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attributes</title> <meta name="description" content="Search results for: graduate attributes"> <meta name="keywords" content="graduate attributes"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="graduate attributes"> <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> 1329</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: graduate attributes</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1329</span> Integrating Generic Skills into Disciplinary Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitalakshmi%20Venkatraman">Sitalakshmi Venkatraman</a>, <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Wahr"> Fiona Wahr</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20de%20Souza-Daw"> Anthony de Souza-Daw</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Kaspi"> Samuel Kaspi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing emphasis on generic skills in higher education to match the changing skill-set requirements of the labour market. However, researchers and policy makers have not arrived at a consensus on the generic skills that actually contribute towards workplace employability and performance that complement and/or underpin discipline-specific graduate attributes. In order to strengthen the qualifications framework, a range of ‘generic’ learning outcomes have been considered for students undergoing higher education programs and among them it is necessary to have the fundamental generic skills such as literacy and numeracy at a level appropriate to the qualification type. This warrants for curriculum design approaches to contextualise the form and scope of these fundamental generic skills for supporting both students’ learning engagement in the course, as well as the graduate attributes required for employability and to progress within their chosen profession. Little research is reported in integrating such generic skills into discipline-specific learning outcomes. This paper explores the literature of the generic skills required for graduates from the discipline of Information Technology (IT) in relation to an Australian higher education institution. The paper presents the rationale of a proposed Bachelor of IT curriculum designed to contextualize the learning of these generic skills within the students’ discipline studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <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=information%20technology" title=" information technology"> information technology</a> </p> <a href="https://publications.waset.org/abstracts/58626/integrating-generic-skills-into-disciplinary-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58626.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">256</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">1328</span> Towards Developing A Rural South African Child Into An Engineering Graduates With Conceptual And Critical Thinking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Betty%20Kibirige">Betty Kibirige</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students entering the University of Zululand (UNIZULU) Science Faculty mostly come with skills that allow them to prepare for exams and pass them in order to satisfy requirements for entry into a tertiary Institution. Some students hail from deep rural schools with limited facilities, while others come from well-resourced schools. Personal experience has shown that it may take a student the whole time at a tertiary institution following the same skills as those acquired in high school as a sure means of entering the next level in their development, namely a postgraduate program. While it is apparent that at this point in human history, it is totally impossible to teach all the possible content in any one subject, many academics approach teaching and learning from the traditional point of view. It therefore became apparent to explore ways of developing a graduate that will be able to approach life with skills that allows them to navigate knowledge by applying conceptual and critical thinking skills. Recently, the Science Faculty at the University of Zululand introduced two Engineering programs. In an endeavour to approach the development of the Engineering graduate in this institution to be able to tackle problem-solving in the present-day excessive information availability, it became necessary to study and review approaches used by various academics in order to settle for a possible best approach to the challenge at hand. This paper focuses on the development of a deep rural child in a graduate with conceptual and critical thinking skills as major attributes possessed upon graduation. For this purpose, various approaches were studied. A combination of these approaches was repackaged to form an approach that may appear novel to UNIZULU and the rural child, especially for the Engineering discipline. The approach was checked by offering quiz questions to students participating in an engineering module, observing test scores in the targeted module and make comparative studies. Test results are discussed in the article. It was concluded that students’ graduate attributes could be tailored subconsciously to indeed include conceptual and critical thinking skills, but through more than one approach depending mainly on the student's high school background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title="graduate attributes">graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20skills" title=" conceptual skills"> conceptual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20approach" title=" traditional approach"> traditional approach</a> </p> <a href="https://publications.waset.org/abstracts/136501/towards-developing-a-rural-south-african-child-into-an-engineering-graduates-with-conceptual-and-critical-thinking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1327</span> Using ePortfolios to Mapping Social Work Graduate Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cindy%20Davis">Cindy Davis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education is changing globally and there is increasing pressure from professional social work accreditation bodies for academic programs to demonstrate how students have successfully met mandatory graduate competencies. As professional accreditation organizations increase their demand for evidence of graduate competencies, strategies to document and recording learning outcomes becomes increasingly challenging for academics and students. Studies in higher education have found support for the pedagogical value of ePortfolios, a flexible personal learning space that is owned by the student and include opportunity for assessment, feedback and reflection as well as a virtual space to store evidence of demonstration of professional competencies and graduate attributes. Examples of institutional uses of ePortfolios include e-administration of a diverse student population, assessment of student learning, and the demonstration of graduate attributes attained and future student career preparation. The current paper presents a case study on the introduction of ePortfolios for social work graduates in Australia as part of an institutional approach to technology-enhanced learning and e-learning. Social work graduates were required to submit an ePortfolio hosted on PebblePad. The PebblePad platform was selected because it places the student at the center of their learning whilst providing powerful tools for staff to structure, guide and assess that learning. The ePortofolio included documentation and evidence of how the student met each graduate competency as set out by the social work accreditation body in Australia (AASW). This digital resource played a key role in the process of external professional accreditation by clearly documenting and evidencing how students met required graduate competencies. In addition, student feedback revealed a positive outcome on how this resource provided them with a consolidation of their learning experiences and assisted them in obtaining employment post-graduation. There were also significant institutional factors that were key to successful implementation such as investment in the digital technology, capacity building amongst academics, and technical support for staff and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</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=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/93042/using-eportfolios-to-mapping-social-work-graduate-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93042.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">139</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">1326</span> Re-Imagining Physical Education Teacher Education in a South African Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20F.%20Jones%20Couto">C. F. Jones Couto</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20C.%20Motlhaolwa"> L. C. Motlhaolwa</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Williams"> K. Williams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the re-imagining of physical education teacher education in South African higher education. Utilising student reflections from a physical education practical module, valuable insights into student experiences were obtained about the current physical education pedagogical approaches and potential areas for improvement. The traditional teaching model of physical education is based on the idea of teaching students a variety of sports and physical activities. However, this model has been shown to be ineffective in promoting lifelong physical activity. The modern world demands a more holistic approach to health and wellness. Data was collected using the arts-based collage method in combination with written group reflections from 139 second-year undergraduate physical education students. This study employed thematic analysis methods to gain a comprehensive understanding of the data and extract a broader perspective on the students' experiences. The study aimed to empower student teachers to learn, think, and act creatively within the many educational models that impact their experience, contributing to the ongoing efforts of re-imagining physical education teacher education in South African higher education. This research is significant as the students' valuable insights reflected that they can think and work across disciplines. Sustainable development goals and graduate attributes are important concepts that can contribute to student preparation. Using a multi-model educational approach based on the cultural-historical theory, higher education institutions can help develop graduate attributes that will prepare students for success in the workplace and life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=holistic%20education" title="holistic education">holistic education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experiences" title=" student experiences"> student experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a> </p> <a href="https://publications.waset.org/abstracts/171176/re-imagining-physical-education-teacher-education-in-a-south-african-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1325</span> The Challenge of Graduate Unemployment in Nigeria: The Role of Entrepreneurship Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunday%20Ose%20Ugadu">Sunday Ose Ugadu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unemployment, especially graduate unemployment is, for now, the greatest problem facing Nigeria as a nation. It is responsible for most of the other ills of the country, including kidnapping, armed robbery, youth restiveness, thuggery, to mention but a few. More and more people in Nigeria are now losing confidence in the prospect of tertiary education as an instrument par excellence for effecting national development. This paper, therefore, critically examined the problem of graduate unemployment in Nigeria. It briefly traced the history of university education in Nigeria. The rate and causes of graduate unemployment in Nigeria were also discussed. Previous attempts made by the government to solve the problem of unemployment were highlighted. The paper also harped on the prospect of entrepreneurship education as an instrument for fighting graduate unemployment identifying obstacles to entrepreneurship education in Nigeria. The paper drew conclusion, and major recommendation made was a call for converting the National Youth Service Corps Scheme in Nigeria to entrepreneurship and skills acquisition scheme as soon as possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate" title="graduate">graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development "> national development </a> </p> <a href="https://publications.waset.org/abstracts/126452/the-challenge-of-graduate-unemployment-in-nigeria-the-role-of-entrepreneurship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126452.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">1324</span> Entrepreneurship Education as a Pre-Requisite for Graduate Entrepreneurship: A Study of Graduate Entrepreneurs in Yenagoa City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurotimi%20M.%20Fems">Kurotimi M. Fems</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20D.%20W.%20Poazi"> Francis D. W. Poazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Opigo"> Helen Opigo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concepts of entrepreneurship education together with graduate entrepreneurship have taken centre stage in many countries as a 21<sup>st</sup> century strategy for economic growth and development. Entrepreneurship education has been viewed as a pre-requisite tool for a more effective and successful business operation. This paper seeks to verify if entrepreneurship education is pre-requisite to graduate entrepreneurship, and to ascertain if such other factors as the need for achievement, competence and experience etc. also play a foundational role in the choice of a graduate becoming an entrepreneur. The scope of the research study is entrepreneurs within Yenagoa metropolis in Bayelsa state, Nigeria. The sample target is graduates engaged in entrepreneurship activities (graduates who own and run businesses). Stratified sampling technique was used and 101 responses were obtained from a total of 300 questionnaires issued. Bar chart, tables and percentages were used to analyze the collected data. The findings revealed that personality traits, situational circumstance, need for achievement and experience/competence were the foundational factors stimulating graduate entrepreneurs to engage in entrepreneurial pursuits. Of all, personality trait showed the highest score with 73 (73%) out of 101 entrepreneurs agreeing. Experience/Competence and situational circumstances followed behind with 66 (65%) and 63 (62.4%), respectively. Entrepreneurship education revealed the least score with 33 (32.3%) out of 101 participating entrepreneurs. All hope, however, is not lost, as this shows that something can be done to increase the impact of entrepreneurship education on graduate entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Creative%20destruction" title="Creative destruction">Creative destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20entrepreneurship" title=" graduate entrepreneurship"> graduate entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-requisite" title=" pre-requisite"> pre-requisite</a> </p> <a href="https://publications.waset.org/abstracts/70618/entrepreneurship-education-as-a-pre-requisite-for-graduate-entrepreneurship-a-study-of-graduate-entrepreneurs-in-yenagoa-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70618.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">307</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">1323</span> Employers’ Perspective on Female Graduate Employability in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitope%20Faloye">Temitope Faloye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s changing job market economy, most employers of labor want employees who are employable and possess relevant skills. Graduates need to possess generic skills due to the continually changing nature of the job market, which requires adaptive coping strategies. Most employers of labor complain that graduates are not employable, which is one of the major factors causing a high rate of graduate unemployment in Nigeria. However, the number of unemployed females is higher than that of unemployed males; hence gender difference is linked to the employability of graduates. The human capital theory is considered an appropriate theory for this study. A qualitative approach will be used to provide answers to the research questions. Therefore, the research study aims to investigate the employers’ perspective on female graduate employability in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20employability" title="graduate employability">graduate employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20unemployment" title=" graduate unemployment"> graduate unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/140586/employers-perspective-on-female-graduate-employability-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1322</span> Knowledge Management to Develop the Graduate Study Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuen-arom%20Janthimachai-amorn">Chuen-arom Janthimachai-amorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Chirawadee%20Harnrittha"> Chirawadee Harnrittha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the factors facilitating the knowledge management to develop the graduate study programs to achieve success and to identify the approaches in developing the graduate study programs in the Rajbhat Suansunantha University. The 10 respondents were the administrators, the faculty, and the personnel of its Graduate School. The research methodology was based on Pla-too Model of the Knowledge Management Institute (KMI) by allocating the knowledge indicators, the knowledge creation and search, knowledge systematization, knowledge processing and filtering, knowledge access, knowledge sharing and exchanges and learning. The results revealed that major success factors were knowledge indicators, evident knowledge management planning, knowledge exchange and strong solidarity of the team and systematic and tenacious access of knowledge. The approaches allowing the researchers to critically develop the graduate study programs were the environmental data analyses, the local needs and general situations, data analyses of the previous programs, cost analyses of the resources, and the identification of the structure and the purposes to develop the new programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program%20development" title="program development">program development</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20study%20programs" title=" graduate study programs"> graduate study programs</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajbhat%20Suansunantha%20University" title=" Rajbhat Suansunantha University"> Rajbhat Suansunantha University</a> </p> <a href="https://publications.waset.org/abstracts/11980/knowledge-management-to-develop-the-graduate-study-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1321</span> A Taxonomy of Professional Engineering Attributes for Tackling Global Humanitarian Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20Kremmyda">Georgia Kremmyda</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelos%20Georgoulas"> Angelos Georgoulas</a>, <a href="https://publications.waset.org/abstracts/search?q=Yiannis%20Koumpouros"> Yiannis Koumpouros</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20T.%20Mottram"> James T. Mottram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing interest in enhancing the creativity and problem-solving ability of engineering students by expanding their engagement to complex, interdisciplinary problems such as environmental issues, resilience to man-made and natural disasters, global health matters, water needs, increased energy demands, and other global humanitarian challenges. Tackling societal challenges requires knowledgeable and erudite engineers who can handle, combine, transform and create innovative, affordable and sustainable solutions. This view simultaneously complements and challenges current conceptions of an emerging educational movement that, almost without exception, are underpinned by calls for competitive economic growth and technological development. This article reveals a taxonomy of humanitarian attributes to be enabled to professional engineers, through reformed curricula and innovative pedagogies, which once implemented and integrated efficiently in higher engineering education, they will provide students and educators with opportunities to explore interdependencies and connections between resources, sustainable design, societal needs, and the natural environment and to critically engage with implicit and explicit facets of disciplinary identity. The research involves carrying out a study on (a) current practices, best practices and barriers in knowledge organisation, content, and hierarchy in graduate engineering programmes, (b) best practices associated with teaching and research in engineering education around the world, (c) opportunities inherent in general reforms of graduate engineering education and inherent in integrating the humanitarian context throughout engineering education programmes, and, (d) an overarching taxonomy of professional attributes for tackling humanitarian challenges. Research methods involve state-of-the-art literature review on engineering education and pedagogy to resource thematic findings on current status in engineering education worldwide, and qualitative research through three practice dialogue workshops, run in Asia (Vietnam, Indonesia and Bangladesh) involving a variety of national, international and local stakeholders (industries; NGOs, governmental organisations). Findings from this study provide evidence on: (a) what are the professional engineering attributes (skills, experience, knowledge) needed for tackling humanitarian challenges; (b) how we can integrate other disciplines and professions to engineering while defining the professional attributes of engineers who are capable of tackling humanitarian challenges. The attributes will be linked to those discipline(s) and profession(s) that are more likely to enforce the attributes (removing the assumption that engineering education as it stands at the moment can provide all attributes), and; (c) how these attributes shall be supplied; what kind of pedagogies or training shall take place beyond current practices. Acknowledgment: The study is currently in progress and is being undertaken in the framework of the project ENHANCE - ENabling Humanitarian Attributes for Nurturing Community-based Engineering (project No: 598502-EEP-1-2018-1-UK-EPPKA2-CBHE-JP (2018-2582/001-001), funded by the Erasmus + KA2 Cooperation for innovation and the exchange of good practices – Capacity building in the field of Higher Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20engineering%20attributes" title="professional engineering attributes">professional engineering attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title=" taxonomy"> taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=humanitarian%20challenges" title=" humanitarian challenges"> humanitarian challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=humanitarian%20engineering" title=" humanitarian engineering"> humanitarian engineering</a> </p> <a href="https://publications.waset.org/abstracts/103965/a-taxonomy-of-professional-engineering-attributes-for-tackling-global-humanitarian-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103965.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">1320</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1319</span> Research Attitude: Its Factor Structure and Determinants in the Graduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Lynn%20S.%20Montemayor">Janet Lynn S. Montemayor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dropping survivability and rising drop-out rate in the graduate school is attributed to the demands that come along with research-related requirements. Graduate students tend to withdraw from their studies when confronted with such requirements. This act of succumbing to the challenge is primarily due to a negative mindset. An understanding of students’ view towards research is essential for teachers in facilitating research activities in the graduate school. This study aimed to develop a tool that accurately measures attitude towards research. Psychometric properties of the Research Attitude Inventory (RAIn) was assessed. A pool of items (k=50) was initially constructed and was administered to a development sample composed of Masters and Doctorate degree students (n=159). Results show that the RAIn is a reliable measure of research attitude (k=41, αmax = 0.894). Principal component analysis using orthogonal rotation with Kaiser normalization identified four underlying factors of research attitude, namely predisposition, purpose, perspective, and preparation. Research attitude among the respondents was analyzed using this measure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20education" title="graduate education">graduate education</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20attitude" title=" research attitude"> research attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/82401/research-attitude-its-factor-structure-and-determinants-in-the-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82401.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">1318</span> Diversity Strands in Library and Information Science Graduate Curricula </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bibi%20Alajmi">Bibi Alajmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Israa%20%20Alshammari"> Israa Alshammari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates diversity strands covered in courses offered by library and information sciences (LIS) graduate programs. It aims to identify the extent to which these programs prepare students to work in diverse communities. Information was collected from 17 ALA-accredited MLIS programs. Diversity-related topics were identified and categorized. The methodology consisted of content analysis of course syllabi. The findings show that coverage of diversity-related content in LIS graduate curricula is increasing at a slow but significant rate, and is often a low priority. Apart from LIS graduate courses for future librarians and information professionals in public libraries, school libraries, and museums providing services to young adults and children, there is not enough interest in the provision of services to diverse communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/113740/diversity-strands-in-library-and-information-science-graduate-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113740.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">148</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">1317</span> Threshold Competency of Students in Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the survey research, designed to find out the threshold competency of graduate students in terms of knowledge excellency and professional skills proficiency based on Thai Qualifications Framework for Higher Education (TQF). The sample group consisted of 240 students. The results were collected by stratified sampling, using study programs for each stage. The results were analysed and calculated by computer program. Statistics used during analysing were percentage, mean, and standard deviation. From the study, the threshold competency of graduate students were in very high score range in both overall and specific category. The top category which received the most score was interpersonal skills and responsibility, following by ethics and morality, knowledge and skills, and numerical communication and information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold%20competency" title="threshold competency">threshold competency</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a> </p> <a href="https://publications.waset.org/abstracts/5476/threshold-competency-of-students-in-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5476.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">402</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">1316</span> English Language Teaching Graduate Students' Use of Discussion Moves in Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamzegul%20Koca">Gamzegul Koca</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20%20Eveyik-Aydin"> Evrim Eveyik-Aydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genre and discipline-specific knowledge of academic discourse in writing has long been acknowledged as being a core skill to achieve formidable tasks that are expected of graduate students in academic settings. Genre analysis approaches can be adopted to unveil the challenges encountered in these tasks to be able to take instructional actions addressing the aspects of graduate writing that need improvement. In an attempt to find genre-specific academic writing needs of Turkish students enrolled in a graduate program in ELT, this study examines the rhetorical structure of discussion sections of research articles written during the course load stage of their graduate studies. The 35.437-word specialized corpus of graduate papers compiled for the purpose of the study includes discussions of 58 unpublished reports of empirical studies, 31 written in MA courses and 27 in Ph.D. courses by a total of 44 graduate students. The study does sentence-based move structure analysis using the framework developed by Eveyik-Aydın, Karabacak and Akyel in a corpus-based study that analyzed the discussion moves of expert writers in published articles in ELT journals indexed by Social Sciences Citation. The coding of 1577 sentences by three graders using this framework revealed that while the graduate papers included the same moves used in published articles, the rhetorical structure of MA and Ph.D. papers showed considerable differences in terms of the frequency of occurrence of main discussion moves, including interpretation of the results and drawing implications. The implications of these findings will be discussed with respect to the needs of graduate writers and the expectations of discourse community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussion%20moves" title="discussion moves">discussion moves</a>, <a href="https://publications.waset.org/abstracts/search?q=genre-specific%20rhetorical%20structure" title=" genre-specific rhetorical structure"> genre-specific rhetorical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=move%20analysis" title=" move analysis"> move analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20specialized%20corpus%20of%20graduate%20papers" title=" the specialized corpus of graduate papers"> the specialized corpus of graduate papers</a> </p> <a href="https://publications.waset.org/abstracts/93714/english-language-teaching-graduate-students-use-of-discussion-moves-in-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93714.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">166</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">1315</span> E-Consumers’ Attribute Non-Attendance Switching Behavior: Effect of Providing Information on Attributes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leonard%20Maaya">Leonard Maaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Michel%20Meulders"> Michel Meulders</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Vandebroek"> Martina Vandebroek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discrete Choice Experiments (DCE) are used to investigate how product attributes affect decision-makers’ choices. In DCEs, choice situations consisting of several alternatives are presented from which choice-makers select the preferred alternative. Standard multinomial logit models based on random utility theory can be used to estimate the utilities for the attributes. The overarching principle in these models is that respondents understand and use all the attributes when making choices. However, studies suggest that respondents sometimes ignore some attributes (commonly referred to as Attribute Non-Attendance/ANA). The choice modeling literature presents ANA as a static process, i.e., respondents’ ANA behavior does not change throughout the experiment. However, respondents may ignore attributes due to changing factors like availability of information on attributes, learning/fatigue in experiments, etc. We develop a dynamic mixture latent Markov model to model changes in ANA when information on attributes is provided. The model is illustrated on e-consumers’ webshop choices. The results indicate that the dynamic ANA model describes the behavioral changes better than modeling the impact of information using changes in parameters. Further, we find that providing information on attributes leads to an increase in the attendance probabilities for the investigated attributes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=choice%20models" title="choice models">choice models</a>, <a href="https://publications.waset.org/abstracts/search?q=discrete%20choice%20experiments" title=" discrete choice experiments"> discrete choice experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20models" title=" dynamic models"> dynamic models</a>, <a href="https://publications.waset.org/abstracts/search?q=e-commerce" title=" e-commerce"> e-commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20modeling" title=" statistical modeling"> statistical modeling</a> </p> <a href="https://publications.waset.org/abstracts/117427/e-consumers-attribute-non-attendance-switching-behavior-effect-of-providing-information-on-attributes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117427.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">140</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">1314</span> Entrepreneurship Education: A Pre-Requisite for Graduate Entrepreneurship, a Study of Entrepreneurs in Yenagoa City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurotimi%20M.%20Fems">Kurotimi M. Fems</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20D.%20W.%20Poazi"> Francis D. W. Poazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Opigo"> Helen Opigo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship education and graduate entrepreneurship have taken centre stage in many countries as a 21st century strategy for economic growth and development. Entrepreneurship education has been viewed as a pre-requisite tool for a more effective and successful business operation. The purpose of this study is to ascertain if entrepreneurship education is a foundational requirement for graduate entrepreneurial engagement or, if other factors such as personality trait, need for achievement, situational circumstances or experience and competence played a more vital role in stimulating graduate entrepreneurial engagement. The scope of the research study is entrepreneurs within Yenagoa metropolis in Bayelsa state, Nigeria. The sample target is graduates engaged in entrepreneurship activities (graduates who own and run businesses). Stratified sampling technique was used and 101 responses were gotten from a total of 300 questionnaires issued. Bar chart, tables, and percentages were used to analyze the data collected. Findings: The findings revealed that personality traits, situational circumstance, need for achievement and experience/competence were the foundational factors stimulating graduate entrepreneurs to engage in entrepreneurial pursuits. Of all, personality trait showed the highest score with 73 (73%) out of 101 entrepreneurs agreeing. Experience/Competence and situational circumstances followed behind with 66 (65%) and 63 (62.4%) respectively. Entrepreneurship education revealed the least score with 33 (32.3%) out of 101 participating entrepreneurs. All hope, however, is not lost, as this shows that something can be done to increase the impact of entrepreneurship education on graduate entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20destruction" title="creative destruction">creative destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20entrepreneurship" title=" graduate entrepreneurship"> graduate entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-requisite" title=" pre-requisite"> pre-requisite</a> </p> <a href="https://publications.waset.org/abstracts/66584/entrepreneurship-education-a-pre-requisite-for-graduate-entrepreneurship-a-study-of-entrepreneurs-in-yenagoa-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66584.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">372</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">1313</span> Organisational Culture and the Role of the Mental Health Nurse: An Ethnography of the New Graduate Nurse Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary-Ellen%20Hooper">Mary-Ellen Hooper</a>, <a href="https://publications.waset.org/abstracts/search?q=Graeme%20Browne"> Graeme Browne</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Paul%20O%27Brien"> Anthony Paul O'Brien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It has been reported that the experience of the organisational workplace culture for new graduate mental health nurses plays an important role in their attraction and retention to the discipline. Additionally, other research indicates that a negative workplace culture contributes to their dissatisfaction and attrition rate. Method: An ethnographic research design was applied to explore the subcultural experiences of new graduate nurses as they encounter mental health nursing. Data was collected between April and September 2017 across 6 separate Australian, NSW, mental health units. Data comprised of semi-structured interviews (n=24) and 31 episodes of field observation (62 hours). A total number of 26 new graduate and recent graduate nurses participated in the study – 14 new graduate nurses and 12 recently graduated nurses. Results: A key finding from this study was the New Graduate difficulty in articulating the role the of mental health nurse. Participants described a dichotomy between their ideological view of the mental health nurse and the reality of clinical practice. The participants’ ideological view of the mental health nurse involved providing holistic and individualised care within a flexible framework. Participants, however, described feeling powerless to change the recovery practices within the mental health service(s) because of their low status within the hierarchy. Resulting in participants choosing to fit into the existing culture, or considering leaving the field altogether. Conclusion: An incongruence between the values and ideals of an organisational culture and the reality shock of practice are shown to contribute to role ambiguity within its members. New graduate nurses entering the culture of mental health nursing describe role ambiguity resulting in dissatisfaction with practice. The culture and philosophy inherent to a service are posited to be crucial in creating positive experiences for graduate nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nurse" title=" mental health nurse"> mental health nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing%20role" title=" mental health nursing role"> mental health nursing role</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20graduate%20nurse" title=" new graduate nurse"> new graduate nurse</a> </p> <a href="https://publications.waset.org/abstracts/93238/organisational-culture-and-the-role-of-the-mental-health-nurse-an-ethnography-of-the-new-graduate-nurse-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93238.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">153</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">1312</span> Tradition and Modernity in Translation Studies: The Case of Undergraduate and Graduate Programs at Unicamp, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erica%20Lima">Erica Lima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Brazil, considering the (little) age of translation studies, it can be argued that the University of Campinas is traditionally an important place for graduate studies in translation. The story is told from the accreditation for the Masters, in 1987, and the Doctoral program, in 1993, within the Graduate Program in Applied Linguistics. Since the beginning, the program boasted cutting-edge research, with theoretical reflections on various aspects, and with different methodological trends. However, on the one hand, the graduate studies development was continuously growing, but on the other, it is not what was observed in the undergraduate degree program. Currently, there are only a few disciplines of Translation Theory and Practice, which does not seem to respond to student aspirations. The objective of this paper is to present the characteristics of the university’s graduate program as something profitable, considering the concern in relating the research to the historical moment in which we are living, with research conducted in a socially compromised environment and committed to the impact that it will cause ethically and socially, as well as to question the undergraduate program paths. The objective is also to discuss and propose changes, considering the limited scope currently achieved. In light of the information age, in which we have an avalanche of information, we believe that the training of translators in the undergraduate degree should be reviewed, with the goal of retracing current paths and following others that are consistent with our historical period, marked by virtual and real, by the shuffling of borders and languages, the need for new language policies, greater inclusion, and more acceptance of others. We conclude that we need new proposals for the development of the translator in an undergraduate program, and also present suggestions to be implemented in the graduate program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20Brazilian%20program" title="graduate Brazilian program">graduate Brazilian program</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20Brazilian%20program" title=" undergraduate Brazilian program"> undergraduate Brazilian program</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%E2%80%99s%20education" title=" translator’s education"> translator’s education</a>, <a href="https://publications.waset.org/abstracts/search?q=Unicamp" title=" Unicamp"> Unicamp</a> </p> <a href="https://publications.waset.org/abstracts/65780/tradition-and-modernity-in-translation-studies-the-case-of-undergraduate-and-graduate-programs-at-unicamp-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1311</span> A Study of Safety of Data Storage Devices of Graduate Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komol%20Phaisarn">Komol Phaisarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Natcha%20Wattanaprapa"> Natcha Wattanaprapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a survey research with an objective to study the safety of data storage devices of graduate students of academic year 2013, Suan Sunandha Rajabhat University. Data were collected by questionnaire on the safety of data storage devices according to CIA principle. A sample size of 81 was drawn from population by purposive sampling method. The results show that most of the graduate students of academic year 2013 at Suan Sunandha Rajabhat University use handy drive to store their data and the safety level of the devices is at good level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=storage%20devices" title=" storage devices"> storage devices</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20students" title=" graduate students"> graduate students</a> </p> <a href="https://publications.waset.org/abstracts/11721/a-study-of-safety-of-data-storage-devices-of-graduate-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11721.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">353</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">1310</span> Entrepreneurship Education as an Enhancement of Skills for Graduate Employability: The Case of the University of Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akumeyam%20Elvis%20Akum">Akumeyam Elvis Akum</a>, <a href="https://publications.waset.org/abstracts/search?q=Njanjo%20Thecla%20Anyongo%20Mukete"> Njanjo Thecla Anyongo Mukete</a>, <a href="https://publications.waset.org/abstracts/search?q=Fonkeng%20George%20Epah"> Fonkeng George Epah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the goal of higher education is to enhance graduate employability skills. Paradoxically, Cameroon’s graduate employability rate is far below the graduation rate. This worrisome situation caused the researcher to hypothesize that the teaching and learning experiences account for this increasing disparity. The study sought to investigate the effect on graduate employability of the teaching of organizational, problem-solving, innovation, and risk management skills on graduate employability. The study adopted a descriptive survey design with a quantitative approach. Data was collected by quantitative techniques from a random sample of 385 graduates using closed-ended structured questionnaire. Generally, findings revealed that entrepreneurship education does not sufficiently enhance graduate employability in the University of Buea. Specifically, the teaching of organizational skills does not significantly enhance their employability, as an average of 55% of graduates indicated that the course did not sufficiently help them develop skills for planning, management of limited resources, collaboration, and the setting of priorities. Also, 60% of the respondents indicated that the teaching of problem-solving skills does not significantly enhance graduate employability at the University of Buea. Contrarily, 57% of the respondents agreed that through their experiences in entrepreneurship education, their innovation skills were improved. The study recommended that a practical approach to teaching should be adopted, with attention to societal needs. A framework to ensure the teaching of entrepreneurship to students at the undergraduate level is recommended, such that those who do not continue with university studies after their Bachelor’s degree would have acquired the needed skills for employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20skills" title=" innovative skills"> innovative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills" title=" organizational skills"> organizational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20skills" title=" risk management skills"> risk management skills</a> </p> <a href="https://publications.waset.org/abstracts/176485/entrepreneurship-education-as-an-enhancement-of-skills-for-graduate-employability-the-case-of-the-university-of-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1309</span> Antecedent Factors Affecting Evaluation of Quality of Students at Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a survey research designed to evaluate the quality of graduate students and factors influencing their quality. The sample group consists of 240 students. The data are collected from stratified sampling and are analyzed and calculated by instant computer program. Statistics used are percentage, mean, standard deviation, Pearson correlation coefficient, Cramer’s V and logistic regression analysis. It is found that the graduate students’ opinions regarding their characteristics according to the Thai Qualifications Framework for Higher Education (TQF) are at high score range both overall and specific category. The top categories that received the top score are interpersonal skills and responsibility, ethics and morals, knowledge, cognitive skills, numerical analysis with communication and information technology skills, respectively. On the other hand, factors affecting the quality of graduate students are cognitive skills, numerical analysis with communication and information technology, knowledge, interpersonal skills and responsibility, ethics and morals, and career regarding sales/business, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation" title="student quality evaluation">student quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a> </p> <a href="https://publications.waset.org/abstracts/10598/antecedent-factors-affecting-evaluation-of-quality-of-students-at-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10598.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">395</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">1308</span> The Satisfaction of International Tourists toward Thai Economy and Bangkok's Attributes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ladaporn%20Pithuk">Ladaporn Pithuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to explore the satisfaction of international tourists toward Thai economy and Bangkok attributes. Due to tourism industry provides high rate of revenue for Thailand, and the outcome from this business drives every sections of Thailand. Unfortunately, some incidents in the country, such as some turmoil, have ruined the city’s image which obviously impacts to tourism industry. Hence, this survey was established to better understand the tourist’s satisfaction in these matters. The size of this research was 400 international tourists who visit Bangkok, Thailand during the 1st – 20th March 2009 and age between 20 – 65 years. The results reveal that tourists satisfy with all of Bangkok’s attributes including general attractions, heritage attraction, maintenance factors and cultural attraction. Also, tourists’ perception toward Thai politics is significantly related to their satisfaction of Bangkok’s attributes but their perception toward Thai economy is not significantly correlated to their satisfaction of Bangkok’s attributes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangkok%E2%80%99s%20attributes" title="Bangkok’s attributes">Bangkok’s attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20of%20international%20tourists" title=" satisfaction of international tourists"> satisfaction of international tourists</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20economy" title=" Thai economy"> Thai economy</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20tourism%20industry" title=" and tourism industry"> and tourism industry</a> </p> <a href="https://publications.waset.org/abstracts/43946/the-satisfaction-of-international-tourists-toward-thai-economy-and-bangkoks-attributes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43946.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">276</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">1307</span> Research Trends in Early Childhood Education Graduate Theses: A Content Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seden%20Demirta%C5%9F">Seden Demirtaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Feyza%20Tantekin%20Erden"> Feyza Tantekin Erden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of research in early childhood education is growing all around the world. This study aims to investigate research trends in graduate theses written in Turkey in the area of early childhood education. Descriptive, contextual and methodological aspects of graduate theses were analyzed to investigate the trends. A sample of the study consisted of 1000 graduate theses (n= 1000) including both MS theses and Ph.D. dissertations. Theses and dissertations were obtained from the thesis database of Council of Higher Education (CoHE). An investigation form was developed by the researcher to analyze graduate theses. The investigation forms validated by expert opinion from early childhood education department. To enhance the reliability of the investigation form, inter-coder agreement was measured by Cohen’s Kappa value (.86). Data were gathered via using the investigation form, and content analysis method was used to analyze the data. Results of the analysis were presented by descriptive statistics and frequency tables. Analysis of the study is on-going and preliminary results of the study show that master theses related to early childhood education have started to be written in 1986, and the number of the theses has increased gradually. In most of the studies, sample group consisted of children especially in between 5-6 age group. Child development, activities (applied in daily curriculum of preschools) and teaching methods are the mostly examined concepts in graduate theses. Qualitative and quantitative research methods were referred equally by researchers in these theses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title="content analysis">content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20thesis" title=" graduate thesis"> graduate thesis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20trends" title=" research trends"> research trends</a> </p> <a href="https://publications.waset.org/abstracts/54111/research-trends-in-early-childhood-education-graduate-theses-a-content-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54111.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">270</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">1306</span> Exploring the Subculture of New Graduate Nurses’ Everyday Experience in Mental Health Nursing: An Ethnography </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary-Ellen%20Hooper">Mary-Ellen Hooper</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Paul%20O%27Brien"> Anthony Paul O'Brien</a>, <a href="https://publications.waset.org/abstracts/search?q=Graeme%20Browne"> Graeme Browne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It has been proposed that negative experiences in mental health nursing increase the risk of attrition for newly graduated nurses. The risk of nurse attrition is of particular concern with current nurse shortages worldwide continuing to rise. The purpose of this study was to identify and explore the qualitative experiences of new graduate nurses as they enter mental health services in their first year of clinical practice. Method: An ethnographic research design was utilized in order to explore the sub-cultural experiences of new graduate nurses. Which included 31 separate episodes of field observation (62 hours) and (n=24) semi-structured interviews. A total number of 26 new graduates and recently graduated nurses participated in this study – 14 new graduate nurses and 12 recently graduate nurses. Data collection was conducted across 6 separate Australian, NSW, mental health units from April until September 2017. Results: A major theme emerging from the research is the new graduate nurses experience of communication in their nursing role, particularly within the context of the multidisciplinary team, and the barriers to sharing information related to care. This presentation describes the thematic structure of the major theme 'communication' in the context of the everyday experience of the New Graduate mental health nurse's participation in their chosen nursing discipline. The participants described diminished communication as a negative experience affecting their envisioned notion of holistic care, which they had associated with the role of the mental health nurse. Conclusion: The relationship between nurses and members of the multidisciplinary team plays a key role in the communication of patient care, patient-centeredness and inter-professional collaboration, potentially affecting the role of the mental health nurse, satisfaction of new graduate nurses, and patient care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing" title=" mental health nursing"> mental health nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20team" title=" multidisciplinary team"> multidisciplinary team</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20graduate%20nurse" title=" new graduate nurse"> new graduate nurse</a> </p> <a href="https://publications.waset.org/abstracts/93240/exploring-the-subculture-of-new-graduate-nurses-everyday-experience-in-mental-health-nursing-an-ethnography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93240.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">177</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">1305</span> Language Transfer in Graduate Candidates’ Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erika%20Mart%C3%ADnez%20Lugo">Erika Martínez Lugo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Candidates to some graduate studies are asked to write essays in English to prove their competence to write essays and to do it in English. In the present study, language transfer (LT) in 15 written essays is identified, documented, analyzed, and classified. The essays were written in 2019, and the graduate program is a Masters in Modern Languages in a North-Western Mexican city border with USA. This study is of interest since it is important to determine whether or not some errors have been fossilized and have become mistakes, or if it is part of the candidates’ interlanguage. The results show that most language transfer is negative and syntactic, where the influence of candidates L1 (Spanish) is evident in their use of L2 (English). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title="language transfer">language transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title=" cross-linguistic influence"> cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title=" interlanguage"> interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20vs%20mistake" title=" error vs mistake"> error vs mistake</a> </p> <a href="https://publications.waset.org/abstracts/142460/language-transfer-in-graduate-candidates-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142460.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">177</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">1304</span> Extracting Attributes for Twitter Hashtag Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwaq%20Alsulami">Ashwaq Alsulami</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianhua%20Shao"> Jianhua Shao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various organisations often need to understand discussions on social media, such as what trending topics are and characteristics of the people engaged in the discussion. A number of approaches have been proposed to extract attributes that would characterise a discussion group. However, these approaches are largely based on supervised learning, and as such they require a large amount of labelled data. We propose an approach in this paper that does not require labelled data, but rely on lexical sources to detect meaningful attributes for online discussion groups. Our findings show an acceptable level of accuracy in detecting attributes for Twitter discussion groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attributed%20community" title="attributed community">attributed community</a>, <a href="https://publications.waset.org/abstracts/search?q=attribute%20detection" title=" attribute detection"> attribute detection</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/142851/extracting-attributes-for-twitter-hashtag-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142851.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">162</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">1303</span> Turkish Graduate Students' Perceptions of Drop Out Issues in Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harun%20Bozna">Harun Bozna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> MOOC (massive open online course) is a groundbreaking education platform and a current buzzword in higher education. Although MOOCs offer many appreciated learning experiences to learners from various universities and institutions, they have considerably higher dropout rates than traditional education. Only about 10% of the learners who enroll in MOOCs actually complete the course. In this case, perceptions of participants and a comprehensive analysis of MOOCs have become an essential part of the research in this area. This study aims to explore the MOOCs in detail for better understanding its content, purpose and primarily drop out issues. The researcher conducted an online questionnaire to get perceptions of graduate students on their learning experiences in MOOCs and arranged a semi- structured oral interview with some participants. The participants are Turkish graduate level students doing their MA and Ph.D. in various programs. The findings show that participants are more likely to drop out courses due to lack of time and lack of pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=drop%20out" title=" drop out"> drop out</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students" title=" perception of graduate students"> perception of graduate students</a> </p> <a href="https://publications.waset.org/abstracts/64464/turkish-graduate-students-perceptions-of-drop-out-issues-in-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64464.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">240</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">1302</span> Software Architecture Optimization Using Swarm Intelligence Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arslan%20Ellahi">Arslan Ellahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Amjad%20Hussain"> Syed Amjad Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Fawaz%20Saleem%20Bokhari"> Fawaz Saleem Bokhari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Optimization of software architecture can be done with respect to a quality attributes (QA). In this paper, there is an analysis of multiple research papers from different dimensions that have been used to classify those attributes. We have proposed a technique of swarm intelligence Meta heuristic ant colony optimization algorithm as a contribution to solve this critical optimization problem of software architecture. We have ranked quality attributes and run our algorithm on every QA, and then we will rank those on the basis of accuracy. At the end, we have selected the most accurate quality attributes. Ant colony algorithm is an effective algorithm and will perform best in optimizing the QA’s and ranking them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complexity" title="complexity">complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=rapid%20evolution" title=" rapid evolution"> rapid evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=swarm%20intelligence" title=" swarm intelligence"> swarm intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions" title=" dimensions"> dimensions</a> </p> <a href="https://publications.waset.org/abstracts/94992/software-architecture-optimization-using-swarm-intelligence-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94992.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">261</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">1301</span> A National Survey of Clinical Psychology Graduate Student Attitudes toward Psychotherapy Treatment Manuals: A Replication Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Bergstr%C3%B6m">B. Bergström</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ladd"> A. Ladd</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jones"> A. Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Rosso"> L. Rosso</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Michael"> P. Michael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitudes toward treatment manuals serve as a meaningful predictor of general attitudes toward evidence-based practice. Despite demonstrating high effectiveness in treating many mental disorders, manualized treatments have been underutilized by practitioners. Thus, one can assess the state of the field regarding the adoption of evidence-based practices by surveying practitioner attitudes towards manualized treatments. This study is an adapted replication that assesses psychology graduate student attitudes towards manualized treatments, as a general marker for attitudes towards evidence-based practice. Training programs provide future clinicians with the foundation for critical skills in clinical practice. Research demonstrates that post-graduate continuing education has little to no effect on clinical practice; thus, graduate programs serve as the primary, and often final platform for all future practice. However, there are little empirical data identifying the attitudes and training of graduate students in utilizing manualized treatments. The empirical analysis of this study indicates an increase in positive attitudes among graduate student attitudes towards manualized treatments (within the United States), when compared to past surveys of professional psychologists. Findings from this study may inform graduate programs of barriers for students in developing positive attitudes toward manualized treatments and evidence-based practice. This study also serves as a preliminary predictor of the state-of-the field, in regards to professional psychologists attitudes towards evidence-based practice, if attitudes remain stable. This study indicates that the attitudes toward utilizing evidence-based practices, such as treatment manuals, has become more positive since year 2000. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20therapy" title="exposure therapy">exposure therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=manualized%20treatments" title=" manualized treatments"> manualized treatments</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20attitudes" title=" student attitudes"> student attitudes</a> </p> <a href="https://publications.waset.org/abstracts/102967/a-national-survey-of-clinical-psychology-graduate-student-attitudes-toward-psychotherapy-treatment-manuals-a-replication-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102967.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">162</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">1300</span> Applications for Accounting of Inherited Object-Oriented Class Members </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A class in an Object-Oriented (OO) system is the basic unit of design, and it encapsulates a set of attributes and methods. In OO systems, instead of redefining the attributes and methods that are included in other classes, a class can inherit these attributes and methods and only implement its unique attributes and methods, which results in reducing code redundancy and improving code testability and maintainability. Such mechanism is called Class Inheritance. However, some software engineering applications may require accounting for all the inherited class members (i.e., attributes and methods). This paper explains how to account for inherited class members and discusses the software engineering applications that require such consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20flattening" title="class flattening">class flattening</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20quality%20attribute" title=" external quality attribute"> external quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=inheritance" title=" inheritance"> inheritance</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20quality%20attribute" title=" internal quality attribute"> internal quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20design" title=" object-oriented design"> object-oriented design</a> </p> <a href="https://publications.waset.org/abstracts/40730/applications-for-accounting-of-inherited-object-oriented-class-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40730.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">272</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=graduate%20attributes&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=graduate%20attributes&page=3">3</a></li> <li class="page-item"><a class="page-link" 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