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workshop</title> <meta name="description" content="Search results for: workshop"> <meta name="keywords" content="workshop"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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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="workshop"> <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> 219</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: workshop</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">219</span> Saudi Arabian Science and Mathematics Teachers’ Attitudes toward Integrating STEM in Teaching before and after Participating in a Professional Development Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulwali%20H.%20Aldahmash">Abdulwali H. Aldahmash</a>, <a href="https://publications.waset.org/abstracts/search?q=Naem%20M.%20Alamri"> Naem M. Alamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after they participated in a professional development workshop focused on STEM integration in a specific middle school science and mathematics unit. The participants were 48 Saudi Arabian science and mathematics teachers who participated in a three-day workshop held in Riyadh, Saudi Arabia. The research method was a pretest-posttest group design. The primary data source was the instrument for teachers' attitudes toward teaching integrated STEM. The results indicate that Saudi Arabian science and mathematics teachers’ perceptions of difficulties decreased due to their participation in the professional development workshop on integrated STEM. Meanwhile, the teachers' self-efficacy improved following their participation in the STEM professional development (PD) workshop. However, no perceived effect was found for the teachers' perceptions of the relevance of or their anxiety about or enjoyment of integrated STEM teaching due to their participation in the three-day PD workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20integration" title="STEM integration">STEM integration</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20STEM" title=" attitude toward STEM"> attitude toward STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20workshop" title=" STEM workshop"> STEM workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/100006/saudi-arabian-science-and-mathematics-teachers-attitudes-toward-integrating-stem-in-teaching-before-and-after-participating-in-a-professional-development-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100006.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">210</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">218</span> Higher Order Thinking Skills Workshop: Faculty Professional Development and Its Effect on Their Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Hamdan">Amani Hamdan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A post-workshop of higher-order thinking skills (HOTS), for faculty from diverse academic disciplines, was conducted and the researcher surveyed the participants’ intentions and plans to include HOTS as a goal, as learning and teaching task in their practices. Follow-up interviews with a random sample of participants were used to determine if they fulfilled their intentions three 3 months after the workshop. The degree of planned and enacted HOTS then was analyzed against the post-workshop HOT ability and knowledge. This is one topic that has not been adequately explored in faculty professional development literature where measuring the effect of learning on their ability to use what they learned. This qualitative method study explored a group of male and female faculty members (n=85) enrolled in HOTS 2 day workshop. The results showed that 89% of faculty members although were mostly enthused to apply what they learned after a 3 months period they were caught up with routine presentations and lecturing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20development" title=" faculty development"> faculty development</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20thinking%20skills" title=" higher order thinking skills"> higher order thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/19480/higher-order-thinking-skills-workshop-faculty-professional-development-and-its-effect-on-their-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19480.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">457</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">217</span> An Analysis Study of a Participatory Design Workshop from the Perspectives of Communication Strategies and Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Yu%20Wun">Meng-Yu Wun</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiunde%20Lee"> Jiunde Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Participatory design transfers the role of design team becoming the facilitator who manages to work collaboratively with the 'partners of innovation': users. This facilitator role not just concerns the users’ behaviors or insights under the common practice of user-centered design, it emphasizes the importance of communication experience conducted by various strategies and tools in a workshop session which could profoundly impact the quality of the co-creation process. To investigate the communication experience in the participatory design, this study proposed a qualitative research to analyze communication strategies and tools. A participatory design workshop and following in-depth interviews were carried out to explore how participants (facilitators, users) might apply different strategies and tools to enhance the communication process. The major study findings are as follows: (a) roles had influence on communication experience; facilitators’ principles and methods influenced the usage of facilitation strategies in various situations, while users put more emphasis on communication activities and goals aimed to complete the design tasks, (b) communication tools should be both fixed and changeable: participants had fixed cognition on different forms of communication tools; with the fundamental cognition, they could choose and make use of tools according to their needs, (c) the management of workshop communication should be flexible: controlling the schedule, stimulating innovations, and creating the space for conversation are crucial to facilitate in a participatory workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20experience" title="communication experience">communication experience</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitation" title=" facilitation"> facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20design" title=" participatory design"> participatory design</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/97182/an-analysis-study-of-a-participatory-design-workshop-from-the-perspectives-of-communication-strategies-and-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97182.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">157</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">216</span> Maximizing the Role of Companion Teachers for the Achievement of Professional Competencies and Pedagogics Workshop Activities of Teacher Professional Participants in the Faculty of Teaching and Education of Mulawarman University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makrina%20Tindangen">Makrina Tindangen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problems faced by participants of teacher profession program in Faculty of teaching and education Mulawarman University is professional and pedagogic competence. Professional competence related to the mastery of teaching materials, while pedagogic competence related with the ability to plan and to implement learning. Based on the problems, the purpose of the research is to maximize the role of companion teacher for the achievement of professional and pedagogic competencies in the workshop of the participants of teacher professional education in the Faculty of Teaching and Education of Mulawarman University. Qualitative research method with interview guidance and document to get in-depth data on how to maximize the role of companion teachers in the achievement of professional and pedagogic competencies in the workshop participants of professional education participants. Location of this research is on the Faculty of Teaching and Education of Mulawarman University, Samarinda City, East Kalimantan Province. Research respondents were 12 teachers of workshop facilitator. Descriptive data analysis is through interpretation of interview data. The conclusion of the research result, how to maximize the role of assistant teachers in workshop activities for the professional competence and pedagogic competence of professional teacher training program participants, through facilitation activities conducted by teachers of companion related to real problems faced by students in school, so that the workshop participants have professional competence and pedagogic as an initial competence before carrying out practical activities of field experience in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=companion%20teacher" title="companion teacher">companion teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20and%20pedagogical%20competence" title=" professional and pedagogical competence"> professional and pedagogical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop%20participants" title=" workshop participants"> workshop participants</a> </p> <a href="https://publications.waset.org/abstracts/74842/maximizing-the-role-of-companion-teachers-for-the-achievement-of-professional-competencies-and-pedagogics-workshop-activities-of-teacher-professional-participants-in-the-faculty-of-teaching-and-education-of-mulawarman-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74842.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">189</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">215</span> Effect of a Traffic Psychology Workshop on Enhancing Positive Attitudes towards Road Safety Awareness among Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Ah%20Gang%20Getrude">C. Ah Gang Getrude</a>, <a href="https://publications.waset.org/abstracts/search?q=Iqbal%20Hashmi%20Shazia"> Iqbal Hashmi Shazia</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Nawi%20Nurul%20Hudani"> Mohd Nawi Nurul Hudani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effectiveness of a Traffic Psychology Workshop in enhancing positive attitudes towards road safety awareness among youths. We predicted that youths’ attitudes towards road safety would be more positive after they participated in the one-day workshop. We examined their attitudes towards road safety awareness before and after they attended a one-day workshop. There were 21 participants who completed the pre and post-studies (9 males & 12 females, mean age 22.86, SD=2.03). A Wilcoxon signed-ranks test showed that the mean for post-test ranks for students’ attitudes towards road safety awareness was higher than the mean pre-test ranks, z =-3.16, p = .00. The study showed that the Traffic Psychology Module which focuses on the three elements: i) personality & emotion; Sensation, perception and visual; and mental workload could have positive effects on youths’ attitudes towards road safety awareness. We believe that the Traffic Psychology Module could be used as a guide by relevant authorities, such as the Sabah Road Safety Department, in implementing road safety awareness workshops and programs for the public, particularly road-users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20safety" title=" road safety"> road safety</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20psychology" title=" traffic psychology"> traffic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/71967/effect-of-a-traffic-psychology-workshop-on-enhancing-positive-attitudes-towards-road-safety-awareness-among-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71967.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">328</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">214</span> Vocal Advocacy: A Case Study at the First Black College Regarding Students Experiencing an Empowerment Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20F.%20Brown">Denise F. Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Melina%20McConatha"> Melina McConatha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> African Americans utilizing the art of vocal expressions, particularly for self-expression, has been a historical avenue of advocating for social justice and human rights. Vocal expressions can take many forms, such as singing, poetry, storytelling, and acting. Many well-known artists, politicians, leaders, and teachers used their voices to promote the causes and concerns of the African American community as well as the expression of their own experiences of being 'black' in America. The purpose of this project was to evaluate the perceptions of African American students in utilizing their voices for self-awareness, interview skills, and social change after attending a three-part workshop on vocal advocacy. This research utilized the framework of black feminism to understand empowerment in advocacy and self-expression. Students participated in learning about the power of their voices, and what purpose presence, and passion they discovered through the Immersive Voice workshop. There were three areas covered in the workshop. The first area was the power of the voice, the second area was the application of vocal passion, and the third area was applying the vocal power to express personal interest, interests of advocating for others, and confidence and speaking to others to further careers, i.e., using vocal power for job interviewing skills. The students were instructed to prepare for the workshops by completing a pre-workshop open-ended survey. There were a total of 15 students that participated. After the workshop ended, the students were instructed to complete a post-workshop survey. The surveys were assessed by evaluating both themes and codes from student's written feedback. From the pre-workshop survey, students were given a survey for them to provide feedback regarding the power of voice prior to participating in the workshops. From the student's responses, the theme (advocating for self and others) emerged as it related to student's feedback on what it means to advocate. There were three codes that led to the theme, having knowledge about advocating for self and others, gaining knowledge to advocate for self and others, and using that knowledge to advocate for self and others. After the students completed participation in the workshops, a post workshop- survey was given to the students. Students' feedback was assessed, and the same theme emerged, 'advocating for self and others.' The codes related to the theme, however, were different and included using vocal power (a term students learned during the workshop) to represent self, represent others, and obtain a job/career. In conclusion, the results of the survey showed that students still perceived advocating as speaking up for themselves and other people. After the workshop, students still continued to associate advocacy with helping themselves and helping others but were able to be more specific about how the sound of their voice could help in advocating, and how they could use their voice to represent themselves in getting a job or starting a career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advocacy" title="advocacy">advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=command" title=" command"> command</a>, <a href="https://publications.waset.org/abstracts/search?q=self-expression" title=" self-expression"> self-expression</a>, <a href="https://publications.waset.org/abstracts/search?q=voice" title=" voice"> voice</a> </p> <a href="https://publications.waset.org/abstracts/114974/vocal-advocacy-a-case-study-at-the-first-black-college-regarding-students-experiencing-an-empowerment-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114974.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">110</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">213</span> The Effectiveness of an Injury Prevention Workshop in Increasing Knowledge and Understanding in Grass-Root Youth Coaches </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20De%20Ste%20Croix">Mark De Ste Croix</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Hughes"> Jonathan Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Ayala"> Francisco Ayala</a>, <a href="https://publications.waset.org/abstracts/search?q=Michal%20Lehnert"> Michal Lehnert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are well-known challenges to implementing injury prevention training for youth players but no data are available on the knowledge and understanding of deliverers of such programmes at grass root level. To increase adoption and adherence to such programmes coach knowledge and understanding of injury risk and prevention is essential. Therefore, the purpose of this study was to examine grass-root coaches knowledge and understanding of injury risk and prevention in youth players. 68 grass root coaches (18 females and 50 males) who were attending a one-day injury prevention workshop completed a modified validated questionnaire exploring knowledge and understanding of injury risk and prevention in youth players. Only 59% of coaches agreed that youth players are at a high risk of suffering an injury. There were high levels of agreement that injuries can have negative impacts on team performance (75%) and can cause physical problems in later life (85%), however only around half of coaches felt that injuries affect youth players current quality of life (59%). There was strong agreement that it is possible to prevent injuries in youth players (84%), but coaches were generally unaware of programs to help prevent injuries (84%), and only 9% used some form of injury prevention program. Despite this, nearly all coaches felt that their coaching could benefit from a greater understanding of growth and maturation (91%), injury prevention programmes (91%) and specific exercises (93%) for youth athletes. 17% of coaches rated their knowledge of injury prevention as good/very good at the start of the workshop and this increased to 94% at the end of the workshop. 62% of coaches identified their attitude towards injury prevention as indifferent at the start of the workshop compared with only 1% at the end. Only 14% of coaches at the start of the workshop were confident to deliver an injury prevention session but 83% stated they were confident by the end of the workshop. Finally, 98% of coaches felt that the workshop provided them with the confidence and the knowledge to deliver an injury prevention session and 98% suggested that they would implement injury prevention into their coaching. These data suggest that there is a lack of understanding of grass root coaches that children are a high-risk group for injuries, and that such injuries impact on current quality of life. Despite understanding that injuries can be prevented most grass root coaches do not have the knowledge to implement injury prevention into their coaching and very few do. There is a common consensus amongst these coaches that a greater understanding of such programmes will enhance their coaching. The injury prevention workshop appears to have increased the knowledge and changed the attitude of coaches towards injury prevention. All coaches felt that the workshop provided them with the tools to adopt, implement and deliver injury prevention in their coaching. These data highlight that there is a clear need for education regarding injury risk and prevention to be embedded within the coach education pathway, especially at grass root level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coach%20education" title="coach education">coach education</a>, <a href="https://publications.waset.org/abstracts/search?q=injury%20prevention" title=" injury prevention"> injury prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20understanding" title=" and understanding"> and understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/92297/the-effectiveness-of-an-injury-prevention-workshop-in-increasing-knowledge-and-understanding-in-grass-root-youth-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92297.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">171</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">212</span> A South African Perspective on Self-Leadership Development for Women Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title="self-leadership">self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title=" co-curricular interventions"> co-curricular interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/4217/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4217.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">397</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">211</span> A South African Perspective on Self-Leadership Development for Women Engineering Students – A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive, and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title="co-curricular interventions">co-curricular interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title=" self-leadership"> self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a> </p> <a href="https://publications.waset.org/abstracts/2440/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2440.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">446</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">210</span> Effects of the Gratitude Program on the Gratitude, Well-Being, Perceived Stress, and Stress Coping of Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20H.%20Chen">Yu H. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20C.%20Chen"> Li C. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiang%20Y.%20Wu"> Hsiang Y. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Y.%20%20Chen"> Wan Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yin%20S.%20Lai"> Yin S. Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20S.%20Chen"> Sarah S. Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Little has been done to customize an appropriate program on gratitude for nurses, who work in high-stress environments. The purpose of this study is to design an appropriate program on gratitude for nurses and to investigate the effects of the program. Based on research done by Kaohsiung Medical University’s Positive Psychology Center, the only one of its kind in Taiwan, one of the top five strengths of nurses is gratitude. Instead of adapting from an older model created from past research, the Gratitude Workshop is developed from a quasi-experimental approach and designed with five additional dimensions that emphasize gratitude: thanking others, thanking one's surroundings, cherishing what one has, appreciating hardships, and appreciating the present. A sample of 84 nurses was randomly selected from the Kaohsiung Municipal Ta-Tung Hospital; 43 of who participated in the nine-hour Gratitude Workshop that spanned over three weeks, while the other 41 were part of the waitlist control group. The pretest and posttest included five questionnaires: Inventory of Undergraduates' Gratitude, The Gratitude Questionnaire-6, Mental Health Continuum‐Short Form, Perceived Stress Scale, and the Stress Coping Strategies Questionnaire. Results of the research showed that the Gratitude Workshop elevates gratitude, well-being, and perceived stress on the nurses; however, it was also found in the Stress Coping Strategies Questionnaire that the Gratitude Workshop only heightened the regulation of emotions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude" title="gratitude">gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/65287/effects-of-the-gratitude-program-on-the-gratitude-well-being-perceived-stress-and-stress-coping-of-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65287.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">386</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">209</span> The Contribution of a Workshop Aimed at Providing Social Work Students with Practical Tools for Managing Household Finances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahuva%20Even-Zohar">Ahuva Even-Zohar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Families living in poverty often struggle with poor financial management and accumulating debts. Social workers play a crucial role in assisting these families, but they typically receive no formal training in financial management. Research Aim: The aim of this study was to assess the impact of a voluntary organization called Paamonim on social work students' attitudes toward providing material support and assistance in financial management to families living in poverty. Additionally, the study aimed to evaluate the students' perception of the workshop's contribution and their actual use of the tools acquired during the training. Methodology: The study involved 134 social work students, with 55 in a regular program and 79 in a retraining program. The first stage of the study involved the students receiving an explanation of the research, ensuring confidentiality, and signing informed consent. The students completed two questionnaires: The Student Attitudes Questionnaire and a sociodemographic questionnaire. In the second stage, three months after the workshop, the students completed the questionnaires again, along with a feedback questionnaire. Findings: The study found that there were no significant differences in the students' attitudes toward providing material support and proper financial management to families living in poverty before and after the workshop. However, their attitudes remained positive, at a medium level or higher. The students reported that the workshop provided them with tools to assist families in poverty, and they used these tools to some extent in their practical training. They found the workshop interesting and acknowledged its importance in raising awareness about budget management and enriching their knowledge of money management. The students acknowledged the workshop's effectiveness but mentioned that it was too short. Theoretical Importance: This study highlights the importance of developing programs to help families living in poverty manage their household finances. The workshop enriched the students' knowledge and skills, which are vital for their role as social workers working with families in poverty to rehabilitate their financial situations. Data Collection and Analysis Procedures: The students completed self-report questionnaires before and after the workshop, providing insights into their attitudes and perception about the role of social workers in providing material support for families living in poverty and helping them manage their household finances. Statistical analysis was conducted to compare the students' attitudes pre and post-workshop, and a feedback questionnaire assessed the students' perception of the contribution of the workshop. Question Addressed: This study addressed the question of whether a workshop on financial management can positively impact social work students' attitudes and skills in assisting families living in poverty with their household finances. Conclusion: Despite being short and consisting of only one session, the workshop proved to be valuable in enriching the students' knowledge and providing them with important tools for their role as social workers. The students reported positive attitudes toward providing material support and financial assistance to families in need. The practical recommendation is to continue offering such workshops as part of the social work curriculum to further enhance students' abilities to help families manage their finances effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20students" title=" social work students"> social work students</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/169620/the-contribution-of-a-workshop-aimed-at-providing-social-work-students-with-practical-tools-for-managing-household-finances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169620.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">72</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">208</span> Multi-Sectoral Prioritization of Zoonotic Diseases in Uganda, 2017: The Perspective of One Health Experts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Sekamatte">Musa Sekamatte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Zoonotic diseases continue to be a public health burden in countries around the world. Uganda is especially vulnerable due to its location, biodiversity, and population. Given these concerns, the Ugandan government in collaboration with the Global Health Security Agenda conducted a zoonotic disease prioritization workshop to identify zoonotic diseases of concern to multiple Ugandan ministries. Materials and Methods: The One Health Zoonotic Disease Prioritization tool, developed by the U.S. Centers for Disease Control and Prevention (CDC), was used for prioritization of zoonotic diseases in Uganda. Workshop participants included voting members representing human, animal, and environmental health ministries as well as key partners who observed the workshop. Over 100 articles describing characteristics of these zoonotic diseases were reviewed for the workshop. During the workshop, criteria for prioritization were selected, and questions and weights relevant to each criterion were determined. Next steps for multi-sectoral engagement for the prioritized zoonoses were then discussed. Results: 48 zoonotic diseases were considered during the workshop. Criteria selected to prioritize zoonotic diseases in order of importance were (1) severity of disease in humans in Uganda, (2) availability of effective control strategies, (3) potential to cause an epidemic or pandemic in humans or animals, (4) social and economic impacts, and (5) bioterrorism potential. Seven zoonotic diseases were identified as priorities for Uganda: anthrax, zoonotic influenza viruses, viral hemorrhagic fevers, brucellosis, African trypanosomiasis, plague, and rabies. Discussion: One Health approaches and multi-sectoral collaborations are crucial in the surveillance, prevention, and control strategies for zoonotic diseases. Uganda used such an approach to identify zoonotic diseases of national concern. Identifying these priority diseases enables the National One Health Platform and the Zoonotic Disease Coordinating Office to address the diseases in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20one%20health%20platform" title="national one health platform">national one health platform</a>, <a href="https://publications.waset.org/abstracts/search?q=zoonotic%20diseases" title=" zoonotic diseases"> zoonotic diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sectoral" title=" multi-sectoral"> multi-sectoral</a>, <a href="https://publications.waset.org/abstracts/search?q=severity" title=" severity"> severity</a> </p> <a href="https://publications.waset.org/abstracts/90039/multi-sectoral-prioritization-of-zoonotic-diseases-in-uganda-2017-the-perspective-of-one-health-experts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90039.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">194</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">207</span> Stress and Distress among Physician Trainees: A Wellbeing Workshop </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Axisa">Carmen Axisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Louise%20Nash"> Louise Nash</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Kelly"> Patrick Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Willcock"> Simon Willcock </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Doctors experience high levels of burnout, stress and psychiatric morbidity. This can affect the health of the doctor and impact patient care. Study Aims: To evaluate the effectiveness of a workshop intervention to promote wellbeing for Australian Physician Trainees. Methods: A workshop was developed in consultation with specialist clinicians to promote health and wellbeing for physician trainees. The workshop objectives were to improve participant understanding about factors affecting their health and wellbeing, to outline strategies on how to improve health and wellbeing and to encourage participants to apply these strategies in their own lives. There was a focus on building resilience and developing long term healthy behaviours as part of the physician trainee daily lifestyle. Trainees had the opportunity to learn practical strategies for stress management, gain insight into their behaviour and take steps to improve their health and wellbeing. The workshop also identified resources and support systems available to trainees. The workshop duration was four and a half hours including a thirty- minute meal break where a catered meal was provided for the trainees. Workshop evaluations were conducted at the end of the workshop. Sixty-seven physician trainees from Adult Medicine and Paediatric training programs in Sydney Australia were randomised into intervention and control groups. The intervention group attended a workshop facilitated by specialist clinicians and the control group did not. Baseline and post intervention measurements were taken for both groups to evaluate the impact and effectiveness of the workshop. Forty-six participants completed all three measurements (69%). Demographic, personal and self-reported data regarding work/life patterns was collected. Outcome measures include Depression Anxiety Stress Scale (DASS), Professional Quality of Life Scale (ProQOL) and Alcohol Use Disorders Identification Test (AUDIT). Results: The workshop was well received by the physician trainees and workshop evaluations showed that the majority of trainees strongly agree or agree that the training was relevant to their needs (96%) and met their expectations (92%). All trainees strongly agree or agree that they would recommend the workshop to their medical colleagues. In comparison to the control group we observed a reduction in alcohol use, depression and burnout but an increase in stress, anxiety and secondary traumatic stress in the intervention group, at the primary endpoint measured at 6 months. However, none of these differences reached statistical significance (p > 0.05). Discussion: Although the study did not reach statistical significance, the workshop may be beneficial to physician trainees. Trainees had the opportunity to share ideas, gain insight into their own behaviour, learn practical strategies for stress management and discuss approach to work, life and self-care. The workshop discussions enabled trainees to share their experiences in a supported environment where they learned that other trainees experienced stress and burnout and they were not alone in needing to acquire successful coping mechanisms and stress management strategies. Conclusion: These findings suggest that physician trainees are a vulnerable group who may benefit from initiatives that promote wellbeing and from a more supportive work environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctors%27%20health" title="doctors' health">doctors' health</a>, <a href="https://publications.waset.org/abstracts/search?q=physician%20burnout" title=" physician burnout"> physician burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=physician%20resilience" title=" physician resilience"> physician resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing%20workshop" title=" wellbeing workshop"> wellbeing workshop</a> </p> <a href="https://publications.waset.org/abstracts/77690/stress-and-distress-among-physician-trainees-a-wellbeing-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77690.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">191</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">206</span> 'Coping with Workplace Violence' Workshop: A Commendable Addition to the Curriculum for BA in Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilana%20Margalith">Ilana Margalith</a>, <a href="https://publications.waset.org/abstracts/search?q=Adaya%20Meirowitz"> Adaya Meirowitz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sigalit%20Cohavi"> Sigalit Cohavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Violence against health professionals by patients and their families have recently become a disturbing phenomenon worldwide, exacting psychological as well as economic tolls. Health workplaces in Israel (e.g. hospitals and H.M.O clinics) provide workshops for their employees, supplying them with coping strategies. However, these workshops do not focus on nursing students, who are also subjected to this violence. Their learning environment is no longer as protective as it used to be. Furthermore, coping with violence was not part of the curriculum for Israeli nursing students. Thus, based on human aggression theories which depict the pivotal role of the professional's correct response in preventing the onset of an aggressive response or the escalation of violence, a workshop was developed for undergraduate nursing students at the Clalit Nursing Academy, Rabin Campus (Dina), Israel. The workshop aimed at reducing students' anxiety vis a vis the aggressive patient or family in addition to strengthening their ability to cope with such situations. The students practiced interpersonal skills, especially relevant to early detection of potential violence, as well as ‘a correct response’ reaction to the violence, thus developing the necessary steps to be implemented when encountering violence in the workplace. In order to assess the efficiency of the workshop, the participants filled out a questionnaire comprising knowledge and self-efficacy scales. Moreover, the replies of the 23 participants in this workshop were compared with those of 24 students who attended a standard course on interpersonal communication. Students' self-efficacy and knowledge were measured in both groups before and after the course. A statistically significant interaction was found between group (workshop/standard course) and time (before/after) as to the influence on students' self-efficacy (p=0.004) and knowledge (p=0.007). Nursing students, who participated in this ‘coping with workplace violence’ workshop, gained knowledge, confidence and a sense of self-efficacy with regard to workplace violence. Early detection of signs of imminent violence amongst patients or families and the prevention of its escalation, as well as the ability to manage the threatening situation when occurring, are acquired skills. Encouraging nursing students to learn and practice these skills may enhance their ability to cope with these unfortunate occurrences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20detection%20of%20violence" title="early detection of violence">early detection of violence</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20aggression" title=" patient aggression"> patient aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20violence" title=" workplace violence"> workplace violence</a> </p> <a href="https://publications.waset.org/abstracts/94534/coping-with-workplace-violence-workshop-a-commendable-addition-to-the-curriculum-for-ba-in-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">205</span> Actor Training in Social Work Education: A Pilot Study of Theatre Workshops to Enhance Clinical Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Coleman">Amanda Coleman</a>, <a href="https://publications.waset.org/abstracts/search?q=Estefan%C3%ADa%20Gonzalez"> Estefanía Gonzalez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empathy is considered an essential skill for engaging with social work clients. Drawing from developments in medical education, researchers will conduct and evaluate a three-part pilot theatre workshop with master level social work students (n ≈ 30) to evaluate the workshop's ability to enhance empathy among participants. Outcomes will be measured using semi-structured post-intervention interviews with a subset of participants (n ≈ 10) as well post-intervention written reflections and pre-and-post intervention quantitative evaluation of empathy using King and Holosko’s 2011 Empathy Scale for Social Workers. The content of the workshop will differ from traditional role plays, which are common in social work education, in that it will draw from role theory and research on creative empathy to emphasize role reversal with clients. Workshops will be held February and March of 2017 with preliminary findings available by April. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre" title=" theatre"> theatre</a> </p> <a href="https://publications.waset.org/abstracts/62121/actor-training-in-social-work-education-a-pilot-study-of-theatre-workshops-to-enhance-clinical-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">204</span> Using the Technological, Pedagogical, and Content Knowledge (TPACK) Model to Address College Instructors Weaknesses in Integration of Technology in Their Current Area Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junior%20George%20Martin">Junior George Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore college instructors’ integration of technology in their content area curriculum. The instructors indicated that they were in need of additional training to successfully integrate technology in their subject areas. The findings point to the implementation of a proposed the Technological, Pedagogical, and Content Knowledge (TPACK) model professional development workshop to satisfactorily address the weaknesses of the instructors in technology integration. The professional development workshop is proposed as a rational solution to adequately address the instructors’ inability to the successful integration of technology in their subject area in an effort to improve their pedagogy. The intense workshop would last for 5 days and will be designed to provide instructors with training in areas such as a use of technology applications and tools, and using modern methodologies to improve technology integration. Exposing the instructors to the specific areas identified will address the weaknesses they demonstrated during the study. Professional development is deemed the most appropriate intervention based on the opportunities it provides the instructors to access hands-on training to overcome their weaknesses. The purpose of the TPACK professional development workshop will be to improve the competence of the instructors so that they are adequately prepared to integrate technology successfully in their curricula. At the end of the period training, the instructors are expected to adopt strategies that will have a positive impact on the learning experiences of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20technology%20tools" title=" modern technology tools"> modern technology tools</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title=" technology integration"> technology integration</a> </p> <a href="https://publications.waset.org/abstracts/55966/using-the-technological-pedagogical-and-content-knowledge-tpack-model-to-address-college-instructors-weaknesses-in-integration-of-technology-in-their-current-area-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55966.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">312</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">203</span> Reflections on Opportunities and Challenges for Systems Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20E.%20Abbas">Ali E. Abbas </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper summarizes some of the discussions that occurred in a workshop in West Virginia, U.S.A which was sponsored by the National Science Foundation (NSF) in February 2016. The goal of the workshop was to explore the opportunities and challenges for applying systems engineering in large enterprises, and some of the issues that still persist. The main topics of the discussion included challenges with elaboration and abstraction in large systems, interfacing physical and social systems, and the need for axiomatic frameworks for large enterprises. We summarize these main points of discussion drawing parallels with decision making in organizations to instigate research in these discussion areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20analysis" title="decision analysis">decision analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20engineering" title=" systems engineering"> systems engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=framing" title=" framing"> framing</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20creation" title=" value creation"> value creation</a> </p> <a href="https://publications.waset.org/abstracts/50990/reflections-on-opportunities-and-challenges-for-systems-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50990.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">329</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">202</span> Conceptual Model for Knowledge Sharing Model in Creating Idea for Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain">Hanafizan Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study shows that several projects will be conducted at the workshop in which using the conceptual model for knowledge sharing approach to create an idea for mobile application. The sharing idea has been done through the collaborative activity in which a group of different field sought to define the mobile application which will lead to new media approach of using social media platform. The collaborative activity will be provided and implemented in the form of one day workshop to determine the approach towards the theme given. The activity later will be continued for four weeks for the participant to prepare for the pitch day workshop. This paper shows the pitch of idea including the interface and prototype for the said products. The collaboration between the members with different field of study shows that social media influenced the knowledge sharing model and its creation or innovations. One of the projects supported a collaborative activity in which a group of young designers sought to define the knowledge sharing model of their ability in creating idea for mobile applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title="mobile application">mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20activity" title=" collaborative activity"> collaborative activity</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge%20sharing%20model" title=" conceptual knowledge sharing model"> conceptual knowledge sharing model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20platform" title=" social media platform"> social media platform</a> </p> <a href="https://publications.waset.org/abstracts/90145/conceptual-model-for-knowledge-sharing-model-in-creating-idea-for-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90145.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">142</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">201</span> In-Fun-Mation: Putting the Fun in Information Retrieval at the Linnaeus University, Sweden</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aagesson">Aagesson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekstrand"> Ekstrand</a>, <a href="https://publications.waset.org/abstracts/search?q=Persson"> Persson</a>, <a href="https://publications.waset.org/abstracts/search?q=Sallander"> Sallander</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A description of how a team of librarians at Linnaeus University Library in Sweden utilizes a pedagogical approach to deliver engaging digital workshops on information retrieval. The team consists of four librarians supporting three different faculties. The paper discusses the challenges faced in engaging students who may perceive information retrieval as a boring and difficult subject. The paper emphasizes the importance of motivation, inclusivity, constructive feedback, and collaborative learning in enhancing student engagement. By employing a two-librarian teaching model, maintaining a lighthearted approach, and relating information retrieval to everyday experiences, the team aimed to create an enjoyable and meaningful learning experience. The authors describe their approach to increase student engagement and learning outcomes through a three-phase workshop structure: before, during, and after the workshops. The "flipped classroom" method was used, where students were provided with pre-workshop materials, including a short film on information search and encouraged to reflect on the topic using a digital collaboration tool. During the workshops, interactive elements such as quizzes, live demonstrations, and practical training were incorporated, along with opportunities for students to ask questions and provide feedback. The paper concludes by highlighting the benefits of the flipped classroom approach and the extended learning opportunities provided by the before and after workshop phases. The authors believe that their approach offers a sustainable alternative for enhancing information retrieval knowledge among students at Linnaeus University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20workshop" title="digital workshop">digital workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS%20practitioner" title=" LIS practitioner"> LIS practitioner</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/173877/in-fun-mation-putting-the-fun-in-information-retrieval-at-the-linnaeus-university-sweden" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Automated Testing of Workshop Robot Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arne%20Hitzmann">Arne Hitzmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Philipp%20Wentscher"> Philipp Wentscher</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Gabel"> Alexander Gabel</a>, <a href="https://publications.waset.org/abstracts/search?q=Reinhard%20Gerndt"> Reinhard Gerndt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autonomous mobile robots can be found in a wide field of applications. Their types range from household robots over workshop robots to autonomous cars and many more. All of them undergo a number of testing steps during development, production and maintenance. This paper describes an approach to improve testing of robot behavior. It was inspired by the RoboCup @work competition that itself reflects a robotics benchmark for industrial robotics. There, scaled down versions of mobile industrial robots have to navigate through a workshop-like environment or operation area and have to perform tasks of manipulating and transporting work pieces. This paper will introduce an approach of automated vision-based testing of the behavior of the so called youBot robot, which is the most widely used robot platform in the RoboCup @work competition. The proposed system allows automated testing of multiple tries of the robot to perform a specific missions and it allows for the flexibility of the robot, e.g. selecting different paths between two tasks within a mission. The approach is based on a multi-camera setup using, off the shelf cameras and optical markers. It has been applied for test-driven development (TDD) and maintenance-like verification of the robot behavior and performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supervisory%20control" title="supervisory control">supervisory control</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=markers" title=" markers"> markers</a>, <a href="https://publications.waset.org/abstracts/search?q=mono%20vision" title=" mono vision"> mono vision</a>, <a href="https://publications.waset.org/abstracts/search?q=automation" title=" automation"> automation</a> </p> <a href="https://publications.waset.org/abstracts/8364/automated-testing-of-workshop-robot-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8364.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">377</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">199</span> Repair Workshop Queue System Modification Using Priority Scheme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Okonkwo%20Ugochukwu">C. Okonkwo Ugochukwu</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Sinebe%20Jude"> E. Sinebe Jude</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Odoh%20Blessing"> N. Odoh Blessing</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Okafor%20Christian"> E. Okafor Christian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a modification on repair workshop queuing system using multi priority scheme was carried out. Chi square goodness of fit test was used to determine the random distribution of the inter arrival time and service time of crankshafts that come for maintenance in the workshop. The chi square values obtained for all the prioritized classes show that the distribution conforms to Poisson distribution. The mean waiting time in queue results of non-preemptive priority for 1st, 2nd and 3rd classes show 0.066, 0.09, and 0.224 day respectively, while preemptive priority show 0.007, 0.036 and 0.258 day. However, when non priority is used, which obviously has no class distinction it amounts to 0.17 days. From the results, one can observe that the preemptive priority system provides a very dramatic improvement over the non preemptive priority as it concerns arrivals that are of higher priority. However, the improvement has a detrimental effect on the low priority class. The trend of the results is similar to the mean waiting time in the system as a result of addition of the actual service time. Even though the mean waiting time for the queue and that of the system for no priority takes the least time when compared with the least priority, urgent and semi-urgent jobs will terribly suffer which will most likely result in reneging or balking of many urgent jobs. Hence, the adoption of priority scheme in this type of scenario will result in huge profit to the Company and more customer satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=queue" title="queue">queue</a>, <a href="https://publications.waset.org/abstracts/search?q=priority%20class" title=" priority class"> priority class</a>, <a href="https://publications.waset.org/abstracts/search?q=preemptive" title=" preemptive"> preemptive</a>, <a href="https://publications.waset.org/abstracts/search?q=non-preemptive" title=" non-preemptive"> non-preemptive</a>, <a href="https://publications.waset.org/abstracts/search?q=mean%20waiting%20time" title=" mean waiting time"> mean waiting time</a> </p> <a href="https://publications.waset.org/abstracts/69985/repair-workshop-queue-system-modification-using-priority-scheme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69985.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> Demystifying Board Games for Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shilpa%20Sharma">Shilpa Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Lakshmi%20Ganesh"> Lakshmi Ganesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mantra%20Gurumurthy"> Mantra Gurumurthy</a>, <a href="https://publications.waset.org/abstracts/search?q=Shweta%20Sharma"> Shweta Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Board games provide affordances of 21st-century skills like collaboration, critical thinking, and strategy. Board games such as chess, Catan, Battleship, Scrabble, and Taboo can enhance learning in these areas. While board games are popular in informal child settings, their use in formal K-12 education is limited. To encourage teachers to incorporate board games, it's essential to grasp their perceptions and tailor professional development programs accordingly. This paper aims to explore teacher attitudes toward board games and propose interventions to motivate teachers to integrate and create board games in the classroom. A user study was conceived, designed, and administered with teachers (n=38) to understand their experience in playing board games and using board games in the classroom. Purposive sampling was employed as the questionnaire was floated to teacher groups that the authors were aware of. The teachers taught in K-12 affordable private schools. The majority of them had experience ranging from 2-5 years. The questionnaire consisted of questions on teacher perceptions and beliefs of board game usage in the classroom. From the responses, it was observed that ~90% of teachers, though they had experience of playing board games, rarely did it translate to using board games in the classroom. Additionally, it was observed that translating learning objectives to board game objectives is the key factor that teachers consider while using board games in the classroom. Based on the results from the questionnaire, a professional development workshop was co-designed with the objective of motivating teachers to design, create and use board games in the classroom. The workshop is based on the principles of gamification. This is to ensure that the teachers experience a board game in a learning context. Additionally, the workshop is based on the principles of andragogy, such as agency, pertinence, and relevance. The workshop will begin by modifying and reusing known board games in the learning context so that the teachers do not find it difficult and daunting. The intention is to verify the face validity and content validity of the workshop design, orchestration and content with experienced teacher development professionals and education researchers. The results from this study will be published in the full paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=board%20games" title="board games">board games</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20motivation" title=" teacher motivation"> teacher motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20perception" title=" teacher perception"> teacher perception</a> </p> <a href="https://publications.waset.org/abstracts/174791/demystifying-board-games-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174791.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> Life-Long Fitness Promotion, Recreational Opportunities-Social Interaction for the Visual Impaired Learner</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zasha%20Romero">Zasha Romero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster will detail a family oriented event which introduced individuals with visual impairments and individuals with secondary disabilities to social interaction and helped promote life-long fitness and recreational skills. Purpose: The poster will detail a workshop conducted for individuals with visual impairments, individuals with secondary disabilities and their families. Methods: Families from all over the South Texas were invited through schools and different non-profit organizations and came together for a day full recreational games in an effort to promote life-long fitness, recreational opportunities as well as social interactions. Some of the activities that participants and their families participated in were tennis, dance, swimming, baseball, etc. all activities were developed to engage the learner with visual impairments as well as secondary disabilities. Implications: This workshop was done in collaboration with different non-profit institutions to create awareness and provide opportunities for physical fitness, social interaction, and life-long fitness skills associated with the activities presented. The workshop provided collaboration amongst different entities and novel ideas to create opportunities for a typically underserved population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=underserved%20population" title=" underserved population"> underserved population</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/14893/life-long-fitness-promotion-recreational-opportunities-social-interaction-for-the-visual-impaired-learner" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14893.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">363</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">196</span> Subtitling in the Classroom: Combining Language Mediation, ICT and Audiovisual Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rossella%20Resi">Rossella Resi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a project carried out in an Italian school with English learning pupils combining three didactic tools which are attested to be relevant for the success of young learner’s language curriculum: the use of technology, the intralingual and interlingual mediation (according to CEFR) and the cultural dimension. Aim of this project was to test a technological hands-on translation activity like subtitling in a formal teaching context and to exploit its potential as motivational tool for developing listening and writing, translation and cross-cultural skills among language learners. The activities proposed involved the use of professional subtitling software called Aegisub and culture-specific films. The workshop was optional so motivation was entirely based on the pleasure of engaging in the use of a realistic subtitling program and on the challenge of meeting the constraints that a real life/work situation might involve. Twelve pupils in the age between 16 and 18 have attended the afternoon workshop. The workshop was organized in three parts: (i) An introduction where the learners were opened up to the concept and constraints of subtitling and provided with few basic rules on spotting and segmentation. During this session learners had also the time to familiarize with the main software features. (ii) The second part involved three subtitling activities in plenum or in groups. In the first activity the learners experienced the technical dimensions of subtitling. They were provided with a short video segment together with its transcription to be segmented and time-spotted. The second activity involved also oral comprehension. Learners had to understand and transcribe a video segment before subtitling it. The third activity embedded a translation activity of a provided transcription including segmentation and spotting of subtitles. (iii) The workshop ended with a small final project. At this point learners were able to master a short subtitling assignment (transcription, translation, segmenting and spotting) on their own with a similar video interview. The results of these assignments were above expectations since the learners were highly motivated by the authentic and original nature of the assignment. The subtitled videos were evaluated and watched in the regular classroom together with other students who did not take part to the workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20mediation" title=" language mediation"> language mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitling" title=" subtitling"> subtitling</a> </p> <a href="https://publications.waset.org/abstracts/33987/subtitling-in-the-classroom-combining-language-mediation-ict-and-audiovisual-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33987.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">415</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">195</span> A Design Approach in Architectural Education: Parasitic Architecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Senyigit">Ozlem Senyigit</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Yilmaz"> Nur Yilmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the architectural education, it is aimed to provide students with the ability to find original solutions to current problems. In this sense, workshops that provide creative thinking within the action, experiencing the environment, and finding instant solutions to problems have an important place in the education process. Parasitic architecture, which is a contemporary design approach in the architectural agenda, includes small scale designs integrated into the carrier system of existing structures in spaces of the existing urban fabric which resembles the host-parasite relationship in the biology field. The scope of this study consists of a 12-weeks long experimental workshop of the 'parasitic architecture', which was designed within the scope of Basic Design 2 course of the Department of Architecture of Çukurova University in the 2017-2018 academic year. In this study, parasitic architecture was discussed as a space design method. Students analyzed the campus of the Çukurova University and drew sketches to identify gaps in it. During the workshop, the function-form-context relationship was discussed. The output products were evaluated within the context of urban spaces/gaps, functional requirements, and students gained awareness not just about the urban occupancy but also gaps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20approach" title="design approach">design approach</a>, <a href="https://publications.waset.org/abstracts/search?q=parasitic%20architecture" title=" parasitic architecture"> parasitic architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20workshop" title=" experimental workshop"> experimental workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title=" architectural education"> architectural education</a> </p> <a href="https://publications.waset.org/abstracts/111158/a-design-approach-in-architectural-education-parasitic-architecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111158.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">157</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">194</span> Abandoning 'One-Time' Optional Information Literacy Workshops for Year 1 Medical Students and Gearing towards an 'Embedded Librarianship' Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20L.%20David"> R. L. David</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20C.%20P.%20Tan"> E. C. P. Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Ferenczi"> M. A. Ferenczi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effect of a 'one-time' optional Information Literacy (IL) workshop to enhance Year 1 medical students' literature search, writing, and citation management skills as directed by a customized five-year IL framework developed for LKC Medicine students. At the end of the IL workshop, the overall rated 'somewhat difficult' when finding, citing, and using information from sources. The study method is experimental using a standardized IL test to study the cohort effect of a 'one-time' optional IL workshop on Year 1 students; experimental group in comparison to Year 2 students; control group. Test scores from both groups were compared and analyzed using mean scores and one-way analysis of variance (ANOVA). Unexpectedly, there were no statistically significant differences between group means as determined by One-Way ANOVA (F₁,₁₉₃ = 3.37, p = 0.068, ηp² = 0.017). Challenges and shortfalls posed by 'one-time' interventions raised a rich discussion to adopt an 'embedded librarianship' approach, which shifts the medial librarians' role into the curriculum and uses Team Based Learning to teach IL skills to medical students. The customized five-year IL framework developed for LKC Medicine students becomes a useful librarian-faculty model for embedding and bringing IL into the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=%27one-time%27%20interventions" title=" 'one-time' interventions"> 'one-time' interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=standardized%20tests" title=" standardized tests"> standardized tests</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20librarianship" title=" embedded librarianship"> embedded librarianship</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20librarians" title=" medical librarians"> medical librarians</a> </p> <a href="https://publications.waset.org/abstracts/125360/abandoning-one-time-optional-information-literacy-workshops-for-year-1-medical-students-and-gearing-towards-an-embedded-librarianship-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125360.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">113</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">193</span> Considering the Relationship between Architecture and Philosophy: Toyo Ito’s Conceptual Architecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serap%20Durmus">Serap Durmus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to exemplify the relation of architecture and philosophy over the Japanese architect Toyo Ito’s conceptual architecture. The study is practiced in ‘Architecture and Philosophy Readings’ elective course with 22 sophomore architecture students in Karadeniz Technical University Department of Architecture. It is planned as a workshop, which discusses the design philosophy of Toyo Ito’s buildings and the reflections of concept in his intellectual architecture. So, the paper contains Toyo Ito’s philosophy, his discourses and buildings and also thinking similarities with philosopher Gilles Deleuze. Thus, the workshop of course is about architecture and philosophy relationship. With this aspect, a holistic graphic representation is aimed for Toyo Ito who thinks that everything composes a whole. As a result, it can be said that architect and philosopher interaction in architecture and philosophy relation supports creative thinking. Conceptual architecture of Toyo Ito has philosophical roots and his philosophy can be read over his buildings and can be represent totally via a holistic pattern. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20architecture" title=" conceptual architecture"> conceptual architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=Gilles%20Deleuze" title=" Gilles Deleuze"> Gilles Deleuze</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=Toyo%20Ito" title=" Toyo Ito"> Toyo Ito</a> </p> <a href="https://publications.waset.org/abstracts/49865/considering-the-relationship-between-architecture-and-philosophy-toyo-itos-conceptual-architecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49865.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">570</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">192</span> Enhancing Nursing Students’ Communication Using TeamSTEPPS to Improve Patient Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Santorsola">Stefanie Santorsola</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Frank"> Natasha Frank</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improving healthcare safety necessitates examining current trends and beliefs about safety and devising strategies to improve. Errors in healthcare continue to increase and be experienced by patients, which is preventable and directly correlated to a breakdown in healthcare communication. TeamSTEPPS is an evidence-based process designed to improve the quality and safety of healthcare by improving communication and team processes. Communication is at the core of effective team collaboration and is vital for patient safety. TeamSTEPPS offers insights and strategies for improving communication and teamwork and reducing preventable errors to create a safer healthcare environment for patients. The academic, clinical, and educational environment for nursing students is vital in preparing them for professional practice by providing them with foundational knowledge and abilities. This environment provides them with a prime opportunity to learn about errors and the importance of effective communication to enhance patient safety, as nursing students are often unprepared to deal with errors. Proactively introducing and discussing errors through a supportive culture during the nursing student’s academic beginnings has the potential to carry key concepts into practice to improve and enhance patient safety. TeamSTEPPS has been used globally and has collectively positively impacted improvements in patient safety and teamwork. A workshop study was introduced in winter 2023 of registered practical nurses (RPN) students bridging to the baccalaureate nursing program; the majority of the RPNs in the bridging program were actively employed in a variety of healthcare facilities during the semester. The workshop study did receive academic institution ethics board approval, and participants signed a consent form prior to participating in the study. The premise of the workshop was to introduce TeamSTEPPS and a variety of strategies to these students and have students keep a reflective journal to incorporate the presented communication strategies in their practicum setting and keep a reflective journal on the effect and outcomes of the strategies in the healthcare setting. Findings from the workshop study supported the objective of the project, resulting in students verbalizing notable improvements in team functioning in the healthcare environment resulting from the incorporation of enhanced communication strategies from TeamSTEPPS that they were introduced to in the workshop study. Implication for educational institutions is the potential of further advancing the safety literacy and abilities of nursing students in preparing them for entering the workforce and improving safety for patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teamstepps" title="teamstepps">teamstepps</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/182237/enhancing-nursing-students-communication-using-teamstepps-to-improve-patient-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182237.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">60</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">191</span> Collaborative Drawing with Children Having Autism Spectrum Condition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charalambous-Darden%20Nefi">Charalambous-Darden Nefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoniou%20Phivi"> Antoniou Phivi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents drawing as an alternative tool for facilitating interaction and communication among the members of a class (teachers and students) in an inclusive school setting. It applies elements of the Collaborative Drawing Method (CDM), an interactive method of drawing where two individuals draw together on the same surface. For the past ten years, the facilitators of this study have been researching the effects of spontaneous and non-spontaneous drawing upon elementary school students with Autism Spectrum Conditions (ASC). This research eventually led them to the application of elements of the CDM. The method was applied to both adults and children and children with one another. The astonishing outcomes of these applications indicate that collaborative drawing, with its inclusive nature, has the potential to help individuals develop interaction and communication among themselves, making it suitable for everyone. This workshop aims to allow the participants to become familiar with the CDM by applying it during the workshop, with the ultimate goal of enhancing their educational approaches by adding the CDM to their teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20drawing" title=" collaborative drawing"> collaborative drawing</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20condition" title=" autism spectrum condition"> autism spectrum condition</a>, <a href="https://publications.waset.org/abstracts/search?q=ASC" title=" ASC"> ASC</a> </p> <a href="https://publications.waset.org/abstracts/188532/collaborative-drawing-with-children-having-autism-spectrum-condition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188532.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">32</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">190</span> The Possibility of Content and Language Integrated Learning at Japanese Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rie%20Adachi">Rie Adachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japan, it is required to improve students’ English communicative proficiency and the Education Ministry will start English education for the third grade and upper from year 2020 on. Considering the problems with the educational system, Content and Language Integrated Learning (CLIL) is more appropriate to be employed in elementary schools rather than just introducing English lessons. Effective CLIL takes place in the 4Cs Framework, and different strategies are used in various activities, such as arts and crafts, bodily expression, singing, playing roles, etc. After a CLIL workshop for local teachers focused on the 4Cs, the writer conducted a survey of the 36 participants using a questionnaire and found that they did not know the word CLIL, but seemed to have an interest after attending the workshop. The writer concluded that researchers and practitioners need to spread awareness of the 4Cs framework, to apply CLIL into Japanese educational context, to provide CLIL teacher training program and so on, in order to practice CLIL in Japanese elementary schools and nurture students with a global mindset. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=4Cs" title=" 4Cs"> 4Cs</a>, <a href="https://publications.waset.org/abstracts/search?q=homeroom%20teachers" title=" homeroom teachers"> homeroom teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20understanding" title=" intercultural understanding"> intercultural understanding</a> </p> <a href="https://publications.waset.org/abstracts/65620/the-possibility-of-content-and-language-integrated-learning-at-japanese-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65620.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">168</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=workshop&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=workshop&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=workshop&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=workshop&page=5">5</a></li> <li class="page-item"><a class="page-link" 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