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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="cognitive skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4596</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4356</span> Autonomy not Automation: Using Metacognitive Skills in ESL/EFL Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Paula%20Carreira%20Rolim">Marina Paula Carreira Rolim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to have ELLs take responsibility for their own learning, it is important that they develop skills to work their studies strategically. The less they rely on the instructor as the content provider, the more they become active learners and have a higher sense of self-regulation and confidence in the learning process. This e-poster proposes a new teacher-student relationship that encourages learners to reflect, think critically, and act upon their realities. It also suggests the implementation of different autonomy-supportive teaching tools, such as portfolios, written journals, problem-solving activities, and strategy-based discussions in class. These teaching tools enable ELLs to develop awareness of learning strategies, learning styles, study plans, and available learning resources as means to foster their creative power of learning outside of classroom. In the role of a learning advisor, the teacher is no longer the content provider but a facilitator that introduces skills such as ‘elaborating’, ‘planning’, ‘monitoring’, and ‘evaluating’. The teacher acts as an educator and promotes the use of lifelong metacognitive skills to develop learner autonomy in the ESL/EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20skills" title=" metacognitive skills"> metacognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/44048/autonomy-not-automation-using-metacognitive-skills-in-eslefl-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44048.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">366</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">4355</span> Training in Communicational Skills in Students of Medicine: Differences in Bilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naiara%20Ozamiz%20Etcebarria">Naiara Ozamiz Etcebarria</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Ruiz%20De%20Azua%20Garcia"> Sonia Ruiz De Azua Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Agurtzane%20Ortiz%20Jauregi"> Agurtzane Ortiz Jauregi</a>, <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Guillen%20Ca%C3%B1as"> Virginia Guillen Cañas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The most relevant competencies of a health professional are an adequate communication capacity, which will influence the satisfaction of professionals and patients, therapeutic compliance, conflict prevention, clinical outcomes´ improvement and efficiency of health services. The ability of Active listening , empathy, assertiveness and social skills, are important abilities to develop in all professions in which there is a relationship with other people. In the field of health, it is even more important to have adequate qualities so that the treatment with the patient will be adequate and satisfactory. We conducted a research with students of third year in the Degree of Medicine with the objectives: - to know how the active listening, empathy, assertiveness and social skills of students are. - to know if there are differences according to different demographic variables, such as sex, language, age, number of siblings and interest in the subject. Material and Methods: The students of the Third year in the Degree of Medicine (N = 212) participated voluntarily. Sociodemographic data were collected. Descriptive and comparative analysis of the averages of the students with respect to active listening, empathy, assertiveness and social skills were performed. Once the questionnaires were collected, they were entered into the SPSS 21 database. Four communicational aspects were evaluated: The active listening questionnaire, the TECA empathy questionnaire, the ACDA questionnaire and the EHS questionnaire Social Skills Scale. The active listening questionnaire assesses these factors: Listening without interruption and less contradiction, Listening with 100% attention, Listening beyond words, Listening encouraging the other to go deeper. The TECA questionnaire of cognitive and affective empathy evaluates: Adoption of perspectives, Emotional Comprehension, Emphasizing stress, Empathic joy. The EHS questionnaire Social Skills Scale: Self-expression in social situations, Defending one's own rights as a consumer, Expressing anger or dissatisfaction, Refusing to do and cutting interactions off, Making requests, Initiating positive interactions with the other sex. The ACDA questionnaire Assertiveness Assessment Scale evaluates self-assertiveness and heteroaservitivity. Applicability: To train these skills is so important for clinical practice of medical students and these capabilities that can be measured in a longitudinal way time. Ethical-legal aspects: The data were anonymous. The study was approved by the Ethics Committee. Results: The students of the Third year in the Degree of Medicine (34.4% Basque speakers and 65.6% Spanish speakers) with average age 20.93, (27.8% men and 72.2% women). There are no differences in social skills between men and women. The Basque speaker students of are more heteroactive (ACDA) than Spanish students. Active listening has a high correlation with social skills, especially with self-expression in social situations. Listening without interruption has a high correlation with self-expression in social situations and initiating positive interactions with the opposite sex. Adoption of perspectives presents a high correlation with auto- assertiveness. Emotional understanding presents a high correlation with positive interactions with the opposite sex. Empathic joy correlates with self-assertiveness, self-expression in social situations, and initiating positive interactions with the opposite sex. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20listening" title="active listening">active listening</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness" title=" assertiveness"> assertiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=communicational%20skills" title=" communicational skills"> communicational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20of%20medicine" title=" students of medicine"> students of medicine</a> </p> <a href="https://publications.waset.org/abstracts/71103/training-in-communicational-skills-in-students-of-medicine-differences-in-bilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4354</span> Kinaesthetic Method in Apprenticeship Training: Support for Finnish Learning in Vocational Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inkeri%20J%C3%A4%C3%A4skel%C3%A4inen">Inkeri Jääskeläinen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to shed light on what is it like to study in apprenticeship training using Finnish as second language. This study examines the stories and experiences of apprenticeship students learning and studying Finnish as part of their vocational studies. Also, this pilot study examines the effects of learning to pronounce Finnish through body motions and gestures. Many foreign students choose apprenticeships and start vocational training too early, while their language skills in Finnish are still very weak. Both duties at work and school assignments require reasonably good general language skills (B1.1) and, especially at work, language skills are also a safety issue. At work students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressing environment. Learning and understanding new things is very challenging under these circumstances and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other and so are their ways to learn. Thereafter, one of the most important features of apprenticeship training and second language learning is good understanding of adult learners and their needs. Kinaesthetic methods are an effective way to support adult students’ cognitive skills and make learning more relaxing and fun. Empirical findings show that language learning can indeed be supported physical ways, by body motions and gestures. The method used here, named TFFL (Touch and Feel Foreign Languages), was designed to support adult language learning, to correct or prevent language fossilization and to help the student to manage emotions. Finnish is considered as a difficult language to learn, mostly because it is so different from nearly all other languages. Many learners complain that they are lost or confused and there is a need to find a way to simultaneously learn the language and to handle negative emotion which come from Finnish language and the learning process itself. Due to the nature of Finnish language good pronunciation skills are needed just to understand the way the language work. Movements (body movements etc.) are a natural part of many cultures but not Finnish – In Finland students have traditionally been expected to stay still and that is not a natural way for many foreign students. However, kinaesthetic TFFL method proved out to be a useful way to help some L2 students to feel phonemes, rhythm and intonation, to improve their Finnish and, thereby, also to successfully complete their vocational studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Finnish" title="Finnish">Finnish</a>, <a href="https://publications.waset.org/abstracts/search?q=fossilization" title=" fossilization"> fossilization</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=kinaesthetic%20method" title=" kinaesthetic method "> kinaesthetic method </a> </p> <a href="https://publications.waset.org/abstracts/129435/kinaesthetic-method-in-apprenticeship-training-support-for-finnish-learning-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129435.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">107</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">4353</span> Development of Creatively Integrated Teaching Skills Using Information and Communication Technology for Professional Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siwanit%20Autthawuttikul">Siwanit Autthawuttikul</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakob%20Koraneekid"> Prakob Koraneekid</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayamon%20Insa-ard"> Sayamon Insa-ard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to development creatively integrated teaching skills using Information and Communication Technology (ICT) for professional teacher in schools under the education area of the basic education commission, ministry of education both schools under the office of primary education and those under The office of secondary education in eight western region provinces of Thailand. This is useful in defining a vision for the school strategy and restructuring schools in addition, teachers will have developed skills in teaching creative integrated ICT. The research methodology comprises quantitative and qualitative data collection. The Baseline Survey, focus group for discussions and then the model was developed creatively integrated teaching skills using ICT. The findings showed that 7 elements were important: (1) Academy Transformation (2) Information Technology Infrastructure (3) Personal Development (4) Supervision, Monitoring and Evaluation (5) Motivating and Rewarding (6) Important factor affecting the success of teaching integrated with ICT were knowledge, skills, attitudes and (7) The role of the individual concerned. The comparison creatively integrated teaching skills before and after participating in the overall shows that the average creatively integrated teaching skills using ICT after attending the event is 3.27, and standard deviation was 0.56, higher than before which is 2.60 and the standard deviation was 0.56. There are significant differences significant statistically level of .05. The final average score of the evaluation plan design creatively integrated teaching skills using ICT teachers' average score was 26.94 at the high levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20curriculum" title="integrated curriculum">integrated curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title=" information and communications technology"> information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20in%20the%20western%20region" title=" teachers in the western region"> teachers in the western region</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/31204/development-of-creatively-integrated-teaching-skills-using-information-and-communication-technology-for-professional-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31204.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">445</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">4352</span> Kinaesthetic Method in Apprenticeship Training: Support for Finnish Learning in Vocational Education and Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inkeri%20Jaaskelainen">Inkeri Jaaskelainen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to shed light on what it is like to study in apprenticeship training using Finnish as a second language. This study examines the stories and experiences of apprenticeship students learning and studying Finnish as part of their vocational studies. Also, this pilot study examines the effects of learning to pronounce Finnish through body motions and gestures. Many foreign students choose apprenticeships and start vocational training too early, while their language skills in Finnish are still very weak. Both duties at work and school assignments require reasonably good general language skills (B1.1), and, especially at work, language skills are also a safety issue. At work, students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressful environment. Learning and understanding new things is very challenging under these circumstances and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other and so are their ways to learn. Thereafter, one of the most important features of apprenticeship training and second language learning is a good understanding of adult learners and their needs. Kinaesthetic methods are an effective way to support adult students’ cognitive skills and make learning more relaxing and fun. Empirical findings show that language learning can indeed be supported in physical ways, by body motions and gestures. The method used here, named TFFL (Touch and Feel Foreign Languages), was designed to support adult language learning, to correct or prevent language fossilization, and to help the student to manage emotions. Finnish is considered as a difficult language to learn, mostly because it is so different from nearly all other languages. Many learners complain that they are lost or confused and there is a need to find a way to simultaneously learn the language and to handle negative emotion that comes from the Finnish language and the learning process itself. Due to the nature of the Finnish language, good pronunciation skills are needed just to understand the way the language work. Movements (body movements etc.) are a natural part of many cultures, but not Finnish. In Finland, students have traditionally been expected to stay still, and that is not a natural way for many foreign students. However, the kinaesthetic TFFL method proved out to be a useful way to help some L2 students to feel phonemes, rhythm, and intonation, to improve their Finnish, and, thereby, also to successfully complete their vocational studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Finnish" title="Finnish">Finnish</a>, <a href="https://publications.waset.org/abstracts/search?q=fossilization" title=" fossilization"> fossilization</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=kinaesthetic%20method" title=" kinaesthetic method "> kinaesthetic method </a> </p> <a href="https://publications.waset.org/abstracts/134130/kinaesthetic-method-in-apprenticeship-training-support-for-finnish-learning-in-vocational-education-and-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134130.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">139</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">4351</span> The Effectiveness of Therapeutic Exercise on Motor Skills and Attention of Male Students with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masoume%20Pourmohamadreza-Tajrishi">Masoume Pourmohamadreza-Tajrishi</a>, <a href="https://publications.waset.org/abstracts/search?q=Parviz%20Azadfallah"> Parviz Azadfallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorders (ASD) involve myriad aberrant perceptual, cognitive, linguistic, and social behaviors. The term spectrum emphasizes that the disabilities associated with ASD fall on a continuum from relatively mild to severe. People with ASD may display stereotyped behaviors such as twirling, spinning objects, flapping the hands, and rocking. The individuals with ASD exhibit communication problems due to repetitive/restricted behaviors. Children with ASD who lack the motivation to learn, who do not enjoy physical challenges, or whose sensory perception results in confusing or unpleasant feedback from movement may not become sufficiently motivated to practice motor activities. As a result, they may show both a delay in developing certain motor skills. Additionally, attention is an important component of learning. As far as children with ASD have problems in joint attention, many education-based programs are needed to consider some aspects of attention and motor activities development for students with ASD. These programs focus on the basic movement skills that are crucial for the future development of the more complex skills needed in games, dance, sports, gymnastics, active play, and recreational physical activities. The purpose of the present research was to determine the effectiveness of therapeutic exercise on motor skills and attention of male students with ASD. This was an experimental study with a control group. The population consisted of 8-10 year-old male students with ASD and 30 subjects were selected randomly from an available center suitable for the children with ASD. They were evaluated by the Basic Motor Ability Test (BMAT) and Persian version of computerized Stroop color-word test and randomly assigned to an experimental and control group (15 students in per group). The experimental group participated in 16 therapeutic exercise sessions and received therapeutic exercise program (twice a week; each lasting for 45 minutes) designed based on the Spark motor program while the control group did not. All subjects were evaluated by BMAT and Stroop color-word test after the last session again. The collected data were analyzed by using multivariate analysis of covariance (MANCOVA). The results of MANCOVA showed that experimental and control groups had a significant difference in motor skills and at least one of the components of attention (correct responses, incorrect responses, no responses, the reaction time of congruent words and reaction time of incongruent words in the Stroop test). The findings showed that the therapeutic exercise had a significant effect on motor skills and all components of attention in students with ASD. We can conclude that the therapeutic exercise led to promote the motor skills and attention of students with ASD, so it is necessary to design or plan such programs for ASD students to prevent their communication or academic problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attention" title="Attention">Attention</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20exercise" title=" therapeutic exercise"> therapeutic exercise</a> </p> <a href="https://publications.waset.org/abstracts/108633/the-effectiveness-of-therapeutic-exercise-on-motor-skills-and-attention-of-male-students-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108633.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">130</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">4350</span> Predictive Power of Achievement Motivation on Student Engagement and Collaborative Problem Solving Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Marie%20Miller">Theresa Marie Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Nympha%20Joaquin"> Ma. Nympha Joaquin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to check the predictive power of social-oriented and individual-oriented achievement motivation on student engagement and collaborative problem-solving skills in mathematics. A sample of 277 fourth year high school students from the Philippines were selected. Surveys and videos of collaborative problem solving activity were used to collect data from respondents. The mathematics teachers of the participants were interviewed to provide qualitative support on the data. Systemaitc correlation and regression analysis were employed. Results of the study showed that achievement motivations−SOAM and IOAM− linearly predicted student engagement but was not significantly associated to the collaborative problem-solving skills in mathematics. Student engagement correlated positively with collaborative problem-solving skills in mathematics. The results contribute to theorizing about the predictive power of achievement motivations, SOAM and IOAM on the realm of academic behaviors and outcomes as well as extend the understanding of collaborative problem-solving skills of 21st century learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20problem-solving%20skills" title=" collaborative problem-solving skills"> collaborative problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=individual-oriented%20achievement%20motivation" title=" individual-oriented achievement motivation"> individual-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=social-oriented%20achievement%20motivation" title=" social-oriented achievement motivation"> social-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/56571/predictive-power-of-achievement-motivation-on-student-engagement-and-collaborative-problem-solving-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56571.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">313</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">4349</span> Fractal: Formative Reflective Assessment and Critical Thinking in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yannis%20Stavrakakis">Yannis Stavrakakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon"> Damian Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20scenarios" title=" ethical scenarios"> ethical scenarios</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/153272/fractal-formative-reflective-assessment-and-critical-thinking-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153272.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">68</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">4348</span> Academic Skills Enhancement in Secondary School Students Undertaking Tertiary Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20White">Richard White</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Drabble"> Anne Drabble</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20O%E2%80%99Neill"> Maureen O’Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University of the Sunshine Coast (USC) offers secondary school students in the final two years of school (Years 11 and 12, 16 – 18 years of age) an opportunity to participate in a program which provides an accelerated pathway to tertiary studies. Whilst still at secondary school, the students undertake two first year university subjects that are required subjects in USC undergraduate degree programs. The program is called Integrated Learning Pathway (ILP) and offers a range of disciplines, including business, design, drama, education, and engineering. Between 2010 and 2014, 38% of secondary students who participated in an ILP program commenced undergraduate studies at USC following completion of secondary school studies. The research reported here considers “before and after” literacy and numeracy competencies of students to determine what impact participation in the ILP program has had on their academic skills. Qualitative and quantitative data has been gathered via numeracy and literacy testing of the students, and a survey asking the students to self-evaluate their numeracy and literacy skills, and reflect on their views of these academic skills. The research will enable improved targeting of teaching strategies so that students will acquire not only course-specific learning outcomes but also collateral academic skills. This enhancement of academic skills will improve undergraduate experience and improve student retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20skills%20enhancement" title="academic skills enhancement">academic skills enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20pathways" title=" accelerated pathways"> accelerated pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20teaching" title=" improved teaching"> improved teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20retention" title=" student retention"> student retention</a> </p> <a href="https://publications.waset.org/abstracts/49299/academic-skills-enhancement-in-secondary-school-students-undertaking-tertiary-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4347</span> Tourism Qualification and Academics' Opinions about the Influence of Employability Skills on Graduates' Ability to Secure Jobs in the Tourism Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicola%20Wakelin-Theron">Nicola Wakelin-Theron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on higher education institutions in South Africa, with the view to understanding how tourism as a study discipline has evolved over the years, as well as the influence of employability skills on graduates’ ability to secure jobs in the tourism industry. Indeed, the employability landscape is becoming more complex; hence, it is imperative for higher education institutions to equip students with employability skills while going through their academic programmes and during their transition from higher education to the world of work. Employability – which is regarded as an empowerment mechanism and a key to job security – is a set of achievements which increases the probability for graduates to find and maintain employment. A quantitative research method was used to obtain the necessary information. Data were collected through a web-based, online survey questionnaire directed to academics from various public higher education institutions in South Africa that offer tourism as a qualification. The key findings revealed that academics are of the opinion that there are 5 skills that are influential in obtaining a position within the tourism industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20skills" title=" industry skills"> industry skills</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20industry" title=" tourism industry"> tourism industry</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20qualification" title=" tourism qualification"> tourism qualification</a> </p> <a href="https://publications.waset.org/abstracts/54400/tourism-qualification-and-academics-opinions-about-the-influence-of-employability-skills-on-graduates-ability-to-secure-jobs-in-the-tourism-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54400.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">412</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">4346</span> The Effect of Cognitive Restructuring and Assertive Training on Improvement of Sexual Behavior of Secondary School Adolescents in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azu%20Kalu%20Oko">Azu Kalu Oko</a>, <a href="https://publications.waset.org/abstracts/search?q=Ugboaku%20Nwanpka"> Ugboaku Nwanpka </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effect of cognitive restructuring and assertive training on improvement of sexual behavior of secondary school adolescents in Nigeria. To guide the study, three research questions and four hypothesis were formulated. The study featured a 2X3 factorial design with a sample of 48 male and female students selected by random sampling using a table of random sample numbers. The three groups are assertive training, cognitive restructuring and control group. The study identified adolescents with deviant sexual behavior using Students Sexual Behavior Inventory (S.S.B.I.) as the research instrument. Ancova and T- Test statistic were used to analyze the data. The findings revealed that: I. Assertive Training and Cognitive Restructuring significantly improved sexual behavior of subjects at post test when compared with the control group. II. The treatment gains made by the two techniques were sustained at one month follow-up interval. III. Cognitive restructuring was more effective than assertiveness training in the improvement of the sexual behavior of students. Implication for education, psychotherapy and counseling were highlighted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20restructuring" title="cognitive restructuring">cognitive restructuring</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20training" title=" assertiveness training"> assertiveness training</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20behavior" title=" sexual behavior"> sexual behavior</a> </p> <a href="https://publications.waset.org/abstracts/17821/the-effect-of-cognitive-restructuring-and-assertive-training-on-improvement-of-sexual-behavior-of-secondary-school-adolescents-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17821.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">587</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">4345</span> Cognitive Methods for Detecting Deception During the Criminal Investigation Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laid%20Fekih">Laid Fekih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It is difficult to detect lying, deception, and misrepresentation just by looking at verbal or non-verbal expression during the criminal investigation process, as there is a common belief that it is possible to tell whether a person is lying or telling the truth just by looking at the way they act or behave. The process of detecting lies and deception during the criminal investigation process needs more studies and research to overcome the difficulties facing the investigators. Method: The present study aimed to identify the effectiveness of cognitive methods and techniques in detecting deception during the criminal investigation. It adopted the quasi-experimental method and covered a sample of (20) defendants distributed randomly into two homogeneous groups, an experimental group of (10) defendants be subject to criminal investigation by applying cognitive techniques to detect deception and a second experimental group of (10) defendants be subject to the direct investigation method. The tool that used is a guided interview based on models of investigative questions according to the cognitive deception detection approach, which consists of three techniques of Vrij: imposing the cognitive burden, encouragement to provide more information, and ask unexpected questions, and the Direct Investigation Method. Results: Results revealed a significant difference between the two groups in term of lie detection accuracy in favour of defendants be subject to criminal investigation by applying cognitive techniques, the cognitive deception detection approach produced superior total accuracy rates both with human observers and through an analysis of objective criteria. The cognitive deception detection approach produced superior accuracy results in truth detection: 71%, deception detection: 70% compared to a direct investigation method truth detection: 52%; deception detection: 49%. Conclusion: The study recommended if practitioners use a cognitive deception detection technique, they will correctly classify more individuals than when they use a direct investigation method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20cognitive%20lie%20detection%20approach" title="the cognitive lie detection approach">the cognitive lie detection approach</a>, <a href="https://publications.waset.org/abstracts/search?q=deception" title=" deception"> deception</a>, <a href="https://publications.waset.org/abstracts/search?q=criminal%20investigation" title=" criminal investigation"> criminal investigation</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/171148/cognitive-methods-for-detecting-deception-during-the-criminal-investigation-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171148.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">66</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">4344</span> Aquatic Intervention Research for Children with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Yanardag">Mehmet Yanardag</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilker%20Yilmaz"> Ilker Yilmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with autism spectrum disorders (ASD) enjoy and success the aquatic-based exercise and play skills in a pool instead of land-based exercise in a gym. Some authors also observed that many children with ASD experience more success in attaining movement skills in aquatic environment. Properties of the water and hydrodynamic principles cause buoyancy of the water and decrease effects of gravity and it leads to allow a child to practice important aquatic skills with limited motor skills. Also, some authors experience that parents liked the effects of the aquatic intervention program on children with ASD such as improving motor performance, movement capacity and learning basic swimming skills. The purpose of this study was to investigate the effects of aquatic exercise training on water orientation and underwater working capacity were measured in the pool. This study included in four male children between 5 and 7 years old with ASD and 6.25±0.5 years old. Aquatic exercise skills were applied by using one of the error less teaching which is called the 'most to least prompt' procedure during 12-week, three times a week and 60 minutes a day. The findings of this study indicated that there were improvements test results both water orientation skill and underwater working capacity of children with ASD after 12-weeks exercise training. It was seen that the aquatic exercise intervention would be affected to improve working capacity and orientation skills with the special education approaches applying children with ASD in multidisciplinary team-works. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aquatic" title="aquatic">aquatic</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=orientation" title=" orientation"> orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children "> children </a> </p> <a href="https://publications.waset.org/abstracts/3252/aquatic-intervention-research-for-children-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4343</span> An Empirical Study of the Effect of Robot Programming Education on the Computational Thinking of Young Children: The Role of Flowcharts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Sun">Wei Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20Dong"> Yan Dong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing interest in introducing computational thinking at an early age. Computational thinking, like mathematical thinking, engineering thinking, and scientific thinking, is a kind of analytical thinking. Learning computational thinking skills is not only to improve technological literacy, but also allows learners to equip with practicable skills such as problem-solving skills. As people realize the importance of computational thinking, the field of educational technology faces a problem: how to choose appropriate tools and activities to help students develop computational thinking skills. Robots are gradually becoming a popular teaching tool, as robots provide a tangible way for young children to access to technology, and controlling a robot through programming offers them opportunities to engage in developing computational thinking. This study explores whether the introduction of flowcharts into the robotics programming courses can help children convert natural language into a programming language more easily, and then to better cultivate their computational thinking skills. An experimental study was adopted with a sample of children ages six to seven (N = 16) participated, and a one-meter-tall humanoid robot was used as the teaching tool. Results show that children can master basic programming concepts through robotic courses. Children's computational thinking has been significantly improved. Besides, results suggest that flowcharts do have an impact on young children’s computational thinking skills development, but it only has a significant effect on the "sequencing" and "correspondence" skills. Overall, the study demonstrates that the humanoid robot and flowcharts have qualities that foster young children to learn programming and develop computational thinking skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=robotics" title="robotics">robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title=" computational thinking"> computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20chart" title=" flow chart"> flow chart</a> </p> <a href="https://publications.waset.org/abstracts/129881/an-empirical-study-of-the-effect-of-robot-programming-education-on-the-computational-thinking-of-young-children-the-role-of-flowcharts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129881.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">146</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">4342</span> Enhancement of Higher Order Thinking Skills among Teacher Trainers by Fun Game Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananathan%20M.%20Nadarajah"> Gananathan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Saraswathy%20Vellasamy"> Saraswathy Vellasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Evelyn%20Gnanam%20William%20George"> Evelyn Gnanam William George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivism" title="constructivism">constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=game-learning%20approach" title=" game-learning approach"> game-learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20thinking%20skill" title=" higher order thinking skill"> higher order thinking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a> </p> <a href="https://publications.waset.org/abstracts/54827/enhancement-of-higher-order-thinking-skills-among-teacher-trainers-by-fun-game-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54827.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">294</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">4341</span> Impact of Neuropsychological Intervention in Mild Cognitive Impairment: A Controlled, Randomized and Blind Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20de%20Oliveira%20Ferreira%20Leite">Amanda de Oliveira Ferreira Leite</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Luiza%20del%20Pino%20Ferreira"> Ana Luiza del Pino Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruna%20Garcez%20Correa"> Bruna Garcez Correa</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%C3%ADne%20de%20Souza%20Mello"> Janaíne de Souza Mello</a>, <a href="https://publications.waset.org/abstracts/search?q=Marla%20Manquevich"> Marla Manquevich</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirna%20Wetters%20Portuguez"> Mirna Wetters Portuguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: We sought to investigate a neuropsychological intervention focused on improving cognition, psychological aspects, and quality of life of elderly people with mild cognitive impairment. Method: A controlled and randomized study, blind to the evaluator, was executed. We evaluated 78 elderly people, divided into the neuropsychological and control groups, through a semi-structured interview, Addenbrooke’s Cognitive Examination, Katz Index, Lawton and Brody Scale, Geriatric Depression Scale, Beck Anxiety Inventory, Personal Development Scale, WHOQOL-bref and WHOQOL--old. Results: After the intervention, the neuropsychological group showed improvement in the cognitive subtests and in the total score, reduction in the frequency of symptoms associated with anxiety and depression, better psychological well-being, and quality of life. The research highlights useful intervention strategies for improving the general condition of these patients and rehabilitating damaged areas. Conclusion: We concluded that there is a relationship between neuropsychological intervention and improvement in cognitive and psychological performance, as well as in the quality of life in elderly people with mild cognitive impairment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=mild%20cognitive%20impairment" title=" mild cognitive impairment"> mild cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=neuropsychology" title=" neuropsychology"> neuropsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/152754/impact-of-neuropsychological-intervention-in-mild-cognitive-impairment-a-controlled-randomized-and-blind-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4340</span> Cyber-Softbook: A Platform for Collaborative Content Development and Delivery for Cybersecurity Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eniye%20Tebekaemi">Eniye Tebekaemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Zhao"> Martin Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dichotomy between the skills set of newly minted college graduates and the skills required by cybersecurity employers is on the rise. Colleges are struggling to cope with the rapid pace of technology evolution using outdated tools and practices. Industries are getting frustrated due to the need to retrain fresh college graduates on skills they should have acquired. There is a dire need for academic institutions to develop new tools and systems to deliver cybersecurity education to meet the ever-evolving technology demands of the industry. The Cyber-Softbook project’s goal is to bridge the tech industry and tech education gap by providing educators a framework to collaboratively design, manage, and deliver cybersecurity academic courses that meet the needs of the tech industry. The Cyber-Softbook framework, when developed, will provide a platform for academic institutions and tech industries to collaborate on tech education and for students to learn about cybersecurity with all the resources they need to understand concepts and gain valuable skills available on a single platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title="cybersecurity">cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=labs" title=" labs"> labs</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a> </p> <a href="https://publications.waset.org/abstracts/146532/cyber-softbook-a-platform-for-collaborative-content-development-and-delivery-for-cybersecurity-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146532.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">92</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">4339</span> Construction of an Assessment Tool for Early Childhood Development in the World of DiscoveryTM Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Palaniappan">Divya Palaniappan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early Childhood assessment tools must measure the quality and the appropriateness of a curriculum with respect to culture and age of the children. Preschool assessment tools lack psychometric properties and were developed to measure only few areas of development such as specific skills in music, art and adaptive behavior. Existing preschool assessment tools in India are predominantly informal and are fraught with judgmental bias of observers. The World of Discovery TM curriculum focuses on accelerating the physical, cognitive, language, social and emotional development of pre-schoolers in India through various activities. The curriculum caters to every child irrespective of their dominant intelligence as per Gardner’s Theory of Multiple Intelligence which concluded "even students as young as four years old present quite distinctive sets and configurations of intelligences". The curriculum introduces a new theme every week where, concepts are explained through various activities so that children with different dominant intelligences could understand it. For example: The ‘Insects’ theme is explained through rhymes, craft and counting corner, and hence children with one of these dominant intelligences: Musical, bodily-kinesthetic and logical-mathematical could grasp the concept. The child’s progress is evaluated using an assessment tool that measures a cluster of inter-dependent developmental areas: physical, cognitive, language, social and emotional development, which for the first time renders a multi-domain approach. The assessment tool is a 5-point rating scale that measures these Developmental aspects: Cognitive, Language, Physical, Social and Emotional. Each activity strengthens one or more of the developmental aspects. During cognitive corner, the child’s perceptual reasoning, pre-math abilities, hand-eye co-ordination and fine motor skills could be observed and evaluated. The tool differs from traditional assessment methodologies by providing a framework that allows teachers to assess a child’s continuous development with respect to specific activities in real time objectively. A pilot study of the tool was done with a sample data of 100 children in the age group 2.5 to 3.5 years. The data was collected over a period of 3 months across 10 centers in Chennai, India, scored by the class teacher once a week. The teachers were trained by psychologists on age-appropriate developmental milestones to minimize observer’s bias. The norms were calculated from the mean and standard deviation of the observed data. The results indicated high internal consistency among parameters and that cognitive development improved with physical development. A significant positive relationship between physical and cognitive development has been observed among children in a study conducted by Sibley and Etnier. In Children, the ‘Comprehension’ ability was found to be greater than ‘Reasoning’ and pre-math abilities as indicated by the preoperational stage of Piaget’s theory of cognitive development. The average scores of various parameters obtained through the tool corroborates the psychological theories on child development, offering strong face validity. The study provides a comprehensive mechanism to assess a child’s development and differentiate high performers from the rest. Based on the average scores, the difficulty level of activities could be increased or decreased to nurture the development of pre-schoolers and also appropriate teaching methodologies could be devised. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development" title="child development">child development</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20assessment" title=" early childhood assessment"> early childhood assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20curriculum" title=" early childhood curriculum"> early childhood curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20assessment%20of%20preschool%20curriculum" title=" quantitative assessment of preschool curriculum"> quantitative assessment of preschool curriculum</a> </p> <a href="https://publications.waset.org/abstracts/30970/construction-of-an-assessment-tool-for-early-childhood-development-in-the-world-of-discoverytm-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30970.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">362</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">4338</span> A Comparative Study of Cognitive Functions in Relapsing-Remitting Multiple Sclerosis Patients, Secondary-Progressive Multiple Sclerosis Patients and Normal People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Pirkhaefi">Alireza Pirkhaefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Multiple sclerosis (MS) is one of the most common diseases of the central nervous system (brain and spinal cord). Given the importance of cognitive disorders in patients with multiple sclerosis, the present study was in order to compare cognitive functions (Working memory, Attention and Centralization, and Visual-spatial perception) in patients with relapsing- remitting multiple sclerosis (RRMS) and secondary progressive multiple sclerosis (SPMS). Method: Present study was performed as a retrospective study. This research was conducted with Ex-Post Facto method. The samples of research consisted of 60 patients with multiple sclerosis (30 patients relapsing-retrograde and 30 patients secondary progressive), who were selected from Tehran Community of MS Patients Supported as convenience sampling. 30 normal persons were also selected as a comparison group. Montreal Cognitive Assessment (MOCA) was used to assess cognitive functions. Data were analyzed using multivariate analysis of variance. Results: The results showed that there were significant differences among cognitive functioning in patients with RRMS, SPMS, and normal individuals. There were not significant differences in working memory between two groups of patients with RRMS and SPMS; while significant differences in these variables were seen between the two groups and normal individuals. Also, results showed significant differences in attention and centralization and visual-spatial perception among three groups. Conclusions: Results showed that there are differences between cognitive functions of RRMS and SPMS patients so that the functions of RRMS patients are better than SPMS patients. These results have a critical role in improvement of cognitive functions; reduce the factors causing disability due to cognitive impairment, and especially overall health of society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiple%20sclerosis" title="multiple sclerosis">multiple sclerosis</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20function" title=" cognitive function"> cognitive function</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary-progressive" title=" secondary-progressive"> secondary-progressive</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20subjects" title=" normal subjects"> normal subjects</a> </p> <a href="https://publications.waset.org/abstracts/57285/a-comparative-study-of-cognitive-functions-in-relapsing-remitting-multiple-sclerosis-patients-secondary-progressive-multiple-sclerosis-patients-and-normal-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57285.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">239</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">4337</span> Using WebQuest for Developing English Reading Comprehension Skills for Preparatory Experimental School Students: Proposed Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Hamdy%20Abd-Al%20Hamid%20Seyam">Sarah Hamdy Abd-Al Hamid Seyam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed investigating the effect of using web quest on developing English reading comprehension skills for preparatory experimental school students. The descriptive design was adopted in the study. The tools of the study are represented in: a checklist for the English reading comprehension skills and a test of the English reading comprehension skills for the first year preparatory experimental school students. Results of the study were discussed in relation to various factors that affect the learning process. Finally the research presented applicable contributions according to using web quest in teaching English as a foreign language generally and improving reading comprehension in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=preparatory%20experimental%20schools" title=" preparatory experimental schools"> preparatory experimental schools</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=WebQuest" title=" WebQuest"> WebQuest</a> </p> <a href="https://publications.waset.org/abstracts/37099/using-webquest-for-developing-english-reading-comprehension-skills-for-preparatory-experimental-school-students-proposed-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37099.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">324</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">4336</span> A Daily Diary Study on Technology-Assisted Supplemental Work, Psychological Detachment, and Well-Being – The Mediating Role of Cognitive Coping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clara%20Eichberger">Clara Eichberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Daantje%20Derks"> Daantje Derks</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannes%20Zacher"> Hannes Zacher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology-assisted supplemental work (TASW) involves performing job-related tasks after regular working hours with the help of technological devices. Due to emerging information and communication technologies, such behavior becomes increasingly common. Since previous research on the relationship of TASW, psychological detachment and well-being are mixed, this study aimed to examine the moderating roles of appraisal and cognitive coping. A moderated mediation model was tested with daily diary data from 100 employees. As hypothesized, TASW was positively related to negative affect at bedtime. In addition, psychological detachment mediated this relationship. Results did not confirm appraisal and cognitive coping as moderators. However, additional analyses revealed cognitive coping as a mediator of the positive relationship of TASW and positive affect at bedtime. These results suggest that, on the one hand engaging in TASW can be harmful to employee well-being (i.e., more negative affect) and on the other hand, it can also be associated with higher well-being (i.e., more positive affect) in case it is accompanied by cognitive coping. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20coping" title="cognitive coping">cognitive coping</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20detachment" title=" psychological detachment"> psychological detachment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-assisted%20supplemental%20work" title=" technology-assisted supplemental work"> technology-assisted supplemental work</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/135904/a-daily-diary-study-on-technology-assisted-supplemental-work-psychological-detachment-and-well-being-the-mediating-role-of-cognitive-coping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135904.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">193</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">4335</span> Digital Literacy Skills for Geologist in Public Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angsumalin%20Puntho">Angsumalin Puntho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disruptive technology has had a great influence on our everyday lives and the existence of an organization. Geologists in the public sector need to keep up with digital technology and be able to work and collaborate in a more effective manner. The result from SWOT and 7S McKinsey analyses suggest that there are inadequate IT personnel, no individual digital literacy development plan, and a misunderstanding of management policies. The Office of Civil Service Commission develops digital literacy skills that civil servants and government officers should possess in order to work effectively; it consists of nine dimensions, including computer skills, internet skills, cyber security awareness, word processing, spreadsheets, presentation programs, online collaboration, graphics editors and cyber security practices; and six steps of digital literacy development including self-assessment, individual development plan, self-learning, certified test, learning reflection, and practices. Geologists can use digital literacy as a learning tool to develop themselves for better career opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disruptive%20technology" title="disruptive technology">disruptive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technology" title=" digital technology"> digital technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20skills" title=" computer skills"> computer skills</a> </p> <a href="https://publications.waset.org/abstracts/152172/digital-literacy-skills-for-geologist-in-public-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4334</span> The Perceptions of High School English Home Language Learners on Fostering 21st Century Skills Through the Use of Technology in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Naudine%20Parrock">Lisa Naudine Parrock</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20Lautenbach"> Geoffrey Lautenbach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The changes brought to society by the technological development in the Fourth Industrial Revolution are also reaching the sphere of education and the education system needs to respond. Students need skills such as communication, collaboration, creativity and critical thinking in order to be successful in the 21st Century, which could be developed through the meaningful use of technology. This study is theorized by the 21st Century Framework for Learning and examines the student perceptions of grade 10 and 11 English Home language learners on how the technology used in their English classroom contributes to the development of 21st Century skills. The researcher adopted a constructivist paradigm and presented findings based on a general qualitative method. The study found that students perceived the use of technology in the classroom positively contributed to their development of communication, collaboration, creativity and critical thinking. Students also perceived technology as contributing to their access to information, a positive classroom atmosphere, heightened engagement in learning and developing skills necessary for their future. In addition, this study highlighted certain pedagogical strategies and digital tools that support the development of 21st Century skills. The findings suggest that the meaningful integration of technology fosters the development of 21st Century skills in grade 10 and 11 learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title=" 21st century skills"> 21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title=" fourth industrial revolution"> fourth industrial revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=affordances%20of%20technology" title=" affordances of technology"> affordances of technology</a> </p> <a href="https://publications.waset.org/abstracts/165517/the-perceptions-of-high-school-english-home-language-learners-on-fostering-21st-century-skills-through-the-use-of-technology-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165517.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">134</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">4333</span> Combined Localization, Beamforming, and Interference Threshold Estimation in Underlay Cognitive System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Nasr">Omar Nasr</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20Naguib"> Yasser Naguib</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Hafez"> Mohamed Hafez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at providing an innovative solution for blind interference threshold estimation in an underlay cognitive network to be used in adaptive beamforming by secondary user Transmitter and Receiver. For the task of threshold estimation, blind detection of modulation and SNR are used. For the sake of beamforming several localization algorithms are compared to settle on best one for cognitive environment. Beamforming algorithms as LCMV (Linear Constraint Minimum Variance) and MVDR (Minimum Variance Distortion less) are also proposed and compared. The idea of just nulling the primary user after knowledge of its location is discussed against the idea of working under interference threshold. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20%20radio" title="cognitive radio">cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=underlay" title=" underlay"> underlay</a>, <a href="https://publications.waset.org/abstracts/search?q=beamforming" title=" beamforming"> beamforming</a>, <a href="https://publications.waset.org/abstracts/search?q=MUSIC" title=" MUSIC"> MUSIC</a>, <a href="https://publications.waset.org/abstracts/search?q=MVDR" title=" MVDR"> MVDR</a>, <a href="https://publications.waset.org/abstracts/search?q=LCMV" title=" LCMV"> LCMV</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20estimation" title=" threshold estimation"> threshold estimation</a> </p> <a href="https://publications.waset.org/abstracts/17541/combined-localization-beamforming-and-interference-threshold-estimation-in-underlay-cognitive-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17541.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">582</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">4332</span> Changing Skills with the Transformation of Procurement Function</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96mer%20Faruk%20Ada">Ömer Faruk Ada</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%BCrker%20Ba%C5%9F"> Türker Baş</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Yaman%20%C3%96ztek"> M. Yaman Öztek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we aim to investigate the skills to be owned by procurement professionals in order to fulfill their developing and changing role completely. Market conditions, competitive pressure, and high financial costs make it more important than ever for organizations to be able to use resources more efficiently. Research shows that procurement expenses consist more than 50 % of the operating expenses. With increasing profit impact of procurement, reviewing the position of the procurement function within the organization has become inevitable. This study is significant as it indicates the necessary skills that procurement professionals must have to keep in step with the transformation of procurement units from transaction oriented to value chain oriented. In this study, the transformation of procurement is investigated from the perspective of procurement professionals and we aim to answer following research questions: • How do procurement professionals perceive their role within the organization? • How has their role changed and what challenges have they had to face? • What portfolio of skills do they believe will enable them to fulfill their role effectively? Literature review consists of the first part of the study by investigating the changing role of procurement from different perspectives. In the second part, we present the results of the in-depth interviews with 15 procurement professionals and we used descriptive analysis as a methodology. In the light of these results, we classified procurement skills under operational, tactical and strategic levels and Procurement Skills Framework has been developed. This study shows the differences in the perception of purchasing by professionals and the organizations. The differences in the perception are considered as an important barrier beyond the procurement transformation. Although having the necessary skills has a significant effect for procurement professionals to fulfill their role completely and keep in step with the transformation of the procurement function, It is not the only factor and the degree of high-level management and organizational support has also a direct impact during this transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=procuement%20skills" title="procuement skills">procuement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=procurement%20transformation" title=" procurement transformation"> procurement transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20procurement" title=" strategic procurement"> strategic procurement</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20chain" title=" value chain "> value chain </a> </p> <a href="https://publications.waset.org/abstracts/32137/changing-skills-with-the-transformation-of-procurement-function" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4331</span> Inquiry on the Improvement Teaching Quality in the Classroom with Meta-Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahlan%20Surat">Shahlan Surat</a>, <a href="https://publications.waset.org/abstracts/search?q=Saemah%20Rahman"> Saemah Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Saadiah%20Kummin"> Saadiah Kummin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When teachers reflect and evaluate whether their teaching methods actually have an impact on students’ learning, they will adjust their practices accordingly. This inevitably improves their students’ learning and performance. The approach in meta-teaching can invigorate and create a passion for teaching. It thus helps to increase the commitment and love for the teaching profession. This study was conducted to determine the level of metacognitive thinking of teachers in the process of teaching and learning in the classroom. Metacognitive thinking teachers include the use of metacognitive knowledge which consists of different types of knowledge: declarative, procedural and conditional. The ability of the teachers to plan, monitor and evaluate the teaching process can also be determined. This study was conducted on 377 graduate teachers in Klang Valley, Malaysia. The stratified sampling method was selected for the purpose of this study. The metacognitive teaching inventory consisting of 24 items is called InKePMG (Teacher Indicators of Effectiveness Meta-Teaching). The results showed the level of mean is high for two components of metacognitive knowledge; declarative knowledge (mean = 4.16) and conditional (mean = 4.11) whereas, the mean of procedural knowledge is 4.00 (moderately high). Similarly, the level of knowledge in monitoring (mean = 4.11), evaluating (mean = 4.00) which indicate high score and planning (mean = 4.00) are moderately high score among teachers. In conclusion, this study shows that the planning and procedural knowledge is an important element in improving the quality of teachers teaching in the classroom. Thus, the researcher recommended that further studies should focus on training programs for teachers on metacognitive skills and also on developing creative thinking among teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20thinking%20skills" title="metacognitive thinking skills">metacognitive thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=conditional%20knowledge" title=" conditional knowledge"> conditional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-teaching%20and%20regulation%20of%20cognitive" title=" meta-teaching and regulation of cognitive"> meta-teaching and regulation of cognitive</a> </p> <a href="https://publications.waset.org/abstracts/51180/inquiry-on-the-improvement-teaching-quality-in-the-classroom-with-meta-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51180.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">409</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">4330</span> Robot Technology Impact on Dyslexic Students’ English Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Hamdan">Khaled Hamdan</a>, <a href="https://publications.waset.org/abstracts/search?q=Abid%20Amorri"> Abid Amorri</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Hamdan"> Fatima Hamdan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Involving students in English language learning process and achieving an adequate English language proficiency in the target language can be a great challenge for both teachers and students. This can prove even a far greater challenge to engage students with special needs (Dyslexia) if they have physical impairment and inadequate mastery of basic communicative language competence/proficiency in the target language. From this perspective, technology like robots can probably be used to enhance learning process for the special needs students who have extensive communication needs, who face continuous struggle to interact with their peers and teachers and meet academic requirements. Robots, precisely NAO, can probably provide them with the perfect opportunity to practice social and communication skills, and meet their English academic requirements. This research paper aims to identify to what extent robots can be used to improve students’ social interaction and communication skills and to understand the potential for robotics-based education in motivating and engaging UAEU dyslexic students to meet university requirements. To reach this end, the paper will explore several factors that come into play – Motion Level-involving cognitive activities, Interaction Level-involving language processing, Behavior Level -establishing a close relationship with the robot and Appraisal Level- focusing on dyslexia students’ achievement in the target language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=robot%20technology" title=" robot technology"> robot technology</a>, <a href="https://publications.waset.org/abstracts/search?q=motion" title=" motion"> motion</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20and%20appraisal%20levels" title=" behavior and appraisal levels"> behavior and appraisal levels</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20communication%20skills" title=" social and communication skills"> social and communication skills</a> </p> <a href="https://publications.waset.org/abstracts/74514/robot-technology-impact-on-dyslexic-students-english-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74514.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">372</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">4329</span> The Impact of Cognitive Load on Deceit Detection and Memory Recall in Children’s Interviews: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sevilay%20%C3%87ankaya">Sevilay Çankaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The detection of deception in children’s interviews is essential for statement veracity. The widely used method for deception detection is building cognitive load, which is the logic of the cognitive interview (CI), and its effectiveness for adults is approved. This meta-analysis delves into the effectiveness of inducing cognitive load as a means of enhancing veracity detection during interviews with children. Additionally, the effectiveness of cognitive load on children's total number of events recalled is assessed as a second part of the analysis. The current meta-analysis includes ten effect sizes from search using databases. For the effect size calculation, Hedge’s g was used with a random effect model by using CMA version 2. Heterogeneity analysis was conducted to detect potential moderators. The overall result indicated that cognitive load had no significant effect on veracity outcomes (g =0.052, 95% CI [-.006,1.25]). However, a high level of heterogeneity was found (I² = 92%). Age, participants’ characteristics, interview setting, and characteristics of the interviewer were coded as possible moderators to explain variance. Age was significant moderator (β = .021; p = .03, R2 = 75%) but the analysis did not reveal statistically significant effects for other potential moderators: participants’ characteristics (Q = 0.106, df = 1, p = .744), interview setting (Q = 2.04, df = 1, p = .154), and characteristics of interviewer (Q = 2.96, df = 1, p = .086). For the second outcome, the total number of events recalled, the overall effect was significant (g =4.121, 95% CI [2.256,5.985]). The cognitive load was effective in total recalled events when interviewing with children. All in all, while age plays a crucial role in determining the impact of cognitive load on veracity, the surrounding context, interviewer attributes, and inherent participant traits may not significantly alter the relationship. These findings throw light on the need for more focused, age-specific methods when using cognitive load measures. It may be possible to improve the precision and dependability of deceit detection in children's interviews with the help of more studies in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deceit%20detection" title="deceit detection">deceit detection</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title=" cognitive load"> cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20recall" title=" memory recall"> memory recall</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20interviews" title=" children interviews"> children interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/177530/the-impact-of-cognitive-load-on-deceit-detection-and-memory-recall-in-childrens-interviews-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177530.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">55</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">4328</span> The Effectiveness of Using Video Modeling Procedures on the ipad to Teach Play Skills Children with ASD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esra%20Orum%20Cattik">Esra Orum Cattik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the effects of using video modeling procedures on the iPad to teach play skills to children with autism spectrum disorders. A male student with autism spectrum disorders participated in this study. A multiple baseline-across-skills single-subject design was used to evaluate the effects of using video modeling procedures on the iPad. During baseline, no prompts were presented to participants. In the intervention phase, the teacher gave video model on iPad to the first skill and asked play with toys for him. When the first play skill completed the second play skill began intervention. This procedure continued till all three play skill completed intervention. Finally, the participant learned all three play skills to use video modeling presented on the iPad. Based upon findings of this study, suggestions have been made to future researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20skills" title=" play skills"> play skills</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20modeling" title=" video modeling"> video modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=single%20subject%20design" title=" single subject design"> single subject design</a> </p> <a href="https://publications.waset.org/abstracts/31075/the-effectiveness-of-using-video-modeling-procedures-on-the-ipad-to-teach-play-skills-children-with-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31075.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">406</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">4327</span> Cognitive Behavior Therapy with a Migrant Pakistani in Malaysia: A Single Case Study of Conversion Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahad%20R.%20Choudhry.">Fahad R. Choudhry.</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadeeja%20Munawar"> Khadeeja Munawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This clinical case presents a 24 years old, Muslim Pakistani girl with a history of conversion disorder. Her symptoms comprised fits, restlessness, numbness in legs, poor coordination and balance, burning during urination and retention. A cognitive-behavioral model was used for conceptualizing her problem and devising a management plan based on cognitive behavioral therapy (CBT) and culturally adapted coping statements. She took 13 therapy sessions and was presented with idiosyncratic case conceptualization. Psychoeducation, coping statements, extinction, verbal challenging, and behavioral activation techniques were practiced in a collaborative way for cognitive restructuring of the client. Focus of terminal sessions was on anger management. The client needed a couple of more sessions in order to help her manage her anger. However, the therapy was terminated on the part of the client after attainment of short term goals. The client reported to have a 75 % improvement in her overall condition and remained compliant throughout the therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20therapy" title="cognitive behavioral therapy">cognitive behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=conversion%20disorder" title=" conversion disorder"> conversion disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim" title=" Muslim"> Muslim</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistani" title=" Pakistani"> Pakistani</a> </p> <a href="https://publications.waset.org/abstracts/107060/cognitive-behavior-therapy-with-a-migrant-pakistani-in-malaysia-a-single-case-study-of-conversion-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107060.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">194</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20skills&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20skills&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20skills&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20skills&page=6">6</a></li> <li class="page-item"><a class="page-link" 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