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professional</title> <meta name="description" content="Search results for: professional"> <meta name="keywords" content="professional"> <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="professional"> <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> 1940</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: professional</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1940</span> Structuring Taiwanese Elementary School English Teachers' Professional Dialogue about Teaching and Learning through Protocols</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin-Wen%20Chien">Chin-Wen Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protocols are tools that help teachers inquire into the teaching and professional learning during the professional dialogue. This study focused on the integration of protocols into elementary school English teachers’ professional dialogue and discussed the influence of protocols on teachers’ teaching and learning. Based on the analysis of documents, observations, and interviews, this study concluded that with the introduction of protocols to elementary school English teachers, three major protocols were used during their professional dialogue. These protocols led the teachers to gain professional learning in content knowledge and pedagogical content knowledge. However, the facilitators’ lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=protocols" title="protocols">protocols</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20dialogue" title=" professional dialogue"> professional dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20practice" title=" classroom practice"> classroom practice</a> </p> <a href="https://publications.waset.org/abstracts/59233/structuring-taiwanese-elementary-school-english-teachers-professional-dialogue-about-teaching-and-learning-through-protocols" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59233.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">382</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">1939</span> Research on the Status Quo and Countermeasures of Professional Development of Engineering Teachers in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Xiu%20Xiu">Wang Xiu Xiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The professional development of engineering teachers in universities is the key to the construction of outstanding engineers in China, which is related to the quality and prospects of the entire engineering education. This study investigated 2789 teachers' professional development in different regions of China， which outlines the current situation of the professional development of engineering teachers from three perspectives: professional development needs, professional development methods and professional development effects. Data results show that engineering teachers have the strongest demand for the improvement of subject knowledge and teaching ability. Engineering faculty with 0-5 years of teaching experience, under 35 years of age and a doctorate degree have the strongest demand for development. The frequency of engineering teachers' participation in various professional development activities is low, especially in school-enterprise cooperation-related activities. There are significant differences in the participation frequency of professional development activities among engineering faculty with different teaching ages, ages, professional titles, degrees and administrative positions in schools. The professional development of engineering faculty has been improved to a certain extent and is positively affected by professional development needs and participation in professional development. In this regard, we can constantly improve the professional development system of engineering teachers from three aspects: training on demand, stimulating motivation, and optimizing resource allocation, to enhance the professional development level of engineering teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20teachers%20in%20universities" title="engineering teachers in universities">engineering teachers in universities</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=status%20quo" title=" status quo"> status quo</a>, <a href="https://publications.waset.org/abstracts/search?q=countermeasures" title=" countermeasures"> countermeasures</a> </p> <a href="https://publications.waset.org/abstracts/192518/research-on-the-status-quo-and-countermeasures-of-professional-development-of-engineering-teachers-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192518.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">17</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">1938</span> Degree in Translation and Years of Professional Experience: Predictors of Translation Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Varzande">Mohsen Varzande </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translators’ professional and academic characteristics may directly influence their translation quality. The present study aimed at investigating whether translators’ degree in translation and years of professional experience predict their translation quality. Following a causal-comparative study, a sample of one hundred professional translators was selected using purposive sampling method. The participants were divided into two groups each containing individuals with and without a degree in translation, respectively. The participants were asked to translate a paragraph to assess their translation quality. For data analysis, appropriate statistical procedures including correlation and regression were used. Results showed that both degree in translation and years of professional experience significantly predict translation quality. Also, the interaction of translators’ years of professional experience and degree in translation significantly affect their translation quality. An implication could be that besides providing translators with academic knowledge and theories, practical training in translation is necessary as a prerequisite for a competent translator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20in%20translation" title=" degree in translation"> degree in translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20quality" title=" translation quality"> translation quality</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20experience" title=" professional experience"> professional experience</a> </p> <a href="https://publications.waset.org/abstracts/37210/degree-in-translation-and-years-of-professional-experience-predictors-of-translation-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37210.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">432</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">1937</span> Impact of a Professional Learning Community on the Continuous Professional Development of Teacher Educators in Myanmar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moet%20Moet%20Myint%20lay">Moet Moet Myint lay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional learning communities provide ongoing professional development for teachers, where they become learning leaders and actively participate in school improvement. The development of professional knowledge requires a significant focus on professional competence in the work of teachers, and a solid foundation of professional knowledge and skills is necessary for members of society to become intelligent members. Continuing professional development (CPD) plays a vital role in improving educational outcomes, as its importance has been proven over the years. This article explores the need for CPD for teachers in Myanmar and the utility of professional learning communities in improving teacher quality. This study aims to explore a comprehensive understanding of professional learning communities to support the continuing professional development of teacher educators in improving the quality of education. The research questions are: (1) How do teacher educators in Myanmar understand the concept of professional learning communities for continuing professional development? (2) What CPD training is required for all teachers in teachers' colleges? Quantitative research methods were used in this study. Survey data were collected from 50 participants (teacher trainers) from five educational institutions. The analysis shows that professional learning communities when done well, can have a lasting impact on teacher quality. Furthermore, the creation of professional learning communities is the best indicator of professional development in existing education systems. Some research suggests that teacher professional development is closely related to teacher professional skills and school improvement. As a result of the collective learning process, teachers gain a deeper understanding of the subject matter, increase their knowledge, and develop their professional teaching skills. This will help improve student performance and school quality in the future. The lack of clear understanding and knowledge about PLC among school leaders and leads teachers to believe that PLC activities are not beneficial. Lack of time, teacher accountability, leadership skills, and negative attitudes of participating teachers were the most frequently cited challenges in implementing PLCs. As a result of these findings, educators and stakeholders can use them to implement professional learning communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20communities" title="professional learning communities">professional learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=continuing%20professional%20development" title=" continuing professional development"> continuing professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20improvement" title=" school improvement"> school improvement</a> </p> <a href="https://publications.waset.org/abstracts/180529/impact-of-a-professional-learning-community-on-the-continuous-professional-development-of-teacher-educators-in-myanmar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180529.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">58</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">1936</span> Impact of Entrepreneurial Education on Entrepreneurial Success through Entrepreneurial Mindset, Professional Growth, and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hummaira%20Qudsia%20Yousaf">Hummaira Qudsia Yousaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Munawar"> Sidra Munawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to examine in which way entrepreneurial education and attitude affect the entrepreneur’s success with the help of an entrepreneurial mindset, professional growth, and innovation. The target population was the entrepreneurs of successful startups in Pakistan. Data was gathered through an e-questionnaire, and 230 responses were analyzed using the partial least square structural equation modeling (PLS-SEM). Resultantly, entrepreneurial education is an essential component for the development of an entrepreneurial mindset. Also, an entrepreneurial attitude is responsible for the entrepreneurial mindset, which enhances professional growth. Moreover, the study highlighted that innovation is as necessary as mindset and education are for entrepreneurs. Furthermore, the findings confirmed that professional growth brings innovation to the success of entrepreneurs. This study provides proof of how entrepreneurial education and attitude influence pupils’ success in making entrepreneurs. This study extends the scope of education by incorporating predictors, such as professional growth, innovation, and entrepreneurial success. The study is unique due to the usage of innovative techniques for professional growth that ultimately bring career success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20attitude" title=" entrepreneurial attitude"> entrepreneurial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset" title=" entrepreneurial mindset"> entrepreneurial mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20growth" title=" professional growth"> professional growth</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20success" title=" entrepreneurial success"> entrepreneurial success</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/149460/impact-of-entrepreneurial-education-on-entrepreneurial-success-through-entrepreneurial-mindset-professional-growth-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149460.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">123</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">1935</span> Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hissa%20Sadiq"> Hissa Sadiq</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Al-Mutawah"> Fatma Al-Mutawah</a>, <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chabaan"> Youmen Chabaan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study examined the experiences of educators in Qatar with the licensure process currently implemented at government schools. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, the importance of refining the professional portfolio for authenticity and reliability, and the inclusion of multiple sources of evidence, such as classroom observations, interviews, student learning outcomes, and surveys. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=licensure%20system" title="licensure system">licensure system</a>, <a href="https://publications.waset.org/abstracts/search?q=educator%20voice" title=" educator voice"> educator voice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20standards" title=" professional standards"> professional standards</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20portfolio" title=" professional portfolio"> professional portfolio</a> </p> <a href="https://publications.waset.org/abstracts/85388/qatari-licensure-system-giving-voice-to-educators-at-government-funded-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85388.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">203</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">1934</span> Teacher Professional Development –Current Practices in a Secondary School in Brunei Darussalam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provides directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleagues%20and%20the%20wider%20teacher%20community" title="colleagues and the wider teacher community">colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/27879/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27879.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">413</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">1933</span> A Unique Professional Development of Teacher Educators: Teaching Colleagues </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naomi%20Weiner-Levy">Naomi Weiner-Levy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mofet Institute of Research, established a School of Professional Development, the only one of its kind in Israel and throughout the world. It offers specialized programs for teacher educators, providing them with the professional knowledge and skills. The studies aim at updating teachers about rapidly changing knowledge and skills. Teacher educators are conceptualized as shifting from first order practitioners (school teachers) to second order practitioners. Those who train teachers are referred to as third order practitioners. The instructors in the School of Professional Development are third-order practitioners – teacher educators specializing in teaching their colleagues. Collegial guidance by teachers’ college staff members is no simple task: Tutors must be expert in their field of specialization, as well as in instruction. Moreover, although colleagues, they have to position themselves within the group as authoritative figures in terms of instruction and knowledge. To date, the role and professional identity of these third-order practitioners, has not been studied. To understand the nature and development of professional identity, a qualitative study was conducted in which 12 tutors of various subjects were interviewed. These were analyzed by categorical content analysis. The findings, assessed professional identity through a post-modern prism, while examining the interplay among events that tutors experienced, the knowledge they acquired and the structuring of their professional identity. The Tutors’ identity transformed through negotiating with ‘self’ and ‘other’ in the class, and constructed by their mutual experiences as tutors and learners. Understanding the function and identity of tutors facilitates comprehension of this unique training process for teacher educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title=" professional identity"> professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a> </p> <a href="https://publications.waset.org/abstracts/76885/a-unique-professional-development-of-teacher-educators-teaching-colleagues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76885.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">223</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">1932</span> Case Study of Obstructive Sleep Apnea and Methods of Treatment for a Professional Driver</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20P%C3%A4%C3%A4kk%C3%B6nen">R. Pääkkönen</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Korpinen"> L. Korpinen</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kava"> T. Kava</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Salmi"> I. Salmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluates obstructive sleep apnea treatment through a case study involving a 67-year-old male driver who had a successful continuous positive airway pressure (CPAP) treatment at home but experienced difficulties with traveling and dental care. There are many cheap sleep apnea and snoring devices available, but there is little professional advice on what kind of devices can help. Professional drivers receive yearly specialized medical care follow-up. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sleep" title="sleep">sleep</a>, <a href="https://publications.waset.org/abstracts/search?q=apnea%20patient" title=" apnea patient"> apnea patient</a>, <a href="https://publications.waset.org/abstracts/search?q=CPAP" title=" CPAP"> CPAP</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20driver" title=" professional driver"> professional driver</a> </p> <a href="https://publications.waset.org/abstracts/111884/case-study-of-obstructive-sleep-apnea-and-methods-of-treatment-for-a-professional-driver" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111884.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">198</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">1931</span> A Study on Assertiveness, Stigmatization, Gender Role Beliefs and Attitudes toward Seeking Professional Psychological Help among Young Adults in South East Asian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chee%20Kwan%20Foong">Chee Kwan Foong</a>, <a href="https://publications.waset.org/abstracts/search?q=Foong%20Mei%20Kei"> Foong Mei Kei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the influence of self-stigma, perceived public stigma, assertiveness and gender role beliefs on attitudes toward seeking professional psychological help. Two hundred and fifty young adults from universities in Brunei were recruited through convenience sampling to complete a survey. Individuals facing higher stigmatisation (both self-stigma and public-stigma) had less positive attitude towards seeking professional psychological help. Individuals who were more assertive had more positive attitude towards seeking professional psychological help. For males, individuals with more traditional gender role belief showed less positive attitude towards seeking professional psychological help. For female, there was no relationship between gender role beliefs and attitude towards seeking professional psychological help. Results confirmed there was a significant mediating effect between public stigma and attitude toward seeking professional psychological help. This study could guide the mental-health professionals in promoting more positive help-seeking attitude and raise the awareness about mental challenges which could assist in reducing stigmatization, and therefore, gain a deeper understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assertiveness" title="assertiveness">assertiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20towards%20seeking%20professional%20psychological%20help" title=" attitude towards seeking professional psychological help"> attitude towards seeking professional psychological help</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role%20beliefs" title=" gender role beliefs"> gender role beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=stigmatization" title=" stigmatization"> stigmatization</a> </p> <a href="https://publications.waset.org/abstracts/49006/a-study-on-assertiveness-stigmatization-gender-role-beliefs-and-attitudes-toward-seeking-professional-psychological-help-among-young-adults-in-south-east-asian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49006.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">399</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">1930</span> Maximizing the Role of Companion Teachers for the Achievement of Professional Competencies and Pedagogics Workshop Activities of Teacher Professional Participants in the Faculty of Teaching and Education of Mulawarman University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makrina%20Tindangen">Makrina Tindangen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problems faced by participants of teacher profession program in Faculty of teaching and education Mulawarman University is professional and pedagogic competence. Professional competence related to the mastery of teaching materials, while pedagogic competence related with the ability to plan and to implement learning. Based on the problems, the purpose of the research is to maximize the role of companion teacher for the achievement of professional and pedagogic competencies in the workshop of the participants of teacher professional education in the Faculty of Teaching and Education of Mulawarman University. Qualitative research method with interview guidance and document to get in-depth data on how to maximize the role of companion teachers in the achievement of professional and pedagogic competencies in the workshop participants of professional education participants. Location of this research is on the Faculty of Teaching and Education of Mulawarman University, Samarinda City, East Kalimantan Province. Research respondents were 12 teachers of workshop facilitator. Descriptive data analysis is through interpretation of interview data. The conclusion of the research result, how to maximize the role of assistant teachers in workshop activities for the professional competence and pedagogic competence of professional teacher training program participants, through facilitation activities conducted by teachers of companion related to real problems faced by students in school, so that the workshop participants have professional competence and pedagogic as an initial competence before carrying out practical activities of field experience in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=companion%20teacher" title="companion teacher">companion teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20and%20pedagogical%20competence" title=" professional and pedagogical competence"> professional and pedagogical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop%20participants" title=" workshop participants"> workshop participants</a> </p> <a href="https://publications.waset.org/abstracts/74842/maximizing-the-role-of-companion-teachers-for-the-achievement-of-professional-competencies-and-pedagogics-workshop-activities-of-teacher-professional-participants-in-the-faculty-of-teaching-and-education-of-mulawarman-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1929</span> An Exploration on Competency-Based Curricula in Integrated Circuit Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chung%20Shan%20Sun"> Chung Shan Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationships between professional competences and school curricula in IC design industry are explored. The semi-structured questionnaire survey and focus group interview is the research method. Study participants are graduates of microelectronics engineering professional departments who are currently employed in the IC industry. The IC industries are defined as the electronic component manufacturing industry and optical-electronic component manufacturing industry in the semiconductor industry and optical-electronic material devices, respectively. Study participants selected from IC design industry include IC engineering and electronic & semiconductor engineering. The human training with IC design professional competence in microelectronics engineering professional departments is explored in this research. IC professional competences of human resources in the IC design industry include general intelligence and professional intelligence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IC%20design" title="IC design">IC design</a>, <a href="https://publications.waset.org/abstracts/search?q=curricula" title=" curricula"> curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=duty" title=" duty"> duty</a> </p> <a href="https://publications.waset.org/abstracts/3001/an-exploration-on-competency-based-curricula-in-integrated-circuit-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3001.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">382</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">1928</span> Modernization and Modernity: The Professional Education Concept in the Political Discourse of the Legislative Congress of Minas Gerais (1892-1930)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milene%20Magalh%C3%A3es%20Pinto">Milene Magalhães Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Irlen%20Ant%C3%B4nio%20Gon%C3%A7alves"> Irlen Antônio Gonçalves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to discuss how the historical processes of organization and reform of professional education contributed with the educational projects for the training/education starting from the idea of modernization of Brazil by way of industry and skilled worker. In the discourse of Congress Legislative of Minas Gerais is possible to identify the role of education as a mediating body of construction processes and rationalization modernizing of the country. The hypothesis is that education is an important instrument for promoting progress and citizenship and the way to form the professional who would serve the social and economic purposes of modernization of Brazil in the nineteenth and twentieth centuries. In this sense, we investigate the relationship of the concept of professional education with the ideas of modernization and modernity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=modernization%20and%20education" title=" modernization and education"> modernization and education</a>, <a href="https://publications.waset.org/abstracts/search?q=legislative%20congress%20of%20Minas%20Gerais" title=" legislative congress of Minas Gerais"> legislative congress of Minas Gerais</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20education" title=" professional education"> professional education</a> </p> <a href="https://publications.waset.org/abstracts/18616/modernization-and-modernity-the-professional-education-concept-in-the-political-discourse-of-the-legislative-congress-of-minas-gerais-1892-1930" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18616.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">523</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">1927</span> Identity Construction of English Language Teachers from Nepal: A Narrative Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bharat%20Prasad%20Neupane">Bharat Prasad Neupane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the widespread concentration on beliefs, values, emotions, critical incidents, and practices in exploring teachers’ professional identities, this study presents the trajectories of identity construction of three English language teachers from Nepal, analyzing their storied lives from schoolteachers to university professors. For this purpose, the article considered the three-dimensional professional development model to explore the effective mediation by the state agencies, culture and the policies, appropriate support from the organizations, and the bottom-up initiatives taken by the teachers in their professional development. Besides, the professional development journey derived from the in-depth interview of the participants is analyzed by employing communities of practice theory, particularly engagement, alignment, and imagination, as theoretical categories to discover their professional identities. The analysis revealed that passion for language, creativity, and motivation to learn English during childhood initially encouraged them to study English. In addition, inspiration from their teachers during their schooling and later a competitive working environment motivated them to experiment with innovative teaching approaches and establish themselves in the profession. Furthermore, diversification in university teaching according to university requirements and resultant divergence from the professional root ultimately transformed their identity beyond English teachers. Finally, university policy, customization of teachers as per the university requirement, and their survival strategy as English teachers in a university where technical subjects are given more priority has impacted their professional identities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20professional%20development" title="teachers’ professional development">teachers’ professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title=" professional identity"> professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title=" communities of practice"> communities of practice</a> </p> <a href="https://publications.waset.org/abstracts/167282/identity-construction-of-english-language-teachers-from-nepal-a-narrative-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167282.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">80</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">1926</span> Teaching Professional Competences through Projects: Experiencing Curriculum Development through Active Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flavio%20Campos">Flavio Campos</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Masmo"> Patricia Masmo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Yamamoto"> Fernanda Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The report presents a research about teaching professional competencies through projects, considering the student as an active learner and curriculum development. Considering project based-learning, the report articulate the result of research about curriculum development for professional competencies and teaching-learning strategies to help the development of professional competencies in learning environments in the courses of National Learning Service in São Paulo, Brazil. There so, intend to demonstrate fundamentals to elaborate curriculum to learning environment, specific about teaching methodologies to enrich student-learning process, using projects. The practice that has been taking place since 2013 indicates the needs of rethinking knowledge and practice in courses that prepared students to labor. <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=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competencies" title=" professional competencies"> professional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based-learning" title=" project based-learning"> project based-learning</a> </p> <a href="https://publications.waset.org/abstracts/50502/teaching-professional-competences-through-projects-experiencing-curriculum-development-through-active-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50502.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">427</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">1925</span> The Influence of Republican Culture in the Professional Education Reforms in Brazil (1892-1930)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milene%20Magalh%C3%A3es%20Pinto">Milene Magalhães Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Irlen%20Ant%C3%B4nio%20Gon%C3%A7alves"> Irlen Antônio Gonçalves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is within the area of History of Education in Brazil, having a descriptive and exploratory nature. It has been built on the belief that professional education is organized under political guidelines and solidifies through institutionalized discourses, allowing to know its mission concerning the society in which it operates by studying these speeches. Our purpose is to analyze how the Republican political culture yielded changes in public education through reforms to professional education in the First Republic, based on seven procedures of law that occurred in the Legislature of State of Minas Gerais. The Republican effort to reform the teaching was the result of a conception of society that aspired to advance the country by way of the national worker. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20education" title="professional education">professional education</a>, <a href="https://publications.waset.org/abstracts/search?q=republican%20political%20culture" title=" republican political culture"> republican political culture</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reforms" title=" education reforms"> education reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=Brazil" title=" Brazil"> Brazil</a> </p> <a href="https://publications.waset.org/abstracts/18347/the-influence-of-republican-culture-in-the-professional-education-reforms-in-brazil-1892-1930" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18347.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">495</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">1924</span> Social Work Advocacy Regarding Equitable Hiring Of Latinos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Lorenzo">Roberto Lorenzo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much has been said about the dynamics of the Latin American experience in the United States, however, there seems to be very little data regarding the perception of career identity. Although we do have some Latinos within the professional ranks, there is not nearly enough to claim that we have practiced enough cultural competence to create equity in the professional sphere in the United States. In this thesis, data will be provided regarding labor force statistics highlighting the industries that Latin Americans frequent. Also provided will be the citing of data that suggests further necessity of cultural competence within the professional realm regarding Latin Americans. In addition, methods that were spoken about over the course of our social work education will be discussed in order to connect to possible solutions to this issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hiring" title="hiring">hiring</a>, <a href="https://publications.waset.org/abstracts/search?q=Latinos" title=" Latinos"> Latinos</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20equity" title=" professional equity"> professional equity</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title=" cultural competence"> cultural competence</a> </p> <a href="https://publications.waset.org/abstracts/192437/social-work-advocacy-regarding-equitable-hiring-of-latinos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192437.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">19</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">1923</span> Assessing the Pre-Service and In-Service Teachers’ Continuation of Use of Technology After Participation in Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoub%20Kafyulilo">Ayoub Kafyulilo</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Fisser"> Petra Fisser</a>, <a href="https://publications.waset.org/abstracts/search?q=Joke%20Voogt"> Joke Voogt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to assess the continuation of the use of technology in science and mathematics teaching of the pre-service and in-service teachers who attended the professional development programme. It also assessed professional development, personal, institutional, and technological factors contributing to the continuous use of technology in teaching. The study involved 42 teachers, thirteen pre-service teachers, and twenty-nine in-service teachers. A mixed-method research approach was used to collect data for this study. Findings showed that the continuous use of technology in teaching after the termination of the professional development arrangement was high among the pre-service teachers, and differed for the in-service teachers. The regression model showed that knowledge and skills, access to technology and ease of use were strong predictors (R2 = 55.3%) of the teachers’ continuous use of technology after the professional development arrangement. The professional development factor did not have a direct effect on the continuous use of technology, rather had an influence on personal factors (knowledge and skills). In turn, the personal factors had influence on the institutional factors (access to technology) and technological factors (ease of use), which together had an effect on the teachers’ continuous use of technology in teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20mathematics" title=" science and mathematics"> science and mathematics</a> </p> <a href="https://publications.waset.org/abstracts/119359/assessing-the-pre-service-and-in-service-teachers-continuation-of-use-of-technology-after-participation-in-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119359.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">160</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">1922</span> Exploration of Professional Skepticism among Entry-level Auditors in China from Psychological and Cultural Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sammy%20Xiaoyan%20Ying">Sammy Xiaoyan Ying</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional skepticism remains one of the most important and controversial topics in auditing. This study examines the influence of client cooperativeness and fraud risk on judgments of professional skepticism among Chinese entry-level auditors in the context of evaluation of client-provided audit evidence. Given that the essence of auditors’ PS rests on distrust of clients, this study invokes trust-related theories from psychological and cultural perspectives. Specifically, invoking psychology theories of trust concerning positive relationship between risk and distrust, this study hypothesizes that professional skepticism is likely to be positively associated with client fraud risk. The results support the hypothesis and show that lower (higher) levels of client fraud risk lead to lower (higher) levels of professional skepticism. Furthermore, drawing on analysis of relationship between cooperation and trust, with particular reference to guanxi dynamics in the Chinese culture, this study hypothesizes that professional skepticism is likely to be negatively associated with client cooperativeness. The results support the hypothesis and show that higher (lower) levels of client cooperativeness lead to lower (higher) levels of professional skepticism. The findings may assist audit firms and auditing educators in improving training and education programs and enhancing entry-level auditors’ abilities to maintain professional skepticism. Also, practitioners and regulators may benefit from increasing awareness of psychological factors in influencing professional skepticism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audit%20judgment" title="audit judgment">audit judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=entry-level%20auditor" title=" entry-level auditor"> entry-level auditor</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20skepticism" title=" professional skepticism"> professional skepticism</a> </p> <a href="https://publications.waset.org/abstracts/28958/exploration-of-professional-skepticism-among-entry-level-auditors-in-china-from-psychological-and-cultural-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28958.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">292</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">1921</span> Lecturers’ Need to Alter Their Identity in Remote Learning Environments: Case Study of Experiences from Uk and USA Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Nelson">Richard Nelson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The knowledge, skills, and identity of the Higher Education professional are constantly challenged with a demanding environment of teaching, research, administration, and pastoral care. It is more important than ever for professors and lecturers to maintain their professional development in a constantly changing environment. The importance of professional development has become more focused as new skills are needed to meet the demands of remote teaching and learning during a pandemic. Uncertainty and performance pressures influence teachers to try to return to physical spaces or recreate lecture and seminar rooms despite more effective online spaces being available. This case study uses the Boys’ spatial triad as a framework for qualitative interviews to capture the Lecturers’ experiences in Universities in the UK and the USA of moving to online learning spaces. The study finds that without effective professional development and time to reflect critically on remote learning innovation in their teaching practices, lecturers attempt to defer to lecture theatres and seminar rooms, or similes of, as their preferred space for teaching and learning. Professional Development is needed to encourage teachers to reflect on their professional identity and relationship to the teaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title="professional identity">professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=remote" title=" remote"> remote</a> </p> <a href="https://publications.waset.org/abstracts/131945/lecturers-need-to-alter-their-identity-in-remote-learning-environments-case-study-of-experiences-from-uk-and-usa-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131945.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">155</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">1920</span> The Flipped Education Case Study on Teacher Professional Learning Community in Technology and Media Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juei-Hsin%20Wang">Juei-Hsin Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yen-Ting%20Chen"> Yen-Ting Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examines teacher professional learning community theory and implementation by using technology and media tools in Taiwan. After literature review, the researcher concluded in five elements of teacher professional learning community theory. They are ‘sharing the vision and value', ‘collaborative cooperation’, ‘ to support the situation', ‘to share practice' and 'Pay Attention to Student Learning Effectiveness' five levels by using technology and media in flipped education. Teacher professional learning community is one kind of models for teacher professional development in flipped education. Due to Taiwan education culture, there is no summative evaluation for teachers. So, there are multiple kinds of ways and education practice in teacher professional learning community nowadays. This study used literature review and quality analysis to analyze the connection theory and practice and discussed the official and non‐official strategies on teacher professional learning community by using technology and media in flipped education. The tablet is used as a camera tool for classroom students to solve problems. The students can instantly see and enable other students to watch the whole class discussion by operating the tablet. This would allow teachers and students to focus on discussing the connotation of subjects, especially bottom‐up and non‐official cases from teachers become an important influence in Taiwan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title="professional learning community">professional learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20cooperation" title=" collaborative cooperation"> collaborative cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20education" title=" flipped education"> flipped education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20application" title=" technology application"> technology application</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20application" title=" media application"> media application</a> </p> <a href="https://publications.waset.org/abstracts/94924/the-flipped-education-case-study-on-teacher-professional-learning-community-in-technology-and-media-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94924.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">147</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">1919</span> Personal Factors and Career Adaptability in a Call Centre Work Environment: The Mediating Effects of Professional Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nisha%20Harry">Nisha Harry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study discussed in this article sought to assess whether a sense of professional efficacy mediates the relationship between personal factors and career adaptability. A quantitative cross-sectional survey approach was followed. A non–probability sample of (N = 409) of which predominantly early career and permanently employed black females in call centres in Africa participated in this study. In order to assess personal factors, the participants completed sense of meaningfulness and emotional intelligence measures. Measures of professional efficacy and career adaptability were also completed. The results of the mediational analysis revealed that professional efficacy significantly mediates the meaningfulness (sense of coherence) and career adaptability relationship, but not the emotional intelligence–career adaptability relationship. Call centre agents with professional efficacy are likely to be more work engaged as a result of their sense of meaningfulness and emotional intelligence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=call%20centre" title="call centre">call centre</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20efficacy" title=" professional efficacy"> professional efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20adaptability" title=" career adaptability"> career adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a> </p> <a href="https://publications.waset.org/abstracts/62810/personal-factors-and-career-adaptability-in-a-call-centre-work-environment-the-mediating-effects-of-professional-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62810.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">358</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">1918</span> Pursuing Professional Status in Women’s Football: A Qualitative Analysis of Empowerment and Social Independence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Obrentri">G. Obrentri</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Whajah"> C. Whajah</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Yeboah%20Acheampong"> E. Yeboah Acheampong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional status for African male players guarantees them socioeconomic benefits that may not necessarily be the case for female footballers. The study’s rationale is to understand how female footballers achieve professional status abroad. That contributes to analyzing how female players from Africa especially, Ghana, manage their professional status to improve their family’s social welfare and the community. Relying on football migration and feminization, we identify their migration process and its relevance to their social mobility in society. Analysis through interviews with some female footballers revealed the importance of playing professional abroad that goes to increase their social status and national identity. Findings show that some female footballers with secondary education achieved career empowerment and social independence via their profession. Thus becoming medical doctors and nurses, sports administrators, football coaches and welfare officers for clubs. These achievements of the female footballers can provide useful information and lessons for young female African players aspiring to play professionally abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empowerment" title="empowerment">empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20footballers" title=" female footballers"> female footballers</a>, <a href="https://publications.waset.org/abstracts/search?q=football%20migration" title=" football migration"> football migration</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20status" title=" professional status"> professional status</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20independence" title=" social independence"> social independence</a> </p> <a href="https://publications.waset.org/abstracts/106527/pursuing-professional-status-in-womens-football-a-qualitative-analysis-of-empowerment-and-social-independence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106527.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">173</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">1917</span> The Relationship between Agile Methodology and Organizational and Professional Stress of Employees of IT Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilya%20Vladimirovich%20Konevtsev">Ilya Vladimirovich Konevtsev</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Anatolievna%20Rodionova"> Elena Anatolievna Rodionova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is devoted to the study of the impact of the methodology of flexible management in IT companies on the level of organizational and professional stress of employees. It is assumed that the level of organizational and professional stress will decrease statistically significantly, provided that the company operates in accordance with the principles of flexible methodology, including Scrum or Kanban frameworks. The professional health of employees of various companies in the modern world is a stable interest for organizational psychology and many other related disciplines. The urgency of the problem is due to the fact that professional health is an extremely important factor that ensures the well-being, involvement, and interest of an employee in the activity, which directly affects his efficiency and work results. The use of modern methodologies for managing projects, teams, and entire companies, as practice shows, largely contributes to improving the efficiency and satisfaction of employees, but it is still not clear what factors contribute to this result. The purpose of this study is largely to clarify the question of how HR management methodologies affect the professional health of company employees. The study involved 44 employees of IT companies, of which 27 are men and 17 women, where Agile management methodology is used, and 41 employees of IT companies (33 men, 8 women) where Agile is not used. As a result, it was found out that the use of Agile methodology is interrelated with low indicators of organizational stress and professional stress; however, regression analysis showed that only the Kanban framework acts as a predictor of reducing professional stress, while the level of organizational stress is statistically significantly reduced when using Scrum and Kanban. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20stress" title="professional stress">professional stress</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20stress" title=" organizational stress"> organizational stress</a>, <a href="https://publications.waset.org/abstracts/search?q=agile" title=" agile"> agile</a>, <a href="https://publications.waset.org/abstracts/search?q=scrum" title=" scrum"> scrum</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanban" title=" Kanban"> Kanban</a> </p> <a href="https://publications.waset.org/abstracts/172692/the-relationship-between-agile-methodology-and-organizational-and-professional-stress-of-employees-of-it-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1916</span> The Interaction of Lay Judges and Professional Judges in French, German and British Labour Courts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Corby">Susan Corby</a>, <a href="https://publications.waset.org/abstracts/search?q=Pete%20Burgess"> Pete Burgess</a>, <a href="https://publications.waset.org/abstracts/search?q=Armin%20Hoeland"> Armin Hoeland</a>, <a href="https://publications.waset.org/abstracts/search?q=Helene%20Michel"> Helene Michel</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurent%20Willemez"> Laurent Willemez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In German 1st instance labour courts, lay judges always sit with a professional judge and in British and French 1st instance labour courts, lay judges sometimes sit with a professional judge. The lay judges’ main contribution is their workplace knowledge, but they act in a juridical setting where legal norms prevail. Accordingly, the research question is: does the professional judge dominate the lay judges? The research, funded by the Hans-Böckler-Stiftung, is based on over 200 qualitative interviews conducted in France, Germany and Great Britain in 2016-17 with lay and professional judges. Each interview lasted an hour on average, was audio-recorded, transcribed and then analysed using MaxQDA. Status theories, which argue that external sources of (perceived) status are imported into the court, and complementary notions of informational advantage suggest professional judges might exercise domination and control. Furthermore, previous empirical research on British and German labour courts, now some 30 years old, found that professional judges dominated. More recent research on lay judges and professional judges in criminal courts also found professional judge domination. Our findings, however, are more nuanced and distinguish between the hearing and deliberations, and also between the attitudes of judges in the three countries. First, in Germany and Great Britain the professional judge has specialist knowledge and expertise in labour law. In contrast, French professional judges do not study employment law and may only seldom adjudicate on employment law cases. Second, although the professional judge chairs and controls the hearing when he/she sits with lay judges in all three countries, exceptionally in Great Britain lay judges have some latent power as they have to take notes systematically due to the lack of recording technology. Such notes can be material if a party complains of bias, or if there is an appeal. Third, as to labour court deliberations: in France, the professional judge alone determines the outcome of the case, but only if the lay judges have been unable to agree at a previous hearing, which only occurs in 20% of cases. In Great Britain and Germany, although the two lay judges and the professional judge have equal votes, the contribution of British lay judges’ workplace knowledge is less important than that of their German counterparts. British lay judges essentially only sit on discrimination cases where the law, the purview of the professional judge, is complex. They do not sit routinely on unfair dismissal cases where workplace practices are often a key factor in the decision. Also, British professional judges are less reliant on their lay judges than German professional judges. Whereas the latter are career judges, the former only become professional judges after having had several years’ experience in the law and many know, albeit indirectly through their clients, about a wide range of workplace practices. In conclusion, whether or if the professional judge dominates lay judges in labour courts varies by country, although this is mediated by the attitudes of the interactionists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-national%20comparisons" title="cross-national comparisons">cross-national comparisons</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20courts" title=" labour courts"> labour courts</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20judges" title=" professional judges"> professional judges</a>, <a href="https://publications.waset.org/abstracts/search?q=lay%20judges" title=" lay judges"> lay judges</a> </p> <a href="https://publications.waset.org/abstracts/82450/the-interaction-of-lay-judges-and-professional-judges-in-french-german-and-british-labour-courts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82450.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">292</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">1915</span> English Language Teachers' Personal Motivation Influences Their Professional Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulderen%20Saglam">Gulderen Saglam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the elements of personal motivation which influence professional motivation of in-service English language teachers in Bursa in Turkey. Fifty English language teachers participated in a seminar held on ‘teachers’ motivation’ for the length of six hours in two days, which were organized by the local Ministry of Education. During the seminar, teachers firstly aimed to share cornerstones of their professional motivation. Later, those teachers stated the significance of their personal motivation. Two months’ later, those teachers were given the questionnaire including both closed and open-ended questions involving those two types of motivational acts of teachers. Questionnaire items were tested by Crombah’s Alfa Reliability Statistics. Responses to the questionnaire were analyzed by factor analysis and test of normality. The results were also tested by non-parametric and parametric tests. As a result, it was found that language teachers who were personally motivated reported higher professional motivation of theirs in teaching profession in-service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title="influencing factor">influencing factor</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20motivation" title=" personal motivation"> personal motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20motivation" title=" professional motivation"> professional motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title=" influencing factor"> influencing factor</a> </p> <a href="https://publications.waset.org/abstracts/40385/english-language-teachers-personal-motivation-influences-their-professional-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40385.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">288</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">1914</span> Design of a Professional Development Framework in Teaching and Learning for Engineering Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orla%20McConnell">Orla McConnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Cormac%20MacMahon"> Cormac MacMahon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jen%20Harvey"> Jen Harvey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ireland’s national professional development framework for those who teach in higher education, aims to provide guidance and leadership in the planning, developing and engaging in professional development practices. A series of pilot projects have been initiated to help explore the framework’s likely utility and acceptance by educators and their institutions. These projects require engagement with staff in the interpretation and adaption of the framework within their working contexts. The purpose of this paper is to outline the development of one such project with engineering educators at three Institutes of Technology seeking designation as a technological university. The initiative aims to gain traction in the acceptance of the framework with the engineering education community by linking core and discipline-specific teaching and learning competencies with professional development activities most valued by engineering educators. Informed by three strands of literature: professional development in higher education; engineering education; and teaching and learning training provisions, the project begins with a survey of all those involved in teaching and learning in engineering across the three institutes. Based on engagement with key stakeholders, subsequent qualitative research informs the contextualization of the national framework for discipline-specific and institutional piloting. The paper concludes by exploring engineering educator perceptions of the national framework’s utility based on their engagement with the pilot process. Feedback from the pilot indicates that there is a significant gap between the professional development needs of engineering educators and the current professional development provision in teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=pilot" title=" pilot"> pilot</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/87202/design-of-a-professional-development-framework-in-teaching-and-learning-for-engineering-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1913</span> Structure and Dimensions Of Teacher Professional Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Gitana%20Balezentiene"> Gitana Balezentiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite"> Vilma Zydziunaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is one of most responsible profession, and it is not only a job of an artisan. This profes-sion needs a developed ability to identify oneself with the chosen teaching profession. Research questions: How teachers characterize their authentic individual professional identity? What factors teachers exclude, which support and limit the professional identity? Aim was to develop the grounded theory (GT) about teacher’s professional identity (TPI). Research methodology is based on Charmaz GT version. Data were collected via semi-structured interviews with the he sample of 12 teachers. Findings. 15 extracted categories revealed that the core of TPI is teacher’s professional calling. Premises of TPI are family support, motives for choos-ing teacher’s profession, teacher’s didactic competence. Context of TPI consists of teacher compli-ance with the profession, purposeful preparation for pedagogical studies, professional growth. The strategy of TPI is based on teacher relationship with school community strengthening. The profes-sional frustration limits the TPI. TPI outcome includes teacher recognition, authority; professional mastership, professionalism, professional satisfaction. Dimensions of TPI GT the past (reaching teacher’s profession), present (teacher’s commitment to professional activity) and future (teacher’s profession reconsideration). Conclusions. The substantive GT describes professional identity as complex, changing and life-long process, which develops together with teacher’s personal identity and is connected to professional activity. The professional decision "to be a teacher" is determined by the interaction of internal (professional vocation, personal characteristics, values, self-image, talents, abilities) and external (family, friends, school community, labor market, working condi-tions) factors. The dimensions of the TPI development includes: the past (the pursuit of the teaching profession), the present (the teacher's commitment to professional activity) and the future (the revi-sion of the teaching profession). A significant connection emerged - as the teacher's professional commitment strengthens (creating a self-image, growing the teacher's professional experience, recognition, professionalism, mastery, satisfaction with pedagogical activity), the dimension of re-thinking the teacher's profession weakens. This proves that professional identity occupies an im-portant place in a teacher's life and it affects his professional success and job satisfaction. Teachers singled out the main factors supporting a teacher's professional identity: their own self-image per-ception, professional vocation, positive personal qualities, internal motivation, teacher recognition, confidence in choosing a teaching profession, job satisfaction, professional knowledge, professional growth, good relations with the school community, pleasant experiences, quality education process, excellent student achievements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title="grounded theory">grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20identity" title=" teacher professional identity"> teacher professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-structured%20interview" title=" semi-structured interview"> semi-structured interview</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20community" title=" school community"> school community</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a> </p> <a href="https://publications.waset.org/abstracts/175087/structure-and-dimensions-of-teacher-professional-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1912</span> Academic Education and Internship towards Architecture Professional Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sawsan%20Saridar%20masri">Sawsan Saridar masri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Arnaouty"> Hisham Arnaouty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture both defines and is defined by social, cultural, political and financial constraints: this is where the discipline and the profession of architecture meet. This mutual sway evolves wherever interferences in the built environment are thought-out and can be strengthened or weakened by the many ways in which the practice of architecture can be undertaken. The more familiar we are about the concerns and factors that control what can be made, the greater the opportunities to propose and make appropriate architectures. Apparently, the criteria in any qualification policy should permit flexibility of approach and will – for reasons including cultural choice, political issues, and son on – vary significantly from country to country. However the weighting of the various criteria have to ensure adequate standards both in educational system as in the professional training. This paper develops, deepens and questions about the regulatory entry routes to the professional practice of architecture in the Arab world. It is also intended to provide an informed basis about strategies for conventional and unconventional models of practice in preparation for the next stages of architect’s work experience and professional experience. With the objective of promoting the implementation of adequate built environment in the practice of architecture, a comprehensive analysis of various pathways of access to the profession are selected as case studies, encompassing examples from across the world. The review of such case studies allows the creation of a comprehensive picture in relation to the conditions for qualification of practitioners of the built environment at the level of the Middle Eastern countries and the Arab World. Such investigation considers the following aspects: professional title and domain of practice, accreditation of courses, internship and professional training, professional examination and continuing professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title=" professional practice"> professional practice</a> </p> <a href="https://publications.waset.org/abstracts/34635/academic-education-and-internship-towards-architecture-professional-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34635.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">546</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">1911</span> A Comparative Study of Primary Revenue Sources in the U.S. Professional Sports, Intercollegiate Sports, and Sporting Goods Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenghao%20Ma">Chenghao Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper mainly examines and compares the primary revenue sources in the professional sports, intercollegiate sports, and sporting goods industries in the U.S. In the professional team sport, revenues may come from different resources, including broadcasting rights, ticket sales, corporate partnerships, naming rights, licensed merchandise, luxury suites, club seating, ancillary activities, and transfer fees. Many universities use university budgets and student fees to cover the cost of collegiate athletics. Other sources of revenue include ticket sales, broadcast rights, concessions, corporate partnerships, cash contributions from alumni, and others. Revenues in the sporting goods industry are very different compared with professional sports teams and collegiate athletics. Sporting goods companies mainly sell a line of products and equipment to generate revenue. Revenues are critical for sports organizations, including professional sports teams, intercollegiate athletics, and sporting goods companies. There are similarities and differences among these areas. Sports managers are looking for new ways to generate revenues, and there are many changes of sources because of the development of the internet and technology. Compared with intercollegiate athletics, professional sport and sporting goods companies will create more revenue opportunities globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=revenue%20sources" title="revenue sources">revenue sources</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20sports" title=" professional sports"> professional sports</a>, <a href="https://publications.waset.org/abstracts/search?q=intercollegiate%20athletics" title=" intercollegiate athletics"> intercollegiate athletics</a>, <a href="https://publications.waset.org/abstracts/search?q=sporting%20goods%20industry" title=" sporting goods industry"> sporting goods industry</a> </p> <a href="https://publications.waset.org/abstracts/139948/a-comparative-study-of-primary-revenue-sources-in-the-us-professional-sports-intercollegiate-sports-and-sporting-goods-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <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=professional&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professional&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professional&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professional&page=5">5</a></li> <li class="page-item"><a class="page-link" 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