2^nd International Conference on Social Sciences & Interdisciplinary Studies June 18-19, 2018 Rome, Italy

Dr. Clarissa M. Uttley teaches courses on assessment and quantitative research at Plymouth State University. She previously worked in private preschools in Massachusetts with children from age 3 to 6 and their families. She has presented at numerous educational conferences including the National Association for the Education of Young Children (NAEYC) and the New England Educational Research Organization (NEERO) annual conferences. Her work has been published in the Journal of Early Childhood Teacher Education, Journal of Emotional Abuse, and she continues to present her research for national and international audiences.

This study explored the utilization of safety precautions and their level of success for researchers studying social deviance or criminal behavior. A main purpose of this study was to discover what safety precautions are used by researchers engaged in the study of social deviance or criminal behavior, and which of those precautions are considered to be successful at reducing or eliminating risk. An online survey instrument was used to gather data from the sample (n=805) which included researchers who have conducted qualitative and/or quantitative fieldwork or non-fieldwork based research on the topic of social deviance or criminal behavior. The most frequently used safety precautions were consider or discuss possible safety issues, dress for the environment, set limits, and develop a professional/social network of support. These four precautions were found to be very successful or better (Likert scale rating of 4 or higher) by the majority of respondents. Numerous charts and graphs will be used to present data from this study.

Agnieszka Rossa has completed her Graduation from University of Lodz, Faculty of Economy and Sociology, with specialization in Econometry and completed Habilitation from the same university and faculty. She is a Chair of Department of Demography and Social Gerontology.

The new trends in fuzzy analysis are based on the algebraic approach to fuzzy numbers. The essential idea in such an approach is representing the membership function of a fuzzy number as an element of any square-integrable function space. As a starting point we treat the well known Koissi-Shapiro fuzzy mortality model. We onsider the fuzzy mortality models where the membership function number is strictly monotonic and therefore we can decompose it into two parts: strictly increasing Ψ and strictly decreasing Φ. Then there exist the inverse functions, denoted as f(u)=Ψ-1(u) and (u), for u [0, 1] and the couple (f,g) is belonging to the Cartesian product . The most frequently used membership functions are triangular functions. Nasibov et al. have applied exponential function to approximation triangular membership functions. Hence, we can get two differentiable functions f and g, defined on the interval [0, 1], and are square-integrable, denoted as . The scalar product in the space is given by the formula\r\n\r\n g )g(u)du\r\n\r\nIt is commonly known that a set of vectors { } in is called an orthonormal set if < >=0 for and For an orthonormal set and for every vector we have the following expansion\r\n\r\n \r\n\r\nDenoting and we can transform the membership function µ in a form of the couple , where\r\n\r\n and .\r\n\r\nThe above series can be put into the Koissi-Shapiro mortality model and resolved with respect to the coefficients and }.\r\n

Mozhgan Akbari Naghani PhD.\r\nBachelor degree in educational science field from Esfahan Governmental University\r\n(Iran). Master degree in educational science from Islamic Azad University Esfahan (Iran)\r\nPhD degree in counseling and guidance from University Science Malaysia (USM)

This study aimed at investigating the effectiveness of teaching communicative skills on the reduction of aggression of students. This study was done on the 30 female students suffering from aggression in second grade of a high school in Dehloran city in academic year 2016-17. A random sampling was done in multiple stages and the students were divided into two control and experimental groups (consisting 15 students each). The experimental group was under teaching of communicative skills in 10 sessions while the control group did not receive this teaching program. The research design of this study was quasi experiment which included one-month gradual pre-test and post-test. Students’ aggression was measured by aggression test questionnaire (AGQ).The results of the analysis of covariance showed that compared to the control group, the teaching of communicative skills significantly changed the aggression signs during and after the period. There was a significance value (p<0.0001) in this study. Based on the findings of this study, the communicative skills led to the reduction of aggression of the high school female students.