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activities in social education</title> <meta name="description" content="Search results for: Art activities in social education"> <meta name="keywords" content="Art activities in social education"> <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 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method="get" action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Art activities in social education"> <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> 3766</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Art activities in social education</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3766</span> Importance of Public Communication Campaigns and Art Activities in Social Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bilgehan%20G%C3%BCltekin">Bilgehan Gültekin</a>, <a href="https://publications.waset.org/search?q=Tuba%20G%C3%BCltekin"> Tuba Gültekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Universities have an important role in social education in many aspects. In terms of creating awareness and convincing public about social issues, universities take a leading position for public. The best way to provide public support for social education is to develop public communication campaigns. The aim of this study is to present a public communication model which will be guided in social education practices. The study titled “Importance of public communication campaigns and art activities in Social Education “is based on the following topics: Effects of public communication campaigns on social education, Public relations techniques for education, communication strategies, Steps of public relations campaigns in social education, making persuasive messages for public communication campaigns, developing artistic messages and organizing art activities in social education. In addition to these topics, media planning for social education, forming a team as campaign managers, dialogues with opinion leaders in education and preparing creative communication models for social education will be taken into consideration. This study also aims to criticize social education Case studies in Turkey. At the same time, some communicative methods and principles will be given in the light of communication campaigns within the context of this notice.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Art%20activities%20in%20social%20education" title="Art activities in social education">Art activities in social education</a>, <a href="https://publications.waset.org/search?q=Persuasive%20communication" title=" Persuasive communication"> Persuasive communication</a>, <a href="https://publications.waset.org/search?q=Public%20communication%20campaigns" title=" Public communication campaigns"> Public communication campaigns</a>, <a href="https://publications.waset.org/search?q=Public%20relations%20techniques%20for%20education" title=" Public relations techniques for education"> Public relations techniques for education</a> </p> <a href="https://publications.waset.org/10222/importance-of-public-communication-campaigns-and-art-activities-in-social-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10222/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10222/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10222/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10222/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10222/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10222/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10222/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10222/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10222/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10222/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10222.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">1597</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3765</span> Effectiveness and Equity: New Challenges for Social Recognition in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Correa%20Arias">Correa Arias</a>, <a href="https://publications.waset.org/search?q=C%C3%A9sar"> César</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today, Higher Education in a global scope is subordinated to the greater institutional controls through the policies of the Quality of Education. These include processes of over evaluation of all the academic activities: students- and professors- performance, educational logistics, managerial standards for the administration of institutions of higher education, as well as the establishment of the imaginaries of excellence and prestige as the foundations on which universities of the XXI century will focus their present and future goals and interests. But at the same time higher education systems worldwide are facing the most profound crisis of sense and meaning and attending enormous mutations in their identity. Based in a qualitative research approach, this paper shows the social configurations that the scholars at the Universities in Mexico build around the discourse of the Quality of Education, and how these policies put in risk the social recognition of these individuals.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Higher%20education" title="Higher education">Higher education</a>, <a href="https://publications.waset.org/search?q=quality%20of%20education" title=" quality of education"> quality of education</a>, <a href="https://publications.waset.org/search?q=social%0D%0Arecognition" title=" social recognition"> social recognition</a>, <a href="https://publications.waset.org/search?q=social%20configurations." title=" social configurations."> social configurations.</a> </p> <a href="https://publications.waset.org/8016/effectiveness-and-equity-new-challenges-for-social-recognition-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8016/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8016/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8016/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8016/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8016/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8016/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8016/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8016/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8016/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8016/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8016.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">1364</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3764</span> Study on Evaluating the Utilization of Social Media Tools (SMT) in Collaborative Learning Case Study: Faculty of Medicine, King Khalid University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vasanthi%20Muniasamy">Vasanthi Muniasamy</a>, <a href="https://publications.waset.org/search?q=Intisar%20Magboul%20Ejalani"> Intisar Magboul Ejalani</a>, <a href="https://publications.waset.org/search?q=M.%20Anandhavalli"> M. Anandhavalli</a>, <a href="https://publications.waset.org/search?q=K.%20Gauthaman"> K. Gauthaman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social Media (SM) is websites increasingly popular and built to allow people to express themselves and to interact socially with others. Most SMT are dominated by youth particularly College students. The proliferation of popular social media tools, which can accessed from any communication devices has become pervasive in the lives of today’s student life. Connecting traditional education to social media tools are a relatively new era and any collaborative tool could be used for learning activities. This study focuses (i) how the social media tools are useful for the learning activities of the students of faculty of medicine in King Khalid University (ii) whether the social media affects the collaborative learning with interaction among students, among course instructor, their engagement, perceived ease of use and perceived ease of usefulness (TAM) (iii) overall, the students satisfy with this collaborative learning through Social media.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20Media" title="Social Media">Social Media</a>, <a href="https://publications.waset.org/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/search?q=Perceived%20ease%20of%20use" title=" Perceived ease of use"> Perceived ease of use</a>, <a href="https://publications.waset.org/search?q=perceived%20usefulness" title=" perceived usefulness"> perceived usefulness</a>, <a href="https://publications.waset.org/search?q=Collaborative%20Learning." title=" Collaborative Learning."> Collaborative Learning.</a> </p> <a href="https://publications.waset.org/10000649/study-on-evaluating-the-utilization-of-social-media-tools-smt-in-collaborative-learning-case-study-faculty-of-medicine-king-khalid-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000649/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000649/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000649/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000649/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000649/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000649/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000649/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000649/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000649/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000649/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000649.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">2313</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3763</span> Development Prospects of Education System in Modernization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Akbar%20Seraly">Akbar Seraly</a>, <a href="https://publications.waset.org/search?q=Kazbek%20Primbetov"> Kazbek Primbetov</a>, <a href="https://publications.waset.org/search?q=Gulmira%20Abdiraiymova"> Gulmira Abdiraiymova</a>, <a href="https://publications.waset.org/search?q=Gulnapis%20Abdikerova"> Gulnapis Abdikerova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the article analyzes the development prospects of education system in Kazakhstan. Education is among key sources of culture and social mobility. Modern education must become civic which means availability of high quality education to all people irrespective of their racial, ethnic, religious, social, gender and any other differences. Socially focused nature of modernization of Kazakhstan-s society is predicated upon formation of a civic education model in the future. Kazakhstan-s education system undergoes intensive reforms first of all intended to achieve international education standards and integration into the global educational and information space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20system" title="Education system">Education system</a>, <a href="https://publications.waset.org/search?q=Kazakhstan" title=" Kazakhstan "> Kazakhstan </a>, <a href="https://publications.waset.org/search?q=Modernization" title=" Modernization"> Modernization</a> </p> <a href="https://publications.waset.org/1921/development-prospects-of-education-system-in-modernization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1921/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1921/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1921/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1921/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1921/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1921/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1921/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1921/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1921/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1921/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1921.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">1805</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3762</span> Entrepreneurial Intention and Social Entrepreneurship among Students in Malaysian Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Radin%20Siti%20Aishah%20Radin%20A%20Rahman">Radin Siti Aishah Radin A Rahman</a>, <a href="https://publications.waset.org/search?q=Norasmah%20Othman"> Norasmah Othman</a>, <a href="https://publications.waset.org/search?q=Zaidatol%20Akmaliah%20Lope%20Pihie"> Zaidatol Akmaliah Lope Pihie</a>, <a href="https://publications.waset.org/search?q=Hariyaty%20Ab.%20Wahid"> Hariyaty Ab. Wahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent instability in economy was found to be influencing the situation in Malaysia whether directly or indirectly. Taking that into consideration, the government needs to find the best approach to balance its citizen’s socio-economic strata level urgently. Through education platform is among the efforts planned and acted upon for the purpose of balancing the effects of the influence, through the exposure of social entrepreneurial activity towards youth especially those in higher institution level. Armed with knowledge and skills that they gained, with the support by entrepreneurial culture and environment while in campus; indirectly, the students will lean more on making social entrepreneurship as a career option when they graduate. Following the issues of marketability and workability of current graduates that are becoming dire, research involving how far the willingness of student to create social innovation that contribute to the society without focusing solely on personal gain is relevant enough to be conducted. With that, this research is conducted with the purpose of identifying the level of entrepreneurial intention and social entrepreneurship among higher institution students in Malaysia. Stratified random sampling involves 355 undergraduate students from five public universities had been made as research respondents and data were collected through surveys. The data was then analyzed descriptively using min score and standard deviation. The study found that the entrepreneurial intention of higher education students are on moderate level, however it is the contrary for social entrepreneurship activities, where it was shown on a high level. This means that while the students only have moderate level of willingness to be a social entrepreneur, they are very committed to created social innovation through the social entrepreneurship activities conducted. The implication from this study can be contributed towards the higher institution authorities in prediction the tendency of student in becoming social entrepreneurs. Thus, the opportunities and facilities for realizing the courses related to social entrepreneurship must be created expansively so that the vision of creating as many social entrepreneurs as possible can be achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Entrepreneurial%20intention" title="Entrepreneurial intention">Entrepreneurial intention</a>, <a href="https://publications.waset.org/search?q=higher%20education%0D%0Ainstitutions%20%28HEIs%29" title=" higher education institutions (HEIs)"> higher education institutions (HEIs)</a>, <a href="https://publications.waset.org/search?q=social%20entrepreneurship" title=" social entrepreneurship"> social entrepreneurship</a>, <a href="https://publications.waset.org/search?q=social%20entrepreneurial%0D%0Aactivity" title=" social entrepreneurial activity"> social entrepreneurial activity</a>, <a href="https://publications.waset.org/search?q=gender." title=" gender."> gender.</a> </p> <a href="https://publications.waset.org/10003437/entrepreneurial-intention-and-social-entrepreneurship-among-students-in-malaysian-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003437/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003437/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003437/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003437/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003437/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003437/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003437/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003437/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003437/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003437/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003437.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">3271</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3761</span> Web-GIS based Outdoor Education Program for Junior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Noriyoshi%20Hosoya">Noriyoshi Hosoya</a>, <a href="https://publications.waset.org/search?q=Kayoko%20Yamamoto"> Kayoko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, focusing on the importance of encouraging outdoor activities for children, aims to propose and implement a Web-GIS based outdoor education program for junior high schools, which will then be evaluated by users. Specifically, for the purpose of improved outdoor activities in the junior high school education, the outdoor education program, with chiefly using the Web-GIS that provides a good information provision and sharing tool, is proposed and implemented before being evaluated by users. The conclusion of this study can be summarized in the following two points. (1) A five -step outdoor education program based on Web-GIS was proposed for a “second school" at junior high schools that was then implemented before being evaluated by teachers as users. (2) Based on the results of evaluation by teachers, it was clear that the general operation of Web-GIS based outdoor education program with them only is difficult due to their lack of knowledge regarding Web-GIS and that support staff who can effectively utilize Web-GIS are essential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Outdoor%20Education" title="Outdoor Education">Outdoor Education</a>, <a href="https://publications.waset.org/search?q=Web-Based%20GIS%20%28Geographical%20Information%20Systems%29" title=" Web-Based GIS (Geographical Information Systems)"> Web-Based GIS (Geographical Information Systems)</a>, <a href="https://publications.waset.org/search?q=Junior%20High%20Schools" title=" Junior High Schools"> Junior High Schools</a>, <a href="https://publications.waset.org/search?q=School%20Education" title=" School Education"> School Education</a> </p> <a href="https://publications.waset.org/7923/web-gis-based-outdoor-education-program-for-junior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7923/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7923/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7923/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7923/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7923/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7923/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7923/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7923/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7923/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7923/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7923.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">1591</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3760</span> Strategic Corporate Social Responsibility: Literature Review and Value Chain Activities Filter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zeeshan%20Hamid">Zeeshan Hamid</a>, <a href="https://publications.waset.org/search?q=Sarwar%20Mehmood%20Azhar"> Sarwar Mehmood Azhar</a>, <a href="https://publications.waset.org/search?q=Hammad%20Basir"> Hammad Basir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In today’s era, it is no news that organizations should demonstrate honest conduct as well as ethical administration. Therefore, the concept of corporate social responsibility (subsequently CSR) has created its tag upon the company’s focal point as well as marketing communications, and will continue in the future. The importance of CSR has increased in the last decade, and this concept has attracted global attention. The notion of CSR has strategic significance for many organizations. However, businesses are not adapting the activities of CSR that benefit to all of its stakeholders (including society). The main reason is the practitioners are unfortunately unable to comprehend its importance; and therefore, the activities of the CSR are so detached from the business activities. Hence, it is required to develop an understanding that the activities of CSR are not only beneficial for the society but it also benefit to business. This paper focuses on the concept of strategic CSR, and develops a theoretical framework that will help practitioners to filter and chose the activities of CSR that are strategic in nature.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Economic%20responsibility" title="Economic responsibility">Economic responsibility</a>, <a href="https://publications.waset.org/search?q=ethical%20responsibility" title=" ethical responsibility"> ethical responsibility</a>, <a href="https://publications.waset.org/search?q=legal%0D%0Aresponsibility" title=" legal responsibility"> legal responsibility</a>, <a href="https://publications.waset.org/search?q=philanthropic%20responsibility" title=" philanthropic responsibility"> philanthropic responsibility</a>, <a href="https://publications.waset.org/search?q=strategic%20corporate%20social%0D%0Aresponsibility" title=" strategic corporate social responsibility"> strategic corporate social responsibility</a>, <a href="https://publications.waset.org/search?q=value%20chain%20activities%20filter." title=" value chain activities filter."> value chain activities filter.</a> </p> <a href="https://publications.waset.org/10000030/strategic-corporate-social-responsibility-literature-review-and-value-chain-activities-filter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000030/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000030/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000030/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000030/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000030/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000030/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000030/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000030/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000030/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000030/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000030.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">3836</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3759</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years.</p> <p>During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics.</p> <p>The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interdisciplinary%20disciplines" title="Interdisciplinary disciplines">Interdisciplinary disciplines</a>, <a href="https://publications.waset.org/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</a>, <a href="https://publications.waset.org/search?q=physical%20education." title=" physical education. "> physical education. </a> </p> <a href="https://publications.waset.org/10000768/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000768/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000768/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000768/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000768/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000768/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000768/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000768/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000768/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000768/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000768/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000768.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">2070</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3758</span> Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christine%20K.%20Fulmer">Christine K. Fulmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivist%20theoretical%20approach" title="Constructivist theoretical approach">Constructivist theoretical approach</a>, <a href="https://publications.waset.org/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/search?q=social%20work%20education." title=" social work education."> social work education.</a> </p> <a href="https://publications.waset.org/10007165/proposing-problem-based-learning-as-an-effective-pedagogical-technique-for-social-work-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007165/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007165/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007165/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007165/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007165/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007165/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007165/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007165/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007165/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007165/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007165.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">1333</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3757</span> Knowledge and Attitude: Challenges for Continuing Education in Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Andr%C3%A9%20M.%20Senna">André M. Senna</a>, <a href="https://publications.waset.org/search?q=Mary%20L.%20G.%20S.%20Senna"> Mary L. G. S. Senna</a>, <a href="https://publications.waset.org/search?q=Rosa%20M.%20Machado-de-Sena"> Rosa M. Machado-de-Sena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the great challenges presented in educational practice is how to ensure the students not only acquire knowledge of training courses throughout their academic life, but also how to apply it in their current professional activities. Consequently, aiming to incite changes in the education system of healthcare professionals noticed the inadequacy of the training providers to solve the social problems related to health, the education related to these procedures should initiate in the earliest years of process. Following that idea, there is another question that needs an answer: If the change in the education should start sooner, in the period of basic training of healthcare professionals, what guidelines should a permanent education program incorporate to promote changes in an already established system? For this reason, the objective of this paper is to present different views of the teaching-learning process, with the purpose of better understanding the behavior adopted by healthcare professionals, through bibliographic study. The conclusion was that more than imparting knowledge to the individual, a larger approach is necessary on permanent education programs concerning the performance of professional health services in order to foment significant changes in education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Health%20education" title="Health education">Health education</a>, <a href="https://publications.waset.org/search?q=continuing%20education" title=" continuing education"> continuing education</a>, <a href="https://publications.waset.org/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/search?q=behavior." title=" behavior."> behavior.</a> </p> <a href="https://publications.waset.org/10005873/knowledge-and-attitude-challenges-for-continuing-education-in-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005873/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005873/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005873/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005873/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005873/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005873/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005873/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005873/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005873/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005873/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005873.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">917</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3756</span> Designing Social Media into Higher Education Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thapanee%20Seechaliao">Thapanee Seechaliao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents guiding on how to design social media into higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about guiding on how to design social media into higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results were the lecturers’ opinions concerning the designing social media into higher education courses as follows: 1) Lecturers deem that the most suitable learning theory is Collaborative Learning. 2) Lecturers consider that the most important learning and innovation Skill in the 21st century is communication and collaboration skills. 3) Lecturers think that the most suitable evaluation technique is authentic assessment. 4) Lecturers consider that the most appropriate portion used as blended learning should be 70% in the classroom setting and 30% online. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Instructional%20design" title="Instructional design">Instructional design</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=courses" title=" courses"> courses</a>, <a href="https://publications.waset.org/search?q=higher%0D%0Aeducation." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/10002241/designing-social-media-into-higher-education-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002241/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002241/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002241/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002241/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002241/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002241/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002241/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002241/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002241/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002241/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002241.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">2047</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3755</span> Virtual Environments...Vehicle for Pedagogical Advancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elizabeth%20M.%20Hodge">Elizabeth M. Hodge</a>, <a href="https://publications.waset.org/search?q=Sharon%20K.%20Collins"> Sharon K. Collins</a>, <a href="https://publications.waset.org/search?q=Eric%20Kisling"> Eric Kisling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Virtual%20Environments" title="Virtual Environments">Virtual Environments</a>, <a href="https://publications.waset.org/search?q=Second%20Life" title=" Second Life"> Second Life</a>, <a href="https://publications.waset.org/search?q=Instructional%20Strategies%20and%20Technology" title=" Instructional Strategies and Technology"> Instructional Strategies and Technology</a> </p> <a href="https://publications.waset.org/15260/virtual-environmentsvehicle-for-pedagogical-advancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15260/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15260/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15260/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15260/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15260/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15260/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15260/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15260/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15260/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15260/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15260.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">1555</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3754</span> Curriculum of Ethical Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Petra%20Fridrichov%C3%A1">Petra Fridrichová</a>, <a href="https://publications.waset.org/search?q=Eva%20Bal%C3%A1%C5%BEov%C3%A1"> Eva Balážová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Ethical Education is a compulsorily optional subject in primary and secondary schools. The Ethical Education objective is the education of a personality with one´s own identity, with interiorized ethical standards, with mature moral judgement and therefore with the behaviour determined by one´s own beliefs; with a positive attitude to himself/herself and other people and that is why he/she is able to cooperate and to initiate cooperation. In the paper we describe the contents and the principles of Ethical education. We also shows that Ethical education is subject supported primary socialpathological prevention and education to citizenship. In this context we try to show that ethical education contributes to the education of good people who are aware of the necessity to respect social norms and are able to assume responsibility for their own behaviour in any situation at present and in the future.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ethical%20education" title="Ethical education">Ethical education</a>, <a href="https://publications.waset.org/search?q=Curriculum%20of%20Ethical%20education" title=" Curriculum of Ethical education"> Curriculum of Ethical education</a>, <a href="https://publications.waset.org/search?q=The%20Contents%20of%20Ethical%20education%20in%20Slovakia" title=" The Contents of Ethical education in Slovakia"> The Contents of Ethical education in Slovakia</a>, <a href="https://publications.waset.org/search?q=The%20principles%20of%0D%0AEthical%20education" title=" The principles of Ethical education"> The principles of Ethical education</a> </p> <a href="https://publications.waset.org/16540/curriculum-of-ethical-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16540/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16540/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16540/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16540/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16540/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16540/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16540/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16540/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16540/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16540/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16540.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">1860</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3753</span> A Quantitative Study on the Effects of School Development on Character Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Merve%20G%C3%BCcen">Merve Gücen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the aims of education is to educate individuals who have embraced universal moral principles and transform universal moral principles into moral values. Character education aims to educate behaviors of individuals in their mental activities to transform moral principles into moral values in their lives. As the result of this education, individuals are expected to develop positive character traits and become morally indifferent individuals. What are the characteristics of the factors that influence character education at this stage? How should character education help individuals develop positive character traits? Which methods are more effective? These questions come to mind when studying character education. Our research was developed within the framework of these questions. The aim of our study is to provide the most effective use of the education factor that affects character. In this context, we tried to explain character definition, character development, character education and the factors affecting character education using qualitative research methods. At this stage, character education programs applied in various countries were examined and a character education program consisting of Islamic values was prepared and implemented in an International Imam Hatip High School in Istanbul. Our application was carried out with the collaboration of school and families. Various seminars were organized in the school and participation of families was ensured. In the last phase of our study, we worked with the students and their families on the effectiveness of the events held during the program. In this study, it was found that activities such as storytelling and theater in character education programs were effective in recognizing wrong behaviors in individuals. It was determined that our program had a positive effect on the quality of education. It was seen that applications of this educational program affected the behavior of the employees in the educational institution.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Character%20development" title="Character development">Character development</a>, <a href="https://publications.waset.org/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/search?q=family%20activities" title=" family activities"> family activities</a>, <a href="https://publications.waset.org/search?q=education%20program." title=" education program. "> education program. </a> </p> <a href="https://publications.waset.org/10009190/a-quantitative-study-on-the-effects-of-school-development-on-character-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009190/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009190/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009190/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009190/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009190/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009190/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009190/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009190/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009190/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009190/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009190.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">1041</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3752</span> Driving What’s Next: The De La Salle Lipa Social Innovation in Quality Education Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dante%20Jose%20R.%20Amisola">Dante Jose R. Amisola</a>, <a href="https://publications.waset.org/search?q=Glenford%20M.%20Prospero"> Glenford M. Prospero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>'Driving What’s Next' is a strong campaign of the new administration of De La Salle Lipa in promoting social innovation in quality education. The new leadership directs social innovation in quality education in the institutional directions and initiatives to address real-world challenges with real-world solutions. This research under study aims to qualify the commitment of the institution to extend the Lasallian quality human and Christian education to all, as expressed in the Institution’s new mission-vision statement. The Classic Grounded Theory methodology is employed in the process of generating concepts in reference to the documents, a series of meetings, focus group discussions and other related activities that account for the conceptualization and formulation of the new mission-vision along with the new education innovation framework. Notably, Driving What’s Next is the emergent theory that encapsulates the commitment of giving quality human and Christian education to all. It directs the new leadership in driving social innovation in quality education initiatives. Correspondingly, Driving What’s Next is continually resolved through four interrelated strategies also termed as the institution's four strategic directions, namely: (1) driving social innovation in quality education, (2) embracing our shared humanity and championing social inclusion and justice initiatives, (3) creating sustainable futures and (4) engaging diverse stakeholders in our shared mission. Significantly, the four strategic directions capture and integrate the 17 UN sustainable development goals, making the innovative curriculum locally and globally relevant. To conclude, the main concern of the new administration and how it is continually resolved, provide meaningful and fun learning experiences and promote a new way of learning in the light of the 21<sup>st</sup> century skills among the members of the academic community including stakeholders and extended communities at large, which are defined as: learning together and by association (collaboration), learning through engagement (communication), learning by design (creativity) and learning with social impact (critical thinking).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=De%20La%20Salle%20Lipa" title="De La Salle Lipa">De La Salle Lipa</a>, <a href="https://publications.waset.org/search?q=Driving%20What%E2%80%99s%20Next" title=" Driving What’s Next"> Driving What’s Next</a>, <a href="https://publications.waset.org/search?q=social%20innovation%20in%20quality%20education" title=" social innovation in quality education"> social innovation in quality education</a>, <a href="https://publications.waset.org/search?q=DLSL%20mission%20-%20vision" title=" DLSL mission - vision"> DLSL mission - vision</a>, <a href="https://publications.waset.org/search?q=strategic%20directions." title=" strategic directions."> strategic directions.</a> </p> <a href="https://publications.waset.org/10009139/driving-whats-next-the-de-la-salle-lipa-social-innovation-in-quality-education-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009139/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009139/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009139/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009139/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009139/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009139/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009139/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009139/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009139/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009139/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009139.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">911</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3751</span> Creativity: A Motivational Tool for Interest and Conceptual Understanding in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thienhuong%20Hoang">Thienhuong Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This qualitative, quantitative mixed-method study explores how students- motivation and interest in creative hands-on activities affected their conceptual understanding of science. The objectives of this research include developing a greater understanding about how creative activities, incorporated into the classroom as instructional strategies, increase student motivation and their learning or mastery of science concepts. The creative activities are viewed as a motivational tool, a specific type of task, which have an impact on student goals. Pre-and-post tests, pre-and-post interviews, and student responses measure motivational-goal theory variables, interest in the activity, and conceptual change. Implications for education and future research will be discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Science%20education" title="Science education">Science education</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/search?q=instructional%20strategies." title=" instructional strategies."> instructional strategies.</a> </p> <a href="https://publications.waset.org/15450/creativity-a-motivational-tool-for-interest-and-conceptual-understanding-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15450/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15450/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15450/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15450/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15450/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15450/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15450/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15450/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15450/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15450/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15450.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">1802</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3750</span> Effect of Social Media on Knowledge Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pekka%20Makkonen">Pekka Makkonen</a>, <a href="https://publications.waset.org/search?q=Georgios%20Lampropoulos"> Georgios Lampropoulos</a>, <a href="https://publications.waset.org/search?q=Kerstin%20Siakas"> Kerstin Siakas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper examines the impact of social media on knowledge work. It discloses and highlights which specific aspects, areas and tasks of knowledge work can be improved by the use of social media. Moreover, the study includes a survey about higher education students’ viewpoints in regard to the use of social media as a means to enhance knowledge work and knowledge sharing. The analysis has been conducted based both on empirical data and on discussions about the sources dealing with knowledge work and how it can be enhanced by using social media. The results show that social media can improve knowledge work, knowledge building and maintenance tasks in which communication, information sharing and collaboration play a vital role. Additionally, by using social media, personal, collaborative and supplementary work activities can be enhanced. Based on the results of the study, we suggest how knowledge work can be enhanced when using the contemporary information and communications technologies (ICTs) of the 21<sup>st</sup> century and recommend future directions towards improving knowledge work.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20work" title="Knowledge work">Knowledge work</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=social%20media%20services" title=" social media services"> social media services</a>, <a href="https://publications.waset.org/search?q=improving%20work%20performance." title=" improving work performance. "> improving work performance. </a> </p> <a href="https://publications.waset.org/10011689/effect-of-social-media-on-knowledge-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011689/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011689/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011689/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011689/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011689/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011689/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011689/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011689/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011689/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011689/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011689.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">1088</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3749</span> Working with Children and Young People as a much Neglected Area of Education within the Social Studies Curriculum in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Marta%20Czechowska-Bieluga">Marta Czechowska-Bieluga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social work education in Poland focuses mostly on developing competencies that address the needs of individuals and families affected by a variety of life's problems. As a result of the ageing of the Polish population, much attention is equally devoted to adults, including the elderly. However, social work with children and young people is the area of education which should be given more consideration. Social work students are mostly trained to cater to the needs of families and the competencies aimed to respond to the needs of children and young people do not receive enough attention and are only offered as elective classes. This paper strives to review the social work programmes offered by the selected higher education institutions in Poland in terms of social work training aimed at helping children and young people to address their life problems. The analysis conducted in this study indicates that university education for social work focuses on training professionals who will provide assistance only to adults. Due to changes in the social and political situation, including, in particular, changes in social policy implemented for the needy, it is necessary to extend this area of education to include the specificity of the support for children and young people; especially, in the light of the appearance of new support professions within the area of social work. For example, family assistants, whose task is to support parents in performing their roles as guardians and educators, also assist children. Therefore, it becomes necessary to equip social work professionals with competencies which include issues related to the quality of life of underage people living in families. Social work curricula should be extended to include the issues of child and young person development and the patterns governing this phase of life.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20work%20education" title="Social work education">Social work education</a>, <a href="https://publications.waset.org/search?q=social%20work%20programmes" title=" social work programmes"> social work programmes</a>, <a href="https://publications.waset.org/search?q=social%20worker" title=" social worker"> social worker</a>, <a href="https://publications.waset.org/search?q=university." title=" university."> university.</a> </p> <a href="https://publications.waset.org/10009402/working-with-children-and-young-people-as-a-much-neglected-area-of-education-within-the-social-studies-curriculum-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009402/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009402/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009402/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009402/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009402/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009402/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009402/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009402/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009402/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009402/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009402.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">649</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3748</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/search?q=student%20with%20special%20educational%20needs." title=" student with special educational needs. "> student with special educational needs. </a> </p> <a href="https://publications.waset.org/10004235/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004235.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">1308</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3747</span> Variables for Measuring the Impact of the Social Enterprises in the Field of Community Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Irudaya%20Veni%20Mary">A. Irudaya Veni Mary</a>, <a href="https://publications.waset.org/search?q=M.%20Victor%20Louis%20Anthuvan"> M. Victor Louis Anthuvan</a>, <a href="https://publications.waset.org/search?q=P.%20Christie"> P. Christie</a>, <a href="https://publications.waset.org/search?q=A.%20Indira"> A. Indira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In India, social enterprises are working to create social value in various fields including education; health; women and child development; environment protection and community development. Although social enterprises have brought about tremendous changes in the lives of beneficiaries, the importance of their works is not understood thoroughly. One of the ways to prove themselves is to measure the impact, which in recent times has received much attention. This paper focuses on the study of social value created by the social enterprises in the field of community development. It also aims to put forth a research tool for measuring the social value created by the social enterprises in the field of community development. A close-ended interview schedule was prepared to measure the social value creation and it was administered among 60 beneficiaries of two social enterprises who work in the field of community development. The study results show that the social enterprises have brought four types of impact in the life of their beneficiaries; economic impact, social impact, political impact and cultural impact. This study is limited to the social enterprises those who work towards community development. This empirical finding will enable the reader to understand various types of social value created by the social enterprises working in the field of community development. This study will also serve as guide for social enterprises in community development activities to measure their impact and thereby improve their operation towards the betterment of the society. This paper is derived from an empirical research carried out to describe the different types of social value created by the social enterprises in India.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20enterprise" title="Social enterprise">Social enterprise</a>, <a href="https://publications.waset.org/search?q=social%20entrepreneurs" title=" social entrepreneurs"> social entrepreneurs</a>, <a href="https://publications.waset.org/search?q=social%20impact" title=" social impact"> social impact</a>, <a href="https://publications.waset.org/search?q=social%20value" title=" social value"> social value</a>, <a href="https://publications.waset.org/search?q=tool%20for%20social%20impact%20measurement." title=" tool for social impact measurement. "> tool for social impact measurement. </a> </p> <a href="https://publications.waset.org/10008909/variables-for-measuring-the-impact-of-the-social-enterprises-in-the-field-of-community-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008909/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008909/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008909/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008909/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008909/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008909/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008909/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008909/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008909/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008909/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008909.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">1917</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3746</span> Use of Social Networks and Mobile Technologies in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=V%C3%A1clav%20Man%C4%9Bna">Václav Maněna</a>, <a href="https://publications.waset.org/search?q=Roman%20Dost%C3%A1l"> Roman Dostál</a>, <a href="https://publications.waset.org/search?q=%C5%A0t%C4%9Bp%C3%A1n%20Hub%C3%A1lovsk%C3%BD"> Štěpán Hubálovský</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social networks play an important role in the lives of children and young people. Along with the high penetration of mobile technologies such as smartphones and tablets among the younger generation, there is an increasing use of social networks already in elementary school. The paper presents the results of research, which was realized at schools in the Hradec Králové region. In this research, the authors focused on issues related to communications on social networks for children, teenagers and young people in the Czech Republic. This research was conducted at selected elementary, secondary and high schools using anonymous questionnaires. The results are evaluated and compared with the results of the research, which has been realized in 2008. The authors focused on the possibilities of using social networks in education. The paper presents the possibility of using the most popular social networks in education, with emphasis on increasing motivation for learning. The paper presents comparative analysis of social networks, with regard to the possibility of using in education as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20networks" title="Social networks">Social networks</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=mobile%20technology." title=" mobile technology."> mobile technology.</a> </p> <a href="https://publications.waset.org/10006516/use-of-social-networks-and-mobile-technologies-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006516/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006516/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006516/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006516/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006516/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006516/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006516/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006516/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006516/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006516/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006516.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">1272</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3745</span> A Training Course Development to Promote Learning Activities of 2nd Year, Faculty of Education Students using Multiple Intelligences Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Waree">Chaiwat Waree</a>, <a href="https://publications.waset.org/search?q=Kalanyoo%20Petcharaporn"> Kalanyoo Petcharaporn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to develop and evaluate a training course to promote learning activities of 2nd year, Suan Sunandha Rajabhat University, faculty of education students using multiple intelligences theory. The process is divided into two phases: Phase 1 development of training course to promote learning activities consisting of principles, objectives of the course, structure, training duration, content, training materials, training activities, media training, monitoring, measurement and evaluation quality of the course. Phase 2 evaluation efficiency of training course was to use the improved curriculum with experimental group which is 2nd year, Suan Sunandha Rajabhat University, faculty of education students was drawn randomly 152 students. The experimental pattern was randomized Control Group Pre-Test Post-Test Design, Analysis Data by t-Test with the software SPFSS for Windows. Research has shown that: 1). the ability of teaching and learning according to the theory of multiple intelligences after training is higher than before training significantly in statistic at .01 level, 2). The satisfaction of students to the training courses was overall at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=A%20training%20course" title="A training course">A training course</a>, <a href="https://publications.waset.org/search?q=learning%20activities" title=" learning activities"> learning activities</a>, <a href="https://publications.waset.org/search?q=multiple%20intelligences." title=" multiple intelligences."> multiple intelligences.</a> </p> <a href="https://publications.waset.org/7257/a-training-course-development-to-promote-learning-activities-of-2nd-year-faculty-of-education-students-using-multiple-intelligences-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7257/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7257/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7257/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7257/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7257/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7257/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7257/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7257/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7257/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7257/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7257.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">1402</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3744</span> Students’ Perceptions of the Use of Social Media in Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Omar%20Alshehri">Omar Alshehri</a>, <a href="https://publications.waset.org/search?q=Vic%20Lally"> Vic Lally</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the attitudes of using social media tools to support learning at a university in Saudi Arabia. Moreover, it investigated the students’ current usage of these tools and examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 42 university students. A web-based survey was used to collect data for this study. The results indicate that all of the students were familiar with social media and had used at least one type of social media for learning. It was found out that all students had very positive attitudes towards the use of social media and welcomed using these tools as a supplementary to the curriculum. However, the results indicated that the major barriers to using these tools in learning were distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students’ attitudes toward using social media to support learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=benefits%20of%20social%20media%20use" title=" benefits of social media use"> benefits of social media use</a>, <a href="https://publications.waset.org/search?q=barriers%20to%20social%20media%20use" title=" barriers to social media use"> barriers to social media use</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education. "> higher education. </a> </p> <a href="https://publications.waset.org/10009918/students-perceptions-of-the-use-of-social-media-in-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009918/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009918/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009918/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009918/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009918/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009918/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009918/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009918/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009918/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009918/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009918.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">2349</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3743</span> Effect of Social Media on the Study Habits of Students of Alvan Ikoku Federal College of Education, Owerri </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Perpetua%20O.%20Ezeji">Perpetua O. Ezeji</a>, <a href="https://publications.waset.org/search?q=Kelechi%20E.%20Ezeji"> Kelechi E. Ezeji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There has been considerable anxiety in society that social media distracts from education and reduces the social skills of young people. Following this, educators have sought ways to mitigate its negative effects on educational attainment while incorporating its positive aspects into the learning process. This study sought to examine the impact of social media on the study habits of students of Alvan Ikoku Federal College of Education, Owerri. The research design involved survey technique where questionnaires were used to collect data from a sample of the student population. Statistical package for social sciences (SPSS) was used to analyse the data. Spearman’s Rho was the specific tool used for analysis. It was presented in frequency tables and bar charts. Findings from variables investigated showed that at p<0.5, social media usage had a significant impact on the study habits of students of Alvan Ikoku Federal College of Education, Owerri. This indicated the need for stakeholders in the community to employ counselling and other proactive measures to ensure that students maintained proper focus on their primary assignment for schooling.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=study%20habits" title=" study habits"> study habits</a>, <a href="https://publications.waset.org/search?q=technology." title=" technology. "> technology. </a> </p> <a href="https://publications.waset.org/10008995/effect-of-social-media-on-the-study-habits-of-students-of-alvan-ikoku-federal-college-of-education-owerri" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008995/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008995/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008995/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008995/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008995/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008995/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008995/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008995/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008995/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008995/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008995.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">8831</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3742</span> Inclusive Education of Roma Students from Socially Disadvantaged Background as a Determinant of Their Social Inclusion in the Slovak Republic </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Hor%C5%88%C3%A1k">L. Horňák</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the paper is to analyze a longstanding problem in Slovakia – the effective education of Roma students coming from socially disadvantaged backgrounds. Although it is a relatively small country, there are over 630 communities in the Slovak Republic. The efficiency of the projects was verified by interviews with participants; questionnaires; and direct observations. Evaluation reports which summarized and evaluated the outcomes of the projects only confirmed their success. Slovakia realizes that appropriate social inclusion of marginalized citizens coming from the Roma ethnic group can only be achieved through education based on equality of all students and acceptance of diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=marginalized%20communities" title=" marginalized communities"> marginalized communities</a>, <a href="https://publications.waset.org/search?q=Roma%20student" title=" Roma student"> Roma student</a>, <a href="https://publications.waset.org/search?q=equality%20in%20education" title=" equality in education"> equality in education</a>, <a href="https://publications.waset.org/search?q=socially%20disadvantaged%20backgrounds" title=" socially disadvantaged backgrounds"> socially disadvantaged backgrounds</a>, <a href="https://publications.waset.org/search?q=social%20inclusion." title=" social inclusion."> social inclusion.</a> </p> <a href="https://publications.waset.org/10004233/inclusive-education-of-roma-students-from-socially-disadvantaged-background-as-a-determinant-of-their-social-inclusion-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004233.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">1144</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3741</span> Biculturalism and Educational Success: The Case of the Social Justice High School in Chicago, Illinois, USA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Tizzi">L. Tizzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this contribution is to present the experience of the U.S. secondary school Social Justice High School (SoJo), part of the larger Campus of Little Village Lawndale High School (LVLHS) located in Chicago, Illinois (USA). This experience can be considered a concrete application of the principles of the educational perspective known, in the United States, as Social Justice Education, aimed at ensuring quality education and educational success for students from disadvantaged groups, particularly those characterized by “biculturalism”, i.e. students with a dual cultural and linguistic background. The contribution will retrace the historical and social events that led to the birth of the SoJo, explaining the principles and methods used by the school to achieve its objectives and giving also some statistical data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Biculturalism" title="Biculturalism">Biculturalism</a>, <a href="https://publications.waset.org/search?q=educational%20success" title=" educational success"> educational success</a>, <a href="https://publications.waset.org/search?q=social%20justice%20education" title=" social justice education"> social justice education</a>, <a href="https://publications.waset.org/search?q=social%20justice%20high%20school." title=" social justice high school."> social justice high school.</a> </p> <a href="https://publications.waset.org/10006286/biculturalism-and-educational-success-the-case-of-the-social-justice-high-school-in-chicago-illinois-usa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006286/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006286/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006286/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006286/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006286/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006286/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006286/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006286/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006286/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006286/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006286.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">1113</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3740</span> Web-GIS based Outdoor Education Program for Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Noriyoshi%20Hosoya">Noriyoshi Hosoya</a>, <a href="https://publications.waset.org/search?q=Kayoko%20Yamamoto"> Kayoko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, focusing on the importance of encouraging outdoor activities for children, aims to propose and implement a Web-GIS based outdoor education program for elementary schools, which will then be evaluated by users. Specifically, for the purpose of improved outdoor activities in the elementary school education, the outdoor education program, with chiefly using the Web-GIS that provides a good information provision and sharing tool, is proposed and implemented before being evaluated by users. Conclusions of the study boil down to: (1) An eight-staged outdoor education program based on the Web-GIS was proposed for a “second school" of an elementary school that was then implemented before being evaluated by users (teachers, instructors, students, and their parents). (2) The program generally received a good evaluation, while a lot of students and their parents evaluated negatively for the degree of discovery and for the degree of interest, respectively, in the questionnaire survey of students and their parents conducted after the “second school". The surveys clearly show that an issue to be solved, from the viewpoint of teachers in particular, is the establishment of the GIS that will easily represent teaching materials developed by teachers and of Web-GIS, and improved significance of the use of GIS and Web-GIS for their widespread. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20Schools" title="Elementary Schools">Elementary Schools</a>, <a href="https://publications.waset.org/search?q=School%20Education" title=" School Education"> School Education</a>, <a href="https://publications.waset.org/search?q=Outdooreducation" title=" Outdooreducation"> Outdooreducation</a>, <a href="https://publications.waset.org/search?q=Web-GIS" title=" Web-GIS"> Web-GIS</a> </p> <a href="https://publications.waset.org/12543/web-gis-based-outdoor-education-program-for-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12543/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12543/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12543/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12543/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12543/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12543/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12543/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12543/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12543/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12543/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12543.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">1631</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3739</span> A Project-Orientated Training Concept to Prepare Students for Systems Engineering Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elke%20Mackensen">Elke Mackensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Systems Engineering plays a key role during industrial product development of complex technical systems. The need for systems engineers in industry is growing. But there is a gap between the industrial need and the academic education. Normally the academic education is focused on the domain specific design, implementation and testing of technical systems. Necessary systems engineering expertise like knowledge about requirements analysis, product cost estimation, management or social skills are poorly taught. Thus there is the need of new academic concepts for teaching systems engineering skills. This paper presents a project-orientated training concept to prepare students from different technical degree programs for systems engineering activities. The training concept has been initially implemented and applied in the industrial engineering master program of the University of Applied Sciences Offenburg.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20systems%20engineering%20training" title="Educational systems engineering training">Educational systems engineering training</a>, <a href="https://publications.waset.org/search?q=requirements%20analysis" title=" requirements analysis"> requirements analysis</a>, <a href="https://publications.waset.org/search?q=system%20modelling" title=" system modelling"> system modelling</a>, <a href="https://publications.waset.org/search?q=SysML." title=" SysML."> SysML.</a> </p> <a href="https://publications.waset.org/10000268/a-project-orientated-training-concept-to-prepare-students-for-systems-engineering-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000268/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000268/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000268/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000268/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000268/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000268/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000268/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000268/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000268/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000268/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000268.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">2213</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3738</span> Assessment of the Illustrated Language Activities of the Portage Guide to Early Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ofelia%20A.%20Damag">Ofelia A. Damag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study was focused on the development and assessment of the illustrated language activities of the 1996 Edition of the Portage Guide to Early Education. It determined the extent of appropriateness, applicability, time efficiency and aesthetics of the illustrated language activities to be used as instructional material not only by teachers, but parents and caregivers as well. The eclectic research design was applied in this study using qualitative and quantitative methods. To determine the applicability and time efficiency of the study, a try out was done. Since the eclectic research design was used, it made use of a researcher-made survey questionnaire and focus group discussion. Analysis of the data was done through weighted mean and ANOVA. The respondents of the study were representatives of Special Education (SPED) teachers, caregivers and parents of a special-needs child, particularly with difficulties in learning basic language skills. The results of the study show that a large number of respondents are SPED teachers and caregivers and are mostly college graduates. Many of them have earned units towards Master’s studies. Moreover, a majority of the respondents have not attended seminars or in-service training in early intervention for them to be more competent in the area of specialization. It is concluded that the illustrated language activities under review in this study are appropriate, applicable, time efficient and aesthetic for use as a tool in teaching. The recommendations are focused on the advocacy for SPED teachers, caregivers and parents of special-needs children to be more consistent in the implementation of the new instructional materials as an aid in an intervention program.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Illustrated%20language%20activities" title="Illustrated language activities">Illustrated language activities</a>, <a href="https://publications.waset.org/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/search?q=portage%20guide%20to%20early%20education" title=" portage guide to early education"> portage guide to early education</a>, <a href="https://publications.waset.org/search?q=special%20educational%20needs." title=" special educational needs."> special educational needs.</a> </p> <a href="https://publications.waset.org/10010217/assessment-of-the-illustrated-language-activities-of-the-portage-guide-to-early-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010217/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010217/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010217/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010217/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010217/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010217/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010217/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010217/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010217/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010217/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010217.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">1419</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3737</span> Research on the Teaching Quality Evaluation of China’s Network Music Education APP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Guangzhuang%20Yu">Guangzhuang Yu</a>, <a href="https://publications.waset.org/search?q=Chun-Chu%20Liu"> Chun-Chu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Network%20music%20education%20APP" title="Network music education APP">Network music education APP</a>, <a href="https://publications.waset.org/search?q=teaching%20quality%20evaluation" title=" teaching quality evaluation"> teaching quality evaluation</a>, <a href="https://publications.waset.org/search?q=index" title=" index"> index</a>, <a href="https://publications.waset.org/search?q=connotation." title=" connotation."> connotation.</a> </p> <a href="https://publications.waset.org/10011798/research-on-the-teaching-quality-evaluation-of-chinas-network-music-education-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011798/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011798/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011798/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011798/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011798/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011798/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a 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