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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="community college"> <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> 5368</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: community college</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5308</span> Involvement in Community Planning: The Case Study of Bang Nang Li Community, Samut Songkram Province, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakapas%20Saengchai">Sakapas Saengchai</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilasinee%20Jintalikhitdee"> Vilasinee Jintalikhitdee</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathinee%20Khongsatid"> Mathinee Khongsatid</a>, <a href="https://publications.waset.org/abstracts/search?q=Nattapol%20Pourprasert"> Nattapol Pourprasert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studied the participation of people of the five villages of Bang Nang Li Community in Ampawa District, Samut Songkram Province, in designing community planning. The population was 2,755 villagers from the 5 villages with 349 people sampled. The level of involvement was measured by using Likert Five Scale for: preparing readiness of local people in the community, providing information for community and self analysis and learning, designing goals and directions for community development, designing strategic plans for community projects, and operating according to the plans. All process items reported a medium level of involvement except the item of preparing readiness for local people that presented the highest mean score. A test of a correlation between personal factors and level of involvement in designing the community planning unveiled no correlation between gender, age and career. Contrarily, the findings revealed that the villagers’ educational level and community membership status had a correlation with their level of involvement in designing the community planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20development" title="community development">community development</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20planning" title=" community planning"> community planning</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20participation" title=" people participation"> people participation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20level" title=" educational level"> educational level</a> </p> <a href="https://publications.waset.org/abstracts/9760/involvement-in-community-planning-the-case-study-of-bang-nang-li-community-samut-songkram-province-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9760.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">535</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5307</span> Operationalizing the Concept of Community Resilience through Community Capitals Framework-Based Index</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Warda%20Ajaz">Warda Ajaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study uses the ‘Community Capitals Framework’ (CCF) to develop a community resilience index that can serve as a useful tool for measuring resilience of communities in diverse contexts and backgrounds. CCF is an important analytical tool to assess holistic community change. This framework identifies seven major types of community capitals: natural, cultural, human, social, political, financial and built, and claims that the communities that have been successful in supporting healthy sustainable community and economic development have paid attention to all these capitals. The framework, therefore, proposes to study the community development through identification of assets in these major capitals (stock), investment in these capitals (flow), and the interaction between these capitals. Capital based approaches have been extensively used to assess community resilience, especially in the context of natural disasters and extreme events. Therefore, this study identifies key indicators for estimating each of the seven capitals through an extensive literature review and then develops an index to calculate a community resilience score. The CCF-based community resilience index presents an innovative way of operationalizing the concept of community resilience and will contribute toward decision-relevant research regarding adaptation and mitigation of community vulnerabilities to climate change-induced, as well as other adverse events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adverse%20events" title="adverse events">adverse events</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20capitals" title=" community capitals"> community capitals</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20resilience" title=" community resilience"> community resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20development" title=" economic development"> economic development</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/83329/operationalizing-the-concept-of-community-resilience-through-community-capitals-framework-based-index" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83329.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">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5306</span> Urban Resilience and Planning in the Perspective of Community </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xu%20Tao">Xu Tao</a>, <a href="https://publications.waset.org/abstracts/search?q=Yilun%20Xu"> Yilun Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dingwei%20Xiang"> Dingwei Xiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaofei%20Sun"> Yaofei Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban community is constitute the entire city and its management ‘cell’, let ‘cells’ with growth and self-regeneration capacity and persistence, to allow the city with infinite vigor and vitality of the source; with toughness community mankind's adaptation to the basic unit of social risk, toughness of the city from the community to create a point of building is urban toughness of top-down construction mode of supplement, is of positive significance on the toughness of the urban construction. Based on the basic concept of resilience, this paper reviews the research on the four main areas of the study of urban resilience (i.e., the engineering toughness, ecological resilience, economic resilience, and social resilience, etc.). Studies and comments and summarizes the basic characteristic and main content of the four kind of toughness. Based on, from the city - community level and community level for building community resilience, including the level of urban community and create a Unicom, inclusiveness and openness of the community; community-level lifted from the four angles of the engineering community toughness, ecological toughness, resilience, social resilience, mainly including enhanced the toughness of the infrastructure, green infrastructure of toughness, resilience, social network and social relations, building with a sense of belonging, inclusive, multicultural community. Finally, summarize and prospect the resilience of the community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resilience" title="resilience">resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20resilience" title=" community resilience"> community resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20resilience" title=" urban resilience"> urban resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20strategies" title=" construction strategies"> construction strategies</a> </p> <a href="https://publications.waset.org/abstracts/92979/urban-resilience-and-planning-in-the-perspective-of-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92979.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">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5305</span> Coordinated Community Response to Intimate Partner Violence on College Campuses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20D.%20Hanser">Robert D. Hanser</a>, <a href="https://publications.waset.org/abstracts/search?q=Gina%20M.%20Hanser"> Gina M. Hanser </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides an overview of Coordinated Community Response Teams (CCRT) to Intimate Partner Violence (IPV). The CCRT, as a partnership and collaborative effort between multiple agencies is highlighted. This paper is a legal analysis that showcases new legislation and legal requirements in the United States for investigating, processing, and reporting to acts of victimization have transformed the role of the university’s CCRT on campus, making its mission all the more important, both internal and external to the campus. As a specific example, discussion of the CCRT in Northeast Louisiana at the University of Louisiana at Monroe is provided as an example of involvement in this initiative, where federal grant funding has allowed a micro version of the region’s CCRT to be implemented on that campus. Simultaneously, university personnel also work with external agencies throughout the community in intimate partner violence response. Amidst this, the result is a genuine partnership between practitioners and researchers who work together to provide public awareness, prevention, first-responder, and intervention services in a comprehensive manner throughout Northeast Louisiana. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interperaonal%20violence" title="interperaonal violence">interperaonal violence</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20assault" title=" sexual assault"> sexual assault</a>, <a href="https://publications.waset.org/abstracts/search?q=dating%20violence" title=" dating violence"> dating violence</a>, <a href="https://publications.waset.org/abstracts/search?q=campus%20violence" title=" campus violence"> campus violence</a> </p> <a href="https://publications.waset.org/abstracts/44569/coordinated-community-response-to-intimate-partner-violence-on-college-campuses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44569.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">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5304</span> A Study on the Relation among Primary Care Professionals Serving Disadvantaged Community, Socioeconomic Status, and Adverse Health Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chau-Kuang%20Chen">Chau-Kuang Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Buford"> Juanita Buford</a>, <a href="https://publications.waset.org/abstracts/search?q=Colette%20Davis"> Colette Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Raisha%20Allen"> Raisha Allen</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Hughes"> John Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Tyus"> James Tyus</a>, <a href="https://publications.waset.org/abstracts/search?q=Dexter%20Samuels"> Dexter Samuels</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the post-Civil War era, the city of Nashville, Tennessee, had the highest mortality rate in the country. The elevated death and disease among ex-slaves were attributable to the unavailability of healthcare. To address the paucity of healthcare services, the College, an institution with the mission of educating minority professionals and serving the under served population, was established in 1876. This study was designed to assess if the College has accomplished its mission of serving under served communities and contributed to the elimination of health disparities in the United States. The study objective was to quantify the impact of socioeconomic status and adverse health outcomes on primary care professionals serving disadvantaged communities, which, in turn, was significantly associated with a health professional shortage score partly designated by the U.S. Department of Health and Human Services. Various statistical methods were used to analyze the alumni data in years 1975 – 2013. K-means cluster analysis was utilized to identify individual medical and dental graduates into the cluster groups of the practice communities (Disadvantaged or Non-disadvantaged Communities). Discriminant analysis was implemented to verify the classification accuracy of cluster analysis. The independent t test was performed to detect the significant mean differences for clustering and criterion variables between Disadvantaged and Non-disadvantaged Communities, which confirms the “content” validity of cluster analysis model. Chi-square test was used to assess if the proportion of cluster groups (Disadvantaged vs Non-disadvantaged Communities) were consistent with that of practicing specialties (primary care vs. non-primary care). Finally, the partial least squares (PLS) path model was constructed to explore the “construct” validity of analytics model by providing the magnitude effects of socioeconomic status and adverse health outcome on primary care professionals serving disadvantaged community. The social ecological theory along with statistical models mentioned was used to establish the relationship between medical and dental graduates (primary care professionals serving disadvantaged communities) and their social environments (socioeconomic status, adverse health outcome, health professional shortage score). Based on social ecological framework, it was hypothesized that the impact of socioeconomic status and adverse health outcomes on primary care professionals serving disadvantaged communities could be quantified. Also, primary care professionals serving disadvantaged communities related to a health professional shortage score can be measured. Adverse health outcome (adult obesity rate, age-adjusted premature mortality rate, and percent of people diagnosed with diabetes) could be affected by the latent variable, namely socioeconomic status (unemployment rate, poverty rate, percent of children who were in free lunch programs, and percent of uninsured adults). The study results indicated that approximately 83% (3,192/3,864) of the College’s medical and dental graduates from 1975 to 2013 were practicing in disadvantaged communities. In addition, the PLS path modeling demonstrated that primary care professionals serving disadvantaged community was significantly associated with socioeconomic status and adverse health outcome (p < .001). In summary, the majority of medical and dental graduates from the College provide primary care services to disadvantaged communities with low socioeconomic status and high adverse health outcomes, which demonstrate that the College has fulfilled its mission. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20community" title="disadvantaged community">disadvantaged community</a>, <a href="https://publications.waset.org/abstracts/search?q=K-means%20cluster%20analysis" title=" K-means cluster analysis"> K-means cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PLS%20path%20modeling" title=" PLS path modeling"> PLS path modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20care" title=" primary care "> primary care </a> </p> <a href="https://publications.waset.org/abstracts/29928/a-study-on-the-relation-among-primary-care-professionals-serving-disadvantaged-community-socioeconomic-status-and-adverse-health-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29928.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">550</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5303</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khlaid%20Albishi">Khlaid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Bisha%20college" title=" Bisha college"> Bisha college</a> </p> <a href="https://publications.waset.org/abstracts/22544/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22544.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">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5302</span> Openness to Linguistic and Value Diversity as a Key Factor in the Development of a Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caterina%20Calicchio">Caterina Calicchio</a>, <a href="https://publications.waset.org/abstracts/search?q=Talia%20Sbardella"> Talia Sbardella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to move through geographical and symbolic spaces is key for building new nodes and social relationships. Especially in the framework of language learning, accepting and valuing diversity can help to create a constructive atmosphere of cooperation, innovation, and creativity. Thus, it is important to outline the stages of forming a learning community, focusing on the characteristics that can favor its development. It is known that elements like curiosity and motivation are significant for individual language learning; hence, the study attempts to investigate how factors like openness to diversity and cultural immersion could improve Italian learning and teaching. This paper aims to indicate the factors that could be significant for the development of a Learning Community by presenting a case study on a course on Italian as a second language for beginners: first, the theoretical matrices underlying social learning will be outlined. Secondly, a quantitative study will be described based on an adaptation of the openness to diversity and some insights psychometric scale questionnaire developed at the Umbra Institute. The questionnaire was delivered to 52 American college students with open-ended and closed-ended questions. Students were asked to specify their level of agreement to a set of statements on a six-point Likert scale ranging from (1) Strongly disagree to (6) Strongly agree. The data has been analyzed with a quantitative and qualitative method and has been represented in a pie chart and in a histogram. Moreover, mean and frequency have been calculated. The research findings demonstrate that openness to diversity and challenge enhances cross-cutting skills such as intercultural and communicative competence: through cultural immersion and the facility of speaking with locals, the participants have been able to develop their own Italian L2 language community. The goal is to share with the scientific community some insights to trace possible future lines of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Italian%20as%20second%20language" title="Italian as second language">Italian as second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=openness%20to%20diversity" title=" openness to diversity"> openness to diversity</a> </p> <a href="https://publications.waset.org/abstracts/163952/openness-to-linguistic-and-value-diversity-as-a-key-factor-in-the-development-of-a-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163952.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">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5301</span> Effect of Digital Technology on Students Interest, Achievement and Retention in Algebra in Abia State College of Education (Technical) Arochukwu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20O.%20Amaraihu">Stephen O. Amaraihu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the effect of Computer Based Instruction on Students’ interest, achievement, and retention in Algebra in Abia State College of Education (Technical), Arochukwu. Three research questions and two hypotheses guided the study. Two instruments, Maths Achievement Test (MAT) and Maths Interest Inventory were employed, to test a population of three hundred and sixteen (316) NCE 1 students in algebra. It is expected that this research will lead to the improvement of students’ performance and enhance their interest and retention of basic algebraic concept. It was found that the majority of students in the college are not proficient in the use of ICT as a result of a lack of trained personnel. It was concluded that the state government was not ready to implement the usage of mathematics in Abia State College of Education. The paper recommends, amongst others, the employment of mathematics Lectures with competent skills in ICT and the training of lecturers of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20based%20instruction" title=" computer based instruction"> computer based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/138639/effect-of-digital-technology-on-students-interest-achievement-and-retention-in-algebra-in-abia-state-college-of-education-technical-arochukwu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138639.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">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5300</span> The Education Quality Management by the Participation of the Community in Northern Part of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Preecha%20Pongpeng">Preecha Pongpeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the education quality management to solve the problem of teachers shortage by the communities participation. This research is action research by using the tools is questionnaire to collect the data whit, students and community representatives and final will interview to ask the opinions of people in the community to help and support instruction in problems in teaching. Results found that people in the community are aware and working together to solve the lack the of teachers by collaboration between school personnel and community members by finding people who are knowledgeable, organized into local wisdom in the community, compound money to donate and hire someone in the community to teaching between classroom with people in the community. In addition, researcher discovered this research project contributes to cooperation between the school and community and there was a problem including administrative expenses and the school's academic quality management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20quality%20management" title="education quality management">education quality management</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20wisdom" title=" local wisdom"> local wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=northern%20part%20of%20Thailand" title=" northern part of Thailand"> northern part of Thailand</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20of%20the%20community" title=" participation of the community"> participation of the community</a> </p> <a href="https://publications.waset.org/abstracts/55575/the-education-quality-management-by-the-participation-of-the-community-in-northern-part-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5299</span> Topics of Blockchain Technology to Teach at Community College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Penn%20P.%20Wu">Penn P. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeannie%20Jo"> Jeannie Jo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blockchain technology has rapidly gained popularity in industry. This paper attempts to assist academia to answer four questions. First, should community colleges begin offering education to nurture blockchain-literate students for the job market? Second, what are the appropriate topical areas to cover? Third, should it be an individual course? And forth, should it be a technical or management course? This paper starts with identifying the knowledge domains of blockchain technology and the topical areas each domain has, and continues with placing them in appropriate academic territories (Computer Sciences vs. Business) and subjects (programming, management, marketing, and laws), and then develops an evaluation model to determine the appropriate topical area for community colleges to teach. The evaluation is based on seven factors: maturity of technology, impacts on management, real-world applications, subject classification, knowledge prerequisites, textbook readiness, and recommended pedagogies. The evaluation results point to an interesting direction that offering an introductory course is an ideal option to guide students through the learning journey of what blockchain is and how it applies to business. Such an introductory course does not need to engage students in the discussions of mathematics and sciences that make blockchain technologies possible. While it is inevitable to brief technical topics to help students build a solid knowledge foundation of blockchain technologies, community colleges should avoid offering students a course centered on the discussion of developing blockchain applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blockchain" title="blockchain">blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20technologies" title=" blockchain technologies"> blockchain technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20course" title=" blockchain course"> blockchain course</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20pedagogies" title=" blockchain pedagogies"> blockchain pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/98679/topics-of-blockchain-technology-to-teach-at-community-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98679.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">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5298</span> Applied Transdisciplinary Undergraduate Research in Costa Rica: Five Weeks Faculty-Led Study Abroad Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Shuger%20Fox">Sara Shuger Fox</a>, <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Reynaga"> Oscar Reynaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This session explains the process and lessons learned as Central College (USA) faculty and staff developed undergraduate research opportunities within the model of a short-term faculty-led study abroad program in Costa Rica. The program in Costa Rica increases access to research opportunities across the disciplines and was developed by faculty from English, Biology, and Exercise Science. Session attendees will benefit from learning how faculty and staff navigated the program proposal process at a small liberal arts college and, in particular, how the program was built to be inclusive of departments with lower enrollment, like those currently seen in the humanities. Vital to this last point, presenters will explain how they negotiated issues of research supervision and disciplinary authority in such a way that the program is open to students from multiple disciplines without forcing the program budget to absorb costs for multiple faculty supervisors traveling and living in-country. Additionally, session attendees will learn how scouting laid the groundwork for mutually beneficial relationships between the program and the communities with which it collaborates. Presenters will explain how they built a coalition of students, faculty advisors, study abroad staff and local research hosts to support the development of research questions that are of value not just to the students, but to the community in which the research will take place. This program also incorporates principles of fair-trade learning by intentionally reporting research findings to local community members, as well as encouraging students to proactively share their research as a way to connect with local people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costa%20Rica" title="Costa Rica">Costa Rica</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary" title=" transdisciplinary"> transdisciplinary</a> </p> <a href="https://publications.waset.org/abstracts/75833/applied-transdisciplinary-undergraduate-research-in-costa-rica-five-weeks-faculty-led-study-abroad-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75833.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">1060</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5297</span> International College Students Understand Entrepreneurial Readiness and Business-Related Skills: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksandar%20Chonevski">Aleksandar Chonevski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The free-market economy provides many opportunities for entrepreneurship or starting one’s own business, attracting many students to study business at for-profit colleges in the United States. This is also true for international students, many of whom are filled with the hope of making a better life for themselves and their families through entrepreneurial endeavors. This qualitative research showed that not all graduates business students start their own business. In investigating this phenomenon, the effectiveness of entrepreneurship curricula at international colleges needs to be examined in order to adjust, improve and reform entrepreneurship curricula. This qualitative study will explore how business skills learned in college for-profit play a role in the entrepreneurial readiness of undergraduate business students in the south Florida. Business curricula helps international students achieve goals and transform their actions to understand challenges in a corporate society. Students will be interviewed to gain information about the students’ experience with entrepreneurship curricula in a for-profit college in south Florida. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20skills" title="business skills">business skills</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20curriculum" title=" college curriculum"> college curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20readiness" title=" entrepreneurial readiness"> entrepreneurial readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a> </p> <a href="https://publications.waset.org/abstracts/164543/international-college-students-understand-entrepreneurial-readiness-and-business-related-skills-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164543.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">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5296</span> Mathematical Beliefs, Attitudes, and Performance of Freshman College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johna%20Bernice%20Ablaza">Johna Bernice Ablaza</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryan%20Lim%20Corpuz"> Bryan Lim Corpuz</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Marie%20Estrada"> Joanna Marie Estrada</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Ann%20Cristine%20%20Olgado"> Mary Ann Cristine Olgado</a>, <a href="https://publications.waset.org/abstracts/search?q=Rhina%20Recato"> Rhina Recato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to describe the mathematical beliefs and attitudes in relation to the mathematics performance of freshman college students. The descriptive design using the correlational study was used to describe the relationship among mathematical beliefs, attitudes, and performance of freshman college students. This study involved one hundred fifty (150) freshman college students of Philippine Normal University during the third trimester of school year 2015-2016. The research instruments used to gather the information needed in the study are the beliefs about Mathematics Questionnaire, the KIM-Project Questionnaire, and the ACT Compass Mathematics Test. The data gathered were analyzed using the percentages, mean, standard deviation, and Pearson r-moment correlation. The results of this study have shown that although students believe that Mathematics is significant in their lives, the overall result on their beliefs and attitudes are positively low. There is a significant relationship between the students’ mathematical beliefs and mathematics performance. Likewise, their attitudes in mathematics have significant relationship to mathematics performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=diligence" title=" diligence"> diligence</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20beliefs" title=" mathematical beliefs"> mathematical beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20performance" title=" mathematical performance"> mathematical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a> </p> <a href="https://publications.waset.org/abstracts/60115/mathematical-beliefs-attitudes-and-performance-of-freshman-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60115.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">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5295</span> Students' Perspectives on Quality of Course Evaluation Practices and Feedbacks in Eritrea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ermias%20Melake%20Tesfay">Ermias Melake Tesfay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of evaluation practice and feedback to student advancement and retention has gained importance in the literature over the past ten years. So many issues and cases have been raised about the quality and types of evaluation carried out in higher education and the quality and quantity of student feedback. The aim of this study was to explore the students’ perspectives on the quality of course evaluation practice and feedback in College of Education and College of Science. The study used both quantitative and qualitative methods to collect data. Data were collected from third-year and fourth-year students of 13 departments in the College of Education and College of Science in Eritrea. A modified Service Performance (SERVPERF) questionnaire and focus group discussions were used to collect the data. The sample population comprised of 135 third-year and fourth-year students’ from both Colleges. A questionnaire using a 5 point Likert-scale was administered to all respondents whilst two focus group discussions were conducted. Findings from survey data and focus group discussions showed that the majority of students hold a positive perception of the quality of course evaluation practice but had a negative perception of methods of awarding grades and administrators’ role in listening to the students complain about the course. Furthermore, the analysis from the questionnaire showed that there is no statistically significant difference between third-year and fourth-year students, College of Education and College of Science and male and female students on the quality of course evaluation practice and feedback. The study recommends that colleges improve the quality of fairness and feedback during course assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/115989/students-perspectives-on-quality-of-course-evaluation-practices-and-feedbacks-in-eritrea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115989.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5294</span> Semantic Analysis of the Change in Awareness of Korean College Admission Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujin%20Hwang">Sujin Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyerang%20Park"> Hyerang Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyunchul%20Kim"> Hyunchul Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to find the effectiveness of the admission simplification policy. The number of online news articles about ‘high school record’ was collected and semantically analyzed to identify and analyze the social awareness during 2014 to 2015. The main results of the study are as follows: First, there was a difference in expectations that the burden of the examinees would decrease as announced by KCUE. Thus, there was still a strain on the university entrance exam after the enforcement of the policy. Second, private tutoring is expanding in different forms, rather than reducing the policy. It is different from the prediction that examinees can prepare for university admissions without the private tutoring. Thus, the college admission rules currently enforced needs to be improved. The reasonable college admission system changes are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title="education policy">education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring" title=" private tutoring"> private tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=shadow%20education" title=" shadow education"> shadow education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20admission%20policy" title=" education admission policy"> education admission policy</a> </p> <a href="https://publications.waset.org/abstracts/84656/semantic-analysis-of-the-change-in-awareness-of-korean-college-admission-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84656.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">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5293</span> Developing Digital Competencies in Aboriginal Students through University-College Partnerships </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20S.%20Barber">W. S. Barber</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20L.%20King"> S. L. King </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a pilot project to develop a collaborative partnership between a community college in rural northern Ontario, Canada, and an urban university in the greater Toronto area in Oshawa, Canada. Partner institutions will collaborate to address learning needs of university applicants whose goals are to attain an undergraduate university BA in Educational Studies and Digital Technology degree, but who may not live in a geographical location that would facilitate this pathways process. The UOIT BA degree is attained through a 2+2 program, where students with a 2 year college diploma or equivalent can attain a four year undergraduate degree. The goals reported on the project are as: 1. Our aim is to expand the BA program to include an additional stream which includes serious educational games, simulations and virtual environments, 2. Develop fully (using both synchronous and asynchronous technologies) online learning modules for use by university applicants who otherwise are not geographically located close to a physical university site, 3. Assess the digital competencies of all students, including members of local, distance and Indigenous communities using a validated tool developed and tested by UOIT across numerous populations. This tool, the General Technical Competency Use and Scale (GTCU) will provide the collaborating institutions with data that will allow for analyzing how well students are prepared to succeed in fully online learning communities. Philosophically, the UOIT BA program is based on a fully online learning communities model (FOLC) that can be accessed from anywhere in the world through digital learning environments via audio video conferencing tools such as Adobe Connect. It also follows models of adult learning and mobile learning, and makes a university degree accessible to the increasing demographic of adult learners who may use mobile devices to learn anywhere anytime. The program is based on key principles of Problem Based Learning, allowing students to build their own understandings through the co-design of the learning environment in collaboration with the instructors and their peers. In this way, this degree allows students to personalize and individualize the learning based on their own culture, background and professional/personal experiences. Using modified flipped classroom strategies, students are able to interrogate video modules on their own time in preparation for one hour discussions occurring in video conferencing sessions. As a consequence of the program flexibility, students may continue to work full or part time. All of the partner institutions will co-develop four new modules, administer the GTCU and share data, while creating a new stream of the UOIT BA degree. This will increase accessibility for students to bridge from community colleges to university through a fully digital environment. We aim to work collaboratively with Indigenous elders, community members and distance education instructors to increase opportunities for more students to attain a university education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aboriginal" title="aboriginal">aboriginal</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital" title=" digital"> digital</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/64367/developing-digital-competencies-in-aboriginal-students-through-university-college-partnerships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64367.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">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5292</span> Fostering Non-Traditional Student Success in an Online Music Appreciation Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Fellag">Linda Fellag</a>, <a href="https://publications.waset.org/abstracts/search?q=Arlene%20Caney"> Arlene Caney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning has earned an essential place in academia because it promotes learner autonomy, student engagement, and technological aptitude, and allows for flexible learning. However, despite advantages, educators have been slower to embrace e-learning for ESL and other non-traditional students for fear that such students will not succeed without the direct faculty contact and academic support of face-to-face classrooms. This study aims to determine if a non-traditional student-friendly online course can produce student retention and performance rates that compare favorably with those of students in standard online sections of the same course aimed at traditional college-level students. One Music faculty member is currently collaborating with an English instructor to redesign an online college-level Music Appreciation course for non-traditional college students. At Community College of Philadelphia, Introduction to Music Appreciation was recently designated as one of the few college-level courses that advanced ESL, and developmental English students can take while completing their language studies. Beginning in Fall 2017, the course will be critical for international students who must maintain full-time student status under visa requirements. In its current online format, however, Music Appreciation is designed for traditional college students, and faculty who teach these sections have been reluctant to revise the course to address the needs of non-traditional students. Interestingly, presenters maintain that the online platform is the ideal place to develop language and college readiness skills in at-risk students while maintaining the course's curricular integrity. The two faculty presenters describe how curriculum rather than technology drives the redesign of the digitized music course, and self-study materials, guided assignments, and periodic assessments promote independent learning and comprehension of material. The 'scaffolded' modules allow ESL and developmental English students to build on prior knowledge, preview key vocabulary, discuss content, and complete graded tasks that demonstrate comprehension. Activities and assignments, in turn, enhance college success by allowing students to practice academic reading strategies, writing, speaking, and student-faculty and peer-peer communication and collaboration. The course components facilitate a comparison of student performance and retention in sections of the redesigned and existing online sections of Music Appreciation as well as in previous sections with at-risk students. Indirect, qualitative measures include student attitudinal surveys and evaluations. Direct, quantitative measures include withdrawal rates, tests of disciplinary knowledge, and final grades. The study will compare the outcomes of three cohorts in the two versions of the online course: ESL students, at-risk developmental students, and college-level students. These data will also be compared with retention and student outcomes data of the three cohorts in f2f Music Appreciation, which permitted non-traditional student enrollment from 1998-2005. During this eight-year period, the presenter addressed the problems of at-risk students by adding language and college success support, which resulted in strong retention and outcomes. The presenters contend that the redesigned course will produce favorable outcomes among all three cohorts because it contains components which proved successful with at-risk learners in f2f sections of the course. Results of their study will be published in 2019 after the redesigned online course has met for two semesters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20readiness" title="college readiness">college readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20appreciation" title=" music appreciation"> music appreciation</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20courses" title=" online courses"> online courses</a> </p> <a href="https://publications.waset.org/abstracts/78334/fostering-non-traditional-student-success-in-an-online-music-appreciation-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78334.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">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5291</span> Comparing Community Detection Algorithms in Bipartite Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ehsan%20Khademi">Ehsan Khademi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahdi%20Jalili"> Mahdi Jalili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the special features of bipartite networks, they are common in many systems. Real-world bipartite networks may show community structure, similar to what one can find in one-mode networks. However, the interpretation of the community structure in bipartite networks is different as compared to one-mode networks. In this manuscript, we compare a number of available methods that are frequently used to discover community structure of bipartite networks. These networks are categorized into two broad classes. One class is the methods that, first, transfer the network into a one-mode network, and then apply community detection algorithms. The other class is the algorithms that have been developed specifically for bipartite networks. These algorithms are applied on a model network with prescribed community structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20detection" title="community detection">community detection</a>, <a href="https://publications.waset.org/abstracts/search?q=bipartite%20networks" title=" bipartite networks"> bipartite networks</a>, <a href="https://publications.waset.org/abstracts/search?q=co-clustering" title=" co-clustering"> co-clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=modularity" title=" modularity"> modularity</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20projection" title=" network projection"> network projection</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20networks" title=" complex networks"> complex networks</a> </p> <a href="https://publications.waset.org/abstracts/14451/comparing-community-detection-algorithms-in-bipartite-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14451.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">625</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5290</span> Student-Athletes Self-Concept, GPA and Training in the Climate of Social Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indhumathi%20Gopal">Indhumathi Gopal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Johnson"> Ashley Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media use for communication among college student-athletes is growing. There is little research on student-athletes use of Blogs, one of the online communication tool outlets. Twenty-seven student-athletes, aged 18-24 years completed a student perception questionnaire which assessed demographics, the effect of blogging on college student-athletes self-concept, the correlation of age, GPA and blogging as well as the training students received in the use of social media. Descriptive statistics and Pearson correlations were analyzed examined. Results indicated a significant correlation between use of Blogs and student age (p < .01) and student GPA earned (p < .01). With respect to self-concept, results suggest that blogging could be a useful tool for communication but can present challenges, could affect student self-esteem either, positively or negatively. The training student-athletes received in the use of social media was not adequate. College athletes’ can more easily divulge information about their personal lives and opinions on social media and challenge the athletic programs and their own future. The findings of the study suggest implications for student-athletes to be better prepared for the current media climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a> </p> <a href="https://publications.waset.org/abstracts/34537/student-athletes-self-concept-gpa-and-training-in-the-climate-of-social-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34537.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">592</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5289</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to translate and validate the Career Motivation Scale among Chinese university and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20motivation%20scale" title="career motivation scale">career motivation scale</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20University" title=" Chinese University"> Chinese University</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20college%20teachers" title=" vocational college teachers"> vocational college teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a> </p> <a href="https://publications.waset.org/abstracts/150635/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150635.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">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5288</span> The Diverse Impact of Internet Addiction on College Students: An Analysis of Behavioral and Academic Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mozadded%20Hossen">Mozadded Hossen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the varied effects of internet addiction on college students, specifically examining the behavioral and academic outcomes. The widespread use of the Internet in academic settings has substantially impacted students' mental well-being and academic achievements. The study investigates the correlation between excessive internet usage and addiction, which manifests through symptoms including social isolation, anxiety, despair, and sleep disruptions. Additionally, the study examines the relationship between internet addiction and academic results, finding that kids with more severe addiction levels generally have lower academic performance, experience diminished focus, and show reduced involvement in academic tasks. The study intends to analyze the many consequences of internet addiction to gain insights into its ramifications. It also urges educational institutions to develop techniques that can reduce the negative impact of internet addiction and encourage healthier internet use among students. The results emphasize the necessity of implementing comprehensive measures to tackle the behavioral and academic difficulties caused by internet addiction among college students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20consequences" title=" behavioral consequences"> behavioral consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title=" social isolation"> social isolation</a> </p> <a href="https://publications.waset.org/abstracts/189424/the-diverse-impact-of-internet-addiction-on-college-students-an-analysis-of-behavioral-and-academic-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189424.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">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5287</span> College Readiness Outcomes of No Child Left Behind: A Critical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tianyu%20Chen">Tianyu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The No Child Left Behind Act (NCLB) of 2001 was a major federal education policy that aimed to improve academic outcomes for all students in the United States. This study examines whether NCLB improved college readiness, measured by access to higher education, for different demographic groups. Using data from the Integrated Public Use Microdata Series (IPUMS) from 2003-2008, regression analyses explore the relationship between gender, race, family income, and region with occupational education score. The results indicate that NCLB implementation had a positive effect on college access for women and Asian students compared to other groups. Higher family income was also associated with an increased likelihood of pursuing higher education, especially for families in the South. While NCLB intended to close achievement gaps, disparities in college readiness remained five years after implementation. Further research could examine longer-term trends and additional factors influencing the policy's effectiveness across student subgroups. This study provides evidence that simply holding schools accountable for test scores may not sufficiently improve equitable educational outcomes. More targeted support of disadvantaged groups may be needed to fulfill the goal of "no child left behind." <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=no%20child%20left%20behind%20act" title="no child left behind act">no child left behind act</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20readiness" title=" college readiness"> college readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20gaps" title=" achievement gaps"> achievement gaps</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20equity" title=" educational equity"> educational equity</a> </p> <a href="https://publications.waset.org/abstracts/174080/college-readiness-outcomes-of-no-child-left-behind-a-critical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174080.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">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5286</span> Guidelines for School Management to Enhance School Engagement of Bangkok Christian College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wichai%20Srisud">Wichai Srisud</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunnawat%20Pungbangkradee"> Shunnawat Pungbangkradee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sukanya%20Chaemchoy"> Sukanya Chaemchoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to analyze and assess school management guidelines designed to enhance the level of Student School Engagement of students at Bangkok Christian College, according to three following primary objectives: 1) to evaluate the level of Student School Engagement among Bangkok Christian College students, 2) to examine the Priority Needs Index of school management for promoting an optimum level of Student School Engagement among Bangkok Christian College students, and 3) to develop additional guidelines for school management to further enhance the level of Student School Engagement of Bangkok Christian College students. The research was conducted using Explanatory Design research methodology, with data obtained from a sample comprised of 291 students and 6 administrative personnel. The research findings indicated that: 1) The overall level of Student School Engagement was high. Emotional engagement averaged at the highest level, followed by Behavioral Engagement and Cognitive Engagement, respectively. 2) The Priority Needs Index of school management for promoting Student School Engagement of Bangkok Christian College students was examined, revealing that Evaluation averaged at the highest PNI level, followed by Planning and Implementation, respectively. 3) Guidelines for school management to enhance Student School Engagement of Bangkok Christian College students should consist of four approaches: 3.1) A Cognitive Engagement Enhancing Approach, which must include (1) fostering students’ problem-solving flexibility, and their ability to devise solutions for overcoming potential challenges, and (2) encouraging students to deal effectively with academic setbacks, rather than becoming overwhelmed by what they may perceive as failures, 3.2) An Emotional Engagement Enhancing Approach, cultivating students’ interests, aspirations and goals in learning to maximize emotional investment in their academic pursuits, and 3.3) A Behavioral Engagement Enhancing Approach, for elevating students’ focus and attentiveness during learning, and improving their ability to avoid distractions during study time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20engagement" title="school engagement">school engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=guidelines%20for%20school%20management" title=" guidelines for school management"> guidelines for school management</a> </p> <a href="https://publications.waset.org/abstracts/179360/guidelines-for-school-management-to-enhance-school-engagement-of-bangkok-christian-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179360.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">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5285</span> Administration Model for the College of Film, Television, Multimedia and Performing Arts, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somdech%20Rungsrisawat">Somdech Rungsrisawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to investigate how to develop an appropriate management and administration model for the College of Film, Television, Multimedia and Performing Arts at Suan Sunandha Rajabhat University. A combination of qualitative and quantitative data collection and analysis methods was employed. The data collection was from the 8 experts who were the academic staff and entrepreneurs in films, television, multimedia and performing arts, and from 471 students studying in the communication arts field. The findings of this research paper presented the appropriate management and administration model for the College of Film, Television, Multimedia and Performing Arts, which depended on 3 factors: [i] the marketing management and the supporting facilities such as buildings, equipments and accessibility for students to the college; [ii] the competency of academic staff or lecturers and supporting staff; and [iii] career opportunities after graduation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20institution%20management" title="educational institution management">educational institution management</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20management" title=" educational management"> educational management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title=" non-formal education"> non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education "> Thai qualifications framework for higher education </a> </p> <a href="https://publications.waset.org/abstracts/17829/administration-model-for-the-college-of-film-television-multimedia-and-performing-arts-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17829.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">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5284</span> On the Allopatry of National College Entrance Exam in China: The Root, Policy and Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shi%20Zhang">Shi Zhang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to introduce the allopatry of national college entrance examination which allow migrant students enter senior high schools and take college entrance exam where they live, identifies the reasons affect the implementation of this policy in the Chinese context. Most of China’s provinces and municipalities recently have announced new policies regarding national college entrance exams for non-local students. The paper conducts SWOT analysis reveals the opportunities, strength, weakness and challenges of the scheme, so as to discuss the implementation strategies from the perspectives of idea and institution. The research findings imply that the government should take a more positive attitude toward relaxing the allopatry of NCEE policy restrictions, and promote the reform household registration policy and NCEE policy with synchronous operations. Higher education institutions should explore the diversification of enrollment model; the government should issue the authority of universities and colleges to select elite migrant students beyond the restrictions of NCEE. To suit reform policies to local conditions, the big cities such as Beijing, Shanghai and Guangzhou should publish related compensate measures for children of migrant workers access to higher vocational colleges with tuition fee waivered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20entrance%20examination" title="college entrance examination">college entrance examination</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20equality" title=" education equality"> education equality</a> </p> <a href="https://publications.waset.org/abstracts/1390/on-the-allopatry-of-national-college-entrance-exam-in-china-the-root-policy-and-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1390.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">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5283</span> Disciplinary Problems among Adeyemi College of Education Students in the Ondo State of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akinyemi%20Olufunminiyi%20Akinbobola">Akinyemi Olufunminiyi Akinbobola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analytically discusses the disciplinary problems among Adeyemi College of Education Students in the Ondo State of Nigeria. The paper posits that the causes and types of disciplinary problems experienced by the students are determinacy of disciplinary measures to be taken. The study used a questionnaire titled: Disciplinary Problem Questionnaire (DPQ) to collect data. Five hundred (500) students were randomly sampled in the five schools in the college. The results showed that drug addiction, school curriculum, cultism, peer group influence, overcrowded classroom, political, social, and economic among others are disciplinary problems experienced in the study area. The study made recommendations on how to improve the situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges%20in%20higher%20institutions" title="challenges in higher institutions">challenges in higher institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems" title=" disciplinary problems"> disciplinary problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20vices" title=" social vices"> social vices</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20indiscipline" title=" students’ indiscipline"> students’ indiscipline</a> </p> <a href="https://publications.waset.org/abstracts/30903/disciplinary-problems-among-adeyemi-college-of-education-students-in-the-ondo-state-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5282</span> Community Participation in Health Planning in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Kenny">Amanda Kenny</a>, <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Dickson-Swift"> Virginia Dickson-Swift</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Farmer"> Jane Farmer</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Larkins"> Sarah Larkins</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20Carlisle"> Karen Carlisle</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Hickson"> Helen Hickson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rural ECOH (Engaging Communities in Oral Health) is a collaborative project that connects policy makers, service providers and community members. The aim of the project is to empower community members to determine what is important for their community and to design the services that they need. This three-year project is currently underway in six rural communities across Australia. This study is specifically focused on Remote Services Futures (RSF), an evidence-based method of community participation that was developed in Scotland. The findings highlight the complexities of community participation in health service planning. We assumed that people living in rural communities would welcome participation in oral health planning and engage with their community to discuss these issues. We found that to understand the relationships between community members and health service providers, it was essential to identify the formal and informal community leaders and to engage stakeholders from the various community governance structures. Our study highlights the sometimes ‘messiness’ of decision making in rural communities as well as ways to ensure that community members have the training and practical skills necessary to participate in community decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20participation" title="community participation">community participation</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20planning" title=" health planning"> health planning</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20ECOH" title=" rural ECOH"> rural ECOH</a>, <a href="https://publications.waset.org/abstracts/search?q=Remote%20Services%20Futures" title=" Remote Services Futures "> Remote Services Futures </a> </p> <a href="https://publications.waset.org/abstracts/18122/community-participation-in-health-planning-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18122.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">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5281</span> The Study of Applying Models: House, Temple and School for Sufficiency Development to Participate in ASEAN Economic Community: A Case Study of Trimitra Temple (China Town) Bangkok, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saowapa%20Phaithayawat">Saowapa Phaithayawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are: 1) to study the impact of the 3-community-core model: House (H), Temple (T), and School (S) with the co-operation of official departments on community development to ASEAN economic community involvement, and 2) to study the procedures and extension of the model. The research which is a qualitative research based on formal and informal interviews. Local people in a community are observed. Group interview is also operated by executors and cooperators in the school in the community. In terms of social and cultural dimension, the 3-community-core model consisting of house, temple and school is the base of Thai cultures bringing about understanding, happiness and unity to the community. The result of this research is that the official departments in accompanied with this model developers cooperatively work together in the community to support such factors as budget, plan, activities. Moreover, the need of community, and the continual result to sustain the community are satisfied by the model implementation. In terms of the procedures of the model implementation, executors and co-operators can work, coordinate, think, and launch their public relation altogether. Concerning the model development, this enables the community to achieve its goal to prepare the community’s readiness for ASEAN Economic Community involvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20Economic%20Community" title="ASEAN Economic Community">ASEAN Economic Community</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20applying%20models%20and%20sufficiency%20development" title=" the applying models and sufficiency development"> the applying models and sufficiency development</a>, <a href="https://publications.waset.org/abstracts/search?q=house" title=" house"> house</a>, <a href="https://publications.waset.org/abstracts/search?q=temple" title=" temple"> temple</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/11695/the-study-of-applying-models-house-temple-and-school-for-sufficiency-development-to-participate-in-asean-economic-community-a-case-study-of-trimitra-temple-china-town-bangkok-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11695.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">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5280</span> The Efficiency of the Use of Medical Bilingual Dictionary in English Language Teaching in Vocational College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zorana%20Jurinjak">Zorana Jurinjak</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20Alexopoulos"> Christos Alexopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the effectiveness of using a medical bilingual dictionary in teaching English in a vocational college. More precisely, to what extent the use of bilingual medical dictionary in relation to the use of Standard English bilingual dictionaries influences the results on tests, and thus the acquisition of better competence of students mastering the subject terminology. Secondary interest in this paper would be to raise awareness among students and teachers about the advantages of dictionary use. The experiment was conducted at College of Applied Health Sciences in Ćuprija on a sample of 90 students. The respondents translated three medical texts with 42 target terms. Statistical analyses of the data obtained show that the differences in average time and correct answers favor the students who used medical dictionary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20medical%20dictionary" title="bilingual medical dictionary">bilingual medical dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20english%20bilingual%20dictionary" title=" standard english bilingual dictionary"> standard english bilingual dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20terminology" title=" medical terminology"> medical terminology</a>, <a href="https://publications.waset.org/abstracts/search?q=EOS" title=" EOS"> EOS</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a> </p> <a href="https://publications.waset.org/abstracts/148251/the-efficiency-of-the-use-of-medical-bilingual-dictionary-in-english-language-teaching-in-vocational-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148251.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">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5279</span> The Relationship between the Personality Traits and Self-Compassion with Psychological Well-Being in Iranian College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdolamir%20Gatezadeh">Abdolamir Gatezadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rezvan%20K.%20A.%20Mohamamdi"> Rezvan K. A. Mohamamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Arash%20Jelodari"> Arash Jelodari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been well established that personality traits and self-compassion are associated with psychological well-being. Thus, the current research aimed to investigate the underlying mechanisms in a collectivist culture. Method: One hundred and fifty college students were chosen and filled out Ryff's Psychological Well-Being Scale, the NEO Personality Inventory, and Neff's Self-Compassion Scale. Results: The results of correlation analysis showed that there were significant relationships between the personality traits (neuroticism, extraversion, agreeableness, and conscientiousness) and self-compassion (self-kindness, isolation, mindfulness, and the total score of self-compassion) with psychological well-being. The regression analysis showed that neuroticism, extraversion, and conscientiousness significantly predicted psychological well-being. Discussion and conclusion: The cultural implications and future orientations have been discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=self-compassion" title=" self-compassion"> self-compassion</a> </p> <a href="https://publications.waset.org/abstracts/90419/the-relationship-between-the-personality-traits-and-self-compassion-with-psychological-well-being-in-iranian-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90419.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">215</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=community%20college&page=2" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=community%20college&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=community%20college&page=2">2</a></li> <li class="page-item active"><span class="page-link">3</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=community%20college&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=community%20college&page=5">5</a></li> <li class="page-item"><a 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