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students</title> <meta name="description" content="Search results for: Arab students"> <meta name="keywords" content="Arab students"> <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="Arab students"> <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> 6534</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Arab students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6324</span> Iranian Students’ and Teachers’ Perceptions of Effective Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrnoush%20Tajnia">Mehrnoush Tajnia</a>, <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb"> Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students and teachers have different perceptions of effectiveness of instruction. Comparing students’ and teachers’ beliefs and finding the mismatches between them can increase L2 students’ satisfaction. Few studies have taken into account the beliefs of both students and teachers on different aspects of pedagogy and the effect of learners’ level of education and contexts on effective foreign language teacher practices. Therefore, the present study was conducted to compare students’ and teachers’ perceptions on effective foreign language teaching. A sample of 303 learners and 54 instructors from different private language institutes and universities participated in the study. A questionnaire was developed to elicit participants’ beliefs on effective foreign language teaching and learning. The analysis of the results revealed that: a) there is significant difference between the students’ beliefs about effective teacher practices and teachers’ belief, b) Class level influences students’ perception of effective foreign language teacher, d) There is a significant difference of opinion between those learners who study foreign languages at university and those who study foreign language in private institutes with respect to effective teacher practices. The present paper concludes that finding the gap between students’ and teachers’ beliefs would help both of the groups to enhance their learning and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teacher" title="effective teacher">effective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title=" effective teaching"> effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20beliefs" title=" students’ beliefs"> students’ beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20beliefs" title=" teachers’ beliefs"> teachers’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/41178/iranian-students-and-teachers-perceptions-of-effective-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41178.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">317</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">6323</span> The Research Experiences of Supervisors and Postgraduate Research Students at One South African Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madoda%20Cekiso">Madoda Cekiso</a>, <a href="https://publications.waset.org/abstracts/search?q=Thenjiwe%20Meyiwa"> Thenjiwe Meyiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Successful postgraduate supervision involves possessing research capabilities, being knowledgeable in specific disciplines, understanding interpersonal relations, exercising mentoring/guidance skills and having appropriate knowledge of own institutional regulatory systems for postgraduate studies. On the other hand, postgraduate students are expected to know what the postgraduate journey entails and the elements and requirements of a postgraduate study. This paper sought to explore and analyse the research experiences of supervisors and postgraduate research students at one South African higher education institution. The study was qualitative in nature and a case study design was followed. The sample was purposively selected and comprised 25 postgraduate students and 20 postgraduate supervisors from one Faculty of the said university. The study findings revealed that there was no clear contract or memorandum of understanding between the postgraduate students and their supervisors. As a result, both supervisors and postgraduate students were not aware of their responsibilities. Both supervisors and postgraduate students complained about the non-availability of postgraduate facilities and resources for postgraduate students. The results further revealed that the allocation of students to supervisors who are not experts in a particular field was a challenge for both postgraduate students and supervisors. The results also revealed that the supervisors were not happy about the commitment of the postgraduate students towards their studies. The supervisors also complained about the postgraduate students who cannot work independently. Based on the findings, the authors recommended that a memorandum of understanding between a postgraduate student and a supervisor might solve some of the challenges. We further recommended a match between the supervisor’s expertise and the student’s focus area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate" title=" postgraduate"> postgraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=supervisors" title=" supervisors"> supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=memorandum%20of%20understanding" title=" memorandum of understanding"> memorandum of understanding</a> </p> <a href="https://publications.waset.org/abstracts/124842/the-research-experiences-of-supervisors-and-postgraduate-research-students-at-one-south-african-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124842.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">187</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">6322</span> [Keynote Speech]: Guiding Teachers to Make Lessons Relevant, Appealing, and Personal (RAP) for Academically-Low-Achieving Students in STEM Subjects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazir%20Amir">Nazir Amir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching approaches to present science and mathematics content amongst academically-low-achieving students may need to be different than approaches that are adopted for the more academically-inclined students, primarily due to the different learning needs and learning styles of these students. In crafting out lessons to motivate and engage these students, teachers need to consider the backgrounds of these students and have a good understanding of their interests so that lessons can be presented in ways that appeal to them, and made relevant not just to the world around them, but also to their personal experiences. This presentation highlights how the author worked with a Professional Learning Community (PLC) of teachers in crafting out fun and feasible classroom teaching approaches to present science and mathematics content in ways that are made Relevant, Appealing, and Personal (RAP) to groups of academically-low-achieving students in Singapore. Feedback from the students and observations from their work suggest that they were engaged through the RAP-modes of instruction, and were able to appreciate the role of science and mathematics through a variety of low-cost design-based STEM (Science, Technology, Engineering, and Mathematics) activities. Such results imply that teachers teaching academically-low-achieving students, and those in under-resourced communities, could consider infusing RAP-infused instructions into their lessons in getting students develop positive attitudes towards STEM subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20Education" title="STEM Education">STEM Education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM%20Education" title=" STEAM Education"> STEAM Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Curriculum%20Instruction" title=" Curriculum Instruction"> Curriculum Instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Academically%20At-Risk%20Students" title=" Academically At-Risk Students"> Academically At-Risk Students</a>, <a href="https://publications.waset.org/abstracts/search?q=Singapore" title=" Singapore"> Singapore</a> </p> <a href="https://publications.waset.org/abstracts/62468/keynote-speech-guiding-teachers-to-make-lessons-relevant-appealing-and-personal-rap-for-academically-low-achieving-students-in-stem-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62468.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">304</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">6321</span> Language Literacy Attrition: An Empirical Investigation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Al-Issa">Ahmad Al-Issa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our world is now operating under the auspices of globalization with its attendant language of ‘global English.' In many parts of the world, the need for English is often accepted without much thought given to native languages. Indeed, this is the current situation in the United Arab Emirates (UAE), with English encroaching into all areas of society, and especially forcefully into the education sector, where English as a medium of instruction (EMI) is on the rise. At the same time, Arabic literacy (i.e., the ability to read and write in Arabic) is declining among the UAE youth. Using a mixed-methods design, a study was conducted to gain insights into the use of Arabic by Emirati University students. The study examines how often Emiratis, males and females, use their native language (Arabic) in their daily lives, how they view their reading and writing skills in Arabic vis-à-vis their English literacy skills, and the extent to which they can demonstrate their literacy skills in Arabic. Clear evidence emerged showing that while Arabic as a dialect continues to be spoken on a daily basis, Arabic literacy is unquestionably losing ground. This was found to be motivated by educational, political, societal, and personal forces. These findings and their implications to language policy and existing bilingualism programs will be discussed. Suggestions for further research will also be made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20English" title=" global English"> global English</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20attrition" title=" literacy attrition"> literacy attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a> </p> <a href="https://publications.waset.org/abstracts/61239/language-literacy-attrition-an-empirical-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61239.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">291</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">6320</span> An Analysis of How Students Perceive Their Self-Efficacy in Online Speaking Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heny%20Hartono">Heny Hartono</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Titiek%20Murniati"> Cecilia Titiek Murniati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic has given teachers and students no other choice but having full online learning. In such an emergency situation as the time of the covid-19 pandemic, the application of LMS (Learner Management System) in higher education is the most reasonable solution for students and teachers. In fact, the online learning requires all elements of a higher education systems, including the human resources, infrastructure, and supporting systems such as the application, server, and stable internet connection. The readiness of the higher education institution in preparing the online system may secure those who are involved in the online learning process. It may also result in students’ self-efficacy in online learning. This research aimed to investigate how students perceive their self-efficacy in online English learning, especially in speaking classes which is considered as a productive language skill. This research collects qualitative data with narrative inquiry involving 25 students of speaking classes as the respondents. The results of this study show that students perceive their self-efficacy in speaking online classes as not very high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/152039/an-analysis-of-how-students-perceive-their-self-efficacy-in-online-speaking-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152039.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">99</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">6319</span> Overconfidence and Self-Attribution Bias: The Difference among Economic Students at Different Stage of the Study and Non-Economic Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vera%20Jancurova">Vera Jancurova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People are, in general, exposed to behavioral biases, however, the degree and impact are affected by experience, knowledge, and other characteristics. The purpose of this article is to study two of defined behavioral biases, the overconfidence and self-attribution bias, and its impact on economic and non-economic students at different stage of the study. The research method used for the purpose of this study is a controlled field study that contains questions on perception of own confidence and self-attribution and estimation of limits to analyse actual abilities. The results of the research show that economic students seem to be more overconfident than their non–economic colleagues, which seems to be caused by the fact the questionnaire was asking for predicting economic indexes and own knowledge and abilities in financial environment. Surprisingly, the most overconfidence was detected by the students at the beginning of their study (1st-semester students). However, the estimations of real numbers do not point out, that economic students have better results by the prediction itself. The study confirmed the presence of self-attribution bias at all of the respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20finance" title="behavioral finance">behavioral finance</a>, <a href="https://publications.waset.org/abstracts/search?q=overconfidence" title=" overconfidence"> overconfidence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-attribution" title=" self-attribution"> self-attribution</a>, <a href="https://publications.waset.org/abstracts/search?q=heuristics%20and%20biases" title=" heuristics and biases"> heuristics and biases</a> </p> <a href="https://publications.waset.org/abstracts/50982/overconfidence-and-self-attribution-bias-the-difference-among-economic-students-at-different-stage-of-the-study-and-non-economic-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50982.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">257</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">6318</span> How to Guide Students from Surface to Deep Learning: Applied Philosophy in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lihong%20Wu">Lihong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Young"> Raymond Young</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20learning" title=" surface learning"> surface learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143479/how-to-guide-students-from-surface-to-deep-learning-applied-philosophy-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143479.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">501</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">6317</span> Representation of Self and the Client in Social Work Students’ Report</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Unity%20Nkateng">Unity Nkateng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New forms of academic writing such as apprenticeship genres are developing in the field of applied linguistics. However, these perspectives have not adequately addressed the issue of social work students in Botswana. The paper addresses the issue of academic writing with special attention to the types of documents written by University of Botswana (UB) social work students on their fieldwork placement. The research method for this study combines two major research tools in the qualitative inquiry which are text analysis and interviews in order to investigate the context in which the texts are produced. 12 students were consulted and gave their consent for the study. 26 case reports were collected from the Department of Social work at the University of Botswana. The findings show that the case reports students write during their fieldwork placements have 6 moves, which focus on the clients’ story and describe what the students have done and achieved. The significance is that the discrepancy between professional writing and students writing raise questions about the extent to which students are being prepared for professional writing. Students have indicated that their academic writing varies according to the preferences of individual lecturers rather than the requirement of the work situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeship%20genres" title="apprenticeship genres">apprenticeship genres</a>, <a href="https://publications.waset.org/abstracts/search?q=client%27s%20voice" title=" client's voice"> client's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20%20processes" title=" material processes"> material processes</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20possesive%20processes" title=" relational possesive processes"> relational possesive processes</a> </p> <a href="https://publications.waset.org/abstracts/91361/representation-of-self-and-the-client-in-social-work-students-report" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91361.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">243</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">6316</span> A Battle of Identity(ies): Deconstructing Spaces of Belonging in Saleem Haddad’s Guapa and Hasan Namir’s God in Pink</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nour%20Aladdin">Nour Aladdin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the interconnectedness of belonging, space, and identity in Anglo Arab literature, particularly Saleem Haddad’s Guapa and Hasan Namir’sGod in Pink. This paper suggest that Rasa and Ramy, the queer Arab characters respectively, do not belong in either the Middle East or the West. Using Amin Maalouf’s analysis of the Arab identity, specifically his argument that an individual identifies strongly with the aspect of their identity that is under attack, this paper argues that all of Rasa and Ramy’s spaces are politically charged - a term that denotes that all values and beliefs instilled in Arabs and their spaces are heavily influenced by Arab politics, culture, and, often times religion. Therefore, the politically charged environments Rasa and Ramy inhabit will always be against one part of their identity, which is why they cannot identify as queer and Arab simultaneously. For Rasa, the unnamed Middle Eastern country, his home environment, as well as the so-called safe space nightclub, condemn his queerness, leading him to connect more to his sexual orientation. However, Rasa associates himself with his Arab roots when he migrates to America, a different form of politically charged space that minoritizes his ethnicity. Similarly, Ramy’s spaces are naturally religiopolitical after Islam heightened in Iraq during the Iraq War; as a result, Ramy’s home environment, Sheikh Ammar’s house, the mosque, and the nightclub are influenced by the religiopolitics and bombard his ability to identify as not only a queer Arab but a queer Arab Muslim. Ultimately, because Rasa and Ramy are constantly in movement, their identity attributes are also in movement. This paper is divided into three sections. The first section focuses on Guapa and the Arab Spring’s politics, mainly its influence on queer Arabs in and around the Middle East. Drawing from a number of queer and Arab gender theories, I analyze all of Rasa’s spaces as politically charged that prevent him from the means to be queer and Arab. The second section examines God in Pink in close connection to the 2003 invasion of Iraq. Ramy’s spaces are religiopolitically charged, that prevent him to embrace all of his identity attributes – nationality, ethnicity, sexual orientation, and religious affiliation – concomitantly. The last section considers the rapid use of technology and social media in the Middle East as a means to provide deviant heterotopic spaces for queer Arabs. With the rise of subtle and covert queer heterotopias, there is a slow and steady shift of queer tolerance in the Arab world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belonging" title="belonging">belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=spaces" title=" spaces"> spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=arabness" title=" arabness"> arabness</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20east" title=" middle east"> middle east</a>, <a href="https://publications.waset.org/abstracts/search?q=orientalism" title=" orientalism"> orientalism</a> </p> <a href="https://publications.waset.org/abstracts/154803/a-battle-of-identityies-deconstructing-spaces-of-belonging-in-saleem-haddads-guapa-and-hasan-namirs-god-in-pink" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154803.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">114</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">6315</span> Using Thinking Blocks to Encourage the Use of Higher Order Thinking Skills among Students When Solving Problems on Fractions </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Halim%20Abdullah">Abdul Halim Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Liyana%20Zainal%20Abidin"> Nur Liyana Zainal Abidin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Mokhtar"> Mahani Mokhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an activity which can encourage students to use Higher Order Thinking Skills (HOTS). Learning fractions can be challenging for students since empirical evidence shows that students experience difficulties in solving the fraction problems. However, visual methods can help students to overcome the difficulties since the methods help students to make meaningful visual representations and link abstract concepts in Mathematics. Therefore, the purpose of this study was to investigate whether there were any changes in students’ HOTS at the four highest levels when learning the fractions by using Thinking Blocks. 54 students participated in a quasi-experiment using pre-tests and post-tests. Students were divided into two groups. The experimental group (n=32) received a treatment to improve the students’ HOTS and the other group acted as the control group (n=22) which used a traditional method. Data were analysed by using Mann-Whitney test. The results indicated that during post-test, students who used Thinking Blocks showed significant improvement in their HOTS level (p=0.000). In addition, the results of post-test also showed that the students’ performance improved significantly at the four highest levels of HOTS; namely, application (p=0.001), analyse (p=0.000), evaluate (p=0.000), and create (p=0.000). Therefore, it can be concluded that Thinking Blocks can effectively encourage students to use the four highest levels of HOTS which consequently enable them to solve fractions problems successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thinking%20Blocks" title="Thinking Blocks">Thinking Blocks</a>, <a href="https://publications.waset.org/abstracts/search?q=Higher%20Order%20Thinking%20Skills%20%28HOTS%29" title=" Higher Order Thinking Skills (HOTS)"> Higher Order Thinking Skills (HOTS)</a>, <a href="https://publications.waset.org/abstracts/search?q=fractions" title=" fractions"> fractions</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/55882/using-thinking-blocks-to-encourage-the-use-of-higher-order-thinking-skills-among-students-when-solving-problems-on-fractions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6314</span> Screening for Internet Addiction among Medical Students in a Saudi Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nawaf%20A.%20Alqahtani">Nawaf A. Alqahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20M.%20Alqahtani"> Ali M. Alqahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20A.%20Alqahtani"> Khalid A. Alqahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20S.%20Abdullfattah"> Huda S. Abdullfattah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ebtehal%20A.%20Alessa"> Ebtehal A. Alessa</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20S.%20Al%20Gelban"> Khalid S. Al Gelban</a>, <a href="https://publications.waset.org/abstracts/search?q=Ossama%20A.%20Mostafa"> Ossama A. Mostafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The internet is an exciting medium that is becoming an essential part of everyday life. Although the internet is fully observed in Saudi Arabia, young people may be vulnerable to problematic internet use, possibly leading to addiction. Aim of study: To explore the magnitude of internet addiction (IA) among medical students associated risk factors and its impact on students' academic achievement. Subjects and Methods: A cross sectional study was conducted in 2014 on 571 medical students (293 males and 278 females) at the College of Medicine, King Khalid University, Abha, Saudi Arabia. Data Collection was done through using the Arabic version of the Compulsive Internet Use Scale and a checklist of demographic characteristics. Results: Age of participants ranged from 19 to 26 years (Mean+SD: 21.9+1.5 years). Internet access was available to 97.4% of students at home and to 80.2% of students at their mobile phones. The most frequently accessed websites by medical students were the social media (90.7%), scientific website (50.4%) and the news websites (31.3%). IA was mild in 47.8% of medical students while 5.8% had moderate IA. None of the students had severe IA. Prevalence of IA was significantly higher among female medical students (p=0.002), availability of internet at home (p=0.022), and availability of internet at the students' mobile phone (p=0.041). The mean General Point Average (GPA) was highest among students with mild IA (4.0+0.6), compared with 3.6+0.6 among those with moderate addiction, and 3.9+0.6 among those who did not show IA. Differences in mean GPA according to grade of IA were statistically significant ((P=0.001). Conclusions: Prevalence of IA is high among medical students in Saudi Arabia. Risk factors for IA include female gender, availability of internet at home or at the mobile phone. IA has a significant impact on students' GPA. Periodic screening of medical students for IA and raising their awareness toward the possible risk of IA are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/37906/screening-for-internet-addiction-among-medical-students-in-a-saudi-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37906.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">530</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">6313</span> Exploring a Teaching Method for Elementary Students to Promote Cross-Cultural Understanding: Utilizing an American Film</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikako%20Nobuhara">Mikako Nobuhara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effective methods of nurturing elementary students’ cross-cultural understanding. The delivery lecture was conducted in a private elementary school class for understanding cross-cultural differences through the film E.T. (1982). Interviews of care supporters and students were conducted, as well as student discussions were held after the class. The results were carefully observed and analyzed. Suitable findings were obtained, for instance, students’ listening skills improved; further, they deeply thought about the main character’s feelings after watching the movie. Moreover, their interest in studying English as a foreign language increased. In conclusion, more classes where students can express their opinions in front of the class need to be offered; this would enable the students to nurture their critical thinking abilities and build a sense of accomplishment when they are in elementary school. Utilizing films is one of the best ways to provide students good opportunities to engage in discussions on a specific theme. This is particularly true for elementary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20understanding" title="cross-cultural understanding">cross-cultural understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=films" title=" films"> films</a> </p> <a href="https://publications.waset.org/abstracts/89337/exploring-a-teaching-method-for-elementary-students-to-promote-cross-cultural-understanding-utilizing-an-american-film" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89337.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">163</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">6312</span> Conspicuous and Significant Learner Errors in Algebra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The kind of the most important and conspicuous errors the students made during the three-years of testing of their progress in Algebra are presented in this article. The way these students’ errors changed over three-years of school Algebra learning also is shown. The sample is comprised of two hundred (200) English students and one hundred and fifty (150) Greek students, who were purposefully culled according to their participation in each occasion of testing in the development of the three-year Kassel Project in England and Greece, in both domains at once of Arithmetic and Algebra. Hence, for each of these English and Greek students, six test-scripts were available and corresponded to the three occasions of testing in both Arithmetic and Algebra respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20Project" title=" Kassel Project"> Kassel Project</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20of%20learning" title=" progress of learning"> progress of learning</a> </p> <a href="https://publications.waset.org/abstracts/60297/conspicuous-and-significant-learner-errors-in-algebra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60297.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">301</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">6311</span> Teachers' Gender-Counts a Lot: Impact of Teachers’ Gender on Students’ Score Achievement at Primary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqleem%20Fatimah">Aqleem Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of study was to find out the impact of teachers’ gender on students’ score achievement. Focusing on primary level’s teachers & students, a survey research was conducted by using convenient sampling technique. All the students of grade four (1500) and fifty-six teachers (equally divided by gender) from the 50 randomly selected coeducational schools from Lahore were taken as sample. The academic performance was operationalized using a t-test on standardized achievement tests of the students in language, science mathematics and social studies. In addition, all those gender based characteristics of teachers that count a lot in classroom interactions (taking Multi-grade classes, classroom strategies, feedback strategies and evaluation method) that influence students’ achievement were also analyzed by using a questionnaire and an observation schedule. The results of the study showed better academic achievement of students (girl &boy) of female teachers comparatively to the students of male teachers. Therefore, as the female teachers’ number lacks in Pakistan, the study suggests policy makers to seek guidelines to induct more specialized and professionally competent female teachers because their induction will prove highly beneficial for the betterment of students’ score achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=score%20achievement" title=" score achievement"> score achievement</a> </p> <a href="https://publications.waset.org/abstracts/42633/teachers-gender-counts-a-lot-impact-of-teachers-gender-on-students-score-achievement-at-primary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42633.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">318</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">6310</span> The Relationship between Lithological and Geomechanical Properties of Carbonate Rocks. Case study: Arab-D Reservoir Outcrop Carbonate, Central Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ammar%20Juma%20Abdlmutalib">Ammar Juma Abdlmutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Osman%20Abdullatif"> Osman Abdullatif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Upper Jurrasic Arab-D Reservoir is considered as the largest oil reservoir in Saudi Arabia. The equivalent outcrop is exposed near Riyadh. The study investigates the relationships between lithofacies properties changes and geomechanical properties of Arab-D Reservoir in the outcrop scale. The methods used included integrated field observations and laboratory measurements. Schmidt Hammer Rebound Hardness, Point Load Index tests were carried out to estimate the strength of the samples, ultrasonic wave velocity test also was applied to measure P-wave, S-wave, and dynamic Poisson's ratio. Thin sections have been analyzed and described. The results show that there is a variation in geomechanical properties between the Arab-D member and Upper Jubaila Formation at outcrop scale, the change in texture or grain size has no or little effect on these properties. This is because of the clear effect of diagenesis which changes the strength of the samples. The result also shows the negative or inverse correlation between porosity and geomechanical properties. As for the strength, dolomitic mudstone and wackestone within Upper Jubaila Formation has higher Schmidt hammer values, wavy rippled sandy grainstone which is rich in quarts has the greater point load index values. While laminated mudstone and breccias, facies has lower strength. This emphasizes the role of mineral content in the geomechanical properties of Arab-D reservoir lithofacies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geomechanical%20properties" title="geomechanical properties">geomechanical properties</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab-D%20reservoir" title=" Arab-D reservoir"> Arab-D reservoir</a>, <a href="https://publications.waset.org/abstracts/search?q=lithofacies%20changes" title=" lithofacies changes"> lithofacies changes</a>, <a href="https://publications.waset.org/abstracts/search?q=Poisson%27s%20ratio" title=" Poisson's ratio"> Poisson's ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=diageneis" title=" diageneis"> diageneis</a> </p> <a href="https://publications.waset.org/abstracts/13575/the-relationship-between-lithological-and-geomechanical-properties-of-carbonate-rocks-case-study-arab-d-reservoir-outcrop-carbonate-central-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6309</span> Speaking Difficulties Encountered by EFL Learners in Secondary School in Morocco</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bellali%20Assia">Bellali Assia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bellali%20Fatima"> Bellali Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speaking is one of the most difficult English skills for non-English learners. This study investigated English-speaking difficulties encountered by non-English secondary school students in a private school in Casablanca, Morocco. The subjects were students of 63 (male and female) from 2ed year classes level. It also aims to investigate the degree of main speaking difficulties and the factors effecting non-English students to speak English. This research used a descriptive qualitative and quantitative approach with a questionnaire and an interview to collect the data. In linguistically related difficulties, there were four difficulties, namely vocabulary, grammar, conversation and pronunciation. The results revealed that there were 40.32% of students agreed that they do not have sufficient grammar knowledge, 45.16% of students agreed that they do not have enough vocabulary, 45.90% of students agreed that they have difficulty in conversation, and 39.34% of students agreed that they have poor pronunciation. Also, the results indicated that 63.33 % of students agreed that they have problems with self-confidence. The factors causing the problem of speaking English in this study were lack of general knowledge, lack of speaking practice, fear of mistakes and grammar practice, low participation, shyness, nervousness, fear of criticism, and unfamiliar word pronunciation. Furthermore, recommendations and suggestions were presented to solve the problem and eliminate difficulties for teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking" title="English speaking">English speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20students" title=" non-English students"> non-English students</a> </p> <a href="https://publications.waset.org/abstracts/190038/speaking-difficulties-encountered-by-efl-learners-in-secondary-school-in-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190038.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">24</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">6308</span> Loneliness and Depression in Relation to Latchkey Situation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20Sadat%20Fattahi%20Massoom">Samaneh Sadat Fattahi Massoom</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Salimi%20Bajestani"> Hossein Salimi Bajestani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines loneliness and depression in students who regularly care for themselves after school (latchkey students) in Mashhad and compares them with parent supervised students using a causal-comparative research method. The 270 participants, aged 7 -13, were selected using convenience and cluster random-assignment sampling. Independent t-test results showed significant differences between loneliness (-4.32, p ≤ 0.05) and depression (-3.02, p ≤0.05) among latchkey and non-latchkey students. Using the Pearson correlation test, significant correlation between depression and loneliness among latchkey students was also discovered (r=0.59, p ≤ 0.05). However, regarding non latchkey students, no significant difference between loneliness and depression was observed (r= 0.02. p ≥ 0.05). Multiple regression results also showed that depression variance can be determined by gender (22%) and loneliness (34%). The findings of this study, specifically the significant difference between latchkey and non-latchkey children regarding feelings of loneliness and depression, carries clear implications for parents. It can be concluded that mothers who spend most of their time working out of the house and devoid their children of their presence in the home may cause some form of mental distress like loneliness and depression. Moreover, gender differences affect the degree of these psychological disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loneliness" title="loneliness">loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=self-care%20students" title=" self-care students"> self-care students</a>, <a href="https://publications.waset.org/abstracts/search?q=latchkey%20and%20non-latchkey%20students" title=" latchkey and non-latchkey students"> latchkey and non-latchkey students</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/28435/loneliness-and-depression-in-relation-to-latchkey-situation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28435.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">414</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">6307</span> Application of Artificial Neural Network to Prediction of Feature Academic Performance of Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Actsu"> C. S. Actsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is on the prediction of feature performance of undergraduate students with Artificial Neural Networks (ANN). With the growing decline in the quality academic performance of undergraduate students, it has become essential to predict the students’ feature academic performance early in their courses of first and second years and to take the necessary precautions using such prediction-based information. The feed forward multilayer neural network model was used to train and develop a network and the test carried out with some of the input variables. A result of 80% accuracy was obtained from the test which was carried out, with an average error of 0.009781. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/36018/application-of-artificial-neural-network-to-prediction-of-feature-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36018.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">468</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">6306</span> The Psychological Significance of Cultural and Religious Values Among the Arab Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michel%20Mikhail">Michel Mikhail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Values, which are the guiding principles and beliefs of our lives, have an influence on one’s psychological health. This study aims to investigate how Schwartz’s four higher-order values (conservation, openness to change, self-transcendence, and self-enhancement) and religious values influence psychological health among the Arab population. Methods: A total of 1,023 respondents from nine Arab countries aged 18 to 71 filled out an online survey with measures of the following constructs: Schwartz’s four higher-order values (Portrait Value Questionnaire-21), religious values (Sahin’s Index of Islamic Moral Values), and general psychological health (General Health Questionnaire-28). Results: Two models of multiple regression were conducted to investigate the relationships between values and psychological health. Higher conservation, self-enhancement, and religious values were significantly associated with better psychological health, with conservation losing significance after adding religious values to the model. All of Schwartz’s four values were found to have a significant relationship with religious values. More self-enhancement and conservation values were associated with higher identification of religious values, and the opposite was true for the other two values. Conclusion: The findings challenged existing assumptions that conservation values relate negatively to psychological health. This finding could be explained by the congruence of conservation values and the Arab culture. The most powerful relationships were those of self-enhancement and religious values, both of which were positively associated with psychological health. As such, therapists should be aware to reconsider biases against religious or conservation values and rather pay attention to their potential positive influence over one’s psychological health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling%20psychology" title="counseling psychology">counseling psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20and%20cultural%20values" title=" counseling and cultural values"> counseling and cultural values</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20and%20religious%20values" title=" counseling and religious values"> counseling and religious values</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20and%20Arab%20values" title=" psychotherapy and Arab values"> psychotherapy and Arab values</a> </p> <a href="https://publications.waset.org/abstracts/187711/the-psychological-significance-of-cultural-and-religious-values-among-the-arab-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187711.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">48</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">6305</span> Entrepreneurial Predisposition and Intention of Students from the IFRN – Mossoró, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giovane%20Gurgel">Giovane Gurgel</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20S.%20Rodrigues"> Cristina S. Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Filipa%20D.%20Vieira"> Filipa D. Vieira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> IFRN – Mossoró is a Brazilian technical education institute that develops several activities to encourage entrepreneurship, such as a curricular discipline about enterprise management and the existence of a business incubator. Despite efforts, the business incubator does not produce the expected effects. Therefore, what predisposes students to start their own business? If literature review explores determinant factors like the family and personal characteristics, it can be sustained that entrepreneurship skills can be taught since primary level, until university level. This paper presents the results of research project “Empreende IFRN” to understand the entrepreneurial predisposition and intention of the students from technical level courses. Data from 365 students from technical level courses reveal an increased entrepreneurial intention of students during time (from a 2 years period to someday in the future). The entrepreneurial behaviour of parents affects students’ perception about starting their own business. Students also present a cautions behaviour, preferring bank deposit and investment fund instead starting a business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazil" title="Brazil">Brazil</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20technical%20students" title=" secondary technical students"> secondary technical students</a> </p> <a href="https://publications.waset.org/abstracts/7860/entrepreneurial-predisposition-and-intention-of-students-from-the-ifrn-mossoro-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7860.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">283</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">6304</span> The New Family Law in Kuwait: A Step Towards International Standards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Hadad">Dina Hadad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women empowerment in the Arab world remains a central issue in the context of development and human rights. Akin to many societies around the globe, gender equality is yet to be achieved. This research will provide an introduction into the current legal stand of some Arab countries in terms of gender equality and women rights in the context of family law. It will look specifically into the recent family law in Kuwait and why many women consider it a positive step towards affirming their rights and their needs. Depending on comparative material from the area, the research argues that whilst some countries made efforts to promote women’s empowerment as a concept and practice throughout its policies, others have indeed some unique journeys that reflect organic and from within evolutions. Nonetheless, these efforts are yet to reflect a comprehensive structure that addresses women legal and political empowerment let alone social status. A contradiction in the realities of different Arab states is nothing new since the lack of comprehensive rights-based policy making in Arab countries has contributed to the disconnect between economic growth and development challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title="women empowerment">women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20challenges" title=" cultural challenges"> cultural challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20law" title=" Islamic law"> Islamic law</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20standards" title=" international standards"> international standards</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20law" title=" family law"> family law</a> </p> <a href="https://publications.waset.org/abstracts/104010/the-new-family-law-in-kuwait-a-step-towards-international-standards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104010.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">195</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">6303</span> A Proposed Plan for the Viral Marketing of Sporting Products and Services to Social Media Users in the Arab World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20F.%20Abdel%20Qader">Ahmed F. Abdel Qader</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Viral marketing has resulted in a lot of excitement recently as a novel technology in the field of marketing. The need of porting institutions to attract new customers for sporting products and services has increased, especially as many international and Arab clubs rely on them for most of their funding. These organizations, especially clubs, have outlets for selling their products and services; therefore, they are in need for new approaches that are related to modern communication and innovative distribution methods that can depend on the present audience in conveying e-ads to other users in light of the increase in social media users in the Arab world. This study aims at developing a marketing plan for sporting products and services through viral marketing of social media users. The researcher used the descriptive method. The sample consisted of 1991 social media users in 13 Arab countries. The questionnaire consisted of five themes and 42 items. Allan Dib 'one-page marketing plan' was used to develop the sporting products and services marketing plan. The study found that participants reported watching e-ads of sporting products and services that appeared during browsing social media pages; Facebook was the most used means for receiving ads about sporting products and services; sharing the product’s ad depends on the availability of incentives; purchasing sporting products and services takes place after a recommendation by a relative or a friend; and their evaluation of sporting products and services depends on the experiences of other people. The study recommends that the proposed plan should be used in marketing sporting products and services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=viral%20marketing" title="viral marketing">viral marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=sporting%20products" title=" sporting products"> sporting products</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab%20world" title=" Arab world"> Arab world</a> </p> <a href="https://publications.waset.org/abstracts/85402/a-proposed-plan-for-the-viral-marketing-of-sporting-products-and-services-to-social-media-users-in-the-arab-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6302</span> Investigating Students’ Cognitive Processes in Solving Stoichiometric Problems and its Implications to Teaching and Learning Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Espinosa">Allen A. Espinosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Larkins%20A.%20Trinidad"> Larkins A. Trinidad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated collegiate students’ problem solving strategies and misconceptions in solving stoichiometric problems and later on formulate a teaching framework from the result of the study. The study found out that the most prominent strategies among students are the mole method and the proportionality method, which are both algorithmic by nature. Misconception was also noted as some students rely on Avogadro’s number in converting between moles. It is suggested therefore that the teaching of stoichiometry should not be confined to demonstration. Students should be involved in the process of thinking of ways to solve the problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stoichiometry" title="stoichiometry">stoichiometry</a>, <a href="https://publications.waset.org/abstracts/search?q=Svogadro%E2%80%99s%20number" title=" Svogadro’s number"> Svogadro’s number</a>, <a href="https://publications.waset.org/abstracts/search?q=mole%20method" title=" mole method"> mole method</a>, <a href="https://publications.waset.org/abstracts/search?q=proportionality%20method" title=" proportionality method"> proportionality method</a> </p> <a href="https://publications.waset.org/abstracts/17686/investigating-students-cognitive-processes-in-solving-stoichiometric-problems-and-its-implications-to-teaching-and-learning-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17686.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">381</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">6301</span> A Study of Native Speaker Teachers’ Competency and Achievement of Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimpisa%20Rattanadilok%20Na%20Phuket">Pimpisa Rattanadilok Na Phuket</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to examine: 1) teaching competency of the native English-speaking teacher (NEST) 2) the English language learning achievement of Thai students, and 3) students’ perceptions toward their NEST. The population considered in this research was a group of 39 undergraduate students of the academic year 2013. The tools consisted of a questionnaire employed to measure the level of competency of NEST, pre-test and post-test used to examine the students’ achievement on English pronunciation, and an interview used to discover how participants perceived their NEST. The data was statistically analysed as percentage, mean, standard deviation and One-sample-t-test. In addition, the data collected by interviews was qualitatively analyzed. The research study found that the level of teaching competency of native speaker teachers of English was mostly low, the English pronunciation achievement of students had increased significantly at the level of 0.5, and the students’ perception toward NEST is combined. The students perceived their NEST as an English expertise, but they felt that NEST had not recognized students' linguistic difficulty and cultural differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20English-speaking%20teacher%20%28NET%29" title=" native English-speaking teacher (NET)"> native English-speaking teacher (NET)</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/11059/a-study-of-native-speaker-teachers-competency-and-achievement-of-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11059.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">374</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">6300</span> Behavioural Intention to Use Learning Management System (LMS) among Postgraduate Students: An Application of Utaut Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamaludeen%20Samaila">Kamaludeen Samaila</a>, <a href="https://publications.waset.org/abstracts/search?q=Khashyaullah%20Abdulfattah"> Khashyaullah Abdulfattah</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahimi%20Ahmad%20Bin%20Amir"> Fahimi Ahmad Bin Amir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to examine the relationship between selected factors (performance expectancy, effort expectancy, social influence and facilitating condition) and students’ intention to use the learning management system (LMS), as well as investigating the factors predicting students’ intention to use the LMS. The study was specifically conducted at the Faculty of Educational Study of University Putra Malaysia. Questionnaires were distributed to 277 respondents using a random sampling technique. SPSS Version 22 was employed in analyzing the data; the findings of this study indicated that performance expectancy (r = .69, p < .01), effort expectancy (r=.60, p < .01), social influence (r = .61, p < .01), and facilitating condition (r=.42, p < .01), were significantly related to students’ intention to use the LMS. In addition, the result also revealed that performance expectancy (β = .436, p < .05), social influence (β=.232, p < .05), and effort expectancy (β = .193, p < .05) were strong predictors of students’ intention to use the LMS. The analysis further indicated that (R2) is 0.054 which means that 54% of variation in the dependent variable is explained by the entire predictor variables entered into the regression model. Understanding the factors that affect students’ intention to use the LMS could help the lecturers, LMS managers and university management to develop the policies that may attract students to use the LMS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=PutraBlas" title=" PutraBlas"> PutraBlas</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20intention" title=" students’ intention"> students’ intention</a>, <a href="https://publications.waset.org/abstracts/search?q=UPM" title=" UPM"> UPM</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT%20model" title=" UTAUT model "> UTAUT model </a> </p> <a href="https://publications.waset.org/abstracts/69426/behavioural-intention-to-use-learning-management-system-lms-among-postgraduate-students-an-application-of-utaut-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69426.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">510</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">6299</span> Analysis of Education Faculty Students’ Attitudes towards E-Learning According to Different Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eyup%20Yurt">Eyup Yurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Kurnaz"> Ahmet Kurnaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the education faculty students’ attitudes towards e-learning according to different variables. In current study, the data were collected from 393 students of an education faculty in Turkey. In this study, theattitude towards e‐learning scale and the demographic information form were used to collect data. The collected data were analyzed by t-test, ANOVA and Pearson correlation coefficient. It was found that there is a significant difference in students’ tendency towards e-learning and avoidance from e-learning based on gender. Male students have more positive attitudes towards e-learning than female students. Also, the students who used the internet lesshave higher levels of avoidance from e-learning. Additionally, it is found that there is a positive and significant relationship between the number of personal mobile learning devices and tendency towards e-learning. On the other hand, there is a negative and significant relationship between the number of personal mobile learning devices and avoidance from e-learning. Also, suggestions were presented according to findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20faculty%20students" title="education faculty students">education faculty students</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20towards%20e-learning" title=" attitude towards e-learning"> attitude towards e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20internet%20usage%20time" title=" daily internet usage time"> daily internet usage time</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/9262/analysis-of-education-faculty-students-attitudes-towards-e-learning-according-to-different-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6298</span> The Current Use of Cell Phone in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20A.%20Alsadoon">Elham A. Alsadoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamadah%20B.%20Alsadoon"> Hamadah B. Alsadoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educators try to design learning environments that are preferred by their students. With the wide-spread adoption of cell phones surpassing any other technology, educators should not fail to invest in the power of such technology. This study aimed to explore the current use of cell phones in education among Saudi students in Saudi universities and how students perceive such use. Data was collected from 237 students at King Saud University. Descriptive analysis was used to analyze the data. A T-test for independent groups was used to examine whether there was a significant difference between males and females in their perception of using cell phones in education. Findings suggested that students have a positive attitude toward the use of cell phones in education. The most accepted use was for sending notification to students, which has already been experienced through the Twasel system provided by King Saud University. This electronic system allows instructors to easily send any SMS or email to their students. The use of cell phone applications came in the second rank of using cell phones in education. Students have already experienced the benefits of having these applications handy wherever they go. On the other hand, they did not perceive using cell phones for assessment as practical educational usage. No gender difference was detected in terms of students’ perceptions toward using cell phones in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/27787/the-current-use-of-cell-phone-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27787.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">6297</span> The Use of Video in Increasing Speaking Ability of the First Year Students of SMAN 12 Pekanbaru in the Academic Year 2011/2012</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvira%20Wahyuni">Elvira Wahyuni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a classroom action research. The general objective of this study was to find out students’ speaking ability through teaching English by using video and to find out the effectiveness of using video in teaching English to improve students’ speaking ability. The subjects of this study were 34 of the first-year students of SMAN 12 Pekanbaru who were learning English as a foreign language (EFL). Students were given pre-test before the treatment and post-test after the treatment. Quantitative data was collected by using speaking test requiring the students to respond to the recorded questions. Qualitative data was collected through observation sheets and field notes. The research finding reveals that there is a significant improvement of the students’ speaking ability through the use of video in speaking class. The qualitative data gave a description and additional information about the learning process done by the students. The research findings indicate that the use of video in teaching and learning is good in increasing learning outcome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title="English teaching">English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=fun%20learning" title=" fun learning"> fun learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20ability" title=" speaking ability"> speaking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=video" title=" video"> video</a> </p> <a href="https://publications.waset.org/abstracts/72779/the-use-of-video-in-increasing-speaking-ability-of-the-first-year-students-of-sman-12-pekanbaru-in-the-academic-year-20112012" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6296</span> Financial Literacy of Students of Finance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbora%20Chmel%C3%ADkov%C3%A1">Barbora Chmelíková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial literacy is a widely discussed topic on the national and international level by governments, organizations and academia. For this reason this study analyses financial knowledge, financial behavior and financial attitudes of students of finance. The aim of the paper is to determine whether the financial literacy of university students studying finance differs from the level of financial literacy in selected OECD countries. The research was conducted at Masaryk University in the Czech Republic. The empirical study comprises questions related to several aspects of financial literacy, as well as socio-demographic data enabling more thorough analysis. The results indicate that improvement in financial literacy of university students is still required, even though their major is finance related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behavior" title=" financial behavior"> financial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20finance%20management" title=" personal finance management"> personal finance management</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/37708/financial-literacy-of-students-of-finance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37708.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">384</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">6295</span> Library Anxiety among Library and Information Science Students at Khushal Khan Khattak University Karak, Pakistan: A Bostick Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ullah%20Jan">Saeed Ullah Jan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shafaq"> Shafaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumbul"> Sumbul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety is one of the most common emotions and is a normal reaction to danger or a threat. It is a normal reaction to stress and can be beneficial in some situations. It can alert us to dangers and help us prepare and pay attention. The prime aim of this study was to examine the level of anxiety of Library and Information Science students at the Department of Library and Information Science, Khushal Khan Khattak University Karak. A survey method was used for the completion of this study. The response of male respondents was better than female LIS students at the Department of Library and Information Science, Khushal Khan Khattak University Karak. The librarians should have to focus on the information needs of the university students. Special training needs to be arranged for female students to improve their library usage and readership rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=library-anxiety" title="library-anxiety">library-anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20anxiety-students" title=" library anxiety-students"> library anxiety-students</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20anxiety%20-students-Pakistan" title=" library anxiety -students-Pakistan"> library anxiety -students-Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/144309/library-anxiety-among-library-and-information-science-students-at-khushal-khan-khattak-university-karak-pakistan-a-bostick-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144309.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">192</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Arab%20students&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Arab%20students&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Arab%20students&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Arab%20students&page=5">5</a></li> <li class="page-item"><a class="page-link" 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