrictions have resulted in prolonged remote learning for middle school students with unknown consequences for perceived academic performance, mental health, and well-being. This research project explores how middle school Saudi students’ current remote learning practices affect their mental health (e.g., depression and anxiety) and well-being during the lockdown. Furthermore, the study will examine the association between social interaction, mental health, and well-being pertaining to students’ perceptions of their academic achievement. Research findings could lead to a better understanding of the role of lockdown on depression, anxiety, well-being and perceived academic performance. Research findings may also inform policy-makers or practitioners (e.g., teachers and school leaders) about the importance of facilitating increased social interactions in remote learning situations and help to identify important factors to consider when seeking to re-integrate students into a face-to-face classroom setting. Potential implications for future educational research include exploring remote learning interventions targeted at bolstering students’ mental health and academic achievement during periods of remote learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/151407/the-impact-of-social-interaction-wellbeing-and-mental-health-on-student-achievement-during-covid-19-lockdown-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151407.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">117</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">12657</span> Social Structure, Involuntary Relations and Urban Poverty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Niroobakhsh">Mahmood Niroobakhsh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with special structuralism approaches to explain a certain kind of social problem. Widespread presence of poverty is a reminder of deep-rooted unresolved problems of social relations. The expected role from an individual for the social system recognizes poverty derived from an interrelated social structure. By the time, enabled to act on his role in the course of social interaction, reintegration of the poor in society may take place. Poverty and housing type are reflections of the underlying social structure, primarily structure’s elements, systemic interrelations, and the overall strength or weakness of that structure. Poverty varies based on social structure in that the stronger structures are less likely to produce poverty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absolute%20poverty" title="absolute poverty">absolute poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20poverty" title=" relative poverty"> relative poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20structure" title=" social structure"> social structure</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20poverty" title=" urban poverty"> urban poverty</a> </p> <a href="https://publications.waset.org/abstracts/22096/social-structure-involuntary-relations-and-urban-poverty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22096.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">679</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">12656</span> Descriptive Analysis: New Media Influence on Decision Makers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bashaiar%20Alsanaa">Bashaiar Alsanaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of decision making requires environment surveillance and public opinion monitoring, both of which can be attained through effective use of social media. This study aims to investigate the extent to which new media influence the decision making process by the Kuwaiti government. The research explores how unprecedented access to information as well as dynamic user-interaction made possible by new technologies play a significant role in all aspects of decision making whether on the end of the public or decision makers themselves. The research analyzes two case studies where public opinion was forceful on social media in order to explore how such media create interactive and liberal environments for individuals to participate in the process of taking action with regards to political, economic and social issues. The findings of this descriptive study indicate the overwhelming extent to which social media are being used in Kuwait to create new social reform by the government based on citizen interaction with current topics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive" title=" descriptive"> descriptive</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media%20technologies" title=" new media technologies"> new media technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media." title=" social media."> social media.</a> </p> <a href="https://publications.waset.org/abstracts/106968/descriptive-analysis-new-media-influence-on-decision-makers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106968.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">118</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">12655</span> Trend Detection Using Community Rank and Hawkes Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shashank%20Bhatnagar">Shashank Bhatnagar</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Wilfred%20Godfrey"> W. Wilfred Godfrey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We develop in this paper, an approach to find the trendy topic, which not only considers the user-topic interaction but also considers the community, in which user belongs. This method modifies the previous approach of user-topic interaction to user-community-topic interaction with better speed-up in the range of [1.1-3]. We assume that trend detection in a social network is dependent on two things. The one is, broadcast of messages in social network governed by self-exciting point process, namely called Hawkes process and the second is, Community Rank. The influencer node links to others in the community and decides the community rank based on its PageRank and the number of users links to that community. The community rank decides the influence of one community over the other. Hence, the Hawkes process with the kernel of user-community-topic decides the trendy topic disseminated into the social network. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20detection" title="community detection">community detection</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20rank" title=" community rank"> community rank</a>, <a href="https://publications.waset.org/abstracts/search?q=Hawkes%20process" title=" Hawkes process"> Hawkes process</a>, <a href="https://publications.waset.org/abstracts/search?q=influencer%20node" title=" influencer node"> influencer node</a>, <a href="https://publications.waset.org/abstracts/search?q=pagerank" title=" pagerank"> pagerank</a>, <a href="https://publications.waset.org/abstracts/search?q=trend%20detection" title=" trend detection"> trend detection</a> </p> <a href="https://publications.waset.org/abstracts/73595/trend-detection-using-community-rank-and-hawkes-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73595.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">383</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">12654</span> Effect of Media on Psycho-Social Interaction among the Children with Their Parents of Urban People in Dhaka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazma%20Sultana">Nazma Sultana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media has become an important part of our daily life. It has a significance influences on the people who use them in their daily life frequently. The number of people using social network sites has been increasing continuously. For this frequent utilization has started to affect our social life. This study examine whether the use of social network sites affects the psychosocial interaction between children and their parents. At first parents introduce their children to the internet and different type of device in their early childhood. Many parents use device for feeding their children by watching rhyme or cartoon. As a result children are habituate with it. In Bangladesh 70% people are heavy internet users. About 23 percent of them spend more than five hours on the social networking sites a day. Media are increasing pervasive in the lives of children-roughly the average child today spends nearly about 45 hours per week with media, compared with 17 hours with parents and 30 hours in school. According to a social learning theory, children & adolescents learn by observing & imitating what they see on screen particularly when these behaviors are realistic or are rewarded. The influence of the media on the psychosocial development of children is profound. Thus it is important for parents to provide guidance on age-appropriate use of all media, including television, radio, music, video games and the internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial" title=" psychosocial"> psychosocial</a>, <a href="https://publications.waset.org/abstracts/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Parent" title=" Parent"> Parent</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20Relationship" title=" Social Relationship"> Social Relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=Adolescents" title=" Adolescents"> Adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=Teenage" title=" Teenage"> Teenage</a>, <a href="https://publications.waset.org/abstracts/search?q=Youth" title=" Youth"> Youth</a> </p> <a href="https://publications.waset.org/abstracts/125318/effect-of-media-on-psycho-social-interaction-among-the-children-with-their-parents-of-urban-people-in-dhaka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125318.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">112</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">12653</span> Developing Academic English through Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Bankier">John Bankier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of academic English occurs not only in communities of practice but also within wider social networks, referred to by Zappa-Hollman and Duff as individual networks of practice. Such networks may exist whether students are developing academic English in English-dominant contexts or in contexts in which English is not a majority language. As yet, little research has examined how newcomers to universities interact with a variety of social ties in such networks to receive academic and emotional support as they develop the academic English necessary to succeed in local and global academia. The one-year ethnographic study described in this presentation followed five Japanese university students enrolled on an academic English program in their home country. We graphically represent participants’ individual networks of practice related to academic English and display the role of interaction in these networks to socialization. Specific examples of academic practices will be linked to specific instances of social interaction. Interaction supportive of the development of academic practices often occurred during unplanned interactions outside the classroom and among small groups of close friends who were connected to each other in more than one way, such as those taking multiple classes together. These interactions occurred in study spaces, in hallways between class periods, at lunchtimes, and online. However, constraints such as differing accommodation arrangements, class scheduling and the hierarchical levelling of English classes by test scores discouraged some participants both from forming strong ties related to English and from interacting with existing ties. The presentation will briefly describe ways in which teachers in all contexts can maximise interaction outside the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic" title="academic">academic</a>, <a href="https://publications.waset.org/abstracts/search?q=english" title=" english"> english</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a> </p> <a href="https://publications.waset.org/abstracts/58520/developing-academic-english-through-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58520.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">258</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">12652</span> Developments in Performance of Autistic Students in the Egyptian School System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magy%20Atef%20Awad%20Attia">Magy Atef Awad Attia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to study the effect of social stories on social interaction of students with autism. The sample was at level 5 student with autism, Another University Demonstration School student, who was diagnosed by the Physician as High Functioning Autism since he was able to read, write, calculate and was studying in inclusive classroom. However, he still had disability in social interaction to participate in social activity group and communication. He could not learn how to develop friendship or create relationship. He had inappropriate behavior in social context. He did not understand complex social situations. In addition, he did seemed to not know time and place. He was not able to understand feeling of oneself as well as the others. Consequently, he could not express his emotion appropriately. He did not understand or express his non-verbal language for communicating with friends. He lacked of common interest or emotion with nearby persons. He greeted inappropriately or was not interested in greeting. In addition, he did not have eye contact. He used inadequate language etc. He was elected by Purposive Sampling. His parents were willing to allow them to participate in this study. The research instruments were the lesson plan of social stories, and the picture book of social stories. The instruments used for data collection, were the social interaction evaluation of autistic students. This research was Experimental Research as One Group Pre-test, Post-test Design. For the Pre-test, the experiment was conducted by social stories. Then, the Post-test was implemented. The statistic used for data analysis. The research results were shown by scale. The results revealed that the autistic students taught by social stories indicated better social reaction after being taught by social stories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic%20behavior" title=" autistic behavior"> autistic behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a>, <a href="https://publications.waset.org/abstracts/search?q=harsh%20environments" title=" harsh environments"> harsh environments</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal" title=" thermal"> thermal</a>, <a href="https://publications.waset.org/abstracts/search?q=properties" title=" properties"> properties</a>, <a href="https://publications.waset.org/abstracts/search?q=materials" title=" materials"> materials</a>, <a href="https://publications.waset.org/abstracts/search?q=applications" title=" applications"> applications</a>, <a href="https://publications.waset.org/abstracts/search?q=brittleness" title=" brittleness"> brittleness</a>, <a href="https://publications.waset.org/abstracts/search?q=fragility" title=" fragility"> fragility</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantages" title=" disadvantages"> disadvantages</a>, <a href="https://publications.waset.org/abstracts/search?q=bank" title=" bank"> bank</a>, <a href="https://publications.waset.org/abstracts/search?q=branches" title=" branches"> branches</a>, <a href="https://publications.waset.org/abstracts/search?q=profitability" title=" profitability"> profitability</a>, <a href="https://publications.waset.org/abstracts/search?q=setting%20prediction" title=" setting prediction"> setting prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20target" title=" effective target"> effective target</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=commercial" title=" commercial"> commercial</a>, <a href="https://publications.waset.org/abstracts/search?q=business" title=" business"> business</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=financial" title=" financial"> financial</a>, <a href="https://publications.waset.org/abstracts/search?q=system." title=" system."> system.</a> </p> <a href="https://publications.waset.org/abstracts/186292/developments-in-performance-of-autistic-students-in-the-egyptian-school-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186292.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">38</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">12651</span> Fostering Ties and Trusts through Social Interaction within Community Gardening </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahida%20Mohd%20Sharif">Shahida Mohd Sharif</a>, <a href="https://publications.waset.org/abstracts/search?q=Norsidah%20Ujang"> Norsidah Ujang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent research has shown that many of the urban population in Kuala Lumpur, especially from the lower-income group, suffer from socio-psychological problems. They are reported as experiencing anxiety, depression, and stress, which is made worst by the recent COVID-19 pandemic. Much of the population was forced to observe the Movement Control Order (MCO), which is part of pandemic mitigation measures, pushing them to live in isolation as the new normal. The study finds the need to strategize for a better approach to help these people coping with the socio-psychological condition, especially the population from the lower-income group. In Kuala Lumpur, as part of the Local Agenda 21 programme, the Kuala Lumpur City Hall has introduced Green Initiative: Urban Farming, which among the approaches is the community garden. The local authority promotes the engagement to be capable of improving the social environment of the participants. Research has demonstrated that social interaction within community gardens can help the members improve their socio-psychological conditions. Therefore, the study explores the residents’ experience from low-cost flats participating in the community gardening initiative from a social attachment perspective. The study will utilise semi-structured interviews to collect the participants’ experience with community gardening and how the social interaction exchange between the members' forms and develop their ties and trust. For a context, the low-cost flats are part of the government social housing program (Program Perumahan Rakyat dan Perumahan Awam). Meanwhile, the community gardening initiative (Projek Kebun Kejiranan Bandar LA21 KL) is part of the local authority initiative to address the participants’ social, environmental, and economic issues. The study will conduct thematic analysis on the collected data and use the ATLAS.ti software for data organization and management purposes. The findings could help other researchers and stakeholders understand the social interaction experience within community gardens and its relation to ties and trusts. The findings could shed some light on how the participants could improve their social environment, and its report could provide the local authority with evidence-based documentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20gardening%20participation" title="community gardening participation">community gardening participation</a>, <a href="https://publications.waset.org/abstracts/search?q=lower-income%20population" title=" lower-income population"> lower-income population</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20attachment" title=" social attachment"> social attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/137052/fostering-ties-and-trusts-through-social-interaction-within-community-gardening" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12650</span> Pressure Induced Phase Transition of Semiconducting Alloy TlxGa1-xAs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhu%20Sarwan">Madhu Sarwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ritu%20Dubey"> Ritu Dubey</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadhna%20Singh"> Sadhna Singh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have investigated the structural phase transition from Zinc-Blende (ZB) to Rock-Salt (RS) structure of TlxGa1-xAs by using Interaction Potential Model (IPM). The IPM consists of Coulomb interaction, Three-Body Interaction (TBI), Van Der Wall (vdW) interaction and overlap repulsive short range interaction. The structural phase transition has been computed by using the vegard’s law. The volume collapse is also computed for this alloy. We have also investigated the second order elastic constants with composition for the alloy TlxGa1-xAs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=III-V%20alloy" title="III-V alloy">III-V alloy</a>, <a href="https://publications.waset.org/abstracts/search?q=elastic%20moduli" title=" elastic moduli"> elastic moduli</a>, <a href="https://publications.waset.org/abstracts/search?q=phase%20transition" title=" phase transition"> phase transition</a>, <a href="https://publications.waset.org/abstracts/search?q=semiconductors" title=" semiconductors"> semiconductors</a> </p> <a href="https://publications.waset.org/abstracts/30417/pressure-induced-phase-transition-of-semiconducting-alloy-tlxga1-xas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30417.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 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