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skills</title> <meta name="description" content="Search results for: computer skills"> <meta name="keywords" content="computer skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="computer skills"> <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> 5239</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: computer skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5239</span> The Attitude of High School Teachers in Saudi Arabia towards Computers: Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manal%20O.%20Alothman">Manal O. Alothman</a>, <a href="https://publications.waset.org/abstracts/search?q=Judy%20Robertson"> Judy Robertson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers can play a huge role in encouraging students to use computers and can affect students’ attitudes towards computers. So understanding teachers’ beliefs and their use of computers is an important way to create effective motivational systems for teachers to use computers in the classroom in an effective way.A qualitative study (6 focus group) was carried out among Saudi High school teachers, both male and female, to examine their attitudes towards computers and to find out their computer skills and usage. The study showed a gender difference in that females were less likely to attend computer workshops, females also had less computer skills, and they have more negative attitudes towards computers than males. Also, the study found that low computer skills in the classroom made students unlikely to have the lessons presented using computers. Furthermore, the study found some factors that affected teachers’ attitudes towards computers. These factors were computer experience and confidence as much having skills and good experience in computer use, the role and importance of computers had become in their life and in teaching as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/20160/the-attitude-of-high-school-teachers-in-saudi-arabia-towards-computers-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20160.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">293</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">5238</span> Skills Development: The Active Learning Model of a French Computer Science Institute</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Paparisteidi">N. Paparisteidi</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rodamitou"> D. Rodamitou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article focuses on the skills development and path planning of students studying computer science in EPITECH: french private institute of Higher Education. The researchers examine students’ points of view and experience in a blended learning model based on a skills development curriculum. The study is based on the collection of four main categories of data: semi-participant observation, distribution of questionnaires, interviews, and analysis of internal school databases. The findings seem to indicate that a skills-based program on active learning enables students to develop their learning strategies as well as their personal skills and to actively engage in the creation of their career path and contribute to providing additional information to curricula planners and decision-makers about learning design in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</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=skills%20development" title=" skills development"> skills development</a> </p> <a href="https://publications.waset.org/abstracts/152278/skills-development-the-active-learning-model-of-a-french-computer-science-institute" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152278.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">104</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">5237</span> Skills Needed Amongst Secondary School Students for Artificial Intelligence Development in Southeast Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chukwuma%20Mgboji">Chukwuma Mgboji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the advent of Artificial Intelligence, robots have become a major stay in developing societies. Robots are deployed in Education, Health, Food and in other spheres of life. Nigeria a country in West Africa has a very low profile in the advancement of Artificial Intelligence especially in the grass roots. The benefits of Artificial intelligence are not fully maximised and harnessed. Advances in artificial intelligence are perceived as impossible or observed as irrelevant. This study seeks to ascertain the needed skills for the development of artificialintelligence amongst secondary schools in Nigeria. The study focused on South East Nigeria with Five states namely Imo, Abia, Ebonyi, Anambra and Enugu. The sample size is 1000 students drawn from Five Government owned Universities offering Computer Science, Computer Education, Electronics Engineering across the Five South East states. Survey method was used to solicit responses from respondents. The findings from the study identified mathematical skills, analytical skills, problem solving skills, computing skills, programming skills, algorithm skills amongst others. The result of this study to the best of the author’s knowledge will be highly beneficial to all stakeholders involved in the advancements and development of artificial intelligence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/148287/skills-needed-amongst-secondary-school-students-for-artificial-intelligence-development-in-southeast-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148287.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">152</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">5236</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title=" employability skills"> employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers" title=" employers"> employers</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/3793/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3793.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">325</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">5235</span> Assessing Basic Computer Applications’ Skills of College-Level Students in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20A.%20Gharawi">Mohammed A. Gharawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Majed%20M.%20Khoja"> Majed M. Khoja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the findings of a study conducted at the Institute of Public Administration (IPA) in Saudi Arabia. The paper applied both qualitative and quantitative research methods to assess the levels of basic computer applications’ skills among students enrolled in the preparatory programs of the institution. qualitative data have been collected from semi-structured interviews with the instructors who have previously been assigned to teach Introduction to information technology courses. Quantitative data were collected by executing a self-report questionnaire and a written statistical test. 380 enrolled students responded to the questionnaire and 142 accomplished the statistical test. The results indicate the lack of necessary skills to deal with computer applications among most of the students who are enrolled in the IPA’s preparatory programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20applications" title=" computer applications"> computer applications</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20literacy" title=" computer literacy"> computer literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Institute%20of%20Public%20Administration" title=" Institute of Public Administration"> Institute of Public Administration</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/27598/assessing-basic-computer-applications-skills-of-college-level-students-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27598.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">315</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">5234</span> An Investigation into the Views of Gifted Children on the Effects of Computer and Information Technologies on Their Lives and Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Kurnaz">Ahmet Kurnaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Eyup%20Yurt"> Eyup Yurt</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%9Cmit%20%C3%87iftci"> Ümit Çiftci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, too, an attempt was made to reveal the place and effects of information technologies on the lives and education of gifted children based on the views of gifted. To this end, the effects of information technologies on gifted are general skills, technology use, academic and social skills, and cooperative and personal skills were investigated. These skills were explored depending on whether or not gifted had their own computers, had internet connection at home, or how often they use the internet, average time period they spent at the computer, how often they played computer games and their use of social media. The study was conducted using the screening model with a quantitative approach. The sample of the study consisted of 129 gifted attending 5-12th classes in 12 provinces in different regions of Turkey. 64 of the participants were female while 65 were male. The research data were collected using the using computer of gifted and information technologies (UCIT) questionnaire which was developed by the researchers and given its final form after receiving expert view. As a result of the study, it was found that UCIT use improved foreign language speaking skills of gifted, enabled them to get to know and understand different cultures, and made use of computer and information technologies while they study. At the end of the study these result were obtained: Gifted have positive idea using computer and communication technology. There are differences whether using the internet about the ideas UCIT. But there are not differences whether having computer, inhabited city, grade level, having internet at home, daily and weekly internet usage durations, playing the computer and internet game, having Facebook and Twitter account about the UCIT. UCIT contribute to the development of gifted vocabulary, allows knowing and understand different cultures, developing foreign language speaking skills, gifted do not give up computer when they do their homework, improve their reading, listening, understanding and writing skills in a foreign language. Gifted children want to have transition to the use of tablets in education. They think UCIT facilitates doing their homework, contributes learning more information in a shorter time. They'd like to use computer-assisted instruction programs at courses. They think they will be more successful in the future if their computer skills are good. But gifted students prefer teacher instead of teaching with computers and they said that learning can be run from home without going to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted" title="gifted">gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20computer" title=" using computer"> using computer</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies" title=" information technologies"> information technologies</a> </p> <a href="https://publications.waset.org/abstracts/9462/an-investigation-into-the-views-of-gifted-children-on-the-effects-of-computer-and-information-technologies-on-their-lives-and-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9462.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">390</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">5233</span> Students' Perception of Virtual Learning Environment (VLE) Skills in Setting up the Simulator Welding Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Afif%20Md%20Nasir">Mohd Afif Md Nasir</a>, <a href="https://publications.waset.org/abstracts/search?q=Faizal%20Amin%20Nur%20Yunus"> Faizal Amin Nur Yunus</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Samad%20Hassan%20Basari"> Abd Samad Hassan Basari</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Halim%20Sahelan"> A. Halim Sahelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to identify the suitability of Virtual Learning Environment (VLE) in welding simulator application towards Computer-Based Training (CBT) in developing skills upon new students at the Advanced Technology Training Center (ADTEC), Batu Pahat, Johor, Malaysia and GIATMARA, Batu Pahat, Johor, Malaysia. The purpose of the study is to create a computer-based skills development approach in welding technology among new students in ADTEC and GIATMARA, as well as cultivating the elements of general skills among them. This study is also important in elevating the number of individual knowledge workers (K-workers) working in manufacturing industry in order to achieve a national vision which is to be an industrial nation in the year of 2020. The design of the study is a survey type of research which uses questionnaires as the instruments and 136 students from ADTEC and GIATMARA were interviewed. Descriptive analysis is used to identify the frequency and mean values. The findings of the study shows that the welding technology skills have developed in the students as a result of the application of VLE simulator at a high level and the respondents agreed that the skills could be embedded through the application of the VLE simulator. In summary, the VLE simulator is suitable in welding skills development training in terms of exposing new students with the relevant characteristics of welding skills and at the same time spurring the students’ interest towards learning more about the skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-based%20training%20%28CBT%29" title="computer-based training (CBT)">computer-based training (CBT)</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20workers%20%28K-workers%29" title=" knowledge workers (K-workers)"> knowledge workers (K-workers)</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=welding%20simulator" title=" welding simulator"> welding simulator</a>, <a href="https://publications.waset.org/abstracts/search?q=welding%20technology" title=" welding technology"> welding technology</a> </p> <a href="https://publications.waset.org/abstracts/31784/students-perception-of-virtual-learning-environment-vle-skills-in-setting-up-the-simulator-welding-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31784.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">348</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">5232</span> Trainees' Perception of Virtual Learning Skills in Setting up the Simulator Welding Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Afif%20Md%20Nasir">Mohd Afif Md Nasir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Faizal%20Amin%20Nur"> Mohd Faizal Amin Nur</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hasim"> Jamaluddin Hasim</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Samad%20Hasan%20Basari"> Abd Samad Hasan Basari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Halim%20Sahelan"> Mohd Halim Sahelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is aimed to investigate the suitability of Computer-Based Training (CBT) as one of the approaches in skills competency development at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (NYSI) Pagoh Muar Johor. This study has also examined the perception among trainees toward Virtual Learning Environment (VLE) as to realize the development of skills in Welding Technology. The significance of the study is to create a computer-based skills development approach in welding technology among new trainees in CIAST and IKBN as well as to cultivate the element of general skills among them. This study is also important in elevating the number of individual knowledge workers (K-Workers) working in manufacturing industry in order to achieve the national vision which is to be an industrial nation in the year 2020. The design is a survey of research which using questionnaires as the instruments and is conducted towards 136 trainees from CIAST and IKBN. Data from the questionnaires is proceeding in a Statistical Package for Social Science (SPSS) in order to find the frequency, mean and chi-square testing. The findings of the study show the welding technology skills have developed in the trainees as a result of the application of the Virtual Reality simulator at a high level (mean=3.90) and the respondents agreed the skills could be embedded through the application of the Virtual Reality simulator (78.01%). The Study also found that there is a significant difference between trainee skill characteristics through the application of the Virtual Reality simulator (p<0.05). Thereby, the Virtual Reality simulator is suitable to be used in the development of welding skills among trainees through the skills training institute. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-based%20training" title="computer-based training">computer-based training</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=welding%20technology" title=" welding technology"> welding technology</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20simulator" title=" virtual reality simulator"> virtual reality simulator</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a> </p> <a href="https://publications.waset.org/abstracts/30219/trainees-perception-of-virtual-learning-skills-in-setting-up-the-simulator-welding-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30219.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">426</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">5231</span> Digital Literacy Skills for Geologist in Public Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angsumalin%20Puntho">Angsumalin Puntho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disruptive technology has had a great influence on our everyday lives and the existence of an organization. Geologists in the public sector need to keep up with digital technology and be able to work and collaborate in a more effective manner. The result from SWOT and 7S McKinsey analyses suggest that there are inadequate IT personnel, no individual digital literacy development plan, and a misunderstanding of management policies. The Office of Civil Service Commission develops digital literacy skills that civil servants and government officers should possess in order to work effectively; it consists of nine dimensions, including computer skills, internet skills, cyber security awareness, word processing, spreadsheets, presentation programs, online collaboration, graphics editors and cyber security practices; and six steps of digital literacy development including self-assessment, individual development plan, self-learning, certified test, learning reflection, and practices. Geologists can use digital literacy as a learning tool to develop themselves for better career opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disruptive%20technology" title="disruptive technology">disruptive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technology" title=" digital technology"> digital technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20skills" title=" computer skills"> computer skills</a> </p> <a href="https://publications.waset.org/abstracts/152172/digital-literacy-skills-for-geologist-in-public-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152172.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">116</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">5230</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) in order to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/23635/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5229</span> The Perception on 21st Century Skills of Nursing Instructors and Nursing Students at Boromarajonani College of Nursing, Chonburi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Rakkwamsuk"> Somporn Rakkwamsuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ladda%20Leungratanamart"> Ladda Leungratanamart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this descriptive study was to determine the perception of 21<sup>st</sup> century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21<sup>st</sup> century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20instructor" title=" nursing instructor"> nursing instructor</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a> </p> <a href="https://publications.waset.org/abstracts/44293/the-perception-on-21st-century-skills-of-nursing-instructors-and-nursing-students-at-boromarajonani-college-of-nursing-chonburi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44293.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">316</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">5228</span> The Intervention Effect of Gratitude Skills Training on the Reduction of Loneliness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Sakai">T. Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aikawa"> A. Aikawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study defined 'gratitude skills training' as a social skills training which would become a new intervention method about gratitude intervention. The purpose of this study was to confirm the intervention effect of gratitude skills training on the reduction of loneliness. The participants in this study were university students (n = 36). A waiting list control design was used, in which the participants were assigned either to a training group (n = 18) or a waiting list control group (n = 18); the latter group took the same training after the first group had been trained. The two-week gratitude skills training comprised of three sessions (50 minutes per each of sessions). In the three sessions, the guidebook and the homework developed in this study were used. Results showed that gratitude skills training improved the participants’ gratitude skills. The results also indicated the intervention effect of gratitude skills training on the reduction of loneliness during the follow-up after three weeks. This study suggests that gratitude skills training can reduce loneliness. The gratitude skills training has a possibility of becoming a new treatment to reduce loneliness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude%20skills" title="gratitude skills">gratitude skills</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills%20training" title=" social skills training"> social skills training</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/90531/the-intervention-effect-of-gratitude-skills-training-on-the-reduction-of-loneliness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90531.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">200</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">5227</span> Simo-syl: A Computer-Based Tool to Identify Language Fragilities in Italian Pre-Schoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marinella%20Majorano">Marinella Majorano</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachele%20Ferrari"> Rachele Ferrari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Bastianello"> Tamara Bastianello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent technological advance allows for applying innovative and multimedia screen-based assessment tools to test children's language and early literacy skills, monitor their growth over the preschool years, and test their readiness for primary school. Several are the advantages that a computer-based assessment tool offers with respect to paper-based tools. Firstly, computer-based tools which provide the use of games, videos, and audio may be more motivating and engaging for children, especially for those with language difficulties. Secondly, computer-based assessments are generally less time-consuming than traditional paper-based assessments: this makes them less demanding for children and provides clinicians and researchers, but also teachers, with the opportunity to test children multiple times over the same school year and, thus, to monitor their language growth more systematically. Finally, while paper-based tools require offline coding, computer-based tools sometimes allow obtaining automatically calculated scores, thus producing less subjective evaluations of the assessed skills and provide immediate feedback. Nonetheless, using computer-based assessment tools to test meta-phonological and language skills in children is not yet common practice in Italy. The present contribution aims to estimate the internal consistency of a computer-based assessment (i.e., the Simo-syl assessment). Sixty-three Italian pre-schoolers aged between 4;10 and 5;9 years were tested at the beginning of the last year of the preschool through paper-based standardised tools in their lexical (Peabody Picture Vocabulary Test), morpho-syntactical (Grammar Repetition Test for Children), meta-phonological (Meta-Phonological skills Evaluation test), and phono-articulatory skills (non-word repetition). The same children were tested through Simo-syl assessment on their phonological and meta-phonological skills (e.g., recognise syllables and vowels and read syllables and words). The internal consistency of the computer-based tool was acceptable (Cronbach's alpha = .799). Children's scores obtained in the paper-based assessment and scores obtained in each task of the computer-based assessment were correlated. Significant and positive correlations emerged between all the tasks of the computer-based assessment and the scores obtained in the CMF (r = .287 - .311, p < .05) and in the correct sentences in the RCGB (r = .360 - .481, p < .01); non-word repetition standardised test significantly correlates with the reading tasks only (r = .329 - .350, p < .05). Further tasks should be included in the current version of Simo-syl to have a comprehensive and multi-dimensional approach when assessing children. However, such a tool represents a good chance for the teachers to early identifying language-related problems even in the school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based" title=" computer-based"> computer-based</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20identification" title=" early identification"> early identification</a>, <a href="https://publications.waset.org/abstracts/search?q=language-related%20skills" title=" language-related skills"> language-related skills</a> </p> <a href="https://publications.waset.org/abstracts/141497/simo-syl-a-computer-based-tool-to-identify-language-fragilities-in-italian-pre-schoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141497.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">5226</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Umm%20Alqura%20university" title=" Umm Alqura university"> Umm Alqura university</a> </p> <a href="https://publications.waset.org/abstracts/129686/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129686.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">186</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">5225</span> Teaching Computer Programming to Diverse Students: A Comparative, Mixed-Methods, Classroom Research Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Almudena%20Konrad">Almudena Konrad</a>, <a href="https://publications.waset.org/abstracts/search?q=Tom%C3%A1s%20Galguera"> Tomás Galguera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lack of motivation and interest is a serious obstacle to students’ learning computing skills. A need exists for a knowledge base on effective pedagogy and curricula to teach computer programming. This paper presents results from research evaluating a six-year project designed to teach complex concepts in computer programming collaboratively, while supporting students to continue developing their computer thinking and related coding skills individually. Utilizing a quasi-experimental, mixed methods design, the pedagogical approaches and methods were assessed in two contrasting groups of students with different socioeconomic status, gender, and age composition. Analyses of quantitative data from Likert-scale surveys and an evaluation rubric, combined with qualitative data from reflective writing exercises and semi-structured interviews yielded convincing evidence of the project’s success at both teaching and inspiring students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title="computational thinking">computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20education" title=" computing education"> computing education</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20programming%20curriculum" title=" computer programming curriculum"> computer programming curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=logic" title=" logic"> logic</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/83820/teaching-computer-programming-to-diverse-students-a-comparative-mixed-methods-classroom-research-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83820.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">316</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">5224</span> Analysis of Farm Management Skills in Broiler Poultry Producers in Botswana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Som%20Pal%20Baliyan">Som Pal Baliyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this quantitative study was to analyze farm management skills in broiler poultryproducers in Botswana. The study adopted a descriptive and correlation research design. The population of the study was the poultry farm operators who had been in broiler poultry farming at least for two years. Based on the information from literature, a questionnaire was constructed for data collection on seven areas of farm management skills namely; planning skills, accounting and financial management skills, production management skills, product procurement and marketing skills, decision making skills, risk management skills, and specific technical skills. The validity and reliability of the questionnaire were accomplished by a panel of experts and by calculating the Cronbach’s alpha coefficient, respectively. Data were collected through a survey of 60 randomly sampled poultry farm operators in Botswana. Data were analyzed through descriptive statistical tools whereby the level of farm management skills were determined by calculating means and standard deviations of the management skills among the broiler producers. The level of farm management skills in broilers producers was discussed. All the seven farm management skills were ranked based on their calculated means. The specific technical skills and risk management skills were the highest and the lowest ranked farm management skills, respectively.Findings revealed that the broiler producers had skills above the average level only in specific technical skills whereas the skill levels in the remaining six farm management skills under study were found below the average level. This prevailing low level of farm management skills can be justified asthe cause of failure or poor performance of the broiler poultry farms in Botswana. Therefore, in order to improve the efficiency and productivityin broiler production in the country, it was recommended that the broiler poultry producers should be adequately trained in areas of planning skills, financial management skills, production management skills, product procurement and marketing skills, decision making skills and risk management skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poultry%20production" title="poultry production">poultry production</a>, <a href="https://publications.waset.org/abstracts/search?q=broiler%20production" title=" broiler production"> broiler production</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20skills" title=" management skills"> management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=levels%20of%20skills" title=" levels of skills"> levels of skills</a> </p> <a href="https://publications.waset.org/abstracts/36860/analysis-of-farm-management-skills-in-broiler-poultry-producers-in-botswana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36860.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">400</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">5223</span> IT Skills and Soft Skills for Accountants in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information technology management has become important for the achievement of organisations. An increase in the pace of technological change has revolutionised the way accountants perform their jobs. In response to this challenge, the identification of a new comprehensive set of information technology competencies combined with information technology skills and other skills (namely, soft skills) are necessary. Thus, this study aims to investigate IT competencies among professional accountants to enhance firm performance. This research was conducted with 42 respondents at ten organisations in Thailand. This research used qualitative, interpretive evidence.The results indicate that the factor IT competencies within the organizational issues defines19 factors. Specifically, these new factors, based on the research findings and the literature and unique to IT competences for professional accountants, include ERP software skills, BI software skills and accounting law and legal skills. The evidence in this study suggests that ERP software, spreadsheets, BI software and accounting software were ranked as much-needed skills to be acquired by accountants while communication skills were ranked as the most required skills, and delegation skills as the least required. The findings of the research’s empirical evidence suggest that organizations should understand appropriate into developing information technology related competencies for knowledge workers in general and professional accountants in particular and provide assistance in all processes of decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies" title="IT competencies">IT competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies%20for%20accountants" title=" IT competencies for accountants"> IT competencies for accountants</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20skills%20for%20accounting" title=" IT skills for accounting"> IT skills for accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills%20for%20accountants" title=" soft skills for accountants"> soft skills for accountants</a> </p> <a href="https://publications.waset.org/abstracts/41941/it-skills-and-soft-skills-for-accountants-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5222</span> Examining Audiology Students: Clinical Reasoning Skills When Using Virtual Audiology Cases Aided With no Collaboration, Live Collaboration, and Virtual Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shaaban">Ramy Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the difference in clinical reasoning skills of students when using virtual audiology cases with and without collaborative assistance from major learning approaches important to clinical reasoning skills and computer-based learning models: Situated Learning Theory, Social Development Theory, Scaffolding, and Collaborative Learning. A quasi-experimental design was conducted at two United States universities to examine whether there is a significant difference in clinical reasoning skills between three treatment groups using IUP Audiosim software. Two computer-based audiology case simulations were developed, and participants were randomly placed into the three groups: no collaboration, virtual collaboration, and live collaboration. The clinical reasoning data were analyzed using One-Way ANOVA and Tukey posthoc analyses. The results show that there was a significant difference in clinical reasoning skills between the three treatment groups. The score obtained by the no collaboration group was significantly less than the scores obtained by the virtual and live collaboration groups. Collaboration, whether virtual or in person, has a positive effect on students’ clinical reasoning. These results with audiology students indicate that combining collaboration models with scaffolding and embedding situated learning and social development theories into the design of future virtual patients has the potential to improve students’ clinical reasoning skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20reasoning" title="clinical reasoning">clinical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20patients" title=" virtual patients"> virtual patients</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/140721/examining-audiology-students-clinical-reasoning-skills-when-using-virtual-audiology-cases-aided-with-no-collaboration-live-collaboration-and-virtual-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140721.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">214</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">5221</span> Management Competency in Logistical Function: The Skills That Will Master a Logistical Manager</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Ibnchahid">Fatima Ibnchahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Competence approach is considered, since the early 80's as one of the major development of HR policies. Many approaches to manage the professional skills were declined. Some processes are mature whereas the others have been abandoned. Competence can be defined as the set of knowledge (theoretical and practical), know-how (experience) and life skills (personality traits) mobilized by a person in the company. The skills must master a logistics manager are divided into two main categories: depending on whether technical skills, or managerial skills and human. The firsts are broken down into skills on logistical techniques and on general skills in business, seconds in social skills (self with others) and personal (with oneself). Logisticians are faced with new challenges and new constraints that are revolutionizing the way to treat the physical movement of goods and operations related to information flows that trigger, they control and guide the physical movements of these major changes, we can mention the development of information technology and communication, the emergence of strong environmental and security constraints. These changes have important effects on the skills needs of the members of the logistical function and sensitive development for training requested by logistical managers to perform better in their job changes. In this article, we will address two main points, first, a brief overview of the management skills and secondly answer the question asked in the title of the article to know what are the skills that will master a logistical manager. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skills" title="skills">skills</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=logistical%20function" title=" logistical function"> logistical function</a> </p> <a href="https://publications.waset.org/abstracts/14953/management-competency-in-logistical-function-the-skills-that-will-master-a-logistical-manager" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14953.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">281</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">5220</span> The Effects of Big 6+6 Skill Training on Daily Living Skills for an Adolescent with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luca%20Vascelli">Luca Vascelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Iacomini"> Silvia Iacomini</a>, <a href="https://publications.waset.org/abstracts/search?q=Giada%20Gueli"> Giada Gueli</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Cavallini"> Francesca Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Cavallini"> Carlo Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Federica%20Berardo"> Federica Berardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to evaluate the effect of training on Big 6 + 6 motor skills to promote daily living skills. Precision teaching (PT) suggests that improved speed of the component behaviors can lead to better performance of composite skills. This study assessed the effects of the repeated timed practice of component motor skills on speed and accuracy of composite skills related to daily living skills. An 18 years old adolescent with intellectual disability participated. A pre post probe single-subject design was used. The results suggest that the participant was able to perform the component skills at his individual aims (endurance was assessed). The speed and accuracy of composite skills were increased; stability and retention were also measured for the composite skill after the training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%206%2B6" title="big 6+6">big 6+6</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20living%20skills" title=" daily living skills"> daily living skills</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a> </p> <a href="https://publications.waset.org/abstracts/115648/the-effects-of-big-66-skill-training-on-daily-living-skills-for-an-adolescent-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115648.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">154</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">5219</span> Evaluation of Introductory Programming Course for Non-Computer Science Majored Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Varol">H. Varol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although students’ interest level in pursuing Computer Science and related degrees are lower than previous decade, fundamentals of computers, specifically introductory level programming courses are either listed as core or elective courses for a number of non-computer science majors. Universities accommodate these non-computer science majored students either via creating separate sections of a class for them or simply offering mixed-body classroom solutions, in which both computer science and non-computer science students take the courses together. In this work, we demonstrated how we handle introductory level programming course at Sam Houston State University and also provide facts about our observations on students’ success during the coursework. Moreover, we provide suggestions and methodologies that are based on students’ major and skills to overcome the deficiencies of mix-body type of classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=non-computer%20science%20major" title=" non-computer science major"> non-computer science major</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20education" title=" programming education"> programming education</a> </p> <a href="https://publications.waset.org/abstracts/46371/evaluation-of-introductory-programming-course-for-non-computer-science-majored-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46371.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">333</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">5218</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">5217</span> The Project Evaluation to Develop the Competencies, Capabilities, and Skills in Repairing Computers of People in Jompluak Local Municipality, Bang Khonthi District, Samut Songkram Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilailuk%20Meepracha">Wilailuk Meepracha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The results of the study on the project evaluation to develop the competencies, capabilities, and skills in repairing computers of people in Jompluak Local Municipality, Bang Khonthi District, Samut Songkram Province showed that the overall result was good (4.33). When considering on each aspect, it was found that the highest one was on process evaluation (4.60) followed by product evaluation (4.50) and the least one was on feeding factor (3.97). When considering in details, it was found that: 1) the context aspect was high (4.23) with the highest item on the arrangement of the training situation (4.67) followed by the appropriateness of the target (4.30) and the least aspect was on the project cooperation (3.73). 2) The evaluation of average overall primary factor or feeding factor showed high value (4.23) while the highest aspect was on the capability of the trainers (4.47) followed by the suitable venue (4.33) while the least aspect was on the insufficient budget (3.47). 3) The average result of process evaluation was very high (4.60). The highest aspect was on the follow-op supervision (4.70) followed by responsibility of each project staffs (4.50) while the least aspect was on the present situation and the problems of the community (4.40). 4) The overall result of the product evaluation was very high (4.50). The highest aspect was on the diversity of the activities and the community integration (4.67) followed by project target achievement (4.63) while the least aspect was on continuation and regularity of the activities (4.33). The trainees reported high satisfaction on the project management at very high level (43.33%) while 40% reported high level and 16.67% reported moderate level. Suggestions for the project were on the additional number of the computer sets (37.78%) followed by longer training period especially on computer skills (43.48%). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20evaluation" title="project evaluation">project evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20development" title=" competency development"> competency development</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20capability%20on%20computer%20repairing%20and%20computer%20skills" title=" the capability on computer repairing and computer skills"> the capability on computer repairing and computer skills</a> </p> <a href="https://publications.waset.org/abstracts/4861/the-project-evaluation-to-develop-the-competencies-capabilities-and-skills-in-repairing-computers-of-people-in-jompluak-local-municipality-bang-khonthi-district-samut-songkram-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4861.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">303</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">5216</span> The Effectiveness of Social Story with the Help Smart Board use to Teach Social Skills for Preschool Children with ASD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilay%20Akgun%20Giray">Dilay Akgun Giray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Basic insuffiency spaces of ASD diagnosed individuals can be grouped as cognitive and academic characteristics, communicational characteristics, social characteristics and emotional characteristics. Referring to the features that children with ASD exhibit on social events, it is clear they have limitations for several social skills. One of the evidence based practices which has been developed and used for the limitations of definite social skills for individuals with autism is “Social Story Method”. Social stories was designed and applied for the first time in 1991, a special education teacher, in order to acquire social skills and improve the existing social skills for children with ASD. Many studies have revealed the effectiveness of social stories for teaching the social skills to individuals with ASD. In this study, three social skills that the child ,who was diagnosed ASD, is going to need primarily will be studied with smart board. This study is multiple probe across-behavior design which is one of the single subject research models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authism%20spectrum%20disorders" title="authism spectrum disorders">authism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20story" title=" social story"> social story</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20board" title=" smart board"> smart board</a> </p> <a href="https://publications.waset.org/abstracts/31066/the-effectiveness-of-social-story-with-the-help-smart-board-use-to-teach-social-skills-for-preschool-children-with-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31066.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">486</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">5215</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</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=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.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">43</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">5214</span> Students Competencies in the Use of Computer Assistive Technology at Akropong School for the Blind in the Eastern of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Ampratwum">Joseph Ampratwum</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaw%20Nyadu%20Offei"> Yaw Nyadu Offei</a>, <a href="https://publications.waset.org/abstracts/search?q=Afua%20Ntoaduro"> Afua Ntoaduro</a>, <a href="https://publications.waset.org/abstracts/search?q=Frank%20Twum"> Frank Twum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of computer assistive technology has captured the attention of individuals with visual impairment. Children with visual impairments who are tactual learners have one unique need which is quite different from all other disability groups. They depend on the use of computer assistive technology for reading, writing, receiving information and sending information as well. The objective of the study was to assess students’ competencies in the use of computer assistive technology at Akropong School for the Blind in Ghana. This became necessary because little research has been conducted to document the competencies and challenges in the use of computer among students with visual impairments in Africa. A case study design with a mixed research strategy was adopted for the study. A purposive sampling technique was used to sample 35 students from Akropong School for the Blind in the eastern region of Ghana. The researcher gathered both quantitative and qualitative data to measure students’ competencies in keyboarding skills and Job Access with Speech (JAWS), as well as the other challenges. The findings indicated that comparatively students’ competency in keyboard skills was higher than JAWS application use. Thus students had reached higher stages in the conscious competencies matrix in the former than the latter. It was generally noted that challenges limiting effective use of students’ competencies in computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Base on this it was recommended that efforts should be made to stock up the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assistive%20technology" title="computer assistive technology">computer assistive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20access%20with%20speech" title=" job access with speech"> job access with speech</a>, <a href="https://publications.waset.org/abstracts/search?q=keyboard" title=" keyboard"> keyboard</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/57870/students-competencies-in-the-use-of-computer-assistive-technology-at-akropong-school-for-the-blind-in-the-eastern-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57870.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">340</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">5213</span> Inquiry-based Science Education in Computer Science Learning in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom">Maslin Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Hasnaa%20Nik%20Mahmood"> Nik Hasnaa Nik Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Normeza%20Wan%20Zakaria"> Wan Normeza Wan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Azizan"> Azizul Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshaliza%20Kamaruddin"> Norshaliza Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20science%20education" title="inquiry-based science education">inquiry-based science education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/147613/inquiry-based-science-education-in-computer-science-learning-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5212</span> Assessing Soft Skills In Accounting Programmes: Insights From South African University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dolly%20Nyaguthii%20Wanjau">Dolly Nyaguthii Wanjau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study contributes to our understanding of how lecturers assess soft skills in accounting programmes, with the intention of producing graduates that are better prepared for the world of work. Insights were obtained through semi-structured interviews with twelve South African universities that offer chartered accountant training and accredited by SAICA. It was found that the lecturers assessed soft skills using traditional methods of assessments such as tests, assignments, and examinations. However, there were missed opportunities to embrace ICT tools in the assessment process, and this could be attributed to a lack of resources within the participating universities. Given the increasing use of digital tools for business activities, it is important that ICT tools be embraced as an inseparable part of soft skills because employers are increasingly looking for accounting graduates with digital skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20skills" title=" ICT skills"> ICT skills</a>, <a href="https://publications.waset.org/abstracts/search?q=SAICA" title=" SAICA"> SAICA</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a> </p> <a href="https://publications.waset.org/abstracts/155213/assessing-soft-skills-in-accounting-programmes-insights-from-south-african-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155213.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">129</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">5211</span> Recommendations for Teaching Word Formation for Students of Linguistics Using Computer Terminology as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Kostrubina">Svetlana Kostrubina</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Prokopeva"> Anastasia Prokopeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a comprehensive study of the word formation processes in computer terminology within English and Russian languages and provides listeners with a system of exercises for training these skills. The originality is that this study focuses on a comparative approach, which shows both general patterns and specific features of English and Russian computer terms word formation. The key point is the system of exercises development for training computer terminology based on Bloom’s taxonomy. Data contain 486 units (228 English terms from the Glossary of Computer Terms and 258 Russian terms from the Terminological Dictionary-Reference Book). The objective is to identify the main affixation models in the English and Russian computer terms formation and to develop exercises. To achieve this goal, the authors employed Bloom’s Taxonomy as a methodological framework to create a systematic exercise program aimed at enhancing students’ cognitive skills in analyzing, applying, and evaluating computer terms. The exercises are appropriate for various levels of learning, from basic recall of definitions to higher-order thinking skills, such as synthesizing new terms and critically assessing their usage in different contexts. Methodology also includes: a method of scientific and theoretical analysis for systematization of linguistic concepts and clarification of the conceptual and terminological apparatus; a method of nominative and derivative analysis for identifying word-formation types; a method of word-formation analysis for organizing linguistic units; a classification method for determining structural types of abbreviations applicable to the field of computer communication; a quantitative analysis technique for determining the productivity of methods for forming abbreviations of computer vocabulary based on the English and Russian computer terms, as well as a technique of tabular data processing for a visual presentation of the results obtained. a technique of interlingua comparison for identifying common and different features of abbreviations of computer terms in the Russian and English languages. The research shows that affixation retains its productivity in the English and Russian computer terms formation. Bloom’s taxonomy allows us to plan a training program and predict the effectiveness of the compiled program based on the assessment of the teaching methods used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20formation" title="word formation">word formation</a>, <a href="https://publications.waset.org/abstracts/search?q=affixation" title=" affixation"> affixation</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20terms" title=" computer terms"> computer terms</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%27s%20taxonomy" title=" Bloom's taxonomy"> Bloom's taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/193861/recommendations-for-teaching-word-formation-for-students-of-linguistics-using-computer-terminology-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193861.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">11</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">5210</span> Classification of High Order Thinking Skills (HOTS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alkiyumi">Mohammed Alkiyumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational systems are currently paying special attention to developing learners' higher thinking skills to develop the capabilities of human resources to deal with contemporary challenges. Although psychologists disagree about the concept of higher-order thinking skills and the skills they include, there is unlimited effort in designing them and building strategies for their implementation. The most important factor helping to develop these skills is their classification according to specific criteria, and the most important of these classifications is Bloom's classification, which is dominant in most educational systems at all levels. Previous classifications have many limitations, including the comprehensiveness of the skills they contain, the logical structure of their hierarchy, and classification criteria. Therefore, this article puts another step in this area by providing a new classification of higher-order thinking skills that includes five categories: the first response stage, transformative stage, application, reasoning stage, and the production stage with a logical justification for this classification, with some techniques to developing it among learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high-order%20thinking%20skills" title="high-order thinking skills">high-order thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/187723/classification-of-high-order-thinking-skills-hots" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187723.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">42</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=computer%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=computer%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=computer%20skills&page=4">4</a></li> <li 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