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feelings test</title> <meta name="description" content="Search results for: wally feelings test"> <meta name="keywords" content="wally feelings test"> <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="wally feelings test"> <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> 9708</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: wally feelings test</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9708</span> Wally Feelings Test: Validity and Reliability Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6khan%20Kayili">Gökhan Kayili</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Ari"> Ramazan Ari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, it is aimed to be adapted Wally Feelings Test to Turkish children and performed the reliability and validity analysis of the test. The sampling of the research was composed of three to five year-old 699 Turkish preschoolers who are attending official and private nursery school. The schools selected with simple random sampling method by considering different socio economic conditions and different central district in Konya. In order to determine reliability of Wally Feelings Test, internal consistency coefficients (KR-20), split-half reliability and test- retest reliability analysis have been performed. During validation process construct validity, content/scope validity and concurrent/criterion validity were used. When validity and reliability of the test examined, it is seen that Wally Feelings Test is a valid and reliable instrument to evaluate three to five year old Turkish children’s understanding feeling skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reliability" title="reliability">reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=wally%20feelings%20test" title=" wally feelings test"> wally feelings test</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a> </p> <a href="https://publications.waset.org/abstracts/19350/wally-feelings-test-validity-and-reliability-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19350.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">538</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">9707</span> Testing a Moderated Mediation Model of Person–Organization Fit, Organizational Support, and Feelings of Violation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Tai%20Shen">Chi-Tai Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to examine whether perceived organizational support moderates the relationship between person–former organization fit and person–organization fit after the mediating effect of feelings of violation. A two-stage data collection method was used. Based on our research requirements, we only approached participants who were involuntary turnover from their former organizations and looking for a new job. Our final usable sample was comprised of a total of 264 participants from Taiwan. We followed Muller, Judd, and Yzerbyt, and Preacher, Rucker, and Hayes’s suggestions to test our moderated mediation model. This study found that employee perceived organizational support moderated the indirect effect of person–former organization fit on person–organization fit (through feelings of violation). Our study ends with a discussion of the main research findings and their limitations and presents suggestions regarding the direction of future studies and the empirical implications of the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=person%E2%80%93organization%20fit" title="person–organization fit">person–organization fit</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings%20of%20violation" title=" feelings of violation"> feelings of violation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=moderated%20mediation" title=" moderated mediation"> moderated mediation</a> </p> <a href="https://publications.waset.org/abstracts/64313/testing-a-moderated-mediation-model-of-person-organization-fit-organizational-support-and-feelings-of-violation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64313.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">265</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">9706</span> Experiencing the Shattered: Managing Countertransference Experiences with Anorexia Patients in Psychotherapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Card">M. Card</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working with anorexia patients can be a challenging experience for mental and health care professionals. The reasons for not wanting to work with this patient population stems from the numerous concerns surrounding the patient’s health – physically and mentally. Many health care professionals reported having strong negative feelings, such as; anger, hopelessness and helplessness when working with anorexia patients. These feelings often impaired their judgement to treatment and affected how they related to the patient. This research focused on psychotherapists who preferred to work with anorexia patients; what countertransference feelings were evoked in them during sessions with patients and most importantly, how they managed the feelings. The research used interpretative phenomenological analysis (IPA) as the theoretical framework and data analysis method. Semi-structured interviews were used with ten experienced psychotherapists to obtain their countertransference experiences with anorexia patients and how they manage it. There were three main themes discovered; (1) the use of supervision, (2) their own personal therapy and finally (3) experience and evolution. The research unearthed that experienced psychotherapists also experienced strong countertransference feelings towards their patients; some positive and some negative. However, these feelings could actually be interpreted as co-transference with their anorexia patients. The psychotherapists were able to own their part in the evocative unconscious nature of a relational therapeutic space, where their personal issues may be entangled in their anorexia patient’s symptomatology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anorexia%20nervosa" title="anorexia nervosa">anorexia nervosa</a>, <a href="https://publications.waset.org/abstracts/search?q=countertransference" title=" countertransference"> countertransference</a>, <a href="https://publications.waset.org/abstracts/search?q=co-transference" title=" co-transference"> co-transference</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20psychotherapy" title=" relational psychotherapy"> relational psychotherapy</a> </p> <a href="https://publications.waset.org/abstracts/107956/experiencing-the-shattered-managing-countertransference-experiences-with-anorexia-patients-in-psychotherapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107956.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">165</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">9705</span> Translation and Adaptation of the Assessment Instrument “Kiddycat” for European Portuguese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elsa%20Marta%20Soares">Elsa Marta Soares</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Rita%20Valente"> Ana Rita Valente</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristiana%20Rodrigues"> Cristiana Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Filipa%20Gon%C3%A7alves"> Filipa Gonçalves </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The assessment of feelings and attitudes of preschool children in relation to stuttering is crucial. Negative experiences can lead to anxiety, worry or frustration. To avoid the worsening of attitudes and feelings related to stuttering, it is important the early detection in order to intervene as soon as possible through an individualized intervention plan. Then it is important to have Portuguese instruments that allow this assessment. Aims: The aim of the present study is to realize the translation and adaptation of the Communication Attitude Test for Children in Preschool Age and Kindergarten (KiddyCat) for EP. Methodology: For the translation and adaptation process, a methodological study was carried out with the following steps: translation, back translation, assessment by a committee of experts and pre-test. This abstract describes the results of the first two phases of this process. The translation was accomplished by two bilingual individuals without experience in health and any knowledge about the instrument. One of them was an English teacher and the other one a Translator. The back-translation was conducted by two Senior Class Teachers that live in United Kingdom without any knowledge in health and about the instrument. Results and Discussion: In translation there were differences in semantic equivalences of various expressions and concepts. A discussion between the two translators, mediated by the researchers, allowed to achieve the consensus version of the translated instrument. Taking into account the original version of KiddyCAT the results demonstrated that back-translation versions were similar to the original version of this assessment instrument. Although the back-translators used different words, they were synonymous, maintaining semantic and idiomatic equivalences of the instrument’s items. Conclusion: This project contributes with an important resource that can be used in the assessment of feelings and attitudes of preschool children who stutter. This was the first phase of the research; expert panel and pretest are being developed. Therefore, it is expected that this instrument contributes to an holistic therapeutic intervention, taking into account the individual characteristics of each child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings%20and%20attitudes" title=" feelings and attitudes"> feelings and attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering "> stuttering </a> </p> <a href="https://publications.waset.org/abstracts/121633/translation-and-adaptation-of-the-assessment-instrument-kiddycat-for-european-portuguese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121633.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">149</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">9704</span> Epistemic Emotions during Cognitive Conflict: Associations with Metacognitive Feelings in High Conflict Scenarios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Nerantzaki">Katerina Nerantzaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Metallidou"> Panayiota Metallidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Efklides"> Anastasia Efklides</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to investigate: (a) changes in the intensity of various epistemic emotions during cognitive processing in a decision-making task and (b) their associations with metacognitive feelings of difficulty and confidence. One hundred and fifty-two undergraduate university students were asked individually to read in the e-prime environment decision-making scenarios about moral dilemmas concerning self-driving cars, which differed in the level of conflict they produced, and then to make a choice between two options. Further, the participants were asked to rate on a four-point scale four epistemic emotions (surprise, curiosity, confusion, and wonder) and two metacognitive feelings (feeling of difficulty and feeling of confidence) after making their choice in each scenario. Changes in cognitive processing due to the level of conflict affected differently the intensity of the specific epistemic emotions. Further, there were interrelations of epistemic emotions with metacognitive feelings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confusion" title="confusion">confusion</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title=" epistemic emotions"> epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20experiences" title=" metacognitive experiences"> metacognitive experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=surprise" title=" surprise"> surprise</a> </p> <a href="https://publications.waset.org/abstracts/169491/epistemic-emotions-during-cognitive-conflict-associations-with-metacognitive-feelings-in-high-conflict-scenarios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169491.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">79</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">9703</span> A Model Outlining Feelings vs. Emotions and Why Distinction is Critical</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brendan%20Mooney">Brendan Mooney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Feelings and emotions are commonly misunderstood and the terms often used interchangeably, leading to potential negative impacts on individuals' mental well-being and relationships. The distinction between these two fundamentally different experiences of human life is crucial for effective psychological practice and communication. Research Aim: The aim of this study is to outline the disparities between feelings and emotions, emphasising the significance of this differentiation in psychological practice to enhance clients' observation, decision-making, problem-solving, and communication skills. Methodology: This research utilises a conceptual model developed by the author in 2017 based on clinical experience, client observations, and feedback. The model serves to guide effective clinical practice by providing clear definitions and understanding of feelings versus emotions. Case study examples were utilised to support the efficacy of the model. Findings: The study highlights that recognising and expressing feelings rather than emotions is more empowering and conducive to resolving unresolved issues, thereby fostering better psychological well-being and interpersonal relationships. Theoretical Importance: This research underscores the importance of clarifying fundamental definitions related to feelings and emotions in enhancing psychological interventions and preventing various relationship conflicts and individual issues. Data Collection and Analysis Procedures: Data was collected through the author's clinical experience and interactions with clients, informing the development of the Feeling Emotions Mental (FEM) model. Analysis involved synthesising observations and feedback to elucidate the distinctions between feelings and emotions. Questions Addressed: What are the disparities between feelings and emotions? How does the confusion between these two fundamentally different experiences of human life impact individuals' mental well-being and relationships? Why is it essential to differentiate between feelings and emotions in psychological practice? Conclusion: The study advocates for a clear understanding of feelings versus emotions to support clients in addressing unresolved issues and improving their overall psychological functioning and communication skills, thereby preventing potential conflicts and relationship challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couples" title="couples">couples</a>, <a href="https://publications.waset.org/abstracts/search?q=mental" title=" mental"> mental</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a>, <a href="https://publications.waset.org/abstracts/search?q=misunderstanding" title=" misunderstanding"> misunderstanding</a>, <a href="https://publications.waset.org/abstracts/search?q=relationships" title=" relationships"> relationships</a> </p> <a href="https://publications.waset.org/abstracts/186307/a-model-outlining-feelings-vs-emotions-and-why-distinction-is-critical" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186307.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">40</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">9702</span> Study on the Experiences and Emotions Associated with Happiness among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khishig-Undrakh%20Mijgee">Khishig-Undrakh Mijgee</a>, <a href="https://publications.waset.org/abstracts/search?q=Yerkyejan%20Amanbyek"> Yerkyejan Amanbyek</a>, <a href="https://publications.waset.org/abstracts/search?q=Yilina"> Yilina</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayarkhuu%20Agvaanbayar"> Bayarkhuu Agvaanbayar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anudari%20Chingiskhuu"> Anudari Chingiskhuu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of happiness focuses on how people perceive their well-being, the ways they seek happiness, and the factors that affect their feelings of happiness, including self-esteem, depression, satisfaction, and the quality of life. Researchers also aim to explore the relationship between happiness, self-esteem, depression, satisfaction, and quality of life, with the goal of assessing people's sense of achievement. Happiness is strongly linked to an individual's sense of achievement and overall life satisfaction. In this article, we will discuss the findings of a study that examines the feelings of happiness and the factors that influence them among 562 high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title=" high school students"> high school students</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings%20of%20happiness" title=" feelings of happiness"> feelings of happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness%20level" title=" happiness level"> happiness level</a> </p> <a href="https://publications.waset.org/abstracts/181854/study-on-the-experiences-and-emotions-associated-with-happiness-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181854.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">53</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">9701</span> Automating Test Activities: Test Cases Creation, Test Execution, and Test Reporting with Multiple Test Automation Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loke%20Mun%20Sei">Loke Mun Sei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software testing has become a mandatory process in assuring the software product quality. Hence, test management is needed in order to manage the test activities conducted in the software test life cycle. This paper discusses on the challenges faced in the software test life cycle, and how the test processes and test activities, mainly on test cases creation, test execution, and test reporting is being managed and automated using several test automation tools, i.e. Jira, Robot Framework, and Jenkins. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test%20automation%20tools" title="test automation tools">test automation tools</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20case" title=" test case"> test case</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20execution" title=" test execution"> test execution</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20reporting" title=" test reporting"> test reporting</a> </p> <a href="https://publications.waset.org/abstracts/31605/automating-test-activities-test-cases-creation-test-execution-and-test-reporting-with-multiple-test-automation-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31605.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">583</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">9700</span> The Relationships between the Feelings of Bullying, Self- Esteem, Employee Silence, Anger, Self- Blame and Shame</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eebnem%20Aslan">Şebnem Aslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Demet%20Akar%C3%A7ay"> Demet Akarçay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to investigate the feelings of health employees occurred by bullying and the relationships between these feelings at work place. In this context, the relationships between bullying and the feelings of self-esteem, employee silence, anger, self- blame and shame. This study was conducted among 512 health employees in three hospitals in Konya by using survey method and simple random sampling. The scales of bullying, self-esteem, employee silence, anger, self-blame, and shame were performed within the study. The obtained data were analyzed with descriptive analysis, correlation, confirmative factor analysis, structural equation modeling and path analysis. The results of the study showed that while bullying had a positive effect on self-esteem (.61), employee silence (.41), anger (.18), a negative effect on self-blame and shame (-.26) was observed. Employee silence affected self-blame and shame (.83) as positively. Besides, self-esteem impacted on self- blame and shame (.18), employee silence (.62) positively and self-blame and shame was observed as negatively affecting on anger (-.20). Similarly, self-esteem was found as negatively affected on anger (-.13). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying" title="bullying">bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20silence" title=" employee silence"> employee silence</a>, <a href="https://publications.waset.org/abstracts/search?q=anger" title=" anger"> anger</a>, <a href="https://publications.waset.org/abstracts/search?q=shame%20and%20guilt" title=" shame and guilt"> shame and guilt</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20employee" title=" healthcare employee"> healthcare employee</a> </p> <a href="https://publications.waset.org/abstracts/74237/the-relationships-between-the-feelings-of-bullying-self-esteem-employee-silence-anger-self-blame-and-shame" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74237.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">297</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">9699</span> Emotional Characteristics of Preschoolers Due to Parameters of Family Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Sergunicheva">Nadezda Sergunicheva</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Vasilenko"> Victoria Vasilenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emotional sphere is one of the most important aspects of the child's development and significant factor in his psychological well-being. Present research aims to identify the relationships between emotional characteristics of preschoolers and parameters of family interaction: emotional interaction, parental styles, family adaptation, and cohesion. The study involved 40 people from Saint-Petersburg: 20 children (10 boys and 10 girls) from 5 to 6 years, Mage = 5 years 4 months and 20 mothers. Methods used were: Test 'Emotional identification' by E.Izotova, Empathy test by T. Gavrilova, Children's fears test by A. Zakharov, M. Panfilova, 'Parent-child emotional interaction questionnaire' by E. Zakharova, 'Analysis of family relationships questionnaire by E. Eidemiller and V. Yustitskis, Family Adaptation and Cohesion Scales (FACES III) by D. X. Olson, J. Portner, I. Lavi. Сorrelation analysis revealed that the higher index of underdevelopment of parental feelings, the lower the child’s ability to identify emotions (p < 0,05), but at the same time, the higher ability to understand emotional states (p < 0,01), as in the case of hypoprotection (p < 0,05). Two last correlations can be explained by compensatory mechanism. This is also confirmed by negative correlations between maternal educational uncertainty and child’s ability to understand emotional states and between indulgence and child’s ability to perceive emotional states (p < 0,05). The more pronounced the phobia of a child's loss, the higher egocentric nature of child’s empathy (p < 0,05). The child’s fears have the greatest number of relationships with the characteristics of family interaction. The more pronounced mother’s positive feelings in interaction, emotional support, acceptance of himself as a parent, desire for physical contact with child and the more adaptive the family system, the less the total number of child’s fears (p < 0,05). The more the mother's ability to perceive the child's state, positive feelings in interaction, emotional support (p < 0,01), unconditional acceptance of the child, acceptance of himself as a parent and the desire for physical contact (p < 0,05), the less the amount child’s spatial fears. Socially-mediated fears are associated with less pronounced mother's positive feelings in interaction, less emotional support and deficiency of demands, obligations (p < 0,05). Fears of animals and fairy-tale characters positively correlated with the excessive demands, obligations and excessive sanctions (p < 0,05). The more emotional support (p < 0,01), mother's ability to perceive the child's state, positive feelings in interaction, unconditional acceptance of the child, acceptance of himself as a parent (p < 0,05), the less the amount child’s fears of nightmares. This kind of fears is positively correlated with excessive demands, prohibitions (p < 0,05). The more adaptive the family system (p < 0,01), the higher family cohesion, mother's acceptance of himself as a parent and preference to childish traits (p < 0,05), the less fear of death. Thus, the children's fears have the closest relationships with the characteristics of family interaction. The severity of fears, especially spatial, is connected, first of all, with the emotional side of the mother-parent interaction. Fears of animals and fairy-tale characters are associated with some characteristics of the parental styles, connected with the rigor of mothers. Correlations of the emotional identification are contradictory and require further clarification. Research is supported by RFBR №18-013-00990. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20characteristics" title="emotional characteristics">emotional characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20interaction" title=" family interaction"> family interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=fears" title=" fears"> fears</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20styles" title=" parental styles"> parental styles</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/81811/emotional-characteristics-of-preschoolers-due-to-parameters-of-family-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81811.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">271</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">9698</span> Women Academics' Insecure Identity at Work: A Millennials Phenomenon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanouil%20Papavasileiou">Emmanouil Papavasileiou</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikos%20Bozionelos"> Nikos Bozionelos</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20Howe-Walsh"> Liza Howe-Walsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Turnbull"> Sarah Turnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The research focuses on women academics’ insecure identity at work and examines its link with generational identity. The aim is to enrich understanding of identities at work as a crucial attribute of managing academics in the context of the proliferation of managerialist controls of audit, accountability, monitoring, and performativity. Methodology: Positivist quantitative methodology was utilized. Data were collected from the Scientific Women's Academic Network (SWAN) Charter. Responses from 155 women academics based in the British Higher Education system were analysed. Findings: Analysis showed high prevalence of strong imposter feelings among participants, suggesting high insecurity at work among women academics in the United Kingdom. Generational identity was related to imposter feelings. In particular, Millennials scored significantly higher than the other generational groups. Research implications: The study shows that imposter feelings are variously manifested among the prevalent generations of women academics, while generational identity is a significant antecedent of such feelings. Research limitations: Caution should be exercised in generalizing the findings to national cultural contexts beyond the United Kingdom. Practical and social implications: Contrary to popular depictions of Millennials as self-centered, narcissistic, materialistic and demanding, women academics who are members of this generational group appear significantly more insecure than the preceding generations. Value: The study provides insightful understandings into women academics’ identity at work as a function of generational identity, and provides a fruitful avenue for further research within and beyond this gender group and profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=generational%20diversity" title=" generational diversity"> generational diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=imposter%20feelings" title=" imposter feelings"> imposter feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Kingdom" title=" United Kingdom"> United Kingdom</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20identity" title=" work identity"> work identity</a> </p> <a href="https://publications.waset.org/abstracts/92961/women-academics-insecure-identity-at-work-a-millennials-phenomenon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92961.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">146</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">9697</span> Investigating the Acquisition of English Emotion Terms by Moroccan EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20El%20Asri">Khalid El Asri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Culture influences lexicalization of salient concepts in a society. Hence, languages often have different degrees of equivalence regarding lexical items of different fields. The present study focuses on the field of emotions in English and Moroccan Arabic. Findings of a comparative study that involved fifty English emotions revealed that Moroccan Arabic has equivalence of some English emotion terms, partial equivalence of some emotion terms, and no equivalence for some other terms. It is hypothesized then that emotion terms that have near equivalence in Moroccan Arabic will be easier to acquire for EFL learners, while partially equivalent terms will be difficult to acquire, and those that have no equivalence will be even more difficult to acquire. In order to test these hypotheses, the participants (104 advanced Moroccan EFL learners and 104 native speakers of English) were given two tests: the first is a receptive one in which the participants were asked to choose, among four emotion terms, the term that is appropriate to fill in the blanks for a given situation indicating certain kind of feelings. The second test is a productive one in which the participants were asked to give the emotion term that best described the feelings of the people in the situations given. The results showed that conceptually equivalent terms do not pose any problems for Moroccan EFL learners since they can link the concept to an already existing linguistic category; whereas the results concerning the acquisition of partially equivalent terms indicated that this type of emotion terms were difficult for Moroccan EFL learners to acquire, because they need to restructure the boundaries of the target linguistic categories by expanding them when the term includes other range of meanings that are not subsumed in the L1 term. Surprisingly however, the results concerning the case of non-equivalence revealed that Moroccan EFL learners could internalize the target L2 concepts that have no equivalence in their L1. Thus, it is the category of emotion terms that have partial equivalence in the learners’ L1 that pose problems for them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20terms" title=" emotion terms"> emotion terms</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20equivalence" title=" lexical equivalence"> lexical equivalence</a> </p> <a href="https://publications.waset.org/abstracts/77812/investigating-the-acquisition-of-english-emotion-terms-by-moroccan-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77812.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">227</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">9696</span> Rational Memory Therapy: The Counselling Technique to Control Psychological and Psychosomatic Illnesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sachin%20Deshmukh">Sachin Deshmukh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mind and body synchronization occurs through memory and sensation production. Sensations are the guiding language of subconscious mind for conscious mind to take a proper action. Mind-mechanism is based upon memories collected so far since intrauterine life. There are three universal triggers for memory creation; they are persons, situations and objects. Memory is created as sensations experienced by special senses. Based upon experiencing comfort or discomfort, the triggers are categorized as safe or unsafe triggers. A memory comprises of ‘safe or unsafe feeling for triggers, and actions taken for that feeling’. Memories for triggers are created slowly, thoughtfully and consciously by the conscious mind, and archived in the subconscious mind for future references. Later on, similar triggers can come in contact with the individual. Subconscious mind uses these stored feelings to decide whether these triggers are safe or unsafe. It produces comfort or discomfort sensations as emotions accordingly and reacts in the same way as has been recorded in memory. Speed of sensing and processing the triggers, and reacting by subconscious mind is that of the speed of bioelectricity. Hence, formula for human emotions has been designed in this paper as follows: Emotion (Stress or Peace) = Trigger (Person or Situation or object) x Mass of feelings (stressful or peaceful) associated with the Trigger x Speed of Light². We also establish modern medical scientific facts about relationship between reflex activity and memory. This research further develops the ‘Rational Memory Therapy’ focusing on therapeutic feelings conversion techniques, for stress prevention and management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=sensations" title=" sensations"> sensations</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings" title=" feelings"> feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20memory%20therapy" title=" rational memory therapy"> rational memory therapy</a> </p> <a href="https://publications.waset.org/abstracts/84192/rational-memory-therapy-the-counselling-technique-to-control-psychological-and-psychosomatic-illnesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84192.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">255</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">9695</span> Analysis of Subjective Indicators of Quality of Life in Makurdi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Doosuur%20Mngutyo">Irene Doosuur Mngutyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The preliminary stages in the development of human communities are the formation of a correct understanding of people’s needs. However, perception of human needs is highly subjective and difficult to aggregate. Quality of life measurements are an appropriate means for achieving an understanding of Human needs. Hence this study endeavors to measure quality of life in Makurdi using subjective indices to measure three aspects of subjective wellbeing. A sample of 400 respondents achieved by applying the Taro Yamane formula to Makurdi’s projected population. Questionnaires were randomly distributed to residents of nine wards in Makurdi. Findings from a pilot study( N=100) demonstrated that among the 2 aspects of overall quality of life investigated,22% had a mean low overall assessment of quality of life now being3on the scale and an even poorer assessment for projected quality in the next five years by 17%(3)although an equal percentage are hopeful for a better life(10)in the next five years.60% of the respondents record very rare positive feelings while only 10% have positive feelings always on the eudaimonic scale69%strongly agree that they have a purposeful and meaningful life. Findings indicate good social ties as a strong indicator for perceived good feelings and even though quality of life is perceived as low there is optimism for the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title="quality of life">quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20indicators" title=" subjective indicators"> subjective indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning" title=" urban planning"> urban planning</a> </p> <a href="https://publications.waset.org/abstracts/39771/analysis-of-subjective-indicators-of-quality-of-life-in-makurdi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39771.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">400</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">9694</span> Analysis of the Result for the Accelerated Life Cycle Test of the Motor for Washing Machine by Using Acceleration Factor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youn-Sung%20Kim">Youn-Sung Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin-Ho%20Jo"> Jin-Ho Jo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mi-Sung%20Kim"> Mi-Sung Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jae-Kun%20Lee"> Jae-Kun Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accelerated life cycle test is applied to various products or components in order to reduce the time of life cycle test in industry. It must be considered for many test conditions according to the product characteristics for the test and the selection of acceleration parameter is especially very important. We have carried out the general life cycle test and the accelerated life cycle test by applying the acceleration factor (AF) considering the characteristics of brushless DC (BLDC) motor for washing machine. The final purpose of this study is to verify the validity by analyzing the results of the general life cycle test and the accelerated life cycle test. It will make it possible to reduce the life test time through the reasonable accelerated life cycle test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accelerated%20life%20cycle%20test" title="accelerated life cycle test">accelerated life cycle test</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20test" title=" reliability test"> reliability test</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20for%20washing%20machine" title=" motor for washing machine"> motor for washing machine</a>, <a href="https://publications.waset.org/abstracts/search?q=brushless%20dc%20motor%20test" title=" brushless dc motor test"> brushless dc motor test</a> </p> <a href="https://publications.waset.org/abstracts/68978/analysis-of-the-result-for-the-accelerated-life-cycle-test-of-the-motor-for-washing-machine-by-using-acceleration-factor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68978.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">611</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">9693</span> Equipment Design for Lunar Lander Landing-Impact Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaohuan%20Li">Xiaohuan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Wangmin%20Yi"> Wangmin Yi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinghui%20Wu"> Xinghui Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to verify the performance of lunar lander structure, landing-impact test is urgently needed. Moreover, the test equipment is necessary for the test. The functions and the key points of the equipment is presented to satisfy the requirements of the test，and the design scheme is proposed. The composition, the major function and the critical parts’ design of the equipment are introduced. By the load test of releasing device and single-beam hoist, and the compatibility test of landing-impact testing system, the rationality and reliability of the equipment is proved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=landing-impact%20test" title="landing-impact test">landing-impact test</a>, <a href="https://publications.waset.org/abstracts/search?q=lunar%20lander" title=" lunar lander"> lunar lander</a>, <a href="https://publications.waset.org/abstracts/search?q=releasing%20device" title=" releasing device"> releasing device</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20equipment" title=" test equipment"> test equipment</a> </p> <a href="https://publications.waset.org/abstracts/10548/equipment-design-for-lunar-lander-landing-impact-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10548.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">622</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">9692</span> Sleep Paralysis: Its Genesis and Qualitative Analysis of Case Histories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nandita%20Chaube">Nandita Chaube</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Nathawat"> S. S. Nathawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sleep paralysis is a state of sleep disturbance in which people experience hypnogogic or hypnopompic hallucinations marked by an inability to move their bodies or speak out while reporting the consciousness about their surroundings. Philosophical explanation of sleep paralysis has been quoted in the ancient texts in terms of incubus and succubus. However, pathologically, it has been linked to several disorders including narcolepsy, migraines, anxiety disorders, and obstructive sleep apnea but it can also occur in isolation. Some other significant factors may include perceived stress, spiritual and paranormal beliefs, etc. Hence, a qualitative analysis of five such cases reporting symptoms of sleep disturbances with the criterion of sleep paralysis has been reported here. The study considered various psychological factors like stressful life events, feelings of inadequacy, spirituality, and paranormal beliefs. Results disclosed that four of the five cases were inclined towards the paranormal beliefs and the entire sample indicated a noticeably augmented level of spirituality and feelings of inadequacy. Furthermore, three cases reported experiencing greater stress following life events. Among other factors, all the cases were characterized with sleeping in the supine position, sleeping alone, an experience of fear, a sense of pressure on their chest, a presence of someone in the room and increased level of feelings of inadequacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genesis" title="genesis">genesis</a>, <a href="https://publications.waset.org/abstracts/search?q=inadequacy" title=" inadequacy"> inadequacy</a>, <a href="https://publications.waset.org/abstracts/search?q=paranormal" title=" paranormal"> paranormal</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep-paralysis" title=" sleep-paralysis"> sleep-paralysis</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual" title=" spiritual"> spiritual</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/55086/sleep-paralysis-its-genesis-and-qualitative-analysis-of-case-histories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55086.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">9691</span> Feeling Ambivalence Towards Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aysheh%20Maslemani">Aysheh Maslemani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Mayo"> Ruth Mayo</a>, <a href="https://publications.waset.org/abstracts/search?q=Greg%20Maio"> Greg Maio</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Knafo-Noam"> Ariel Knafo-Noam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are abstract ideals that serve as guiding principles in one's life. As inherently positive and desirable concepts, values are seen as motivators for actions and behaviors. However, research has largely ignored the possibility that values may elicit negative feelings despite being explicitly important to us. In the current study, we aim to examine this possibility. Four hundred participants over 18 years(M=41.6, SD=13.7, Female=178) from the UK completed a questionnaire in which they were asked to indicate their level of positive/negative feelings towards a comprehensive list of values and then report the importance of these values to them. The results support our argument by showing that people can have negative feelings towards their values and that people can feel both positive and negative emotions towards their values simultaneously, which means feeling ambivalence. We ran a mixed-effect model with ambivalence, value type, and their interaction as fixed effects, with by subject random intercept and by subject random slope for ambivalence. The results reveal that values that elicit less ambivalence predicted higher ratings for value importance. This research contributes to the field of values on multiple levels. Theoretically, it will uncover new insights about values, such as the existence of negative emotions towards them and the presence of ambivalence towards values. These findings may inspire future studies to explore the effects of ambivalence on people's well-being, behaviors, cognition, and their affect. We discuss the findings and consider their implications for understanding the social psychological mechanisms underpinning value ambivalence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=values." title=" values."> values.</a>, <a href="https://publications.waset.org/abstracts/search?q=ambivalence" title=" ambivalence"> ambivalence</a> </p> <a href="https://publications.waset.org/abstracts/173900/feeling-ambivalence-towards-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173900.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">67</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">9690</span> Feeling Ambivalence Towards Yours Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aysheh%20Maslemani">Aysheh Maslemani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Mayo"> Ruth Mayo</a>, <a href="https://publications.waset.org/abstracts/search?q=Greg%20Maio"> Greg Maio</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Knafo-Noam"> Ariel Knafo-Noam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are abstract ideals that serve as guiding principles in one's life. As inherently positive and desirable concepts, values are seen as motivators for actions and behaviors. However, research has largely ignored the possibility that values may elicit negative feelings despite being explicitly important to us. In the current study we aim to examine this possibility. Four hundred participants over 18 years(M=41.6,SD=13.7,Female=178) from the UK completed a questionnaire in which they were asked to indicate their level of positive/negative feelings towards a comprehensive list of values and then report the importance of these values to them. The results support our argument by showing that people can have negative feelings towards their values and that people can feel both positive and negative emotions towards their values simultaneously, which means feeling ambivalence. We ran a mixed-effect model with ambivalence, value type, and their interaction as fixed effects, with by subject random intercept, and by subject random slope for ambivalence. The results reveal that values that elicit less ambivalence predicted higher ratings for value importance. This research contributes to the field of values on multiple levels. Theoretically, it will uncover new insights about values, such as the existence of negative emotions towards them, the presence of ambivalence towards values. These findings may inspire future studies to explore the effects of ambivalence on people's well-being, behaviors, cognition, and their affect. We discuss the findings and consider their implications for understanding the social psychological mechanisms underpinning value ambivalence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ambivalence" title="ambivalence">ambivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a> </p> <a href="https://publications.waset.org/abstracts/174248/feeling-ambivalence-towards-yours-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174248.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">67</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">9689</span> Enriching the Effects of Art Therapy Intervention: Reflecting upon Artworks Produced during Intervention to Restructure Adolescent’s Art Expression of Feelings and Emotions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20K.%20Akila">L. K. Akila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Art activities can fund as a clinical support tool (CST) between interventions in Art Therapy to direct the client back towards better outcome goals. In the present study, during free art sessions, researcher examined the possibilities of motivating the adolescent group to involve in art making process by reflecting upon art intervention administered. Results show that adolescents’ reflecting upon their art works generated during the intervention; could change their perceptions and cognitions to improve their positive approach by restructuring their art expressions. Consequently, such reflections triggered and improved their emotions, feelings and ideas, and produced secure attachment between family, peers and teachers. By the end of interference, transformations experienced were effective more upon depression, self-image, and self-efficacy, and to a certain extent on aggressive patterns represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent%20psychology" title=" adolescent psychology"> adolescent psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20therapy" title=" art therapy"> art therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=self-image" title=" self-image"> self-image</a> </p> <a href="https://publications.waset.org/abstracts/55627/enriching-the-effects-of-art-therapy-intervention-reflecting-upon-artworks-produced-during-intervention-to-restructure-adolescents-art-expression-of-feelings-and-emotions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9688</span> A Survey on the Status of Test Automation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrei%20Contan">Andrei Contan</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Torkar"> Richard Torkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The process of test automation and its practices in industry have to be better understood, both for the industry itself and for the research community. Method: We conducted a quantitative industry survey by asking IT professionals to answer questions related to the area of test automation. Results: Test automation needs and practices vary greatly between organizations at different stages of the software development life cycle. Conclusions: Most of the findings are general test automation challenges and are specific to small- to medium-sized companies, developing software applications in the web, desktop or mobile domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=survey" title="survey">survey</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20automation" title=" test automation"> test automation</a>, <a href="https://publications.waset.org/abstracts/search?q=status%20of%20test%20automation" title=" status of test automation"> status of test automation</a> </p> <a href="https://publications.waset.org/abstracts/23900/a-survey-on-the-status-of-test-automation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23900.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">659</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">9687</span> City Image of Rio De Janeiro as the Host City of 2016 Olympic Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luciana%20Brandao%20Ferreira">Luciana Brandao Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Janaina%20de%20Moura%20Engracia%20Giraldi"> Janaina de Moura Engracia Giraldi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabiana%20Gondim%20Mariutti"> Fabiana Gondim Mariutti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Toledo%20de%20Arruda%20Lourencao"> Marina Toledo de Arruda Lourencao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing countries, such as BRICS (Brazil, Russia, India, China and South Africa) are hosting sports mega-events to promote socio-economic development and image enhancement. Thus, this paper aims to verify the image of Rio de Janeiro, in Brazil, as the host city of 2016 Olympic Games, considering the main cognitive and affective image dimensions. The research design uses exploratory factorial analysis to find the most important factors highlighted in the city image dimensions. The data were collected by structured questionnaires with an international respondents sample (n=274) with high international travel experience. The results show that Rio’s image as a sport mega-event host city has two main factors in each dimension: Cognitive ('General Infrastructure'; 'Services and Attractions') and Affective ('Positive Feelings'; 'Negative Feelings'). The most important factor related to cognitive dimension was 'Services and Attractions' which is more related to tourism activities. In the affective dimension 'Positive Feelings' was the most important factor, which means a good result considering that is a city in an emerging country with many unmet social demands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rio%20de%20Janeiro" title="Rio de Janeiro">Rio de Janeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=2016%20olympic%20games" title=" 2016 olympic games"> 2016 olympic games</a>, <a href="https://publications.waset.org/abstracts/search?q=host%20city%20image" title=" host city image"> host city image</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20image%20dimension" title=" cognitive image dimension"> cognitive image dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20image%20dimension" title=" affective image dimension"> affective image dimension</a> </p> <a href="https://publications.waset.org/abstracts/98545/city-image-of-rio-de-janeiro-as-the-host-city-of-2016-olympic-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98545.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9686</span> The Online Power of Values: Adolescents’ Values as Predicting Factors of Their Online Bystanders’ Behavior While Witnessing Cyberbullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Cayzer-Haller">Sharon Cayzer-Haller</a>, <a href="https://publications.waset.org/abstracts/search?q=Shir%20Ginosar-Yaari"> Shir Ginosar-Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Knafo-Noam"> Ariel Knafo-Noam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st century emerged as the digital century, and it is marked by a wide range of technological developments and changes, followed by potential changes in human communication skills. This technological revolution has changed human means of communication in many different ways: children and adolescents are spending much of their time in front of screens, participating in all sorts of online activities (even more so since the outbreak of COVID-19). The current study focuses on the role of values in adolescents' online bystanders' behavior. Values are cognitive, abstract representations of desirable goals that motivate behavior, and we hypothesized finding significant associations between specific values and differential online bystanders' feelings and behavior. Data was collected through online questionnaires that measured the participants' values, using Schwartz's short version of the Portrait Values Questionnaire (Schwartz, 2012). Participants’ online behavior was assessed in a questionnaire addressing reactions to situations of cyber shaming and cyberbullying, and specifically positive feelings and pro-social behavior (e.g., more supportive reactions) toward the victims, as opposed to different offensive behavioral reactions (such as laughing at the victim or ignoring the situation). Participants were recruited with a commercial research panel company, and 308 Israeli adolescents' values and online behavior were examined (mean age 15.2). As hypothesized, results show significant associations between self-transcendence values (universalism and benevolence) and conservation values (conformity, tradition, and security). These two groups of values were positively correlated with pro-social bystanders' feelings and behavior. On the opposite side of the values scale, the value of power was negatively associated with the participants' pro-social behavior, and positively associated with offensive behavioral reactions. Further research is needed, but we conclude that values serve as crucial guiding factors in directing adolescents' online feelings and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberbullying" title=" cyberbullying"> cyberbullying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20behavior" title=" online behavior"> online behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a> </p> <a href="https://publications.waset.org/abstracts/172350/the-online-power-of-values-adolescents-values-as-predicting-factors-of-their-online-bystanders-behavior-while-witnessing-cyberbullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172350.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">66</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">9685</span> Loneliness and Depression in Relation to Latchkey Situation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20Sadat%20Fattahi%20Massoom">Samaneh Sadat Fattahi Massoom</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Salimi%20Bajestani"> Hossein Salimi Bajestani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines loneliness and depression in students who regularly care for themselves after school (latchkey students) in Mashhad and compares them with parent supervised students using a causal-comparative research method. The 270 participants, aged 7 -13, were selected using convenience and cluster random-assignment sampling. Independent t-test results showed significant differences between loneliness (-4.32, p ≤ 0.05) and depression (-3.02, p ≤0.05) among latchkey and non-latchkey students. Using the Pearson correlation test, significant correlation between depression and loneliness among latchkey students was also discovered (r=0.59, p ≤ 0.05). However, regarding non latchkey students, no significant difference between loneliness and depression was observed (r= 0.02. p ≥ 0.05). Multiple regression results also showed that depression variance can be determined by gender (22%) and loneliness (34%). The findings of this study, specifically the significant difference between latchkey and non-latchkey children regarding feelings of loneliness and depression, carries clear implications for parents. It can be concluded that mothers who spend most of their time working out of the house and devoid their children of their presence in the home may cause some form of mental distress like loneliness and depression. Moreover, gender differences affect the degree of these psychological disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loneliness" title="loneliness">loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=self-care%20students" title=" self-care students"> self-care students</a>, <a href="https://publications.waset.org/abstracts/search?q=latchkey%20and%20non-latchkey%20students" title=" latchkey and non-latchkey students"> latchkey and non-latchkey students</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/28435/loneliness-and-depression-in-relation-to-latchkey-situation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28435.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">414</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">9684</span> Prioritization of Mutation Test Generation with Centrality Measure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supachai%20Supmak">Supachai Supmak</a>, <a href="https://publications.waset.org/abstracts/search?q=Yachai%20Limpiyakorn"> Yachai Limpiyakorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mutation testing can be applied for the quality assessment of test cases. Prioritization of mutation test generation has been a critical element of the industry practice that would contribute to the evaluation of test cases. The industry generally delivers the product under the condition of time to the market and thus, inevitably sacrifices software testing tasks, even though many test cases are required for software verification. This paper presents an approach of applying a social network centrality measure, PageRank, to prioritize mutation test generation. The source code with the highest values of PageRank will be focused first when developing their test cases as these modules are vulnerable to defects or anomalies which may cause the consequent defects in many other associated modules. Moreover, the approach would help identify the reducible test cases in the test suite, still maintaining the same criteria as the original number of test cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20testing" title="software testing">software testing</a>, <a href="https://publications.waset.org/abstracts/search?q=mutation%20test" title=" mutation test"> mutation test</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20centrality%20measure" title=" network centrality measure"> network centrality measure</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20case%20prioritization" title=" test case prioritization"> test case prioritization</a> </p> <a href="https://publications.waset.org/abstracts/154408/prioritization-of-mutation-test-generation-with-centrality-measure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154408.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">9683</span> Developing a Test Specifications for an Internationalization Course: Environment for Health in Thai Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rungrawee%20Samawathdana">Rungrawee Samawathdana</a>, <a href="https://publications.waset.org/abstracts/search?q=Aim-Utcha%20Wattanaburanon"> Aim-Utcha Wattanaburanon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Test specifications for open book or notes exams provide the essential information to identify the types of the test items with validity of the evaluations process. This article explains the purpose of test specifications and illustrates how to use it to help construct the approach of open book or notes exams. The complication of the course objectives is challenging for the test designing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=course%20curriculum" title="course curriculum">course curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=environment%20for%20health" title=" environment for health"> environment for health</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20specifications" title=" test specifications "> test specifications </a> </p> <a href="https://publications.waset.org/abstracts/20315/developing-a-test-specifications-for-an-internationalization-course-environment-for-health-in-thai-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20315.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">576</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">9682</span> An Interpretative Phenomenological Analysis of the Death Practices and Rituals of the Isneg People in Apayao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivy%20Angelique%20Malit">Ivy Angelique Malit</a>, <a href="https://publications.waset.org/abstracts/search?q=Marion%20Nicole%20Dela%20Vega"> Marion Nicole Dela Vega</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Mae%20Mendoza"> Marjorie Mae Mendoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Death practices and rituals of the Philippines is rich with facts about our history mostly on our beliefs of the afterlife before the arrival of the western culture which is still being practiced by the indigenous people of the Philippines. The death practices and rituals are acts of showing the inner thoughts, and feelings towards the person who died. The meanings behind those practices and rituals become the reason why the indigenous people still treasure these death practices and rituals as a part of their culture. This study seeks to know the experiences of the death practices and rituals of one of the Indigenous groups in Apayao, the Isnegs and the meaning of those experiences. The researchers aimed to look at it on a psychological lens. In which the researchers aim (1) to know their experiences of their death practices from the perspective of their thoughts, feelings and actions, and (2) to seek the meaning behind their death rituals. The design used in the research is a qualitative design and Interpretative Phenomenological Analysis. The participants were gathered by using purposive sampling. The researchers gathered the data from a form of a semi-structured interview with guide questions. The researchers used Thematic Analysis to analyze the verbatim transcriptions from the interview. The experiences of death practices and rituals of the Isneg people have been presented in the aspects of their thoughts, feelings and behavior. The experiences were presented with 7 superordinate themes namely, (1) Refusal of Reality (2) Feelings of mixed emotions (3) Oblivious Acts of the participants (4) Conflict with self and culture (5) Negative thinking of the participants (6) Process of Acceptance (8) Act of Love. The make meaning behind the death practices and rituals of the Isneg people have been presented with 2 superordinate themes, (1) Act of Respect and (2) Act of Loyalty. The results of the research show that the experiences and meaning behind their death practices and burials were being based more by their own beliefs. In their culture, which has been passed through by their ancestors and becomes the foundation of their beliefs and their newly found religion which was introduced by the travelling missionaries. Doing those death practices and rituals is their way to show their affections, like respect and loyalty towards the person who died. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=death%20practices" title="death practices">death practices</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretative%20phenomenological%20analysis" title=" interpretative phenomenological analysis"> interpretative phenomenological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=isneg%20people" title=" isneg people"> isneg people</a>, <a href="https://publications.waset.org/abstracts/search?q=rituals" title=" rituals"> rituals</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20grieving" title=" theory of grieving"> theory of grieving</a> </p> <a href="https://publications.waset.org/abstracts/63083/an-interpretative-phenomenological-analysis-of-the-death-practices-and-rituals-of-the-isneg-people-in-apayao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63083.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">254</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">9681</span> Inference for Synthetic Control Methods with Multiple Treated Units</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ziyan%20Zhang">Ziyan Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the Synthetic Control Method (SCM) is now widely applied, its most commonly- used inference method, placebo test, is often problematic, especially when the treatment is not uniquely assigned. This paper discusses the problems with the placebo test under the multivariate treatment case. And, to improve the power of inferences, I further propose an Andrews-type procedure as it potentially solves some drawbacks of the placebo test. Simulations are conducted to show the Andrews’ test is often valid and powerful, compared with the placebo test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Synthetic%20Control%20Method" title="Synthetic Control Method">Synthetic Control Method</a>, <a href="https://publications.waset.org/abstracts/search?q=Multiple%20treatments" title=" Multiple treatments"> Multiple treatments</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrews%27%20test" title=" Andrews' test"> Andrews' test</a>, <a href="https://publications.waset.org/abstracts/search?q=placebo%20test" title=" placebo test"> placebo test</a> </p> <a href="https://publications.waset.org/abstracts/118257/inference-for-synthetic-control-methods-with-multiple-treated-units" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118257.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">164</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">9680</span> An Approach to Analyze Testing of Nano On-Chip Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farnaz%20Fotovvatikhah">Farnaz Fotovvatikhah</a>, <a href="https://publications.waset.org/abstracts/search?q=Javad%20Akbari"> Javad Akbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Test time of a test architecture is an important factor which depends on the architecture's delay and test patterns. Here a new architecture to store the test results based on network on chip is presented. In addition, simple analytical model is proposed to calculate link test time for built in self-tester (BIST) and external tester (Ext) in multiprocessor systems. The results extracted from the model are verified using FPGA implementation and experimental measurements. Systems consisting 16, 25, and 36 processors are implemented and simulated and test time is calculated. In addition, BIST and Ext are compared in terms of test time at different conditions such as at different number of test patterns and nodes. Using the model the maximum frequency of testing could be calculated and the test structure could be optimized for high speed testing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test" title="test">test</a>, <a href="https://publications.waset.org/abstracts/search?q=nano%20on-chip%20network" title=" nano on-chip network"> nano on-chip network</a>, <a href="https://publications.waset.org/abstracts/search?q=JTAG" title=" JTAG"> JTAG</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling" title=" modelling"> modelling</a> </p> <a href="https://publications.waset.org/abstracts/42146/an-approach-to-analyze-testing-of-nano-on-chip-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42146.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">488</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">9679</span> A Program Evaluation of TALMA Full-Year Fellowship Teacher Preparation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilee%20M.%20Cruz">Emilee M. Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers take part in short-term teaching fellowships abroad, and their preparation before, during, and after the experience is critical to affecting teachers’ feelings of success in the international classroom. A program evaluation of the teacher preparation within TALMA: The Israel Program for Excellence in English (TALMA) full-year teaching fellowship was conducted. A questionnaire was developed that examined professional development, deliberate reflection, and cultural and language immersion offered before, during, and after the short-term experience. The evaluation also surveyed teachers’ feelings of preparedness for the Israeli classroom and any recommendations they had for future teacher preparation within the fellowship program. The review suggests the TALMA program includes integrated professional learning communities between fellows and Israeli co-teachers, more opportunities for immersive Hebrew language learning, a broader professional network with Israelis, and opportunities for guided discussion with the TALMA community continued participation in TALMA events and learning following the full-year fellowship. Similar short-term international programs should consider the findings in the design of their participation preparation programs. The review also offers direction for future program evaluation of short-term participant preparation, including the need for frequent response item updates to match current offerings and evaluation of participant feelings of preparedness before, during, and after the full-year fellowship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program%20evaluation" title="educational program evaluation">educational program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20teaching" title=" international teaching"> international teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20teaching" title=" short-term teaching"> short-term teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20fellowship" title=" teaching fellowship"> teaching fellowship</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/137636/a-program-evaluation-of-talma-full-year-fellowship-teacher-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137636.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">182</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=wally%20feelings%20test&page=2">2</a></li> <li class="page-item"><a class="page-link" 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