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knowledge</title> <meta name="description" content="Search results for: personal knowledge"> <meta name="keywords" content="personal knowledge"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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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="personal knowledge"> <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> 9287</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: personal knowledge</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9287</span> Personal Knowledge Management: Systematic Review and Future Direction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuribachew%20Gizaw%20Tohiye">Kuribachew Gizaw Tohiye</a>, <a href="https://publications.waset.org/abstracts/search?q=Monica%20Garfield"> Monica Garfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personal knowledge management is the aspect of knowledge management that relates to the way in which individuals organize and manage their own set of knowledge. While in that respect, there has been research in this area for the past 25 years, it is at present necessary to speculate upon what research has been done and what we have discovered about this arena of knowledge management. In contrast to organizational knowledge management, which focuses on a firm’s profitability and competitiveness, personal knowledge management (PKM) is concerned with the person’s self-effectiveness, competence and success. People are concerned in managing their knowledge in order to become more efficient in a variety of personal and organizational interests. This study presents a systematic review of PKM studies. Articles with PKM concepts are reviewed with the objective of clearly defining PKM, identifying the benefits of PKM, classifying the tools that enable PKM and finding the research gaps to indicate future research directions in the area. Consequently, we have developed a definition of PKM and identified the benefits of PKM, including an understanding of who seeks PKM and for what. Tools enabling PKM are identified and classified under three categories Web 1.0, 2.0 and 3.0 and finally the research gap and future directions are suggested. Research which facilitates collaboration by using semantic technologies is suggested to be studied further to improve PKM effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20knowledge%20management" title="personal knowledge management">personal knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20knowledge%20management" title=" organizational knowledge management"> organizational knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/55405/personal-knowledge-management-systematic-review-and-future-direction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55405.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">331</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">9286</span> A Study on 5-11 Year-Old Children's Level of Knowledge about Personal Safety and Protection from Social Dangers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96zden%20Ku%C5%9Fcu">Özden Kuşcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ya%C4%9Fmur%20Ku%C5%9Fcu"> Yağmur Kuşcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20%C3%87etinta%C5%9F"> Zeynep Çetintaş</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Sunay%20Yildirim%20Do%C4%9Fru"> S. Sunay Yildirim Doğru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this work is to evaluate the effect of the subjects “personal safety” and “protection from dangers” included in primary school curriculum on the students’ levels of knowledge about safety and protection from social dangers. The study group included 469 students between 5–11 years old with 231 preschoolers and 238 primary school students and their parents and teachers. Instruments used to collect data were “Personal Safety Interview Form” for children, “Parent Interview Form” and “Teacher Interview Form”. Forms included 15 open-ended questions about personal safety. The researchers collected the research data through one-on-one interviews with children. Results of the study revealed that preschoolers and 1st, 2nd, and 3rd graders did not know their home addresses and telephone numbers and their families were not aware of that. The study also showed that those who had this information were unsure as to who to share this information with. Accordingly, more should be done to increase the levels of knowledge of preschoolers and 1st, 2nd, and 3rd graders about personal safety and protection from dangers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20danger" title=" social danger"> social danger</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a> </p> <a href="https://publications.waset.org/abstracts/20650/a-study-on-5-11-year-old-childrens-level-of-knowledge-about-personal-safety-and-protection-from-social-dangers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20650.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">457</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">9285</span> The Use of Learning Management Systems during Emerging the Tacit Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Eker">Ercan Eker</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammer%20Karaman"> Muhammer Karaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Akif%20Aslan"> Akif Aslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Tanrikuluoglu"> Hakan Tanrikuluoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deficiency of institutional memory and knowledge management can result in information security breaches, loss of prestige and trustworthiness and the worst the loss of know-how and institutional knowledge. Traditional learning management within organizations is generally handled by personal efforts. That kind of struggle mostly depends on personal desire, motivation and institutional belonging. Even if an organization has highly motivated employees at a certain time, the institutional knowledge and memory life cycle will generally remain limited to these employees’ spending time in this organization. Having a learning management system in an organization can sustain the institutional memory, knowledge and know-how in the organization. Learning management systems are much more needed especially in public organizations where the job rotation is frequently seen and managers are appointed periodically. However, a learning management system should not be seen as an organizations’ website. It is a more comprehensive, interactive and user-friendly knowledge management tool for organizations. In this study, the importance of using learning management systems in the process of emerging tacit knowledge is underlined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20systems" title=" learning management systems"> learning management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20memory" title=" institutional memory"> institutional memory</a> </p> <a href="https://publications.waset.org/abstracts/40419/the-use-of-learning-management-systems-during-emerging-the-tacit-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40419.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">380</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">9284</span> Using Photo-Elicitation to Explore the Cosmology of Personal Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Gray">John Gray</a>, <a href="https://publications.waset.org/abstracts/search?q=Andy%20Smith"> Andy Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazel%20James"> Hazel James</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the introduction of projects such as GP referral and other medical exercise schemes, there has been a shift in the cosmology underpinning exercise leadership. That is, the knowledge base of exercise leaders, specifically personal trainers, has moved from a cosmology based on aesthetic and physical fitness demands to one requiring interaction with the dominant biomedical model underpinning contemporary medicine. In line with this shift research has demonstrated that personal trainer education has aligned itself to a biotechnological model. However, whilst there is a need to examine exercise as medicine, and consider the role of personal trainers as prescribers of these interventions, the possible issues surrounding the growing medicalization of the exercise cosmology have not been explored. Using a phenomenological methodology, and the novel approach of photo-elicitation, this research examined the practices of successful personal trainers. The findings highlight that a growing focus on an iatro-biological based scientific process of exercise prescription may prove problematical. Through the development of a model of practitioner-based knowledge, it is argued there is a possible growing disconnection between the theoretical basis of exercise science and the working cosmology of exercise practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomedicine" title="biomedicine">biomedicine</a>, <a href="https://publications.waset.org/abstracts/search?q=cosmology" title=" cosmology"> cosmology</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20training" title=" personal training"> personal training</a>, <a href="https://publications.waset.org/abstracts/search?q=photo-elicitation" title=" photo-elicitation"> photo-elicitation</a> </p> <a href="https://publications.waset.org/abstracts/44743/using-photo-elicitation-to-explore-the-cosmology-of-personal-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44743.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">380</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">9283</span> Sharing Tacit Knowledge: The Essence of Knowledge Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Khatun">Ayesha Khatun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 21st century where markets are unstable, technologies rapidly proliferate, competitors multiply, products and services become obsolete almost overnight and customers demand low cost high value product, leveraging and harnessing knowledge is not just a potential source of competitive advantage rather a necessity in technology based and information intensive industries. Knowledge management focuses on leveraging the available knowledge and sharing the same among the individuals in the organization so that the employees can make best use of it towards achieving the organizational goals. Knowledge is not a discrete object. It is embedded in people and so difficult to transfer outside the immediate context that it becomes a major competitive advantage. However, internal transfer of knowledge among the employees is essential to maximize the use of knowledge available in the organization in an unstructured manner. But as knowledge is the source of competitive advantage for the organization it is also the source of competitive advantage for the individuals. People think that knowledge is power and sharing the same may lead to lose the competitive position. Moreover, the very nature of tacit knowledge poses many difficulties in sharing the same. But sharing tacit knowledge is the vital part of knowledge management process because it is the tacit knowledge which is inimitable. Knowledge management has been made synonymous with the use of software and technology leading to the management of explicit knowledge only ignoring personal interaction and forming of informal networks which are considered as the most successful means of sharing tacit knowledge. Factors responsible for effective sharing of tacit knowledge are grouped into –individual, organizational and technological factors. Different factors under each category have been identified. Creating a positive organizational culture, encouraging personal interaction, practicing reward system are some of the strategies that can help to overcome many of the barriers to effective sharing of tacit knowledge. Methodology applied here is completely secondary. Extensive review of relevant literature has been undertaken for the purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20competitive%20advantage" title=" sustainable competitive advantage"> sustainable competitive advantage</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a> </p> <a href="https://publications.waset.org/abstracts/78685/sharing-tacit-knowledge-the-essence-of-knowledge-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78685.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">398</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">9282</span> Knowledge and Awareness of HIV/AIDS among Male Prisoners in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saroj%20Bala%20Grover">Saroj Bala Grover</a>, <a href="https://publications.waset.org/abstracts/search?q=Al%20Munther%20Alhasawi"> Al Munther Alhasawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Prem%20N.%20Sharma"> Prem N. Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20S.%20N.%20Menon"> P. S. N. Menon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Prisoners are considered one of the high-risk populations for the transmission of human immunodeficiency virus (HIV) infection. Targeting this group is one of the strategies to reduce the incidence of acquired immune deficiency syndrome (AIDS) in the community. Subjects and Methods: A cross-sectional study was conducted among male inmates in Kuwait’s prison by administering three sets of questionnaires to assess the level of their knowledge and awareness about the mode of transmission of HIV/AIDS, their risky personal behavior that may lead to HIV infection, and the presence of any negative attitudes and stigmatization towards HIV infected individuals. Results: The study included 123 male inmates, with a mean ± SD age of 30.9 ± 8.4 years. Most participants had good general knowledge (90%) about the mode of transmission of HIV/AIDS, including sharing contaminated syringes, risky personal behaviors such as having unprotected sex and increased number of extramarital relationships (66%), and the avoidance of the regular use of condoms. The younger age group (< 35 years) had more extramarital relationships than those > 35 years (71.4% Vs. 46.4%; p=0.016). There was a perceived attitude of stigmatization among inmates towards HIV-infected persons. Conclusions: This vulnerable group of prisoners, especially young adults, need educational programs to improve knowledge about the transmission of HIV and to correct and change their risky personal behaviors to protect themselves and the community against HIV transmission. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title="HIV/AIDS">HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title=" Kuwait"> Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=prisoners" title=" prisoners"> prisoners</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20behavior" title=" personal behavior"> personal behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=extramarital%20relationships" title=" extramarital relationships"> extramarital relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20sex" title=" safe sex"> safe sex</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination" title=" discrimination"> discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=stigmatization" title=" stigmatization"> stigmatization</a> </p> <a href="https://publications.waset.org/abstracts/153608/knowledge-and-awareness-of-hivaids-among-male-prisoners-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153608.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">78</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">9281</span> The 1st Personal Pronouns as Evasive Devices in the 2016 Taiwanese Presidential Debate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan-Chi%20Chen">Yan-Chi Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the 1st personal pronouns as evasive devices used by presidential candidates in the 2016 Taiwanese Presidential Debate within the framework of critical discourse analysis (CDA). This study finds that the personal pronoun ‘I’ is the highest frequent personal pronoun in the 2016 Taiwanese Presidential Debate. Generally speaking, the first personal pronouns were used most in the presidential debate, compared with the second and the third personal pronouns. Hence, a further quantitative analysis is conducted to explore the correlation between the frequencies of the two 1st personal pronouns and the other pronouns. Results show that the number of the personal pronoun ‘I’ increases from 26 to 49, with the personal pronoun ‘we’ decreases from 43 to 15 during the debate. Though it seems the personal pronoun ‘I’ has a higher tendency in pronominal choice, statistical evidence demonstrated that the personal pronoun ‘we’ has the greater statistical significance (p<0.0002), compared with that of ‘I’ (p<0.0116). The comparatively small p-value of the personal pronoun ‘we’ means it ‘has a stronger correlation with the overall pronominal choice, and the personal pronoun ‘we’ is more likely to be used than the personal pronoun ‘I’. Therefore, this study concludes that the pronominal choice varies with different evasive strategies. The ingrained functions of these personal pronouns are mainly categorized as ‘agreement’ and ‘justification’. The personal pronoun ’we’ is preferred in the agreement evasive strategies, and ‘I’ is used for justifying oneself. In addition, the personal pronoun ‘we’ can be defined as both ‘inclusive’ and ‘exclusive’ personal pronoun, which rendered ‘we’ more functions not limited to agreement evasive strategies. In conclusion, although the personal pronoun ‘I’ has the highest occurrences, the personal pronoun ‘we’ is more related to the first pronoun choices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis%20%28CDA%29" title="critical discourse analysis (CDA)">critical discourse analysis (CDA)</a>, <a href="https://publications.waset.org/abstracts/search?q=evasive%20devices" title=" evasive devices"> evasive devices</a>, <a href="https://publications.waset.org/abstracts/search?q=the%201st%20personal%20pronouns" title=" the 1st personal pronouns"> the 1st personal pronouns</a>, <a href="https://publications.waset.org/abstracts/search?q=the%202016%20Taiwanese%20Presidential%20Debate" title=" the 2016 Taiwanese Presidential Debate"> the 2016 Taiwanese Presidential Debate</a> </p> <a href="https://publications.waset.org/abstracts/92847/the-1st-personal-pronouns-as-evasive-devices-in-the-2016-taiwanese-presidential-debate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92847.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">165</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">9280</span> The Impact of Personal Identity on Self-Esteem among Muslim Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Ayub">Nadia Ayub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to explore the impact of personal identity on self-esteem among adolescents. Two hypotheses were tested in the study, i.e., personal identity effects on self-esteem; and gender difference in the variables of personal identity and self-esteem. The total of 300 (150 female; 150 male) adolescents participated in the study. Personal identity scale (Ayub, N., In Press), and self-esteem scale (Rosenberg, 1985) were administered. The findings of the study suggest that positive personal identity impact on self-esteem and gender difference was found on the variables of personal identity and self-esteem. In conclusion, the results of the study are beneficial for researchers, policymakers, psychologists. The strong positive personal identity and self-esteem help in healthy mental development not only in adolescence but throughout the life of individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20identity" title="personal identity">personal identity</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a> </p> <a href="https://publications.waset.org/abstracts/103746/the-impact-of-personal-identity-on-self-esteem-among-muslim-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103746.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">401</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">9279</span> Investigation of the Effect of Lecturers' Attributes on Students' Interest in Learning Statistic Ghanaian Tertiary Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Asiedu-Addo">Samuel Asiedu-Addo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Annan"> Jonathan Annan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yarhands%20Dissou%20Arthur"> Yarhands Dissou Arthur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore the relational effect of lecturers’ personal attribute on student’s interest in statistics. In this study personal attributes of lecturers’ such as lecturer’s dynamism, communication strategies and rapport in the classroom as well as applied knowledge during lecture were examined. Here, exploratory research design was used to establish the effect of lecturer’s personal attributes on student’s interest. Data were analyzed by means of confirmatory factor analysis and structural equation modeling (SEM) using the SmartPLS 3 program. The study recruited 376 students from the faculty of technical and vocational education of the University of Education Winneba Kumasi campus, and Ghana Technology University College as well as Kwame Nkrumah University of science and Technology. The results revealed that personal attributes of an effective lecturer were lecturer’s dynamism, rapport, communication and applied knowledge contribute (52.9%) in explaining students interest in statistics. Our regression analysis and structural equation modeling confirm that lecturers personal attribute contribute effectively by predicting student’s interest of 52.9% and 53.7% respectively. The paper concludes that the total effect of a lecturer’s attribute on student’s interest is moderate and significant. While a lecturer’s communication and dynamism were found to contribute positively to students’ interest, they were insignificant in predicting students’ interest. We further showed that a lecturer’s personal attributes such as applied knowledge and rapport have positive and significant effect on tertiary student’s interest in statistic, whilst lecturers’ communication and dynamism do not significantly affect student interest in statistics; though positively related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20interest" title="student interest">student interest</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teacher" title=" effective teacher"> effective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20attributes" title=" personal attributes"> personal attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20and%20SEM" title=" regression and SEM"> regression and SEM</a> </p> <a href="https://publications.waset.org/abstracts/40431/investigation-of-the-effect-of-lecturers-attributes-on-students-interest-in-learning-statistic-ghanaian-tertiary-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40431.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">359</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">9278</span> Effect of Social Media on Knowledge Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pekka%20Makkonen">Pekka Makkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgios%20Lampropoulos"> Georgios Lampropoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerstin%20Siakas"> Kerstin Siakas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of social media on knowledge work. It discloses and highlights which specific aspects, areas and tasks of knowledge work can be improved by the use of social media. Moreover, the study includes a survey about higher education students’ viewpoints in regard to the use of social media as a means to enhance knowledge work and knowledge sharing. The analysis has been conducted based both on empirical data and on discussions about the sources dealing with knowledge work and how it can be enhanced by using social media. The results show that social media can improve knowledge work, knowledge building and maintenance tasks in which communication, information sharing and collaboration play a vital role. Additionally, by using social media, personal, collaborative and supplementary work activities can be enhanced. Based on the results of the study, we suggest how knowledge work can be enhanced when using the contemporary information and communications technologies (ICTs) of the 21<sup>st</sup> century and recommend future directions towards improving knowledge work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20work" title="knowledge work">knowledge work</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20services" title=" social media services"> social media services</a>, <a href="https://publications.waset.org/abstracts/search?q=improving%20work%20performance" title=" improving work performance"> improving work performance</a> </p> <a href="https://publications.waset.org/abstracts/130905/effect-of-social-media-on-knowledge-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130905.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">161</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">9277</span> The Effects of Ethnicity, Personality and Religiosity on Desire for Personal Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Skoura">Ioanna Skoura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Past research shows that personal space has been investigated since the 1950s. Also, personality traits have been found to have a significant relationship with personal space. However, some of these studies have been criticized for being ethically inappropriate. In an attempt to avoid ethical issues, a new scale measuring desire for personal space has been created. The purpose of the present study is to investigate the impact of ethnicity on desire for personal space. Additionally, extraversion and neuroticism are expected to predict significantly desire for personal space. Furthermore, the study is looking for any impact of religiosity on desire for personal space. In order to test the previous hypotheses, 115 participants from three cultural groups (English, Greeks in Greece and Greeks in the UK) are recruited online. Results indicate that only extraversion and religiosity are significant predictors of desire for personal space. Implications of the findings are discussed and suggestions for future research are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=religiosity" title=" religiosity"> religiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20space" title=" personal space"> personal space</a> </p> <a href="https://publications.waset.org/abstracts/83838/the-effects-of-ethnicity-personality-and-religiosity-on-desire-for-personal-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83838.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">201</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">9276</span> Existential Anguish and Its Influence on Personal Growth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lavanya%20Mohan">Lavanya Mohan</a>, <a href="https://publications.waset.org/abstracts/search?q=Suneha%20Sethi"> Suneha Sethi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to study the concept of existential anguish and its relation to personal growth. Generally, existential anguish is taken to be an all-pervading negative feeling arising from an individual’s knowledge of their absolute freedom. However, this paper investigates the possible positive impact of this sense of anguish, such as its role in commencing an individual’s journey towards authentic living, characterized by an internal locus of will, and acceptance of absolute freedom. This journey towards authentic living is what is referred to as personal growth, in this paper, in the context of existential philosophy. The work of four prominent existentialists has been used to elucidate existential anguish. A human’s scope for personal growth in the existential framework has been compared to that in the teleological framework of religion. In the latter, individuals must abide by the moral code of an external authority and work towards a pre-ordained purpose of life. This is illustrated by the examination of Hinduism, Christianity, and Islam. To test people’s levels of existential anguish, religiosity, and personal growth, a survey using an originally constructed questionnaire has been undertaken. Simple and partial correlation analyses have been used to ascertain the relationships between these three variables. Contrary to the hypothesis, the results indicate that existential anguish has a detrimental effect on personal growth, while religiosity does not affect it at all. Through their responses, it was also evident that the respondents do not adhere to teleological concepts of morality, despite a belief in God. This study has further scope in determining how variations in sample demography may influence the relationship of existential anguish with personal growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=existential%20anguish" title="existential anguish">existential anguish</a>, <a href="https://publications.waset.org/abstracts/search?q=existentialism" title=" existentialism"> existentialism</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20growth" title=" personal growth"> personal growth</a>, <a href="https://publications.waset.org/abstracts/search?q=religiosity" title=" religiosity"> religiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=teleology" title=" teleology"> teleology</a> </p> <a href="https://publications.waset.org/abstracts/87400/existential-anguish-and-its-influence-on-personal-growth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87400.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">201</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">9275</span> Linking Excellence in Biomedical Knowledge and Computational Intelligence Research for Personalized Management of Cardiovascular Diseases within Personal Health Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Rocha">T. Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Carvalho"> P. Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Paredes"> S. Paredes</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Henriques"> J. Henriques</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Bianchi"> A. Bianchi</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Traver"> V. Traver</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Martinez"> A. Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main goal of LINK project is to join competences in intelligent processing in order to create a research ecosystem to address two central scientific and technical challenges for personal health care (PHC) deployment: i) how to merge clinical evidence knowledge in computational decision support systems for PHC management and ii) how to provide achieve personalized services, i.e., solutions adapted to the specific user needs and characteristics. The final goal of one of the work packages (WP2), designated Sustainable Linking and Synergies for Excellence, is the definition, implementation and coordination of the necessary activities to create and to strengthen durable links between the LiNK partners. This work focuses on the strategy that has been followed to achieve the definition of the Research Tracks (RT), which will support a set of actions to be pursued along the LiNK project. These include common research activities, knowledge transfer among the researchers of the consortium, and PhD student and post-doc co-advisement. Moreover, the RTs will establish the basis for the definition of concepts and their evolution to project proposals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LiNK%20Twin%20European%20Project" title="LiNK Twin European Project">LiNK Twin European Project</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20health%20care" title=" personal health care"> personal health care</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20diseases" title=" cardiovascular diseases"> cardiovascular diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20tracks" title=" research tracks"> research tracks</a> </p> <a href="https://publications.waset.org/abstracts/77055/linking-excellence-in-biomedical-knowledge-and-computational-intelligence-research-for-personalized-management-of-cardiovascular-diseases-within-personal-health-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77055.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">216</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">9274</span> Mental Health Literacy in Ghana: Consequences of Religiosity, Education, and Stigmatization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Adu">Peter Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although research on the concept of Mental Health Literacy (MHL) is growing internationally, to the authors’ best of knowledge, the beliefs and knowledge of Ghanaians on specific mental disorders have not yet been explored. This vignette study was conducted to explore the relationships between religiosity, education, stigmatization, and MHL among Ghanaians using a sample of laypeople (N = 409). The adapted questionnaire presented two vignettes (depression and schizophrenia) about a hypothetical person. The results revealed that more participants were able to recognize depression (47.4%) than schizophrenia (15.9%). Religiosity was not significantly associated with recognition of mental disorders (MHL) but was positively related with both social and personal stigma for depression and negatively associated with personal and perceived stigma for schizophrenia. Moreover, education was found to relate positively with MHL and negatively with perceived stigma. Finally, perceived stigma was positively associated with MHL, whereas personal stigma for schizophrenia related negatively to MHL. In conclusion, education but not religiosity predicted identification accuracy, but both predictors were associated with various forms of stigma. Findings from this study have implications for MHL and anti-stigma campaigns in Ghana and other developing countries in the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20literacy" title=" mental health literacy"> mental health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=religiosity" title=" religiosity"> religiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title="schizophrenia">schizophrenia</a> </p> <a href="https://publications.waset.org/abstracts/115034/mental-health-literacy-in-ghana-consequences-of-religiosity-education-and-stigmatization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9273</span> Competencies of a Commercial Grain Farmer: A Classic Grounded Theory Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapelo%20Jacob%20Moloi">Thapelo Jacob Moloi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper purports to present the findings in relation to the competencies of commercial grain farmers using a classic grounded theory method. A total of about eighteen semi-structured interviews with farmers, former farmers, farm workers, and agriculture experts were conducted. Findings explored competencies in the form of skills, knowledge and personal attributes that commercial grain farmers possess. Skills range from production skills, financial management skill, time management skill, human resource management skill, planning skill to mechanical skill. Knowledge ranges from soil preparation, locality, and technology to weather knowledge. The personal attributes that contribute to shaping a commercial grain farmer are so many, but for this study, seven stood out as a passion, work dedication, self-efficacy, humbleness, intelligence, emotional stability, and patience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grain%20farming" title="grain farming">grain farming</a>, <a href="https://publications.waset.org/abstracts/search?q=farming%20competencies" title=" farming competencies"> farming competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=classic%20grounded%20theory" title=" classic grounded theory"> classic grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a> </p> <a href="https://publications.waset.org/abstracts/161131/competencies-of-a-commercial-grain-farmer-a-classic-grounded-theory-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161131.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">79</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">9272</span> Reform of the Law Relating to Personal Property Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%20Lian%20Yap">Ji Lian Yap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will critically consider developments in 2014 in relation to the law relating to security over personal property in Hong Kong. The rules governing the registration of charges under the Hong Kong Companies Ordinance will be examined. Case law relating to personal property security will also be discussed. The transplantation of the floating charge into China’s Property Law will also be considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20property" title="personal property">personal property</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20law" title=" security law"> security law</a>, <a href="https://publications.waset.org/abstracts/search?q=reform%20of%20the%20law" title=" reform of the law"> reform of the law</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/19040/reform-of-the-law-relating-to-personal-property-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19040.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">425</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">9271</span> Personal and Household Hygiene Measures for Prevention of Upper Respiratory Tract Infections among Children: A Cross Sectional Survey on Parental Knowledge, Attitudes and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Man%20Wai%20Leung">Man Wai Leung</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20O%E2%80%99Donoghue"> Margaret O’Donoghue</a>, <a href="https://publications.waset.org/abstracts/search?q=Lorna%20K.%20P.%20Suen"> Lorna K. P. Suen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personal and household hygiene measures are important to prevent upper respiratory tract infections (URTIs) and other infectious diseases, including coronavirus disease 2019 (COVID-19). An online survey recruited 414 eligible parents in Hong Kong to study their hygiene knowledge, attitudes, and practices (KAP) in the prevention of URTIs among their children. The average knowledge score was high (10.2/12.0), but some misconceptions were identified. The majority of participants agreed that good personal hygiene (93.5%) and good environmental hygiene (92.8%) can prevent URTIs. The average score for hand hygiene practices was high (3.78/4.00), but only 56.8% of parents always perform hand hygiene before touching their mouth, nose, or eyes. For environmental hygiene, only some household items were disinfected with disinfectants (69.8%: door handles, 60.4%: toilet seats, 42.8%: floor, 24.2%: dining chairs, 20.5%: dining tables). Higher knowledge score was associated with parents having a tertiary educational level or above, working as healthcare professionals, living at private residential flat or staff quarter, and having a household income of $70,000 or above. Hand hygiene practices varied significantly with parents’ age and income. During the 5th wave of the COVID-19 epidemic, misconceptions about hygiene knowledge were found among parents. Health promotion programs should target parents, especially those who are in old age, obtain lower educational levels, live in public housing, or have a lower income. Hand hygiene moments and proper use of disinfectants could be one of the targeted educational topics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hygiene" title="hygiene">hygiene</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20respiratory%20tract%20infection" title=" upper respiratory tract infection"> upper respiratory tract infection</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/158495/personal-and-household-hygiene-measures-for-prevention-of-upper-respiratory-tract-infections-among-children-a-cross-sectional-survey-on-parental-knowledge-attitudes-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158495.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">113</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">9270</span> Organisational Disclosure: Threats to Individuals' Privacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20A.%20Badrul">N. A. Badrul </a> </p> <p class="card-text"><strong>Abstract:</strong></p> People are concerned that they are vulnerable as a result of what is exposed about them on the internet. Users are increasingly aware of their privacy and are making various efforts to protect their personal information. However, besides individuals themselves, organisations are also exposing personal information of their staff to the general public by publishing it on their official website. This practice may put individuals at risk and particularly vulnerable to threats. This preliminary study explores explicitly the amount and types of personal information disclosure from organisational websites. Threats and risks related to the disclosures are discussed. In general, all the examined organisational websites discloses personal information with varies identifiable degree of data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20information" title="personal information">personal information</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20disclosure" title=" information disclosure"> information disclosure</a> </p> <a href="https://publications.waset.org/abstracts/8541/organisational-disclosure-threats-to-individuals-privacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9269</span> Assessing the Pre-Service and In-Service Teachers’ Continuation of Use of Technology After Participation in Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoub%20Kafyulilo">Ayoub Kafyulilo</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Fisser"> Petra Fisser</a>, <a href="https://publications.waset.org/abstracts/search?q=Joke%20Voogt"> Joke Voogt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to assess the continuation of the use of technology in science and mathematics teaching of the pre-service and in-service teachers who attended the professional development programme. It also assessed professional development, personal, institutional, and technological factors contributing to the continuous use of technology in teaching. The study involved 42 teachers, thirteen pre-service teachers, and twenty-nine in-service teachers. A mixed-method research approach was used to collect data for this study. Findings showed that the continuous use of technology in teaching after the termination of the professional development arrangement was high among the pre-service teachers, and differed for the in-service teachers. The regression model showed that knowledge and skills, access to technology and ease of use were strong predictors (R2 = 55.3%) of the teachers’ continuous use of technology after the professional development arrangement. The professional development factor did not have a direct effect on the continuous use of technology, rather had an influence on personal factors (knowledge and skills). In turn, the personal factors had influence on the institutional factors (access to technology) and technological factors (ease of use), which together had an effect on the teachers’ continuous use of technology in teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20mathematics" title=" science and mathematics"> science and mathematics</a> </p> <a href="https://publications.waset.org/abstracts/119359/assessing-the-pre-service-and-in-service-teachers-continuation-of-use-of-technology-after-participation-in-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9268</span> A Study of Financial Literacy among Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prasansha%20Kumari">Prasansha Kumari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial Literacy is the possession of knowledge and understanding of financial matters. Financial Literacy often entails the knowledge of properly making decisions pertaining to certain personal financial areas like real estate, insurance investing, and savings. This paper intends to identify and analyze the financial knowledge among university undergraduates by using 200 undergraduates in four faculties of University of Kelaniya, Sri Lanka. Collected data will be analyzed by descriptive research method using SPSS package. Expected outcomes are considerable percentage of undergraduates have basic knowledge on financial matters while it has a law percentage for advanced financial literacy among undergraduates. Students from faculty of Commerce and Management and Science have good understanding about financial matters than undergraduates in other two faculties <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20finance" title="advanced finance">advanced finance</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title=" undergraduates"> undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title=" financial literacy"> financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=savings" title=" savings"> savings</a> </p> <a href="https://publications.waset.org/abstracts/51384/a-study-of-financial-literacy-among-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51384.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">344</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">9267</span> Social Anxiety Connection with Individual Characteristics: Theory of Mind, Verbal Irony Comprehension and Personal Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anano%20Tenieshvili">Anano Tenieshvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Teona%20Lodia"> Teona Lodia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social anxiety disorder (SAD) is one of the most common mental health problems not only in adults but also in adolescents. Individuals with SAD exhibit difficulties in interpersonal relationships, understanding emotions, and regulating them as well. For social and emotional adaptation, it is crucial to identify, understand, accept and manage emotions correctly. Researchers actively learn those factors that contribute to the development and maintenance of this condition. Therefore, the main purpose of this study is to acquire knowledge about the association between social anxiety and individual characteristics, such as theory of mind (ToM), verbal irony comprehension, and personal traits. 112 adolescents aged from 12 to 18 were selected for this research. 15 of them are diagnosed with Social anxiety disorder. Statistical analysis was performed on the entire sample, and furthermore, two groups, adolescents with and without social anxiety disorder, were compared separately. Social anxiety and personal traits were assessed by questionnaires. Theory of mind and comprehension of verbal irony were measured using tests. Statistical analysis indicated a positive relationship between social anxiety and comprehension of ironic criticism. Moreover, social anxiety was significantly positively correlated with neuroticism and isolation tendency, whereas it was negatively related to extraversion and frustration tolerance. On top of that, statistical analysis revealed a positive relationship between ToM and verbal irony comprehension. However, the relationship between social anxiety and ToM was not statistically significant. In conclusion, the current research expands knowledge about social anxiety and supports the results of some previous studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20traits" title="personal traits">personal traits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20irony%20comprehension" title=" verbal irony comprehension"> verbal irony comprehension</a> </p> <a href="https://publications.waset.org/abstracts/144623/social-anxiety-connection-with-individual-characteristics-theory-of-mind-verbal-irony-comprehension-and-personal-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144623.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">201</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">9266</span> Social Anxiety Connection with Individual Characteristics: Theory of Mind, Verbal Irony Comprehension and Personal Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anano%20Tenieshvili">Anano Tenieshvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Teona%20Lodia"> Teona Lodia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social anxiety disorder (SAD) is one of the most common mental health problems not only in adults but also in adolescents. Individuals with SAD exhibit difficulties in interpersonal relationships, understanding emotions and regulating them as well. For social and emotional adaptation, it is crucial to identify, understand, accept and manage emotions correctly. Researchers actively learn those factors that contribute to the development and maintenance of this condition. Therefore, the main purpose of this study is to acquire knowledge about the association between social anxiety and individual characteristics, such as the theory of mind (ToM), verbal irony comprehension and personal traits. 112 adolescents aged from 12 to 18 were selected for this research. 15 of them are diagnosed with Social anxiety disorder. Statistical analysis was performed on the entire sample and furthermore, two groups, adolescents with and without a social anxiety disorder, were compared separately. Social anxiety and personal traits were assessed by questionnaires. Theory of mind and comprehension of verbal irony was measured using tests. Statistical analysis indicated a positive relationship between social anxiety and comprehension of ironic criticism. Moreover, social anxiety was significantly positively correlated with neuroticism and isolation tendency, whereas it was negatively related to extraversion and frustration tolerance. On top of that, statistical analysis revealed a positive relationship between ToM and verbal irony comprehension. However, the relationship between social anxiety and ToM was not statistically significant. In conclusion, the current research expands knowledge about social anxiety and supports the results of some previous studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20traits" title="personal traits">personal traits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20irony%20comprehension" title=" verbal irony comprehension"> verbal irony comprehension</a> </p> <a href="https://publications.waset.org/abstracts/145020/social-anxiety-connection-with-individual-characteristics-theory-of-mind-verbal-irony-comprehension-and-personal-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145020.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">122</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">9265</span> The Role of Financial Literacy and Personal Non-Cognitive Attributes in Household Financial Fragility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivana%20Bulog">Ivana Bulog</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Rimac%20Smiljani%C4%87"> Ana Rimac Smiljanić</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Pepur"> Sandra Pepur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The financial fragility of households has received increased attention following the recent health crisis, which has created uncertainty and caused increased levels of stress and consequently impaired individual and family well-being. Job losses and/or reduced wages and insecurity increased the number of people that were unable to meet unexpected expenses, which, in many cases, led to increased household debt levels. This presents a threat to the stability of the financial system and the whole economy; therefore, reducing financial fragility and improving financial literacy present challenges for academicians, practitioners, and policymakers. Concerning financial fragility, significant research attention has been devoted to financial knowledge and financial literacy. However, apart from specific knowledge, personal characteristics are of great importance in making financial decisions in the household. Self-efficacy is one of the personal non-cognitive attributes that is a valuable framework for understanding how household financial decisions are made. Thus, this research proposes that individual levels of financial literacy and self-efficacy are related to the indebtedness and financial instability of the household. The primary data were collected using a structured, self-administered online questionnaire, and a snowball sampling method was applied to reach the participants. Preliminary results confirm our assumptions on the influence of financial literacy and self-efficacy on household financial stability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20financial%20fragility" title=" household financial fragility"> household financial fragility</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/166473/the-role-of-financial-literacy-and-personal-non-cognitive-attributes-in-household-financial-fragility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166473.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">87</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">9264</span> Ontology as Knowledge Capture Tool in Organizations: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Margaretha">Maria Margaretha</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Indra%20Sensuse"> Dana Indra Sensuse</a>, <a href="https://publications.waset.org/abstracts/search?q=Lukman"> Lukman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge capture is a step in knowledge life cycle to get knowledge in the organization. Tacit and explicit knowledge are needed to organize in a path, so the organization will be easy to choose which knowledge will be use. There are many challenges to capture knowledge in the organization, such as researcher must know which knowledge has been validated by an expert, how to get tacit knowledge from experts and make it explicit knowledge, and so on. Besides that, the technology will be a reliable tool to help the researcher to capture knowledge. Some paper wrote how ontology in knowledge management can be used for proposed framework to capture and reuse knowledge. Organization has to manage their knowledge, process capture and share will decide their position in the business area. This paper will describe further from literature review about the tool of ontology that will help the organization to capture its knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20capture" title="knowledge capture">knowledge capture</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a> </p> <a href="https://publications.waset.org/abstracts/20921/ontology-as-knowledge-capture-tool-in-organizations-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20921.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">606</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">9263</span> Unsupervised Assistive and Adaptative Intelligent Agent in Smart Enviroment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sebasti%C3%A3o%20Pais">Sebastião Pais</a>, <a href="https://publications.waset.org/abstracts/search?q=Jo%C3%A3o%20Casal"> João Casal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Ponciano"> Ricardo Ponciano</a>, <a href="https://publications.waset.org/abstracts/search?q=S%C3%A9rgio%20Loren%C3%A7o"> Sérgio Lorenço</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adaptation paradigm is a basic defining feature for pervasive computing systems. Adaptation systems must work efficiently in a smart environment while providing suitable information relevant to the user system interaction. The key objective is to deduce the information needed information changes. Therefore relying on fixed operational models would be inappropriate. This paper presents a study on developing an Intelligent Personal Assistant to assist the user in interacting with their Smart Environment. We propose an Unsupervised and Language-Independent Adaptation through Intelligent Speech Interface and a set of methods of Acquiring Knowledge, namely Semantic Similarity and Unsupervised Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20personal%20assistants" title="intelligent personal assistants">intelligent personal assistants</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20speech%20interface" title=" intelligent speech interface"> intelligent speech interface</a>, <a href="https://publications.waset.org/abstracts/search?q=unsupervised%20learning" title=" unsupervised learning"> unsupervised learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language-independent" title=" language-independent"> language-independent</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20acquisition" title=" knowledge acquisition"> knowledge acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=association%20measures" title=" association measures"> association measures</a>, <a href="https://publications.waset.org/abstracts/search?q=symmetric%20word%20similarities" title=" symmetric word similarities"> symmetric word similarities</a>, <a href="https://publications.waset.org/abstracts/search?q=attributional%20word%20similarities" title=" attributional word similarities"> attributional word similarities</a> </p> <a href="https://publications.waset.org/abstracts/21135/unsupervised-assistive-and-adaptative-intelligent-agent-in-smart-enviroment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21135.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">562</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">9262</span> Unsupervised Assistive and Adaptive Intelligent Agent in Smart Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sebasti%C3%A3o%20Pais">Sebastião Pais</a>, <a href="https://publications.waset.org/abstracts/search?q=Jo%C3%A3o%20Casal"> João Casal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Ponciano"> Ricardo Ponciano</a>, <a href="https://publications.waset.org/abstracts/search?q=S%C3%A9rgio%20Louren%C3%A7o"> Sérgio Lourenço</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adaptation paradigm is a basic defining feature for pervasive computing systems. Adaptation systems must work efficiently in smart environment while providing suitable information relevant to the user system interaction. The key objective is to deduce the information needed information changes. Therefore, relying on fixed operational models would be inappropriate. This paper presents a study on developing a Intelligent Personal Assistant to assist the user in interacting with their Smart Environment. We propose a Unsupervised and Language-Independent Adaptation through Intelligent Speech Interface and a set of methods of Acquiring Knowledge, namely Semantic Similarity and Unsupervised Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20personal%20assistants" title="intelligent personal assistants">intelligent personal assistants</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20speech%20interface" title=" intelligent speech interface"> intelligent speech interface</a>, <a href="https://publications.waset.org/abstracts/search?q=unsupervised%20learning" title=" unsupervised learning"> unsupervised learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language-independent" title=" language-independent"> language-independent</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20acquisition" title=" knowledge acquisition"> knowledge acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=association%20measures" title=" association measures"> association measures</a>, <a href="https://publications.waset.org/abstracts/search?q=symmetric%20word%20similarities" title=" symmetric word similarities"> symmetric word similarities</a>, <a href="https://publications.waset.org/abstracts/search?q=attributional%20word%20similarities" title=" attributional word similarities"> attributional word similarities</a> </p> <a href="https://publications.waset.org/abstracts/21136/unsupervised-assistive-and-adaptive-intelligent-agent-in-smart-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21136.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">643</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">9261</span> Lifelong Learning and Digital Literacies in Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selma%20Karabinar">Selma Karabinar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifelong learning can be described as a system where learning takes place for a person over the course of a lifespan and comprises formal, non-formal and informal learning to achieve the maximum possible improvement in personal, social, and vocational life. 21st century is marked with the digital technologies and people need to learn and adapt to new literacies as part of their lifelong learning. Our current knowledge gap brings to mind several questions: Do people with digital mindsets have different assumptions about affordances of digital technologies? How do digital mindsets lead language learners use digital technologies within and beyond classrooms? Does digital literacies have different significance for the learners? The presentation is based on a study attempted to answer these questions and show the relationship between lifelong learning and digital literacies. The study was conducted with learners of English language at a state university in Istanbul. The quantitative data in terms of participants' lifelong learning perception was collected through a lifelong learning scale from 150 students. Then 5 students with high and 5 with low lifelong learning perception were interviewed. They were questioned about their personal sense of agency in lifelong learning and how they use digital technologies in their language learning. Therefore, the qualitative data was analyzed in terms of their knowledge about digital literacies and actual use of it in their personal and educational life. The results of the study suggest why teaching new literacies are important for lifelong learning and also suggests implications for language teachers' education and language pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20mindsets" title="digital mindsets">digital mindsets</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/58503/lifelong-learning-and-digital-literacies-in-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9260</span> Knowledge Management Efficiency of Personnel in Rajamangala University of Technology Srivijaya Songkhla, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nongyao%20Intasaso">Nongyao Intasaso</a>, <a href="https://publications.waset.org/abstracts/search?q=Atchara%20Rattanama"> Atchara Rattanama</a>, <a href="https://publications.waset.org/abstracts/search?q=Navarat%20Pewnual"> Navarat Pewnual</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is survey research purposed to study the factor affected to knowledge management efficiency of personnel in Rajamangala University of Technology Srivijaya, and study the problem of knowledge management affected to knowledge development of personnel in the university. The tool used in this study is structures questioner standardize rating scale in 5 levels. The sample selected by purposive sampling and there are 137 participation calculated in 25% of population. The result found that factor affected to knowledge management efficiency in the university included (1) result from the organization factor found that the university provided project or activity that according to strategy and mission of knowledge management affected to knowledge management efficiency in highest level (x̅ = 4.30) (2) result from personnel factor found that the personnel are eager for knowledge and active to learning to develop themselves and work (Personal Mastery) affected to knowledge management efficiency in high level (x̅ = 3.75) (3) result from technological factor found that the organization brought multimedia learning aid to facilitate learning process affected to knowledge management efficiency in high level (x̅ = 3.70) and (4) the result from learning factor found that the personnel communicated and sharing knowledge and opinion based on acceptance to each other affected to knowledge management efficiency in high level (x̅ = 3.78). The problem of knowledge management in the university included the personnel do not change their work behavior, insufficient of collaboration, lack of acceptance in knowledge and experience to each other, and limited budget. The solutions to solve these problems are the university should be support sufficient budget, the university should follow up and evaluate organization development based on knowledge using, the university should provide the activity emphasize to personnel development and assign the committee to process and report knowledge management procedure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=personnel" title=" personnel"> personnel</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process "> learning process </a> </p> <a href="https://publications.waset.org/abstracts/33835/knowledge-management-efficiency-of-personnel-in-rajamangala-university-of-technology-srivijaya-songkhla-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9259</span> Readiness of Iran’s Insurance Industry Salesforce to Accept Changing to Become Islamic Personal Financial Planners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pedram%20Saadati">Pedram Saadati</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Nazari"> Zahra Nazari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, the role and importance of financial technology businesses in Iran have increased significantly. Although, in Iran, there is no Islamic or non-Islamic personal financial planning field of study in the universities or educational centers, the profession of personal financial planning is not defined, and there is no software introduced in this regard for advisors or consumers. The largest sales network of financial services in Iran belongs to the insurance industry, and there is an untapped market for international companies in Iran that can contribute to 130 thousand representatives in the insurance industry and 28 million families by providing training and personal financial advisory software. To the best of the author's knowledge, despite the lack of previous internal studies in this field, the present study investigates the level of readiness of the salesforce of the insurance industry to accept this career and its technology. The statistical population of the research is made up of managers, insurance sales representatives, assistants and heads of sales departments of insurance companies. An 18-minute video was prepared that introduced and taught the job of Islamic personal financial planning and explained its difference from its non-Islamic model. This video was provided to the respondents. The data collection tool was a research-made questionnaire. To investigate the factors affecting technology acceptance and job change, independent T descriptive statistics and Pearson correlation were used, and Friedman's test was used to rank the effective factors. The results indicate the mental perception and very positive attitude of the insurance industry activists towards the usefulness of this job and its technology, and the studied sample confirmed the intention of training in this knowledge. Based on research results, the change in the customer's attitude towards the insurance advisor and the possibility of increasing income are considered as the reasons for accepting. However, Restrictions on using investment opportunities due to Islamic financial services laws and the uncertainty of the position of the central insurance in this regard are considered as the most important obstacles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fintech" title="fintech">fintech</a>, <a href="https://publications.waset.org/abstracts/search?q=insurance" title=" insurance"> insurance</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20financial%20planning" title=" personal financial planning"> personal financial planning</a>, <a href="https://publications.waset.org/abstracts/search?q=wealth%20management" title=" wealth management"> wealth management</a> </p> <a href="https://publications.waset.org/abstracts/183414/readiness-of-irans-insurance-industry-salesforce-to-accept-changing-to-become-islamic-personal-financial-planners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183414.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">49</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">9258</span> The Effect of Teachers' Personal Values on the Perceptions of the Effective Principal and Student in School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Zibenberg">Alexander Zibenberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Rima%E2%80%99a%20Da%E2%80%99As"> Rima’a Da’As</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the author’s knowledge, individuals are naturally inclined to classify people as leaders and followers. Individuals utilize cognitive structures or prototypes specifying the traits and abilities that characterize the effective leader (implicit leadership theories) and effective follower in an organization (implicit followership theories). Thus, the present study offers insights into understanding how teachers' personal values (self-enhancement and self-transcendence) explain the preference for styles of effective leader (i.e., principal) and assumptions about the traits and behaviors that characterize effective followers (i.e., student). Beyond the direct effect on perceptions of effective types of leader and follower, the present study argues that values may also interact with organizational and personal contexts in influencing perceptions. Thus authors suggest that teachers' managerial position may moderate the relationships between personal values and perception of the effective leader and follower. Specifically, two key questions are addressed in the present research: (1) Is there a relationship between personal values and perceptions of the effective leader and effective follower? and (2) Are these relationships stable or could they change across different contexts? Two hundred fifty-five Israeli teachers participated in this study, completing questionnaires – about the effective student and effective principal. Results of structural equations modeling (SEM) with maximum likelihood estimation showed: first: the model fit the data well. Second: researchers found a positive relationship between self-enhancement and anti-prototype of the effective principal and anti-prototype of the effective student. The relationship between self-transcendence value and both perceptions were found significant as well. Self-transcendence positively related to the way the teacher perceives the prototype of the effective principal and effective student. Besides, authors found that teachers' managerial position moderates these relationships. The article contributes to the literature both on perceptions and on personal values. Although several earlier studies explored issues of implicit leadership theories and implicit followership theories, personality characteristics (values) have garnered less attention in this matter. This study shows that personal values which are deeply rooted, abstract motivations that guide justify or explain attitudes, norms, opinions and actions explain differences in perception of the effective leader and follower. The results advance the theoretical understanding of the relationship between personal values and individuals’ perceptions in organizations. An additional contribution of this study is the application of the teacher's managerial position to explain a potential boundary condition of the translation of personal values into outcomes. The findings suggest that through the management process in the organization, teachers acquire knowledge and skills which augment their ability (beyond their personal values) to predict perceptions of ideal types of principal and student. The study elucidates the unique role of personal values in understanding an organizational thinking in organization. It seems that personal values might explain the differences in individual preferences of the organizational paradigm (mechanistic vs organic). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implicit%20leadership%20theories" title="implicit leadership theories">implicit leadership theories</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20followership%20theories" title=" implicit followership theories"> implicit followership theories</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20paradigms" title=" organizational paradigms"> organizational paradigms</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20values" title=" personal values"> personal values</a> </p> <a href="https://publications.waset.org/abstracts/86441/the-effect-of-teachers-personal-values-on-the-perceptions-of-the-effective-principal-and-student-in-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86441.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personal%20knowledge&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personal%20knowledge&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personal%20knowledge&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=personal%20knowledge&page=5">5</a></li> 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