CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: emotional disturbance</title> <meta name="description" content="Search results for: emotional disturbance"> <meta name="keywords" content="emotional disturbance"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="emotional disturbance" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="emotional disturbance"> <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> 1958</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: emotional disturbance</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1928</span> The Relationship between Emotional Intelligence and Leadership Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Al%20Ali">Omar Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study was aimed to explore the relationships between emotional intelligence, cognitive ability, and leader's performance. Data were collected from 260 senior managers from UAE. The results showed that there are significant relationships between emotional intelligence and leadership performance as measured by the annual internal evaluations of each participant (r = .42, p < .01). Data from regression analysis revealed that both variables namely emotional intelligence (beta = .31, p < .01), and cognitive ability (beta = .29, p < .01), predicted leadership competencies, and together explained 26% of its variance. Data suggests that EI and cognitive ability are significantly correlated with leadership performance. In depth implications of the present findings for human resource development theory and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/37605/the-relationship-between-emotional-intelligence-and-leadership-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37605.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">477</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">1927</span> Gender Differences in Emotional Adjustment of Fresh Students in Kwara State University Malete, Kwara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usman%20Tunde%20Saadu">Usman Tunde Saadu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined gender differences in emotional adjustment of fresh students in Kwara State University, Malete. The descriptive survey design was adopted for the study, and 300 fresh students were randomly selected across the six colleges in the University. An adapted Questionnaire from Nadia (2012) was used to collect data from respondents on emotional adjustment. One research question was answered with a descriptive statistic of frequency count and percentage, and one hypothesis was tested with t-test statistical analysis at 0.05 level of significance. Findings of the study revealed that fresh students have a low level of emotional adjustment, and male students were found to have more emotional adjustment than female. Based on these findings, the researcher, therefore, concluded that fresh students have a low level of emotional adjustment. Based on these findings, the researcher recommended among others that emotional adjustment skills should be introduced into the secondary school curriculum to give students the opportunity to learn about these skills before they are being admitted into University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20adjustment" title="emotional adjustment">emotional adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=fresh%20students" title=" fresh students"> fresh students</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/113453/gender-differences-in-emotional-adjustment-of-fresh-students-in-kwara-state-university-malete-kwara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113453.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">188</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">1926</span> Impact of Emotional Intelligence on Job Satisfaction and Organizational Commitment: A Study on Young Doctors of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aisha%20Khalid">Aisha Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Talha%20Aftab"> Talha Aftab</a>, <a href="https://publications.waset.org/abstracts/search?q=Fareeha%20Zafar"> Fareeha Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the impact of emotional intelligence on job satisfaction and organizational commitment at workplace in the doctors; age ranging from 25 to 32 years. Job satisfaction and organizational commitment have been considered as important issue in terms of high quality services and superior performance. This paper presents a field survey conducted in 9 different public sector hospitals which operate in Punjab, Pakistan. 250 questionnaires were distributed out of which 180 returned back were showing 72% response rate, confirming the significant positive relationship between emotional intelligence and job satisfaction and emotional intelligence and organizational commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20doctors" title=" young doctors"> young doctors</a> </p> <a href="https://publications.waset.org/abstracts/5669/impact-of-emotional-intelligence-on-job-satisfaction-and-organizational-commitment-a-study-on-young-doctors-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5669.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">575</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">1925</span> Gender Differences in Emotional Intelligence in a Middle Eastern Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20S.%20Aldhafri">Said S. Aldhafri</a>, <a href="https://publications.waset.org/abstracts/search?q=Marwa%20N.%20Alrajhi"> Marwa N. Alrajhi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines gender differences in emotional intelligence levels in the Sultanate of Oman, an Arabic country in the Middle East. As a collective culture, the Omani culture rears children differently based on the Islamic beliefs and the Arabic culture. Gender differences across the different dimensions of emotional intelligence are possible within this collective culture. Emotional intelligences reflect the ability to understand and act upon one’s and others’ emotions. The sample of the study consisted of 338 (50.6% were females) adults from different regions in Oman. The participants completed a 25-item emotional intelligence scale, using 5-point Likert type responses. The results showed that the total scores of the scale as well as the scores from the five dimensions (self management, self motivation, social skills, empathy, and self-awareness) all have good reliability coefficients. Using independent sample t-tests, the findings show that female adults scored higher than male adults. The differences were all statistically significant across the five dimensions of emotional intelligence. The findings are discussed from a cultural perspective and applications for the development of emotional intelligence skills are outlined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab" title=" Arab"> Arab</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/26999/gender-differences-in-emotional-intelligence-in-a-middle-eastern-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26999.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">460</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">1924</span> Emotional Intelligence as Predictor of Academic Success among Third Year College Students of PIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College students are expected to engage in an on-the-job training or internship for completion of a course requirement prior to graduation. In this scenario, they are exposed to the real world of work outside their training institution. To find out their readiness both emotionally and academically, this study has been conducted. A descriptive-correlational research design was employed and random sampling technique method was utilized among 265 randomly selected third year college students of PIT, SY 2014-15. A questionnaire on Emotional Intelligence (bearing the four components namely; emotional literacy, emotional quotient competence, values and beliefs and emotional quotient outcomes) was fielded to the respondents and GWA was extracted from the school automate. Data collected were statistically treated using percentage, weighted mean and Pearson-r for correlation. Results revealed that respondents’ emotional intelligence level is moderately high while their academic performance is good. A high significant relationship was found between the EI component; Emotional Literacy and their academic performance while only significant relationship was found between Emotional Quotient Outcomes and their academic performance. Therefore, if EI influences academic performance significantly when correlated, a possibility that their OJT performance can also be affected either positively or negatively. Thus, EI can be considered predictor of their academic and academic-related performance. Based on the result, it is then recommended that the institution would try to look deeply into the consideration of embedding emotional intelligence as part of the (especially on Emotional Literacy and Emotional Quotient Outcomes of the students) college curriculum. It can be done if the school shall have an effective Emotional Intelligence framework or program manned by qualified and competent teachers, guidance counselors in different colleges in its implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a> </p> <a href="https://publications.waset.org/abstracts/29579/emotional-intelligence-as-predictor-of-academic-success-among-third-year-college-students-of-pit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29579.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">374</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">1923</span> The Developmental Model of Self-Efficacy Emotional Intelligence and Social Maturity among High School Boys and Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikant%20Chavan">Shrikant Chavan</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Minchekar"> Vikas Minchekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined the self-efficacy, emotional intelligence and social maturity of High school boys and girls. Furthermore, study aimed at to foster the self-efficacy, emotional intelligence and social maturity of high school students. The study was conducted on 100 high school students, out of which 50 boys and 50 girls were selected through simple random sampling method from the Sangli city of Maharashtra state, India. The age range of the sample is 14 to 16 years. Self-efficacy scale developed by Jesusalem Schwarzer, Emotional intelligence scale developed by Hyde, Pethe and Dhar and social maturity scale developed by Rao were administered to the sample. Data was analyzed using mean, SD and ‘t’ test further Karl Pearson’s product moment, correlation of coefficient was used to know the correlation between emotional intelligence, self-efficacy, and social maturity. Results revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20maturity" title=" social maturity"> social maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20model%20and%20high%20school%20students" title=" developmental model and high school students"> developmental model and high school students</a> </p> <a href="https://publications.waset.org/abstracts/60787/the-developmental-model-of-self-efficacy-emotional-intelligence-and-social-maturity-among-high-school-boys-and-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60787.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">468</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">1922</span> Control HVAC Parameters by Brain Emotional Learning Based Intelligent Controller (BELBIC)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javad%20Abdi">Javad Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azam%20Famil%20Khalili"> Azam Famil Khalili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modeling emotions have attracted much attention in recent years, both in cognitive psychology and design of artificial systems. However, it is a negative factor in decision-making; emotions have shown to be a strong faculty for making fast satisfying decisions. In this paper, we have adapted a computational model based on the limbic system in the mammalian brain for control engineering applications. Learning in this model based on Temporal Difference (TD) Learning, we applied the proposed controller (termed BELBIC) for a simple model of a submarine. The model was supposed to reach the desired depth underwater. Our results demonstrate excellent control action, disturbance handling, and system parameter robustness for TDBELBIC. The proposal method, regarding the present conditions, the system action in the part and the controlling aims, can control the system in a way that these objectives are attained in the least amount of time and the best way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20networks" title="artificial neural networks">artificial neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20difference" title=" temporal difference"> temporal difference</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20emotional%20learning%20based%20intelligent%20controller" title=" brain emotional learning based intelligent controller"> brain emotional learning based intelligent controller</a>, <a href="https://publications.waset.org/abstracts/search?q=heating-%20ventilating%20and%20air%20conditioning" title=" heating- ventilating and air conditioning"> heating- ventilating and air conditioning</a> </p> <a href="https://publications.waset.org/abstracts/38682/control-hvac-parameters-by-brain-emotional-learning-based-intelligent-controller-belbic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38682.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">433</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">1921</span> Emotional Analysis for Text Search Queries on Internet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Garc%C3%ADa%20L%C3%B3pez">Gemma García López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this study is to analyze if search queries carried out in search engines such as Google, can offer emotional information about the user that performs them. Knowing the emotional state in which the Internet user is located can be a key to achieve the maximum personalization of content and the detection of worrying behaviors. For this, two studies were carried out using tools with advanced natural language processing techniques. The first study determines if a query can be classified as positive, negative or neutral, while the second study extracts emotional content from words and applies the categorical and dimensional models for the representation of emotions. In addition, we use search queries in Spanish and English to establish similarities and differences between two languages. The results revealed that text search queries performed by users on the Internet can be classified emotionally. This allows us to better understand the emotional state of the user at the time of the search, which could involve adapting the technology and personalizing the responses to different emotional states. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20classification" title="emotion classification">emotion classification</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20search%20queries" title=" text search queries"> text search queries</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20analysis" title=" emotional analysis"> emotional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis%20in%20text" title=" sentiment analysis in text"> sentiment analysis in text</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/98327/emotional-analysis-for-text-search-queries-on-internet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98327.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">141</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">1920</span> Personalty Traits as Predictors of Emotional Distress among Awaiting-trials Inmates in Some Selected Correctional Centers in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fasanmi%20Samuel%20Sunday">Fasanmi Samuel Sunday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the influence of gender and personality traits on emotional distress among awaiting trial inmates in Nigeria. Participants were three hundred and twenty (320) awaiting trial inmates, drawn from three main correctional centres in Northeast Nigeria, namely: Gashua Correctional Centre, Postiskum Correctional Centre, and Bauchi Correctional Centre. Expo facto research design was adopted. Questionnaires such as the Big Five Inventory and the Perceived Emotional Distress Inventory (PEDI) were used to measure the variables of the study. Three hypotheses were tested. Logistic regression was used for data analysis. Results of the analysis indicated that conscientiousness significantly predicted emotional distress among awaiting trial inmates. However, most of the identified personality traits did not significantly predict emotional distress among awaiting trial inmates. There was no significant gender difference in emotional distress among awaiting-trial inmates. The implications of the study were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20distress" title=" emotional distress"> emotional distress</a>, <a href="https://publications.waset.org/abstracts/search?q=awaiting-trial%20inmates" title=" awaiting-trial inmates"> awaiting-trial inmates</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/159688/personalty-traits-as-predictors-of-emotional-distress-among-awaiting-trials-inmates-in-some-selected-correctional-centers-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159688.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">98</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">1919</span> Teachers’ Personal and Professional Characteristics: How They Relate to Teacher-Student Relationships and Students’ Behavior </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Poulou">Maria Poulou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated how teachers’ self-rated Emotional Intelligence (EI), competence in implementing Social and Emotional Learning (SEL) skills and teaching efficacy relate to teacher-student relationships and students’ emotional and behavioral difficulties. Participants were 98 elementary teachers from public schools in central Greece. They completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Teachers’ Sense of Efficacy Scale (TSES), the Student-Teacher Relationships Scale-Short Form (STRS-SF) and the Strengths and Difficulties Questionnaire (SDQ) for 617 of their students, aged 6-11 years old. Structural equation modeling was used to examine an exploratory model of the variables. It was demonstrated that teachers’ emotional intelligence, SEL beliefs and teaching efficacy were significantly related to teacher-student relationships, but they were not related to students’ emotional and behavioral difficulties. Rather, teachers’ perceptions of teacher-students relationships were significantly related to these difficulties. These findings and their implications for research and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20learning" title=" social and emotional learning"> social and emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationships" title=" teacher-student relationships"> teacher-student relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20efficacy" title=" teaching efficacy"> teaching efficacy</a> </p> <a href="https://publications.waset.org/abstracts/43363/teachers-personal-and-professional-characteristics-how-they-relate-to-teacher-student-relationships-and-students-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">440</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1918</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</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=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.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">81</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">1917</span> Emotional Intelligence: Key to Job Satisfaction - A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arpita%20Sabath">Arpita Sabath</a>, <a href="https://publications.waset.org/abstracts/search?q=Jytoika%20Samuel"> Jytoika Samuel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional Intelligence is conceptualized as a confluence of learned abilities resulting in wise behavior, high achievement and mental health. This case study is done on IT Sector employees of CAREERNET consultancy at Bangalore. Thus the present study intends to find out the difference in different dimensions of El and Js Scales among male and female employees and the existing relationship between emotional intelligence and job satisfaction for the beginner age group of employees (25 yrs - 40 yrs) in order to enhance the employees productivity level in the present scenario of recession in employment. It is observed that all promotions and increment are achieved at these 25 yrs - 40 yrs age group employees. Therefore, the sample is selected randomly and grouped. Survey method with the administration of Emotional Intelligence Scale and opinionScedule is used. The findings of the study has revealed that there is a positive relationship between emotional intelligence and performance excellence. The study is concluded with a remark that the relevance of this study should be followed by the administrative body of IT sectors to motivate them and to get more productive work from their employees <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20behavior" title=" organisational behavior"> organisational behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20sector" title=" IT sector"> IT sector</a> </p> <a href="https://publications.waset.org/abstracts/11378/emotional-intelligence-key-to-job-satisfaction-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11378.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">619</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">1916</span> The Communication Effect of the Emotional Storytelling on Non-Profit Organizations: The Moderating Effect of Social Distance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=ZhangRun">ZhangRun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Fang%20Chiang"> Yi-Fang Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Shia%20Huang"> Li-Shia Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the impact of emotional story marketing on the fundraising effectiveness of non-profit organizations and to further clarify the communication effectiveness of emotional story types by using "social distance" which reflects individual differences, as an intervening variable in two experiments. The quasi-experimental design of the development experiment (positive warmth of the story v.s. negative sadness of the story) × social distance (near v.s. far) to clarify the effects of social distance. In this study, we designed the experimental advertising situation ourselves, and data were collected through a questionnaire survey. A total of 391 questionnaires were distributed, and data analysis and hypothesis verification were conducted through variance analysis. According to the analysis results of this study, the use of positive emotional appeals in the design of non-profit organization advertisements on issues related to the loss of children will increase the willingness of listeners to donate. For those with close social distance, there is no significant difference between the positive and "warm" emotional story ads and the negative and "sad" emotional story ads. For those with far social distance, there is a significant difference between the positive and "warm" emotional story ads and the negative and "sad" emotional story ads, with the positive and "warm" emotional appeals improving their willingness to donate. Therefore, this study suggests that NPOs should use more positive and warm emotional stories in their advertising design to enhance the fundraising effectiveness of NPO story marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=story%20marketing" title="story marketing">story marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20appeal" title=" emotional appeal"> emotional appeal</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20distance" title=" social distance"> social distance</a>, <a href="https://publications.waset.org/abstracts/search?q=willingness%20to%20donate" title=" willingness to donate"> willingness to donate</a> </p> <a href="https://publications.waset.org/abstracts/192133/the-communication-effect-of-the-emotional-storytelling-on-non-profit-organizations-the-moderating-effect-of-social-distance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192133.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">25</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">1915</span> Effects of Extract from Lactuca sativa on Sleep in Pentobarbital-Induced Sleep and Caffeine-Induced Sleep Disturbance in Mice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hae%20Dun%20Kim">Hae Dun Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Joo%20Hyun%20Jang"> Joo Hyun Jang</a>, <a href="https://publications.waset.org/abstracts/search?q=Geu%20Rim%20Seo"> Geu Rim Seo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyung%20Soo%20Ra"> Kyung Soo Ra</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyung%20Joo%20Suh"> Hyung Joo Suh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lactuca sativa (lettuce) has been known for its medical property to relieve anxiety and nervous. This study was implemented to investigate sleep-promoting effects of the lettuce alcohol extract (LAE). Caffeine is widely used psychoactive substance known to induced wakefulness and insomnia to its consumers. In the present study, the sedative-hypnotic activity of the LAE was studied using the method of pentobarbital-induced sleep in the mouse model. The LAE was administrated to mice 30 min before the pentobarbital injection. The LAE prolonged the pentobarbital-induced sleep duration and decreased sleep latency. The effects of LAE were comparable to those of induced by diazepam. Another study was performed to examine whether LAE ameliorates caffeine-induced sleep disturbance in mice. Additionally, caffeine (10 mg/kg, p.o) delayed sleep onset and reduced sleep duration of mice. Conversely, LAE treatment (80 or 160 mg/kg, p.o), especially at 160 mg/kg, normalized the sleep disturbance induced by caffeine. LAE supplementation can counter the sleep disturbance induced by caffeine. These results suggest that LAE possess significant sedative-hypnotic activity, which supports the popular use of lettuce for treatment of insomnia and provide the basis for new drug discovery. Furthermore, these results demonstrate that the lettuce extract may be preferable for the treatment of insomnia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caffeine" title="caffeine">caffeine</a>, <a href="https://publications.waset.org/abstracts/search?q=Lactuca%20sativa" title=" Lactuca sativa"> Lactuca sativa</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20duration" title=" sleep duration"> sleep duration</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20latency" title=" sleep latency"> sleep latency</a> </p> <a href="https://publications.waset.org/abstracts/49766/effects-of-extract-from-lactuca-sativa-on-sleep-in-pentobarbital-induced-sleep-and-caffeine-induced-sleep-disturbance-in-mice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49766.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">308</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">1914</span> Controller Design for Active Suspension System of 1/4 Car with Unknown Mass and Time-Delay </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Al-Zughaibi">Ali Al-Zughaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to present a modeling and control of the quarter car active suspension system with unknown mass, unknown time-delay and road disturbance. The objective of designing the controller by deriving a control law to achieve stability of the system and convergence that can considerably improve the ride comfort and road disturbance handling. Thus is accomplished by using Routh-Herwitz criterion and based on some assumptions. A mathematical proof is given to show the ability of the designed controller to ensure stability and convergence of the active suspension system and dispersion oscillation of system with unknown mass, time-delay and road disturbances. Simulations were also performed for controlling quarter car suspension, where the results obtained from these simulations verify the validity of the proposed design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20suspension%20system" title="active suspension system">active suspension system</a>, <a href="https://publications.waset.org/abstracts/search?q=time-delay" title=" time-delay"> time-delay</a>, <a href="https://publications.waset.org/abstracts/search?q=disturbance%20rejection" title=" disturbance rejection"> disturbance rejection</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20uncertainty" title=" dynamic uncertainty"> dynamic uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/33796/controller-design-for-active-suspension-system-of-14-car-with-unknown-mass-and-time-delay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33796.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">320</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">1913</span> Emotional Intelligence and Gender Role Attitudes of Married Individuals: Moderating Role of Gender and Work Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saima%20Kalsoom">Saima Kalsoom</a>, <a href="https://publications.waset.org/abstracts/search?q=Sobia%20Masood"> Sobia Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Faran"> Muhammad Faran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to examine the association between emotional intelligence and gender role attitudes of married individuals. Another aim of this study was to test the moderating role of gender work status of married individuals for predicting gender role attitudes from emotional intelligence. A sample of (N = 500) married working men and women (both working & housewives) was approached through purposive convenience sampling technique. The data was collected employing cross-sectional research design. The indigenous versions of the Gender Role Attitudes Scale and perceived Emotional Intelligence Scale were used. The results of alpha coefficients for both the scales and subscales used in this study designated satisfactory evidence for internal consistency and reliability. Assessment of correlation coefficients showed significant positive correlation between gender role attitudes and emotional intelligence, subfactors of emotional intelligence i.e., emotional self-regulation, emotional self-awareness, and interpersonal skills with gender role attitudes. Results of model testing revealed that gender (the effect was significant for women) and work status (the effect was more significant for married working women than married working men and housewives) of the married individuals significantly moderated the relationship between emotional intelligence and gender role attitudes into the positive direction. Further, it was also found that gender and work status also moderated the relationship between emotional self-regulation (as sub factor of emotional intelligence) and gender role attitudes in a positive direction. In conclusion, this empirical evidence is vital contribution derived from the traditional and collectivistic socio-cultural background of Pakistan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20role%20attitudes" title="gender role attitudes">gender role attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-regulation" title=" emotional self-regulation"> emotional self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20status" title=" work status"> work status</a>, <a href="https://publications.waset.org/abstracts/search?q=married%20working%20women" title=" married working women"> married working women</a> </p> <a href="https://publications.waset.org/abstracts/155081/emotional-intelligence-and-gender-role-attitudes-of-married-individuals-moderating-role-of-gender-and-work-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155081.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">1912</span> Investigating the Relationship between Emotional Intelligence and Self-Efficacy of Physical Education Teachers in Ilam Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Heyrani">Ali Heyrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Saidyousefi"> Maryam Saidyousefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the relationship between emotional intelligence and Self-Efficacy of physical education teachers in Ilam province. The research method is descriptive correlational. The study participants were of 170 physical education teachers (90 males, 80 females) with an age range of 20 to 50 years, who were selected randomly. The instruments for data collection were Emotional Intelligence Questionnaire Bar-on (1997) to assess the Emotional Intelligence teachers and Self-Efficacy Questionnaire to measure their Self-Efficacy. The questionnaires used in the interior are reliable and valid. To analyze the data, descriptive statistics and inferential tests (Kolmogorov-Smirnov test, Pearson correlation and multiple regression) at a significance level of P <0/ 05 were used. The Results showed that there is a significant positive relationship between totall emotional intelligence and Self-Efficacy of teachers, so the more emotional intelligence of physical education teachers the better the extent of Self-Efficacy. Also, the results arising from regression analysis gradually showed that among components of emotional intelligence, three components, the General Mood, Adaptability, and Interpersonal Communication to Self-Efficacy are of a significant positive relationship and are able to predict the Self-Efficacy of physical education teachers. It seems the application of this study ҆s results can help to education authorities to promote the level of teachers’ emotional intelligence and therefore the improvement of their Self-Efficacy and success in learners’ teaching and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teachers" title=" physical education teachers"> physical education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilam%20province" title=" Ilam province"> Ilam province</a> </p> <a href="https://publications.waset.org/abstracts/14905/investigating-the-relationship-between-emotional-intelligence-and-self-efficacy-of-physical-education-teachers-in-ilam-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14905.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">523</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">1911</span> Career Decision-Making Difficulty and Emotional Quotient: Basis for a Career Guidance Intervention for City College of Angeles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rhenan%20D.%20Estacio">Rhenan D. Estacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents the career decision making difficulty and emotional quotient of one hundred fifty (150) college students of City College of Angeles, Academic Year 2016-2017. Independent sample T-test and Pearson r correlation were done to shifter and non-shifter in terms of their career decision making difficulty and emotional quotient. A significant positive correlation revealed (r=.302) on career decision making difficulty and emotional quotient. Also, a significant negative correlation revealed (r=-.329) on career decision making difficulty and a moderating variable which is age. The finding significantly shows that emotional quotient was associated and adds a significant incremental variance with career decision making difficulty. Moreover, age shows a moderating effect on career decision making difficulty by having a significant decline and increment on variables. Furthermore, categorization of career decision making difficulty and emotional quotient of said participants are described in this study. In addition, career guidance interventions were suggested based on the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career" title="career">career</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulty" title=" difficulty"> difficulty</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=quotient" title=" quotient"> quotient</a> </p> <a href="https://publications.waset.org/abstracts/80983/career-decision-making-difficulty-and-emotional-quotient-basis-for-a-career-guidance-intervention-for-city-college-of-angeles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1910</span> Reconstruction and Rejection of External Disturbances in a Dynamical System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iftikhar%20Ahmad">Iftikhar Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Benallegue"> A. Benallegue</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20El%20Hadri"> A. El Hadri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we have proposed an observer for the reconstruction and a control law for the rejection application of unknown bounded external disturbance in a dynamical system. The strategy of both the observer and the controller is designed like a second order sliding mode with a proportional-integral (PI) term. Lyapunov theory is used to prove the exponential convergence and stability. Simulations results are given to show the performance of this method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-linear%20systems" title="non-linear systems">non-linear systems</a>, <a href="https://publications.waset.org/abstracts/search?q=sliding%20mode%20observer" title=" sliding mode observer"> sliding mode observer</a>, <a href="https://publications.waset.org/abstracts/search?q=disturbance%20rejection" title=" disturbance rejection"> disturbance rejection</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20control" title=" nonlinear control"> nonlinear control</a> </p> <a href="https://publications.waset.org/abstracts/44910/reconstruction-and-rejection-of-external-disturbances-in-a-dynamical-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44910.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">334</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">1909</span> Active Disturbance Rejection Control for Maximization of Generated Power from Wind Energy Conversion Systems using a Doubly Fed Induction Generator </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamou%20Nasser">Tamou Nasser</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Essadki"> Ahmed Essadki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Boukhriss"> Ali Boukhriss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the control of doubly fed induction generator (DFIG) used in the wind energy conversion systems. Maximum power point tracking (MPPT) strategy is used to extract the maximum of power during the conversion and taking care that the system does not exceed the operating limits. This is done by acting on the pitch angle to control the orientation of the turbine's blades. Having regard to its robustness and performance, active disturbance rejection control (ADRC) based on the extended state observer (ESO) is employed to achieve the control of both rotor and grid side converters. Simulations are carried out using matlab simulink. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20disturbance%20rejection%20control" title="active disturbance rejection control">active disturbance rejection control</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20state%20observer" title=" extended state observer"> extended state observer</a>, <a href="https://publications.waset.org/abstracts/search?q=doubly%20fed%20induction%20generator" title=" doubly fed induction generator"> doubly fed induction generator</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20point%20tracking" title=" maximum power point tracking"> maximum power point tracking</a> </p> <a href="https://publications.waset.org/abstracts/21302/active-disturbance-rejection-control-for-maximization-of-generated-power-from-wind-energy-conversion-systems-using-a-doubly-fed-induction-generator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21302.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">564</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">1908</span> Maximization of Generated Power from Wind Energy Conversion Systems Using a Doubly Fed Induction Generator with Active Disturbance Rejection Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamou%20Nasser">Tamou Nasser</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Essadki"> Ahmed Essadki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Boukhriss"> Ali Boukhriss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the control of doubly fed induction generator (DFIG) used in the wind energy conversion systems. Maximum power point tracking (MPPT) strategy is used to extract the maximum of power during the conversion and taking care that the system does not exceed the operating limits. This is done by acting on the pitch angle to control the orientation of the turbine's blades. Having regard to its robustness and performance, active disturbance rejection control (ADRC) based on the extended state observer (ESO) is employed to achieve the control of both rotor and grid side converters. Simulations are carried out using matlab simulink. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20disturbance%20rejection%20control" title="active disturbance rejection control">active disturbance rejection control</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20state%20observer" title=" extended state observer"> extended state observer</a>, <a href="https://publications.waset.org/abstracts/search?q=doubly%20fed%20induction%20generator" title=" doubly fed induction generator"> doubly fed induction generator</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20point%20tracking" title=" maximum power point tracking"> maximum power point tracking</a> </p> <a href="https://publications.waset.org/abstracts/21299/maximization-of-generated-power-from-wind-energy-conversion-systems-using-a-doubly-fed-induction-generator-with-active-disturbance-rejection-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21299.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">499</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">1907</span> The Efficacy of Psycho-Education in Improving the Emotional Well-Being of Visually Impaired Adolescents in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Tolulope%20Olaseni">Janet Tolulope Olaseni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional well-being in adolescents is an important psychological factor that can enhance positive living, but if it is not well groomed, it can have adverse impacts on their development. Therefore, the present study examined the efficacy of psycho-education on the emotional well-being of adolescents who are visually impaired in Nigeria. A total of twenty-eight (28) participants, which comprisednineteen (19) males and nine (9) females (M=15.82, SD=2.23) from a Nigerian School for the Blind, participated in the quasi-experimental study. Randomized clinical trial designwas used to assigned the participants into three (Complete Psycho-education, Incomplete Psycho-education, and No Psycho-education) groups. Standardized scales were used to gather data from the respondents. The formulated hypotheses were tested using Dependent T-Test and Analysis of Co-Variance. The results showed that there was a significant effect of Psycho-education on the emotional well-being of the Visually Impaired Adolescents. Those who received complete Psycho-educationhad the highest level of emotional well-being compared to those in the other groups. In order to enhance the emotional well-being of the Visually Impaired Adolescents, the study recommended that complete Psycho-education programme should be incorporated into the school activities of the Visually Impaired Adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20well-being" title="emotional well-being">emotional well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education" title=" psycho-education"> psycho-education</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20adolescents" title=" visually impaired adolescents"> visually impaired adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/145800/the-efficacy-of-psycho-education-in-improving-the-emotional-well-being-of-visually-impaired-adolescents-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145800.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">106</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">1906</span> The Influence of Perinatal Anxiety and Depression on Breastfeeding Behaviours: A Qualitative Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khulud%20Alhussain">Khulud Alhussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Gavine"> Anna Gavine</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Macgillivray"> Stephen Macgillivray</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushila%20Chowdhry"> Sushila Chowdhry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Estimates show that by the year 2030, mental illness will account for more than half of the global economic burden, second to non-communicable diseases. Often, the perinatal period is characterised by psychological ambivalence and a mixed anxiety-depressive condition. Maternal mental disorder is associated with perinatal anxiety and depression and affects breastfeeding behaviors. Studies also indicate that maternal mental health can considerably influence a baby's health in numerous aspects and impact the newborn health due to lack of adequate breastfeeding. However, studies reporting factors associated with breastfeeding behaviors are predominantly quantitative. Therefore, it is not clear what literature is available to understand the factors affecting breastfeeding and perinatal women’s perspectives and experiences. Aim: This review aimed to explore the perceptions and experiences of women with perinatal anxiety and depression, as well as how these experiences influence their breastfeeding behaviours. Methods: A systematic literature review of qualitative studies in line with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ). Four electronic databases (CINAHL, PsycINFO, Embase, and Google Scholar) were explored for relevant studies using a search strategy. The search was restricted to studies published in the English language between 2000 and 2022. Findings from the literature were screened using a pre-defined screening criterion and the quality of eligible studies was appraised using the Walsh and Downe (2006) checklist. Findings were extracted and synthesised based on Braun and Clark. The review protocol was registered on PROSPERO (Ref: CRD42022319609). Result: A total of 4947 studies were identified from the four databases. Following duplicate removal and screening 16 studies met the inclusion criteria. The studies included 87 pregnant and 302 post-partum women from 12 countries. The participants were from a variety of economic, regional, and religious backgrounds, mainly from the age of 18 to 45 years old. Three main themes were identified: Barriers to breastfeeding, breastfeeding facilitators, emotional disturbance, and breastfeeding. Seven subthemes emerged from the data: expectation versus reality, uncertainly about maternal competencies, body image and breastfeeding, lack of sufficient breastfeeding support for family and caregivers’ support, influences positive breastfeeding practices, breastfeeding education, and causes of mental strain among breastfeeding women. Breastfeeding duration is affected in women with mental health disorders, irrespective of their desire to breastfeed. Conclusion: There is significant empirical evidence that breastfeeding behaviour and perinatal mental disturbance are linked. However, there is a lack of evidence to apply the findings to Saudi women due to lack of empirical qualitative information. To improve the psychological well-being of mothers, it is crucial to explore and recognise any concerns with their mental, physical, and emotional well-being. Therefore, robust research is needed so that breastfeeding intervention researchers and policymakers can focus on specifically what needs to be done to help mentally distressed perinatal women and their new-born. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title="pregnancy">pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=perinatal%20period" title=" perinatal period"> perinatal period</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance" title=" emotional disturbance"> emotional disturbance</a>, <a href="https://publications.waset.org/abstracts/search?q=breastfeeding" title=" breastfeeding"> breastfeeding</a> </p> <a href="https://publications.waset.org/abstracts/164355/the-influence-of-perinatal-anxiety-and-depression-on-breastfeeding-behaviours-a-qualitative-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164355.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">99</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">1905</span> A Linear Active Disturbance Rejection Control for Maximization of Generated Power from Wind Energy Conversion Systems Using a Doubly Fed Induction Generator </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamou%20Nasser">Tamou Nasser</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Essadki"> Ahmed Essadki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Boukhriss"> Ali Boukhriss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the control of doubly fed induction generator (DFIG) used in the wind energy conversion systems. Maximum power point tracking (MPPT) strategy is used to extract the maximum of power during the conversion and taking care that the system does not exceed the operating limits. This is done by acting on the pitch angle to control the orientation of the turbine's blades. Having regard to its robustness and performance, active disturbance rejection control (ADRC) based on the extended state observer (ESO) is employed to achieve the control of both rotor and grid side converters. Simulations are carried out using MATLAB simulink. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20disturbance%20rejection%20control" title="active disturbance rejection control">active disturbance rejection control</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20state%20observer" title=" extended state observer"> extended state observer</a>, <a href="https://publications.waset.org/abstracts/search?q=doubly%20fed%20induction%20generator" title=" doubly fed induction generator"> doubly fed induction generator</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20point%20tracking" title=" maximum power point tracking"> maximum power point tracking</a> </p> <a href="https://publications.waset.org/abstracts/21303/a-linear-active-disturbance-rejection-control-for-maximization-of-generated-power-from-wind-energy-conversion-systems-using-a-doubly-fed-induction-generator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21303.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">525</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">1904</span> Study of Formation and Evolution of Disturbance Waves in Annular Flow Using Brightness-Based Laser-Induced Fluorescence (BBLIF) Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrey%20Cherdantsev">Andrey Cherdantsev</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Cherdantsev"> Mikhail Cherdantsev</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergey%20Isaenkov"> Sergey Isaenkov</a>, <a href="https://publications.waset.org/abstracts/search?q=Dmitriy%20Markovich"> Dmitriy Markovich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In annular gas-liquid flow, liquid flows as a film along pipe walls sheared by high-velocity gas stream. Film surface is covered by large-scale disturbance waves which affect pressure drop and heat transfer in the system and are necessary for entrainment of liquid droplets from film surface into the core of gas stream. Disturbance waves are a highly complex and their properties are affected by numerous parameters. One of such aspects is flow development, i.e., change of flow properties with the distance from the inlet. In the present work, this question is studied using brightness-based laser-induced fluorescence (BBLIF) technique. This method enables one to perform simultaneous measurements of local film thickness in large number of points with high sampling frequency. In the present experiments first 50 cm of upward and downward annular flow in a vertical pipe of 11.7 mm i.d. is studied with temporal resolution of 10 kHz and spatial resolution of 0.5 mm. Thus, spatiotemporal evolution of film surface can be investigated, including scenarios of formation, acceleration and coalescence of disturbance waves. The behaviour of disturbance waves' velocity depending on phases flow rates and downstream distance was investigated. Besides measuring the waves properties, the goal of the work was to investigate the interrelation between disturbance waves properties and integral characteristics of the flow such as interfacial shear stress and flow rate of dispersed phase. In particular, it was shown that the initial acceleration of disturbance waves, defined by the value of shear stress, linearly decays with downstream distance. This lack of acceleration which may even lead to deceleration is related to liquid entrainment. Flow rate of disperse phase linearly grows with downstream distance. During entrainment events, liquid is extracted directly from disturbance waves, reducing their mass, area of interaction to the gas shear and, hence, velocity. Passing frequency of disturbance waves at each downstream position was measured automatically with a new algorithm of identification of characteristic lines of individual disturbance waves. Scenarios of coalescence of individual disturbance waves were identified. Transition from initial high-frequency Kelvin-Helmholtz waves appearing at the inlet to highly nonlinear disturbance waves with lower frequency was studied near the inlet using 3D realisation of BBLIF method in the same cylindrical channel and in a rectangular duct with cross-section of 5 mm by 50 mm. It was shown that the initial waves are generally two-dimensional but are promptly broken into localised three-dimensional wavelets. Coalescence of these wavelets leads to formation of quasi two-dimensional disturbance waves. Using cross-correlation analysis, loss and restoration of two-dimensionality of film surface with downstream distance were studied quantitatively. It was shown that all the processes occur closer to the inlet at higher gas velocities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=annular%20flow" title="annular flow">annular flow</a>, <a href="https://publications.waset.org/abstracts/search?q=disturbance%20waves" title=" disturbance waves"> disturbance waves</a>, <a href="https://publications.waset.org/abstracts/search?q=entrainment" title=" entrainment"> entrainment</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20development" title=" flow development"> flow development</a> </p> <a href="https://publications.waset.org/abstracts/61190/study-of-formation-and-evolution-of-disturbance-waves-in-annular-flow-using-brightness-based-laser-induced-fluorescence-bblif-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61190.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">251</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">1903</span> Spatial Direct Numerical Simulation of Instability Waves in Hypersonic Boundary Layers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayahar%20Sivasubramanian">Jayahar Sivasubramanian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding laminar-turbulent transition process in hyper-sonic boundary layers is crucial for designing viable high speed flight vehicles. The study of transition becomes particularly important in the high speed regime due to the effect of transition on aerodynamic performance and heat transfer. However, even after many years of research, the transition process in hyper-sonic boundary layers is still not understood. This lack of understanding of the physics of the transition process is a major impediment to the development of reliable transition prediction methods. Towards this end, spatial Direct Numerical Simulations are conducted to investigate the instability waves generated by a localized disturbance in a hyper-sonic flat plate boundary layer. In order to model a natural transition scenario, the boundary layer was forced by a short duration (localized) pulse through a hole on the surface of the flat plate. The pulse disturbance developed into a three-dimensional instability wave packet which consisted of a wide range of disturbance frequencies and wave numbers. First, the linear development of the wave packet was studied by forcing the flow with low amplitude (0.001% of the free-stream velocity). The dominant waves within the resulting wave packet were identified as two-dimensional second mode disturbance waves. Hence the wall-pressure disturbance spectrum exhibited a maximum at the span wise mode number k = 0. The spectrum broadened in downstream direction and the lower frequency first mode oblique waves were also identified in the spectrum. However, the peak amplitude remained at k = 0 which shifted to lower frequencies in the downstream direction. In order to investigate the nonlinear transition regime, the flow was forced with a higher amplitude disturbance (5% of the free-stream velocity). The developing wave packet grows linearly at first before reaching the nonlinear regime. The wall pressure disturbance spectrum confirmed that the wave packet developed linearly at first. The response of the flow to the high amplitude pulse disturbance indicated the presence of a fundamental resonance mechanism. Lower amplitude secondary peaks were also identified in the disturbance wave spectrum at approximately half the frequency of the high amplitude frequency band, which would be an indication of a sub-harmonic resonance mechanism. The disturbance spectrum indicates, however, that fundamental resonance is much stronger than sub-harmonic resonance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=boundary%20layer" title="boundary layer">boundary layer</a>, <a href="https://publications.waset.org/abstracts/search?q=DNS" title=" DNS"> DNS</a>, <a href="https://publications.waset.org/abstracts/search?q=hyper%20sonic%20flow" title=" hyper sonic flow"> hyper sonic flow</a>, <a href="https://publications.waset.org/abstracts/search?q=instability%20waves" title=" instability waves"> instability waves</a>, <a href="https://publications.waset.org/abstracts/search?q=wave%20packet" title=" wave packet"> wave packet</a> </p> <a href="https://publications.waset.org/abstracts/138691/spatial-direct-numerical-simulation-of-instability-waves-in-hypersonic-boundary-layers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138691.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">183</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">1902</span> The Association between Facebook Emotional Dependency with Psychological Well-Being in Eudaimonic Approach among Adolescents 13-16 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somayyeh%20Naeemi">Somayyeh Naeemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezhar%20Tamam"> Ezhar Tamam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most of the countries, Facebook allocated high rank of usage among other social network sites. Several studies have examined the effect of Facebook intensity on individuals’ psychological well-being. However, few studies have investigated its effect on eudaimonic well-being. The current study explored how emotional dependency to Facebook relates to psychological well-being in terms of eudaimonic well-being. The number of 402 adolescents 13-16 years old who studied in upper secondary school in Malaysia participated in this study. It was expected to find out a negative association between emotional dependency to Facebook and time spent on Facebook and psychological well-being. It also was examined the moderation effects of self-efficacy on psychological well-being. The results by Structural Equation Modeling revealed that emotional dependency to Facebook has a negative effect on adolescents’ psychological well-being. Surprisingly self-efficacy did not have moderation effect on the relationship between emotional dependency to Facebook and psychological well-being. Lastly, the emotional dependency to Facebook and not the time spent on Facebook lessen adolescents’ psychological well-being, suggesting the value of investigating Facebook usage among college students in future studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20dependency%20to%20facebook" title="emotional dependency to facebook">emotional dependency to facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=eudaimonic%20well-being" title=" eudaimonic well-being"> eudaimonic well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a> </p> <a href="https://publications.waset.org/abstracts/31387/the-association-between-facebook-emotional-dependency-with-psychological-well-being-in-eudaimonic-approach-among-adolescents-13-16-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31387.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">517</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">1901</span> Predictive Functional Control with Disturbance Observer for Tendon-Driven Balloon Actuator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jun-ya%20Nagase">Jun-ya Nagase</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshiyuki%20Satoh"> Toshiyuki Satoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Norihiko%20Saga"> Norihiko Saga</a>, <a href="https://publications.waset.org/abstracts/search?q=Koichi%20Suzumori"> Koichi Suzumori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, Japanese society has been aging, engendering a labour shortage of young workers. Robots are therefore expected to perform tasks such as rehabilitation, nursing elderly people, and day-to-day work support for elderly people. The pneumatic balloon actuator is a rubber artificial muscle developed for use in a robot hand in such environments. This actuator has a long stroke, and a high power-to-weight ratio compared with the present pneumatic artificial muscle. Moreover, the dynamic characteristics of this actuator resemble those of human muscle. This study evaluated characteristics of force control of balloon actuator using a predictive functional control (PFC) system with disturbance observer. The predictive functional control is a model-based predictive control (MPC) scheme that predicts the future outputs of the actual plants over the prediction horizon and computes the control effort over the control horizon at every sampling instance. For this study, a 1-link finger system using a pneumatic balloon actuator is developed. Then experiments of PFC control with disturbance observer are performed. These experiments demonstrate the feasibility of its control of a pneumatic balloon actuator for a robot hand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disturbance%20observer" title="disturbance observer">disturbance observer</a>, <a href="https://publications.waset.org/abstracts/search?q=pneumatic%20balloon" title=" pneumatic balloon"> pneumatic balloon</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20functional%20control" title=" predictive functional control"> predictive functional control</a>, <a href="https://publications.waset.org/abstracts/search?q=rubber%20artificial%20muscle" title=" rubber artificial muscle"> rubber artificial muscle</a> </p> <a href="https://publications.waset.org/abstracts/4030/predictive-functional-control-with-disturbance-observer-for-tendon-driven-balloon-actuator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4030.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">453</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">1900</span> English Language Performance and Emotional Intelligence of Senior High School Students of Pit-Laboratory High School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20performance" title="English language performance">English language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=EI%20components" title=" EI components"> EI components</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20and%20beliefs" title=" values and beliefs"> values and beliefs</a> </p> <a href="https://publications.waset.org/abstracts/32583/english-language-performance-and-emotional-intelligence-of-senior-high-school-students-of-pit-laboratory-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32583.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">449</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">1899</span> Supervisory Emotional Display Affects Employee’s Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huan%20Zhang">Huan Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Darius%20K.%20S%20Chan"> Darius K. S Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a large number of studies linking emotional labor and its detrimental impact for laborer, research on how emotional labor would influence the receiver is still in its infancy. Especially under the call for “people management”, supervisors inside the organization are more inclined to display happy mood to support their employees, thus endorsing emotional labor. The present study focuses on the employees in the service industry as emotional labor recipients and investigates how they respond to their supervisors’ emotional display, given their sensitivity to emotional cues. Targeted at a sample of 250 survey data from a wide range of customer service professions, this ongoing study examines how perceived supervisory emotional labor would moderate the relationship between employees surface acting and their well-being. Our major hypotheses are that employees’ surface acting predicts well-being level, and that perceived supervisory emotional labor to moderate the surface acting—outcome links. Preliminary findings have provided some support to the hypothesized model. Specifically, supervisors who are perceived to be high in surface acting are also regarded as fake and pseudo, hence the enhancing the detrimental effect of employees’ surface acting is attenuated, resulting in lower job satisfaction, higher physical stress and burnout; whereas perceived high supervisor’s deep acting, as associated with genuine and authenticity, buffers the negative impact and leads to higher job satisfaction, lower physical stress and burnout. This study first confirms the negative impacts of the surface acting on well-being for service industry employees as laborer and then extends the emotional labor studies by considering them as recipients of supervisory emotional labor. The findings provide insights for leaders by pointing out the importance of authentic emotional expression in workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20supervisory%20emotional%20labor" title="perceived supervisory emotional labor">perceived supervisory emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20acting" title=" surface acting"> surface acting</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/24950/supervisory-emotional-display-affects-employees-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24950.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">396</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=65">65</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=66">66</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>