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and developmental disabilty</title> <meta name="description" content="Search results for: intellectual and developmental disabilty"> <meta name="keywords" content="intellectual and developmental disabilty"> <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 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<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="intellectual and developmental disabilty"> <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> 1245</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intellectual and developmental disabilty</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1035</span> Global Developmental Delay and Its Association with Risk Factors: Validation by Structural Equation Modelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bavneet%20Kaur%20Sidhu">Bavneet Kaur Sidhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Manoj%20Tiwari"> Manoj Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global Developmental Delay (GDD) is a common pediatric condition. Etiologies of GDD might, however, differ in developing countries. In the last decade, sporadic families are being reported in various countries. As to the author’s best knowledge, many risk factors and their correlation with the prevalence of GDD have been studied but its statistical correlation has not been done. Thus we propose the present study by targeting the risk factor, prevalence and their statistical correlation with GDD. FMR1 gene was studied to confirm the disease and its penetrance. A complete questionnaire-based performance was designed for the statistical studies having a personal, past and present medical history along with their socio-economic status as well. Methods: We distributed the children’s age in 4 different age groups having 5-year intervals and applied structural equation modeling (SEM) techniques, Spearman’s rank correlation coefficient, Karl Pearson correlation coefficient, and chi-square test.Result: A total of 1100 families were enrolled for this study; among them, 330 were clinically and biologically confirmed (radiological studies) for the disease, 204 were males (61.8%), 126 were females (38.18%). We found that 27.87% were genetic and 72.12 were sporadic, out of 72.12 %, 43.277% cases from urban and 56.72% from the rural locality, the mothers' literacy rate was 32.12% and working women numbers were 41.21%. Conclusions: There is a significant association between mothers' age and GDD prevalence, which is also followed by mothers' literacy rate and mothers' occupation, whereas there was no association between fathers' age and GDD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20developmental%20delay" title="global developmental delay">global developmental delay</a>, <a href="https://publications.waset.org/abstracts/search?q=FMR1%20gene" title=" FMR1 gene"> FMR1 gene</a>, <a href="https://publications.waset.org/abstracts/search?q=spearman%E2%80%99%20rank%20correlation%20coefficient" title=" spearman’ rank correlation coefficient"> spearman’ rank correlation coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</a> </p> <a href="https://publications.waset.org/abstracts/113873/global-developmental-delay-and-its-association-with-risk-factors-validation-by-structural-equation-modelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113873.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">135</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">1034</span> Owning (up to) the 'Art of the Insane': Re-Claiming Personhood through Copyright Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mathilde%20Pavis">Mathilde Pavis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From Schumann to Van Gogh, Frida Kahlo, and Ray Charles, the stories narrating the careers of artists with physical or mental disabilities are becoming increasingly popular. From the emergence of ‘pathography’ at the end of 18th century to cinematographic portrayals, the work and lives of differently-abled creative individuals continue to fascinate readers, spectators and researchers. The achievements of those artists form the tip of the iceberg composed of complex politico-cultural movements which continue to advocate for wider recognition of disabled artists’ contribution to western culture. This paper envisages copyright law as a potential tool to such end. It investigates the array of rights available to artists with intellectual disabilities to assert their position as authors of their artwork in the twenty-first-century looking at international and national copyright laws (UK and US). Put simply, this paper questions whether an artist’s intellectual disability could be a barrier to assert their intellectual property rights over their creation. From a legal perspective, basic principles of non-discrimination would contradict the representation of artists’ disability as an obstacle to authorship as granted by intellectual property laws. Yet empirical studies reveal that artists with intellectual disabilities are often denied the opportunity to exercise their intellectual property rights or any form of agency over their work. In practice, it appears that, unlike other non-disabled artists, the prospect for differently-abled creators to make use of their right is contingent to the context in which the creative process takes place. Often will the management of such rights rest with the institution, art therapist or mediator involved in the artists’ work as the latter will have necessitated greater support than their non-disabled peers for a variety of reasons, either medical or practical. Moreover, the financial setbacks suffered by medical institutions and private therapy practices have renewed administrators’ and physicians’ interest in monetising the artworks produced under their supervision. Adding to those economic incentives, the rise of criminal and civil litigation in psychiatric cases has also encouraged the retention of patients’ work by therapists who feel compelled to keep comprehensive medical records to shield themselves from liability in the event of a lawsuit. Unspoken transactions, contracts, implied agreements and consent forms have thus progressively made their way into the relationship between those artists and their therapists or assistants, disregarding any notions of copyright. The question of artists’ authorship finds itself caught in an unusually multi-faceted web of issues formed by tightening purse strings, ethical concerns and the fear of civil or criminal liability. Whilst those issues are playing out behind closed doors, the popularity of what was once called the ‘Art of the Insane’ continues to grow and open new commercial avenues. This socio-economic context exacerbates the need to devise a legal framework able to help practitioners, artists and their advocates navigate through those issues in such a way that neither this minority nor our cultural heritage suffers from the fragmentation of the legal protection available to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authorship" title="authorship">authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=copyright%20law" title=" copyright law"> copyright law</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20therapy%20and%20mediation" title=" art therapy and mediation "> art therapy and mediation </a> </p> <a href="https://publications.waset.org/abstracts/82630/owning-up-to-the-art-of-the-insane-re-claiming-personhood-through-copyright-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1033</span> The Role of Artificial Intelligence in Patent Claim Interpretation: Legal Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mandeep%20Saini">Mandeep Saini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid advancement of Artificial Intelligence (AI) is transforming various fields, including intellectual property law. This paper explores the emerging role of AI in interpreting patent claims, a critical and highly specialized area within intellectual property rights. Patent claims define the scope of legal protection granted to an invention, and their precise interpretation is crucial in determining the boundaries of the patent holder's rights. Traditionally, this interpretation has relied heavily on the expertise of patent examiners, legal professionals, and judges. However, the increasing complexity of modern inventions, especially in fields like biotechnology, software, and electronics, poses significant challenges to human interpretation. Introducing AI into patent claim interpretation raises several legal and ethical concerns. This paper addresses critical issues such as the reliability of AI-driven interpretations, the potential for algorithmic bias, and the lack of transparency in AI decision-making processes. It considers the legal implications of relying on AI, particularly regarding accountability for errors and the potential challenges to AI interpretations in court. The paper includes a comparative study of AI-driven patent claim interpretations versus human interpretations across different jurisdictions to provide a comprehensive analysis. This comparison highlights the variations in legal standards and practices, offering insights into how AI could impact the harmonization of international patent laws. The paper proposes policy recommendations for the responsible use of AI in patent law. It suggests legal frameworks that ensure AI tools complement, rather than replace, human expertise in patent claim interpretation. These recommendations aim to balance the benefits of AI with the need for maintaining trust, transparency, and fairness in the legal process. By addressing these critical issues, this research contributes to the ongoing discourse on integrating AI into the legal field, specifically within intellectual property rights. It provides a forward-looking perspective on how AI could reshape patent law, offering both opportunities for innovation and challenges that must be carefully managed to protect the integrity of the legal system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20%28ai%29" title="artificial intelligence (ai)">artificial intelligence (ai)</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20claim%20interpretation" title=" patent claim interpretation"> patent claim interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20rights" title=" intellectual property rights"> intellectual property rights</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithmic%20bias" title=" algorithmic bias"> algorithmic bias</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20law%20harmonization" title=" patent law harmonization"> patent law harmonization</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20ethics" title=" legal ethics"> legal ethics</a> </p> <a href="https://publications.waset.org/abstracts/190186/the-role-of-artificial-intelligence-in-patent-claim-interpretation-legal-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190186.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">21</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">1032</span> Molecular Timeline Analysis of Acropora: Review of Coral Development, Growth and Environmental Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariadna%20Jalife%20G%C3%B3mez">Ariadna Jalife Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudia%20Rangel%20Escare%C3%B1o"> Claudia Rangel Escareño</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Acropora coral genus has experienced impactful consequences of climate change, especially in terms of population reduction related to limited thermal tolerance, however, comprehensive resources for genetic responses of these corals to phenomena are lacking. Thus, this study aims to identify key genes expressed across different developmental stages and conditions of Acropora spp. highlighted in published studies given the shared tissue and polyp-level characteristics among the species comprising the genus, as it is hypothesized that common reproductive, developmental, and stress response mechanisms are conserved. The presented resources, aiming to streamline the genus’ biology, elucidate several signaling pathways of development and stress response that contribute to the understanding of researchers of overall biological responses, while providing a genetic framework for potential further studies that might contribute to reef preservation strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acropora" title="acropora">acropora</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=genes" title=" genes"> genes</a>, <a href="https://publications.waset.org/abstracts/search?q=transcriptomics" title=" transcriptomics"> transcriptomics</a> </p> <a href="https://publications.waset.org/abstracts/189372/molecular-timeline-analysis-of-acropora-review-of-coral-development-growth-and-environmental-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189372.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">10</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">1031</span> Diagnosing and Treating Breast Cancer during Pregnancy: Neonatal Outcomes after Chemotherapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elyce%20Cardonick">Elyce Cardonick</a>, <a href="https://publications.waset.org/abstracts/search?q=Shistri%20Dhar"> Shistri Dhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Linsdey%20Seidman"> Linsdey Seidman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: When breast cancer is diagnosed during pregnancy, the prognosis is comparable to non-pregnant women matched for prognostic indicators when pregnant women receive treatment without delay. Chemotherapy, including taxanes, can be given during pregnancy with normal neonatal development in exposed fetuses. Methods: Cases of primary breast cancer were extracted from the Cancer and Pregnancy Registry and longitudinal study at Cooper Medical School, which collects cases of pregnant women diagnosed and treated for cancer into a single database. Obstetrical, oncology and pediatric records were reviewed, including annual neonatal developmental, behavioral and medical assessments. Results: 270 pregnant women were diagnosed with primary breast cancer at a mean gestational age of 14.7+9weeks. Mean maternal age at diagnosis 34.5+4.5 years. Receptor status is comparable to non-pregnant women of reproductive age. Forty-nine women were advised to terminate. Two hundred two women underwent surgery;244 women received chemotherapy in pregnancy after the first trimester; the majority of Doxorubucin/Cytoxan; 81 of the cases included a taxane. At a mean of 90 months, follow up obtained on 255 newborns.192/255 newborns are meeting developmental milestones. Respiratory illnesses, including asthma, and bronchiolitis, were reported in 64 newborns, the most common medical condition reported. Thirty-one children are undergoing treatment for GERD, 11 for urinary tract infections, and 7 are undergoing treatment for anemia. Twenty-six children with expressive or articulation language delays, 21/26 are mild. Eleven children with gross/ 7 with fine motor delays. Eight children are treated for ADHD, 4 for anxiety and 4 have social skill impairment. The majority of children with developmental, language or motor delays were born preterm. Conclusion: After chemotherapy exposure in utero for breast cancer, the majority of newborns are meeting developmental milestones and are medically healthy. The goal for treating pregnant women with breast cancer is to aim for delivery close to the term. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title="breast cancer">breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=chemotherapy" title=" chemotherapy"> chemotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=newborn" title=" newborn"> newborn</a> </p> <a href="https://publications.waset.org/abstracts/152106/diagnosing-and-treating-breast-cancer-during-pregnancy-neonatal-outcomes-after-chemotherapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1030</span> Perspectives of charitable organisations on the impact of the COVID-19 pandemic on family carers of people with profound and multiple intellectual disabilities.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Linden">Mark Linden</a>, <a href="https://publications.waset.org/abstracts/search?q=Trisha%20Forbes"> Trisha Forbes</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Brown"> Michael Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynne%20Marsh"> Lynne Marsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Truesdale"> Maria Truesdale</a>, <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Todd"> Stuart Todd</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Hughes"> Nathan Hughes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background The COVID-19 pandemic resulted in a reduction of health care services for many family carers of people with profound and multiple intellectual disabilities (PMID). Due to lack of services, family carers turned to charities for support during the pandemic. We explored the views of charity workers across the UK and Ireland who supported family carers during the COVID-19 pandemic and explored their views on effective online support programmes for family carers. Methods This was a qualitative study using online focus groups with participants (n = 24) from five charities across the UK and Ireland. Questions focused on challenges, supports, coping and resources which helped during lockdown restrictions. Focus groups were audio recorded, transcribed verbatim, and analysed through thematic analysis. Findings Four themes were identified (i) ‘mental and emotional health’, (ii) ‘they who shout the loudest’ (fighting for services), (iii) ‘lack of trust in statutory services’ and (iv) ‘creating an online support programme’. Mental and emotional health emerged as the most prominent theme and included three subthemes named as ‘isolation’, ‘fear of COVID-19’ and ‘the exhaustion of caring’. Conclusions The withdrawal of many services during the COVID-19 pandemic further isolated and placed strain on family carers. Even after the end of the pandemic family cares continue to report on the struggle to receive adequate support. There is a critical need to design services, including online support programmes, in partnership with family carers which adequately address their needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20carers" title=" family carers"> family carers</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=charities" title=" charities"> charities</a> </p> <a href="https://publications.waset.org/abstracts/177582/perspectives-of-charitable-organisations-on-the-impact-of-the-covid-19-pandemic-on-family-carers-of-people-with-profound-and-multiple-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177582.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">74</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">1029</span> A Study of the Frequency of Individual Support for the Pupils With Developmental Disabilities or Suspected Developmental Disabilities in Regular Japanese School Classes - From a Questionnaire Survey of Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maho%20Komura">Maho Komura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine from a questionnaire survey of teachers the status of implementation of individualized support for the pupils with suspected developmental disabilities in regular elementary school classes in Japan. In inclusive education, the goal is for all pupils to learn in the same place as much as possible by receiving the individualized support they need. However, in the Japanese school culture, strong "homogeneity" sometimes surfaces, and it is pointed out that it is difficult to provide individualized support from the viewpoint of formal equality. Therefore, we decided to conduct this study in order to examine whether there is a difference in the frequency of implementation depending on the content of individualized support and to consider the direction of future individualized support. The subjects of the survey were 196 public elementary school teachers who had been in charge of regular classes within the past five years. In the survey, individualized support was defined as individualized consideration including rational consideration, and did not include support for the entire class or all pupils enrolled in the class (e.g., reducing the amount of homework for pupils who have trouble learning, changing classroom rules, etc.). (e.g., reducing the amount of homework for pupils with learning difficulties, allowing pupils with behavioral concerns to use the library or infirmary when they are unstable). The respondents were asked to choose one answer from four options, ranging from "very much" to "not at all," regarding the degree to which they implemented the nine individual support items that were set up with reference to previous studies. As a result, it became clear that the majority of teachers had pupils with developmental disabilities or pupils who require consideration in terms of learning and behavior, and that the majority of teachers had experience in providing individualized support to these pupils. Investigating the content of the individualized support that had been implemented, it became clear that the frequency with which it was implemented varied depending on the individualized support. Individualized support that allowed pupils to perform the same learning tasks was implemented more frequently, but individualized support that allowed different learning tasks or use of places other than the classroom was implemented less frequently. It was suggested that flexible support methods tailored to each pupil may not have been considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=ndividualized%20support" title=" ndividualized support"> ndividualized support</a>, <a href="https://publications.waset.org/abstracts/search?q=regular%20class" title=" regular class"> regular class</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a> </p> <a href="https://publications.waset.org/abstracts/157022/a-study-of-the-frequency-of-individual-support-for-the-pupils-with-developmental-disabilities-or-suspected-developmental-disabilities-in-regular-japanese-school-classes-from-a-questionnaire-survey-of-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157022.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">130</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">1028</span> Radar Charts Analysis to Compare the Level of Innovation in Mexico with Most Innovative Countries in Triple Helix Schema Economic and Human Factor Dimension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pe%C3%B1a%20Aguilar%20Juan">M. Peña Aguilar Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Valencia%20Luis"> Valencia Luis</a>, <a href="https://publications.waset.org/abstracts/search?q=Pastrana%20Alberto"> Pastrana Alberto</a>, <a href="https://publications.waset.org/abstracts/search?q=Nava%20Estefany"> Nava Estefany</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Martinez"> A. Martinez</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Vivanco"> M. Vivanco</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Casta%C3%B1eda"> A. Castañeda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to compare the innovation of Mexico from an economic and human perspective, with the seven most innovative countries according to the Global Innovation Index 2013, done by the World Intellectual Property Organization (WIPO). The above analysis suggests nine dimensions: Expenditure on R & D, intellectual property, appropriate environment to conduct business, economic stability, and triple helix for R & D, ICT Infrastructure, education, human resources and quality of life. Each dimension is represented by an indicator which is later used to construct a radial graph that compares the innovative capacity of the countries analysed. As a result, it is proposed a new indicator of innovation called The Area of Innovation. Observations are made from the results, and finally as a conclusion, those items or dimensions in which Mexico suffers lag in innovation are identify. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dimension" title="dimension">dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=measure" title=" measure"> measure</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20level" title=" innovation level"> innovation level</a>, <a href="https://publications.waset.org/abstracts/search?q=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=radar%20chart" title=" radar chart"> radar chart</a> </p> <a href="https://publications.waset.org/abstracts/7567/radar-charts-analysis-to-compare-the-level-of-innovation-in-mexico-with-most-innovative-countries-in-triple-helix-schema-economic-and-human-factor-dimension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1027</span> Experiences of Family Carers of People Intellectual Disabilities During the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Linden">Mark Linden</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Brown"> Michael Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynne%20Marsh"> Lynne Marsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Truesdale"> Maria Truesdale</a>, <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Todd"> Stuart Todd</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Hughes"> Nathan Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=Trisha%20Forbes"> Trisha Forbes</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Leonard"> Rachel Leonard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The COVID-19 pandemic exacerbated the already significant strain placed on family carers of people with profound and multiple intellectual disabilities (PMID), given the withdrawal of many services during lockdown. The aim of this study was to explore the experiences of family carers of people with PMID during the COVID-19 pandemic. Methods: Online focus groups were conducted with family carers (n=126) from across the UK and the Republic of Ireland. Participants were asked about their experiences of the COVID-19 pandemic, coping strategies, and challenges faced. Focus groups were audio recorded, transcribed verbatim and analyzed through thematic analysis. Findings: Three themes emerged from our analysis of the data: (i) COVID-19 as a double-edged sword, (ii) The struggle for support (iii) the Constant nature of caring. These included 11 subthemes: (i) ‘COVID-19 as a catalyst for change’, ‘Challenges during COVID-19: dealing with change’, ‘Challenges during COVID-19: fear of COVID-19’, ‘The online environment: the new normal’ (ii) ‘Invisibility of male carers’, ‘Carers supporting carers’, ‘The only service you get is lip service: non-existent services’, ‘Knowing your rights’ (iii) ‘Emotional response to the caring role: Feeling devalued’, ‘Emotional response to the caring role: Desperation of caring’, ‘Multiple demands of the caring role.’ Conclusions: Poor or inconsistent access to services and support has been an ongoing difficulty for many family carers. The COVID-19 pandemic has only further intensified these difficulties, increasing family carers' stress. There is an urgent need to design services, such as online support programs, in partnership with family carers that adequately address their needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title="intellectual disabilities">intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20carer" title=" family carer"> family carer</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a> </p> <a href="https://publications.waset.org/abstracts/177578/experiences-of-family-carers-of-people-intellectual-disabilities-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1026</span> Effects of an Inclusive Educational Model for Students with High Intellectual Capacity and Special Educational Needs: A Case Study in Talentos UdeC, Chile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gracia%20V.%20Navarro">Gracia V. Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20C.%20Gonz%C3%A1lez"> María C. González</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20G.%20Gonz%C3%A1lez"> María G. González</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20V.%20Gonz%C3%A1lez"> María V. González</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Chile, since 2002, there are extracurricular enrichment programs complementary to regular education for students with high intellectual capacity. This paper describes a model for the educational inclusion of students, with special educational needs associated with high intellectual capacity, developed at the University of Concepción and its effects on its students, academics and undergraduate students that collaborate with the program. The Talentos UdeC Program was created in 2003 and is intended for 240 children and youth from 11 to 18 years old, from 15 communes of the Biobio region. The case Talentos UdeC is analyzed from a mixed qualitative study in which those participating in the educational model are considered. The sample was composed of 30 students, 30 academics, and 30 undergraduate students. In the case of students, pre and post program measurements were made to analyze their socio-emotional adaptation, academic motivation and socially responsible behavior. The mentioned variables are measured through questionnaires designed and validated by the University of Concepcion that included: The Socially Responsible Behavior Questionnaire (CCSR); the Academic Motivation Questionnaire (CMA) and the Socio-Emotional Adaptation Questionnaire (CASE). The information obtained by these questionnaires was analyzed through a quantitative analysis. Academics and undergraduate students were interviewed to learn their perception of the effects of the program on themselves, on students and on society. The information obtained is analyzed using qualitative analysis based on the identification of common themes and descriptors for the construction of conceptual categories of answers. Quantitative results show differences in the first three variables analyzed in the students, after their participation for two years in Talentos UdeC. Qualitative results demonstrate perception of effects in the vision of world, project of life and in other areas of the students’ development; perception of effects in a personal, professional and organizational plane by academics and a perception of effects in their personal-social development and training in generic competencies by undergraduates students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20model" title="educational model">educational model</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20intellectual%20capacity" title=" high intellectual capacity"> high intellectual capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/84186/effects-of-an-inclusive-educational-model-for-students-with-high-intellectual-capacity-and-special-educational-needs-a-case-study-in-talentos-udec-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84186.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">220</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">1025</span> Innovation Trends in Latin America Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Carlos%20Rodr%C3%ADguez">José Carlos Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Mario%20G%C3%B3mez"> Mario Gómez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyses innovation trends in Latin America countries by means of the number of patent applications filed by residents and non-residents during the period 1965 to 2012. Making use of patent data released by the World Intellectual Property Organization (WIPO), we search for the presence of multiple structural changes in patent application series in Argentina, Brazil Chile, and Mexico. These changes may suggest that firms’ innovative activity has been modified as a result of implementing a particular science, technology and innovation (STI) policy. Accordingly, the new regulations implemented in these countries during 1980s and 1990s have influenced their intellectual property regimes. The question conducting this research is thus how STI policies in these countries have affected their innovation activity? The results achieved in this research confirm the existence of multiple structural changes in the series of patent applications resulting from STI policies implemented in these countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=econometric%20methods" title="econometric methods">econometric methods</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20activity" title=" innovation activity"> innovation activity</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20America%20countries" title=" Latin America countries"> Latin America countries</a>, <a href="https://publications.waset.org/abstracts/search?q=patents" title=" patents"> patents</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20and%20innovation%20policy" title=" technology and innovation policy"> technology and innovation policy</a> </p> <a href="https://publications.waset.org/abstracts/6035/innovation-trends-in-latin-america-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1024</span> Patent Protection for AI Innovations in Pharmaceutical Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nerella%20Srinivas">Nerella Srinivas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the significance of patent protection for artificial intelligence (AI) innovations in the pharmaceutical sector, emphasizing applications in drug discovery, personalized medicine, and clinical trial optimization. The challenges of patenting AI-driven inventions are outlined, focusing on the classification of algorithms as abstract ideas, meeting the non-obviousness standard, and issues around defining inventorship. The methodology includes examining case studies and existing patents, with an emphasis on how companies like Benevolent AI and Insilico Medicine have successfully secured patent rights. Findings demonstrate that a strategic approach to patent protection is essential, with particular attention to showcasing AI’s technical contributions to pharmaceutical advancements. Conclusively, the study underscores the critical role of understanding patent law and innovation strategies in leveraging intellectual property rights in the rapidly advancing field of AI-driven pharmaceuticals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=pharmaceutical%20industry" title=" pharmaceutical industry"> pharmaceutical industry</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20protection" title=" patent protection"> patent protection</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20discovery" title=" drug discovery"> drug discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20medicine" title=" personalized medicine"> personalized medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20trials" title=" clinical trials"> clinical trials</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=non-obviousness" title=" non-obviousness"> non-obviousness</a> </p> <a href="https://publications.waset.org/abstracts/193083/patent-protection-for-ai-innovations-in-pharmaceutical-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193083.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">12</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">1023</span> Intellectual Property and SMEs in the Baltic Sea Region: A Comparative Study on the Use of the Utility Model Protection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christina%20Wainikka">Christina Wainikka</a>, <a href="https://publications.waset.org/abstracts/search?q=Besrat%20Tesfaye"> Besrat Tesfaye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several of the countries in the Baltic Sea region are ranked high in international innovations rankings, such as the Global Innovation Index and European Innovation Scoreboard. There are however some concerns in the performance of different countries. For example, there is a widely spread notion about “The Swedish Paradox”. Sweden is ranked high due to investments in R&D and patent activity, but the outcome is not as high as could be expected. SMEs in Sweden are also below EU average when it comes to registering intellectual property rights such as patents and trademarks. This study is concentrating on the protection of utility model. This intellectual property right does not exist in Sweden, but in for example Finland and Germany. The utility model protection is sometimes referred to as a “patent light” since it is easier to obtain than the patent protection but at the same time does cover technical solutions. In examining statistics on patent activities and activities in registering utility models it is clear that utility model protection is scarcely used in the countries that have the protection. In Germany 10 577 applications were made in 2021. In Finland there were 259 applications made in 2021. This can be compared with patent applications that were 58 568 in Germany in 2021 and 1 662 in Finland in 2021. In Sweden there has never been a protection for utility models. The only protection for technical solutions is patents and business secrets. The threshold for obtaining a patent is high, due to the legal requirements and the costs. The patent protection is there for often not chosen by SMEs in Sweden. This study examines whether the protection of utility models in other countries in the Baltic region provide SMEs in these countries with better options to protect their innovations. The legal methodology is comparative law. In order to study the effects of the legal differences statistics are examined and interviews done with SMEs from different industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=baltic%20sea%20region" title="baltic sea region">baltic sea region</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20law" title=" comparative law"> comparative law</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a>, <a href="https://publications.waset.org/abstracts/search?q=utility%20model" title=" utility model"> utility model</a> </p> <a href="https://publications.waset.org/abstracts/149097/intellectual-property-and-smes-in-the-baltic-sea-region-a-comparative-study-on-the-use-of-the-utility-model-protection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149097.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">114</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">1022</span> Genetic Divergence of Life History Traits in Indian Populations of Drosophila bipectinata</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manvender%20Singh">Manvender Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Temperature is one of the most important climatic parameter for explaining the geographic distribution of ectothermic species. Empirical investigations on norms of the reaction according to developmental temperatures are helpful in analyzing the adapture capacity of a species which may be related to its ecological niche. In the present investigation, we have compared the effects of developmental temperatures on fecundity, hatchability, viability, and duration of development in five natural populations of Drosophila bipectinata along the latitudinal range. The clinal patterns for fecundity, as well as ovariole number, were observed which showed significant positive correlation (r=0.97). Similarly, hatchability and duration of development also revealed a positive correlation with latitude. Hence, suggesting the role of natural selection in maintaining the genetic divergence for life history traits along the north-south transect of the Indian Subcontinent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20temperature" title="growth temperature">growth temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=fecundity" title=" fecundity"> fecundity</a>, <a href="https://publications.waset.org/abstracts/search?q=hatchability" title=" hatchability"> hatchability</a>, <a href="https://publications.waset.org/abstracts/search?q=viability" title=" viability"> viability</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20development" title=" duration of development"> duration of development</a>, <a href="https://publications.waset.org/abstracts/search?q=Drosophila" title=" Drosophila"> Drosophila</a> </p> <a href="https://publications.waset.org/abstracts/2607/genetic-divergence-of-life-history-traits-in-indian-populations-of-drosophila-bipectinata" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2607.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">242</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">1021</span> The African Translator as a Literary Globetrotter in Minds and Thoughts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boudersa%20Said%20Sami">Boudersa Said Sami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at revealing the new role of the African translator as a progressive traveler in the thoughts and minds of both Africans and others via his/her multidimensional translations, and a particular focus will be here on literary translation. The African translator, in this respect, is a great actor in Africa’s literary, intellectual and philosophical movement through his exploration of great literary books and highly-echoed intellectual masterpieces via translation. The paper’s hypothesis revolves around the importance of the African translator in moving from one thought to another as shifting from one language to another (French to English or English to French and Arabic). Unless the African translator is alert-minded, lively and animated, the African thoughts are stagnant and Africa is a big mire of rotten ideas. African thoughts are alive, providing that translation is vivid. The findings of the paper reveal the significance of the African translator’s multidimensional roles in keeping Africa in movement. As a pertinent recommendation, translation in Africa should be fostered and its tools should be enhanced as well to keep Africa’s thoughts in continuous mobility between geographic areas as languages are in a progressive move through translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African" title="African">African</a>, <a href="https://publications.waset.org/abstracts/search?q=translator" title=" translator"> translator</a>, <a href="https://publications.waset.org/abstracts/search?q=literary" title=" literary"> literary</a>, <a href="https://publications.waset.org/abstracts/search?q=globetrotter" title=" globetrotter"> globetrotter</a>, <a href="https://publications.waset.org/abstracts/search?q=movement" title=" movement"> movement</a> </p> <a href="https://publications.waset.org/abstracts/145723/the-african-translator-as-a-literary-globetrotter-in-minds-and-thoughts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145723.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">156</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">1020</span> Effects of School Culture and Curriculum on Gifted Adolescent Moral, Social, and Emotional Development: A Longitudinal Study of Urban Charter Gifted and Talented Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebekah%20Granger%20Ellis">Rebekah Granger Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=Pat%20J.%20Austin"> Pat J. Austin</a>, <a href="https://publications.waset.org/abstracts/search?q=Marc%20P.%20Bonis"> Marc P. Bonis</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20B.%20Speaker"> Richard B. Speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jr."> Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using two psychometric instruments, this study examined social and emotional intelligence and moral judgment levels of more than 300 gifted and talented high school students enrolled in arts-integrated, academic acceleration, and creative arts charter schools in an ethnically diverse large city in the southeastern United States. Gifted and talented individuals possess distinguishable characteristics; these frequently appear as strengths, but often serious problems accompany them. Although many gifted adolescents thrive in their environments, some struggle in their school and community due to emotional intensity, motivation and achievement issues, lack of peers and isolation, identification problems, sensitivity to expectations and feelings, perfectionism, and other difficulties. These gifted students endure and survive in school rather than flourish. Gifted adolescents face special intrapersonal, interpersonal, and environmental problems. Furthermore, they experience greater levels of stress, disaffection, and isolation than non-gifted individuals due to their advanced cognitive abilities. Therefore, it is important to examine the long-term effects of participation in various gifted and talented programs on the socio-affective development of these adolescents. Numerous studies have researched moral, social, and emotional development in the areas of cognitive-developmental, psychoanalytic, and behavioral learning; however, in almost all cases, these three facets have been studied separately leading to many divergent theories. Additionally, various frameworks and models purporting to encourage the different socio-affective branches of development have been debated in curriculum theory, yet research is inconclusive on the effectiveness of these programs. Most often studied is the socio-affective domain, which includes development and regulation of emotions; empathy development; interpersonal relations and social behaviors; personal and gender identity construction; and moral development, thinking, and judgment. Examining development in these domains can provide insight into why some gifted and talented adolescents are not always successful in adulthood despite advanced IQ scores. Particularly whether emotional, social and moral capabilities of gifted and talented individuals are as advanced as their intellectual abilities and how these are related to each other. This mixed methods longitudinal study examined students in urban gifted and talented charter schools for (1) socio-affective development levels and (2) whether a particular environment encourages developmental growth. Research questions guiding the study: (1) How do academically and artistically gifted 10th and 11th grade students perform on psychological scales of social and emotional intelligence and moral judgment? Do they differ from the normative sample? Do gender differences exist among gifted students? (2) Do adolescents who attend distinctive gifted charter schools differ in developmental profiles? Students’ performances on psychometric instruments were compared over time and by program type. Assessing moral judgment (DIT-2) and socio-emotional intelligence (BarOn EQ-I: YV), participants took pre-, mid-, and post-tests during one academic school year. Quantitative differences in growth on these psychological scales (individuals and school-wide) were examined. If a school showed change, qualitative artifacts (culture, curricula, instructional methodology, stakeholder interviews) provided insight for environmental correlation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented%20programs" title="gifted and talented programs">gifted and talented programs</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20judgment" title=" moral judgment"> moral judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20intelligence" title=" social and emotional intelligence"> social and emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20education" title=" socio-affective education"> socio-affective education</a> </p> <a href="https://publications.waset.org/abstracts/83227/effects-of-school-culture-and-curriculum-on-gifted-adolescent-moral-social-and-emotional-development-a-longitudinal-study-of-urban-charter-gifted-and-talented-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83227.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">192</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">1019</span> Challenges Faced by the Parents of Mentally Challenged Children in India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chamaraja%20Parulli">Chamaraja Parulli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Family is an important social institution devoted to the growth of a child, and parents are the important agents of socialization. Mentally challenged children are those who are affected by intellectual disability, which is manifested by limitation in intellectual functioning and adoptive behavior. Intellectual disability affects about 3-4 percentage of the general population. Intellectual disability is caused by genetic condition, problems during pregnancy, problems during childbirth, or illness. Mental retardation is the world’s most complex and challenging issue. The stigmatization of disability results in social and economic marginalization. Parents of the mentally challenged children will have a very high level of parenting stress, which is significantly more than the stress perceived by the parents of the children without disability. The prevalence of severe mental disorder called Schizophrenia is among 1.1 percent of the total population in India. On the other hand, 11 to 12 percent is the overall lifetime occurrence rate of mental disorders. While the government has a separate program for mental health, the segment is marred by lack of adequate doctors and infrastructure. Mentally retarded children have certain limitations in mental functioning and skills, which makes them slow learners in speaking, walking, and taking care of their personal needs such as dressing and eating. Accepting a child with mental handicap becomes difficult for parents and to the whole family, as they have to face many problems, including those of management, finance, deprivation of rest, and leisure. Also, the problems faced by the parents can be seen in different areas like – educational, psychological, social, emotional, financial and family related issues. The study brought out various difficulties and problems faced by the parents as well as family members. The findings revealed that the mental retardation is not only a medico-psychological problem but also a socio-cultural problem. The study results, however, indicate that the quality of life of the family having children with mental retardation can be improved to a greater extent by building up a child-friendly ambience at home. The main aim of the present study is to assess the problems faced by the parents of mentally challenged children, with the help of personal interview data collected from the parents of mentally challenged children, residing in Shimoga District of Karnataka State, India. These individuals were selected using stratified random sampling method. Organizing effective intervention programs for parents, family, society, and educational institutions towards reduction of family stress, augmenting the family’s strengths, increasing child’s competence and enhancing the positive attitudes and values of the society will go a long way for the peaceful existence of the mentally challenged children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentally%20challenged%20children" title="mentally challenged children">mentally challenged children</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20children" title=" special children"> special children</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20infrastructure" title=" social infrastructure"> social infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=differently%20abled" title=" differently abled"> differently abled</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20stress" title=" psychological stress"> psychological stress</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalization" title=" marginalization"> marginalization</a> </p> <a href="https://publications.waset.org/abstracts/119903/challenges-faced-by-the-parents-of-mentally-challenged-children-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119903.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">109</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">1018</span> Understanding the Manifestation of Psychosocial Difficulties in Children with Developmental Language Disorder, with a Focus on Anxiety and Social Frustration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annabel%20Burnley">Annabel Burnley</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20St.%20Clair"> Michelle St. Clair</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Dack"> Charlotte Dack</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Wren"> Yvonne Wren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with Developmental Language Disorder (DLD) are well documented to experience social and emotional difficulties. Despite this, there is little consensus as to how these difficulties manifest, without which the ability to develop prevention initiatives is limited. An online survey was completed by 107 parents of either child with DLD (‘DLD sample’; n=57), or typically developing children (‘typical sample’; n=50), all aged 6-12 years old. Psychosocial symptom measures were used, alongside 11 psychosocial statements generated from previous qualitative work. Qualitative interviews were then held to understand the manifestation of key difficulties in more depth (n=4). The DLD sample scored significantly higher on all psychosocial statements than the typical sample. Experiencing anxiety (80.7%), requiring routine and sameness (75.4%) and struggling to regulate their emotions (75.4%) were the most common difficulties for a majority of children with DLD. For this DLD sample, family communication and coping styles were found not to contribute to the manifestation of these difficulties. Two separate mediation models were run to understand the role of other psychosocial difficulties in the manifestation of (1) anxiety and (2) social frustration. ‘Intolerance of uncertainty was found to strongly mediate the relationship between DLD diagnosis and symptoms of anxiety. Emotion regulation was found to moderately mediate the relationship between DLD diagnosis and social frustration. Parents appear to cope well with their children’s complex psychosocial needs, but further external intervention is needed. Intervention focussing on intolerance of uncertainty and emotion dysregulation may help the management of anxiety and social frustration. Further research is needed to understand the children’s routined behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20difficulties" title="psychosocial difficulties">psychosocial difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20language%20disorder" title=" developmental language disorder"> developmental language disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/155048/understanding-the-manifestation-of-psychosocial-difficulties-in-children-with-developmental-language-disorder-with-a-focus-on-anxiety-and-social-frustration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">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">1017</span> Transpersonal Model of an Individual's Creative Experiencef</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anatoliy%20Kharkhurin">Anatoliy Kharkhurin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modifications that the prefix ‘trans-‘ refers to start within a person. This presentation focuses on the transpersonal that goes beyond the individual (trans-personal) to encompass wider aspects of humanities, specifically peak experience as a culminating stage of the creative act. It proposes a model according to which the peak experience results from a harmonious vibration of four spheres, which transcend an individual’s capacities and bring one to a qualitatively different level of experience. Each sphere represents an aspect of creative activity: superconscious, intellectual, emotive and active. Each sphere corresponds to one of four creative functions: authenticity, novelty, aesthetics, and utility, respectively. The creative act starts in the superconscious sphere: the supreme pleasure of Creation is reflected in creative pleasure, which is realized in creative will. These three instances serve as a source of force axes, which penetrate other spheres, and in place of infiltration establish restrictive, expansive, and integrative principles, respectively; the latter balances the other two and ensures a harmonious vibration within a sphere. This Hegelian-like triad is realized within each sphere in the form of creative capacities. The intellectual sphere nurtures capacities to invent and to elaborate, which are integrated by capacity to conceptualize. The emotive sphere nurtures satiation and restrictive capacities integrated by capacity to balance. The active sphere nurtures goal orientation and stabilization capacities integrated by capacity for self-expression. All four spheres vibrate within each other – the superconscious sphere being in the core of the structure followed by intellectual, emotive, and active spheres, respectively – thereby reflecting the path of creative production. If the spheres vibrate in-phase, their amplitudes amplify the creative energy; if in antiphase – the amplitudes reduce the creative energy. Thus, creative act is perceived as continuum with perfectly harmonious vibration within and between the spheres on one side and perfectly disharmonious vibration on the other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=transpersonal" title=" transpersonal"> transpersonal</a>, <a href="https://publications.waset.org/abstracts/search?q=peak%20experience" title=" peak experience"> peak experience</a> </p> <a href="https://publications.waset.org/abstracts/42946/transpersonal-model-of-an-individuals-creative-experiencef" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1016</span> The Contribution of Woman Towards Social Development: A Case of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haga%20Elimam">Haga Elimam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study has contributed to determine the degree to which the women of Saudi Arabia play an imperative role in the developmental processes. This research provided a twofold objective to motivate Saudi females to take part in the development of society. The quantitative design has been implied for assessing outcomes through descriptive statistics techniques. The data has been analyzed by regression analysis. The outcomes of the study showed that when women were provided with health and educational necessities and adequate opportunities, they were able to contribute effectively in achieving desired developmental objectives for the nation. Saudi women constitute approximately half of the society; thus, they are equally provided health and justice rights. It has been concluded through the results of the study that the nature of Saudi society, customs, traditions, and beliefs affect the role played by women of Saudi Arabia. This study examines the tangible changes that comprised all aspects of life due to international exposure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20development" title="social development">social development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20service" title=" social service"> social service</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20society%20and%20educational%20sector" title=" civil society and educational sector"> civil society and educational sector</a> </p> <a href="https://publications.waset.org/abstracts/113135/the-contribution-of-woman-towards-social-development-a-case-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113135.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">135</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">1015</span> Early Education Assessment Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anantdeep%20Kaur">Anantdeep Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharanjeet%20Singh"> Sharanjeet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood education and assessment of children is a very essential tool that helps them in their growth and development. Techniques should be developed, and tools should be created in this field as it is a very important learning phase of life. Some information and sources are included for student assessment to provide a record of growth in all developmental areas cognitive, physical, Language, social-emotional, and approaches to learning. As an early childhood educator, it is very important to identify children who need special support and counseling to improve them because they are not mentally mature to discuss with the teacher their problems and needs. It is the duty and responsibility of the educator to assess children from their body language, behavior, and their routine actions about their skills that can be improved and which can take them forward in their future life. And also, children should be assessed with their weaker points because this is the right time to correct them, and they be improved with certain methods and tools by working on them constantly. Observing children regularly with all their facets of development, including intellectual, linguistic, social-emotional, and physical development. Every day, a physical education class should be regulated to check their physical growth activities, which can help to assess their physical activeness and motor abilities. When they are outside on the playgrounds, it is very important to instill environmental understanding among them so that they should know that they are very part of this nature, and it will help them to be one with the universe rather than feeling themselves individually. This technique assists them in living their childhood full of energy all the time. All types of assessments have unique purposes. It is important first to determine what should be measured, then find the program that best assesses those. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title="special needs">special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20ability" title=" motor ability"> motor ability</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20understanding" title=" environmental understanding"> environmental understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20development" title=" physical development"> physical development</a> </p> <a href="https://publications.waset.org/abstracts/156331/early-education-assessment-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156331.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">94</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">1014</span> Ecological Systems Theory, the SCERTS Model, and the Autism Spectrum, Node and Nexus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Surmei">C. Surmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is a complex developmental disorder that can affect an individual’s (but is not limited to) cognitive development, emotional development, language acquisition and the capability to relate to others. Ecological Systems Theory is a sociocultural theory that focuses on environmental systems with which an individual interacts. The SCERTS Model is an educational approach and multidisciplinary framework that addresses the challenges confronted by individuals on the autism spectrum and other developmental disabilities. To aid the understanding of ASD and educational philosophies for families, educators, and the global community alike, a Comparative Analysis was undertaken to examine key variables (the child, society, education, nurture/care, relationships, communication). The results indicated that the Ecological Systems Theory and the SCERTS Model were comparable in focus, motivation, and application, attaining to a viable and notable relationship between both theories. This paper unpacks two child development philosophies and their relationship to each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20systems%20theory" title=" ecological systems theory"> ecological systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=SCERTS%20model" title=" SCERTS model"> SCERTS model</a> </p> <a href="https://publications.waset.org/abstracts/88543/ecological-systems-theory-the-scerts-model-and-the-autism-spectrum-node-and-nexus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88543.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">586</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">1013</span> The Structure of the Intangible Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kolesnikova%20Julia">Kolesnikova Julia</a>, <a href="https://publications.waset.org/abstracts/search?q=Fakhrutdinova%20Elena"> Fakhrutdinova Elena</a>, <a href="https://publications.waset.org/abstracts/search?q=Zagidullina%20Venera"> Zagidullina Venera</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamasheva%20Anastasia"> Kamasheva Anastasia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article deals with the structure of intangible capital. A significant share of intangible capital is associated with a person as such and can be considered as human capital, which in turn also has a complex structure, including intellectual, social, organizational, client, reputational capital. We have allocated a separate category of intangible capital - unidentifiable capital, including a variety of synergistic interaction effects, etc. the structure of intangible capital. A significant share of intangible capital is associated with a person as such and can be considered as human capital, which in turn also has a complex structure, including intellectual, social, organizational, client, reputational capital. We have allocated unidentifiable capital as a separate category of intangible capital, including a variety of synergistic interaction effects and other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intangible%20capital" title="intangible capital">intangible capital</a>, <a href="https://publications.waset.org/abstracts/search?q=intangible%20property" title=" intangible property"> intangible property</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20of%20intangible%20property" title=" object of intangible property"> object of intangible property</a>, <a href="https://publications.waset.org/abstracts/search?q=reputation%20capital" title=" reputation capital"> reputation capital</a> </p> <a href="https://publications.waset.org/abstracts/25209/the-structure-of-the-intangible-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25209.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">535</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">1012</span> Role of Biotechnology on Pharmaceutical Inventions: An Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Prema">E. Prema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biotechnology is a study relating to the practical application of living beings in different fields. Generally, it is a study with regard to living organisms in the industrial utilization. It is the technology, which uses living organisms or its parts for specific commercial use. Modification and application of living beings for different practical purposes is possible through biotechnology. Furthermore, today biotechnology is being used in different fields for better results. It is worthwhile to note here that biotechnology is one of the most innovative and intensive industries. It has used the genetically based characteristics in microorganisms, plants and animals to create drugs and to develop drug therapies, which may prevent, cure or alleviate disease and their symptoms. Drugs are basically chemicals and while patenting drugs, the conditions of patentability of chemicals and the types that can be patented are equally applicable to drugs also. Nowadays, the role of biotechnology for manufacturing drugs has assumed much importance because of intellectual property rights. By way using biotechnology, most of the pharmaceutical inventions are getting protection for the period of 20 years as per the Patents Act, 1970 as amended in 2005. There is no doubt that biotechnology is serving the public at large with regard manufacturing drugs and helping the needy people on time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biotechnology" title="biotechnology">biotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=drugs" title=" drugs"> drugs</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20rights" title=" intellectual property rights"> intellectual property rights</a>, <a href="https://publications.waset.org/abstracts/search?q=patents" title=" patents "> patents </a> </p> <a href="https://publications.waset.org/abstracts/24341/role-of-biotechnology-on-pharmaceutical-inventions-an-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24341.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">454</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">1011</span> A Study of Bilingual Development of a Mandarin and English Bilingual Preschool Child from China to Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiang%20Guo">Qiang Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruying%20Qi"> Ruying Qi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project aims to trace the developmental patterns of a child's Mandarin and English from China to Australia from age 3; 03 till 5; 06. In childhood bilingual studies, there is an assumption that age 3 is the dividing line between simultaneous bilinguals and sequential bilinguals. Determining similarities and differences between Bilingual First Language Acquisition, Early Second Language Acquisition, and Second Language Acquisition is of great theoretical significance. Studies on Bilingual First Language Acquisition, hereafter, BFLA in the past three decades have shown that the grammatical development of bilingual children progresses through the same developmental trajectories as their monolingual counterparts. Cross-linguistic interaction does not show changes of the basic grammatical knowledge, even in the weaker language. While BFLA studies show consistent results under the conditions of adequate input and meaningful interactional context, the research findings of Early Second Language Acquisition (ESLA) have demonstrated that this cohort proceeds their early English differently from both BFLA and SLA. The different development could be attributed to the age of migration, input pattern, and their Environmental Languages (Lε). In the meantime, the dynamic relationship between the two languages is an issue to invite further attention. The present study attempts to fill this gap. The child in this case study started acquiring L1 Mandarin from birth in China, where the environmental language (Lε) coincided with L1 Mandarin. When she migrated to Australia at 3;06, where the environmental language (Lε) was L2 English, her Mandarin exposure was reduced. On the other hand, she received limited English input starting from 1; 02 in China, where the environmental language (Lε) was L1 Mandarin, a non-English environment. When she relocated to Australia at 3; 06, where the environmental language (Lε) coincided with L2 English, her English exposure significantly increased. The child’s linguistic profile provides an opportunity to explore: (1) What does the child’s English developmental route look like? (2) What does the L1 Mandarin developmental pattern look like in different environmental languages? (3) How do input and environmental language interact in shaping the bilingual child’s linguistic repertoire? In order to answer these questions, two linguistic areas are selected as the focus of the investigation, namely, subject realization and wh-questions. The chosen areas are contrastive in structure but perform the same semantic functions in the two linguistically distant languages and can serve as an ideal testing ground for exploring the developmental path in the two languages. The longitudinal case study adopts a combined approach of qualitative and quantitative analysis. Two years’ Mandarin and English data are examined, and comparisons are made with age-matched monolinguals in each language in CHILDES. To the author’s best knowledge, this study is the first of this kind examining a Mandarin-English bilingual child's bilingual development at a critical age, in different input patterns, and in different environmental languages (Lε). It also expands the scope of the theory of Lε, adding empirical evidence on the relationship between input and Lε in bilingual acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20development" title="bilingual development">bilingual development</a>, <a href="https://publications.waset.org/abstracts/search?q=age" title=" age"> age</a>, <a href="https://publications.waset.org/abstracts/search?q=input" title=" input"> input</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20language%20%28Le%29" title=" environmental language (Le)"> environmental language (Le)</a> </p> <a href="https://publications.waset.org/abstracts/153088/a-study-of-bilingual-development-of-a-mandarin-and-english-bilingual-preschool-child-from-china-to-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153088.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1010</span> NFTs, between Opportunities and Absence of Legislation: A Study on the Effect of the Rulings of the OpenSea Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Ando">Andrea Ando</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of the blockchain has been a major innovation in the technology field. It opened the door to the creation of novel cyberassets and currencies. In more recent times, the non-fungible tokens have started to be at the centre of media attention. Their popularity has been increasing since 2021, and they represent the latest in the world of distributed ledger technologies and cryptocurrencies. It seems more and more likely that NFTs will play a more important role in our online interactions. They are indeed increasingly taking part in the arts and technology sectors. Their impact on society and the market is still very difficult to define, but it is very likely that there will be a turning point in the world of digital assets. There are some examples of their peculiar behaviour and effect in our contemporary tech-market: the former CEO of the famous social media site Twitter sold an NFT of his first tweet for around £2,1 million ($2,5 million), or the National Basketball Association has created a platform to sale unique moment and memorabilia from the history of basketball through the non-fungible token technology. Their growth, as imaginable, paved the way for civil disputes, mostly regarding their position under the current intellectual property law in each jurisdiction. In April 2022, the High Court of England and Wales ruled in the OpenSea case that non-fungible tokens can be considered properties. The judge, indeed, concluded that the cryptoasset had all the indicia of property under common law (National Provincial Bank v. Ainsworth). The research has demonstrated that the ruling of the High Court is not providing enough answers to the dilemma of whether minting an NFT is a violation or not of intellectual property and/or property rights. Indeed, if, on the one hand, the technology follows the framework set by the case law (e.g., the 4 criteria of Ainsworth), on the other hand, the question that arises is what is effectively protected and owned by both the creator and the purchaser. Then the question that arises is whether a person has ownership of the cryptographed code, that it is indeed definable, identifiable, intangible, distinct, and has a degree of permanence, or what is attached to this block-chain, hence even a physical object or piece of art. Indeed, a simple code would not have any financial importance if it were not attached to something that is widely recognised as valuable. This was demonstrated first through the analysis of the expectations of intellectual property law. Then, after having laid the foundation, the paper examined the OpenSea case, and finally, it analysed whether the expectations were met or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20law" title=" technology law"> technology law</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20law" title=" digital law"> digital law</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptoassets" title=" cryptoassets"> cryptoassets</a>, <a href="https://publications.waset.org/abstracts/search?q=NFTs" title=" NFTs"> NFTs</a>, <a href="https://publications.waset.org/abstracts/search?q=NFT" title=" NFT"> NFT</a>, <a href="https://publications.waset.org/abstracts/search?q=property%20law" title=" property law"> property law</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20law" title=" intellectual property law"> intellectual property law</a>, <a href="https://publications.waset.org/abstracts/search?q=copyright%20law" title=" copyright law"> copyright law</a> </p> <a href="https://publications.waset.org/abstracts/164193/nfts-between-opportunities-and-absence-of-legislation-a-study-on-the-effect-of-the-rulings-of-the-opensea-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164193.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">89</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">1009</span> Study and Historical Rooting the Causes of the Decline of Islamic Civilization (Case Study: From the 11th Century to the Contemporary Era)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajjad%20Shalsouz">Sajjad Shalsouz</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20karamipour"> Hamid karamipour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islamic civilization after a period of glory in the ninth and tenth centuries AD, known as the Islamic Renaissance, stagnated and declined from the eleventh century, despite the political and military power of Islamic governments, faced a scientific and cultural decline in later, foreign invaders such as the Mongol invasion, the Crusades, and Timur invasions also caused severe political, social, and economic instability, some of which were never remedied. Lack of growth of intellectual sciences in Islamic societies, which is necessary for the growth and development of any civilization, and lack of attention of the ruling class and the masses to this important factor, the tyranny of kings, social and economic turmoil from the thirteenth century onwards, absence of Islamic societies from global developments all intensified and stabilized the decline Islamic civilizations, the consequences of which are still evident. This article tries to deal with the historical factors of this decline and decadence from the 11th century to the contemporary era by examining historical events and issues and achieves a desirable and efficient result in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20civilization" title="Islamic civilization">Islamic civilization</a>, <a href="https://publications.waset.org/abstracts/search?q=decline" title=" decline"> decline</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20factors" title=" historical factors"> historical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20sciences" title=" intellectual sciences"> intellectual sciences</a> </p> <a href="https://publications.waset.org/abstracts/157169/study-and-historical-rooting-the-causes-of-the-decline-of-islamic-civilization-case-study-from-the-11th-century-to-the-contemporary-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157169.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">1008</span> Transformational Leadership Style of Principal and Conflict Management in Public Secondary Schools in North Central Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odeh%20Regina%20Comfort">Odeh Regina Comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelina%20Okewu%20Ogwuche"> Angelina Okewu Ogwuche</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated transformational leadership style of principal and conflict management in secondary schools in North Central Nigeria. A descriptive survey design was adopted. The population of the study comprised 34,473 teachers in 1949 public secondary schools in the study area. Proportionate stratified random sampling and simple random sampling techniques were used to select 39 public secondary schools and 689 respondents, respectively, for the study. The researcher utilized a self-structured questionnaire titled 'Influence of Transformational Leadership Style Questionnaire (ITLSQ)'. Face and content validity were ensured. The reliability index of 0.86 was obtained through Cronbach alpha statistics. The instrument was a modified Likert rating scale of Very High Extent (4), High Extent (3), Low Extent (2) and Very Low Extent (1). Mean, and standard deviation were used to answer 2 research questions, while chi-square goodness of fit was used to test the 2 hypotheses at 0.05 level of significance. The results among others indicate: that intellectual stimulation and individualized components of transformational leadership style of principal in public secondary schools in the study area have significant influence on conflict management in secondary schools. Based on the results, it was recommended that principals of secondary schools should be encouraged to practice the intellectual stimulation component of transformational leadership style that would help to consider teachers' levels of knowledge to decide what suits them to reach high levels of attainment thereby minimizing conflict in school settings; also transformational leadership should be taught to all people at all levels of secondary school especially that which pertains to individualized consideration to have a positive impact on the overall performance of teachers and this would help to minimize conflict in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management" title="conflict management">conflict management</a>, <a href="https://publications.waset.org/abstracts/search?q=individualized%20consideration" title=" individualized consideration"> individualized consideration</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20stimulation" title=" intellectual stimulation"> intellectual stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership%20style" title=" transformational leadership style"> transformational leadership style</a> </p> <a href="https://publications.waset.org/abstracts/118675/transformational-leadership-style-of-principal-and-conflict-management-in-public-secondary-schools-in-north-central-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1007</span> A Transformational Ecology Model of School Based Universal Mental Health Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheryl%20M.%20Bowen">Cheryl M. Bowen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding that children thrive in a multi-systems approach to mental health development, a growing number of schools often promote school-based positive youth development however, there is scant empirical evidence investigating effective school-based “wraparound” mental health services for low income, Latinx children and their families. This 10-month case study utilizes a sample of 281 low-income, Latinx parents and their children, and 23 K-5th grade teachers living in northern California to test the hypothesis that a school-based mental health program can strengthen students’ developmental asset attainment and positively impact the school environment. The study utilized triangulated data to ascertain the effects of two program levels - (a) mental health and (b) positive child development services. All services were site-based and meant to target a wide variety of families. Findings from the study report that the universal mental health program increased the developmental asset attainment in 5 out of 8 thriving indicators thus transforming the child within his/her environment. Data collected from the administrative referral report demonstrate that the project also positively impacted the school climate. Parents and teachers felt more connected to the school, and referrals were down for discipline (35%), academics (66%), and suspensions (51%). The study concludes that a transformational ecology model of positive child development is the most effective means to nurture connections to all socializing agencies in a child’s ecosystem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20development" title=" child development"> child development</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20youth%20development" title=" positive youth development"> positive youth development</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20assets" title=" developmental assets"> developmental assets</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20systems%20theory" title=" ecological systems theory"> ecological systems theory</a> </p> <a href="https://publications.waset.org/abstracts/170597/a-transformational-ecology-model-of-school-based-universal-mental-health-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1006</span> Language Developmental Trends of Mandarin-Speaking Preschoolers in Beijing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nga%20Yui%20Tong">Nga Yui Tong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mandarin, the official language of China, is based on the Beijing dialect and is spoken by more than one billion people from all over the world. To investigate the trends of Mandarin acquisition, 192 preschoolers are recruited by stratified random sampling. They are from 4 different districts in Beijing, 2 schools in each district, with 4 age groups, both genders, and 3 children in each stratum. The children are paired up to conduct semi-structured free play for 30 minutes. Their language output is videotaped, transcribed, and coded for the calculation of Mean Length of Utterance (MLU). Two-way ANOVA showed that the variation of MLU is significantly contributed by age, which is coherent to previous findings of other languages. This first large-scale study to investigate the developmental trend of Mandarin in young children in Beijing provides empirical evidence to the development of standards and curriculum planning for early Mandarin education. Interestingly, the gender effect in the study is insignificant, with boys showing a slightly higher MLU than girls across all age groups and settings, except the 4.5 years same-gender dyads. The societal factors in the Chinese context on parenting and gender bias are worth looking into. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beijing" title="Beijing">Beijing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin" title=" Mandarin"> Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114658/language-developmental-trends-of-mandarin-speaking-preschoolers-in-beijing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114658.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">120</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=2">2</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=intellectual%20and%20developmental%20disabilty&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=6">6</a></li> <li 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