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review</title> <meta name="description" content="Search results for: program review"> <meta name="keywords" content="program review"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="program review"> <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> 8108</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: program review</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8108</span> Projectification: Using Project Management Methodology to Manage the Academic Program Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks">Adam Marks</a>, <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh"> Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maytha%20Al%20Ali"> Maytha Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research is rich with what criteria could be included in the academic program review processes, there is rarely any mention of how this significant and complex process should be managed. This paper proposes using project management methodology in alignment with the program review criteria of the Dickeson’s Prioritizing Academic Programs model. Project management and academic program review share two distinct characteristics; one is their life cycle, and the second is the core knowledge areas they use. This aligned and structured approach offers academic administrators a step-by-step guide that can help them manage this process and effectively assess academic programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title=" academic program"> academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review" title=" program review"> program review</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institution" title=" higher education institution"> higher education institution</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/79880/projectification-using-project-management-methodology-to-manage-the-academic-program-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79880.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">367</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">8107</span> A Holistic Conceptual Measurement Framework for Assessing the Effectiveness and Viability of an Academic Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh">Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks"> Adam Marks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country’s legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the “program review” assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to improve the education of the students. The proposed framework consists of two main components: program review principles and the program review measurement matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title="academic program">academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20principles" title=" program review principles"> program review principles</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20measurement%20matrix" title=" review measurement matrix"> review measurement matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20process" title=" program review process"> program review process</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies%20supporting%20learning" title=" information technologies supporting learning"> information technologies supporting learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20methodologies%20and%20assessment" title=" learning/teaching methodologies and assessment"> learning/teaching methodologies and assessment</a> </p> <a href="https://publications.waset.org/abstracts/79878/a-holistic-conceptual-measurement-framework-for-assessing-the-effectiveness-and-viability-of-an-academic-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79878.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">238</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">8106</span> Assessment of Master's Program in Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niaz%20Latif">Niaz Latif</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Colwell"> Joy L. Colwell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following implementation of a master’s level graduate degree program in technology, a research-based assessment of the program was undertaken to determine how well the program met its goals and objectives, and the impact of the degree program on the objectives and the needs of its graduates. Upon review of the survey data, it was concluded that the program was meeting its goals and objectives and that the directed project option should be encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=master%E2%80%99s%20degree" title="master’s degree">master’s degree</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20program" title=" graduate program"> graduate program</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=master%27s%20program%20in%20technology" title=" master's program in technology "> master's program in technology </a> </p> <a href="https://publications.waset.org/abstracts/12119/assessment-of-masters-program-in-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12119.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">408</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">8105</span> Productive Safety Net Program and Rural Livelihood in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desta%20Brhanu%20Gebrehiwot">Desta Brhanu Gebrehiwot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this review was to analyze the overall or combined effect of scholarly studies conducted on the impacts of Food for work (FFW) and Productive Safety Net Program (PSNP) on farm households’ livelihood (agricultural investment on the adoption of fertilizer, food security, livestock holding, nutrition and its’ disincentive effect) in Ethiopia. In addition, to make a critical assessment of the internal and external validity of the existing studies, the review also indicates the possibility to redesign the program. The method of selecting eligible studies for review was PICOS (Participants, Intervention, Comparison, Outcomes, and Settings) framework. The method of analysis was the fixed effects model under Meta-Analysis. The findings of this systematic review confirm the overall or combined positive significant impact of PSNP on fertilizer adoption (combined point estimate=0.015, standard error=0.005, variance=0.000, lower limit 0.004 up to the upper limit=0.026, z-value=2.726, and p-value=0.006). And the program had a significant positive impact on the child nutrition of rural households and had no significant disincentive effect. However, the program had no significant impact on livestock holdings. Thus, PSNP is important for households whose livelihood depends on rain-fed agriculture and are exposed to rainfall shocks. Thus, better to integrate the program into the national agricultural policy. In addition, most of the studies suggested that PSNP needs more attention to the design and targeting issued in order to be effective and efficient in social protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title="meta-analysis">meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20effect%20model" title=" fixed effect model"> fixed effect model</a>, <a href="https://publications.waset.org/abstracts/search?q=PSNP" title=" PSNP"> PSNP</a>, <a href="https://publications.waset.org/abstracts/search?q=rural-livelihood" title=" rural-livelihood"> rural-livelihood</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/163829/productive-safety-net-program-and-rural-livelihood-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163829.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">71</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">8104</span> Quality Improvement Template for Undergraduate Nursing Education Curriculum Review and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Stephens">Jennifer Stephens</a>, <a href="https://publications.waset.org/abstracts/search?q=Nichole%20Parker"> Nichole Parker</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristin%20Petrovic"> Kristin Petrovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To gain a better understanding of how students enrolled in a Bachelor of Nursing (BN) program are educated, faculty members in the BN program at Athabasca University (AU) in Alberta, Canada, developed a 3-phase comprehensive curriculum review project. Phase one of this review centered around hiring an external curriculum expert to examine and analyze the current curriculum and to propose recommendations focused on identifying gaps as well as building on strengths towards meeting changing health care trends. Phase two incorporated extensive institutional document analysis as well as qualitative and quantitative data collection in reciprocated critical reflection and has yielded insights into valuable processes, challenges, and solutions inherent to the complexities of undertaking curriculum review and analysis. Results of our phase one and two analysis generated a quality improvement (QI) template that could benefit other nursing education programs engaged in curriculum review and analysis. The key processes, lessons, and insights, as well as future project phase three plans, will be presented for iterative discussion and role modelling for other institutions undergoing, or planning, content-based curriculum review and evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20faculty%20practice" title=" nursing faculty practice"> nursing faculty practice</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/154252/quality-improvement-template-for-undergraduate-nursing-education-curriculum-review-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8103</span> A Systematic Review on Lifelong Learning Programs for Community-Dwelling Older Adults </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xi%20Vivien%20Wu">Xi Vivien Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Neo%20Kim%20Ang"> Emily Neo Kim Ang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi%20Jung%20Tung"> Yi Jung Tung</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenru%20Wang"> Wenru Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objective: The increase in life expectancy and emphasis on self-reliance for the older adults are global phenomena. As such, lifelong learning in the community is considered a viable means of promoting successful and active aging. This systematic review aims to examine various lifelong learning programs for community-dwelling older adults and to synthesize the contents and outcomes of these lifelong learning programs. Methods: A systematic search was conducted in July to December 2016. Two reviewers were engaged in the process to ensure creditability of the selection process. Narrative description and analysis were applied with the support of a tabulation of key data including study design, interventions, and outcomes. Results: Eleven articles, which consisted of five randomized controlled trials and six quasi-experimental studies, were included in this review. Interventions included e-health literacy programs with the aid of computers and the Internet (n=4), computer and Internet training (n=3), physical fitness programs (n=2), music program (n=1), and intergenerational program (n=1). All studies used objective measurement tools to evaluate the outcomes of the study. Conclusion: The systematic review indicated lifelong learning programs resulted in positive outcomes in terms of physical health, mental health, social behavior, social support, self-efficacy and confidence in computer usage, and increased e-health literacy efficacy. However, the lifelong learning programs face challenges such as funding shortages, program cuts, and increasing costs. A comprehensive lifelong learning program could be developed to enhance the well-being of the older adults at a more holistic level. Empirical research can be done to explore the effectiveness of this comprehensive lifelong learning program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community-dwelling%20older%20adults" title="community-dwelling older adults">community-dwelling older adults</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health%20literacy%20program" title=" e-health literacy program"> e-health literacy program</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning%20program" title=" lifelong learning program"> lifelong learning program</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20wellbeing%20of%20the%20older%20adults" title=" the wellbeing of the older adults"> the wellbeing of the older adults</a> </p> <a href="https://publications.waset.org/abstracts/88982/a-systematic-review-on-lifelong-learning-programs-for-community-dwelling-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88982.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">164</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">8102</span> Developing a Group Guidance Framework: A Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rawuf%20Hussein">Abdul Rawuf Hussein</a>, <a href="https://publications.waset.org/abstracts/search?q=Rusnani%20Abdul%20Kadir"> Rusnani Abdul Kadir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Adlina%20Binti%20Adanan"> Mona Adlina Binti Adanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Guidance program has been an essential approach in helping professions from many institutions of learning as well as communities, organizations, and clinical settings. Although the term varies depending on the approaches, objectives, and theories, the core and central element is typically developmental in nature. In this conceptual paper, the researcher will review literature on the concept of group guidance, its impact on students’ and individual’s development, developing a guidance module and proposing a synthesised framework for group guidance program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept" title="concept">concept</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20guidance" title=" group guidance"> group guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20development" title=" module development"> module development</a> </p> <a href="https://publications.waset.org/abstracts/25764/developing-a-group-guidance-framework-a-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">530</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8101</span> A Literature Review on Sexual Abuse Prevention for People with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanh%20Thi%20My%20Nguyen">Hanh Thi My Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Phuong%20Thu%20Dinh"> Phuong Thu Dinh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People with intellectual disability are at high risk for sexual abuse. The reasons may originate from their communication skills deficits, lack of skills and knowledge to protect themselves from sexual abuse, or limited access to sexual abuse prevention programs. This article aims to present a systematic review about strategies for preventing sexual abuse for young people with intellectual disability. A range of articles in 10 years from 2009 to 2018 are searched by using online database. 5 papers are included for the final review. The results of this comprehensive literature review showed that there are two main strategies used: programs designed for people with intellectual, including evaluation on sex education programs; and sexual education program for parents of children with intellectual disability. However, none of the papers were conducted in low-and middle-income countries. Therefore, cautions should be taken when it comes to interpret these findings. The findings of studies showed that participants increased their awareness and skills for protecting themselves from sexual abuse after participating in the programs. It is also recommended that more effective evidence-based programs should be developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20abuse" title=" sexual abuse"> sexual abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20education%20program" title=" sexual education program "> sexual education program </a> </p> <a href="https://publications.waset.org/abstracts/92063/a-literature-review-on-sexual-abuse-prevention-for-people-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8100</span> The Use of Surveys to Combat Fake News in Media Literacy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaejun%20Jong">Jaejun Jong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fake news has recently become a serious international problem. Therefore, researchers and policymakers worldwide have sought to understand fake news and develop strategies to combat it. This study consists of two primary parts: (1) a literature review of how surveys were used to understand fake news and identify problems caused by fake news, and (2) a discussion of how surveys were used to fight back against fake news in educational settings. This second section specifically analyzes surveys used to evaluate a South Korean elementary school program designed to improve students’ metacognition and critical thinking. This section seeks to identify potential problems that may occur in the elementary school setting. The literature review shows that surveys can help people to understand fake news based on its traits rather than its definition due to the lack of agreement on the definition of fake news. The literature review also shows that people are not good at identifying fake news or evaluating their own ability to identify fake news; indeed, they are more likely to share information that aligns with their previous beliefs. In addition, the elementary school survey data shows that there may be substantial errors in the program evaluation process, likely caused by processing errors or the survey procedure, though the exact cause is not specified. Such a significant error in evaluating the effects of the educational program prevents teachers from making proper decisions and accurately evaluating the program. Therefore, identifying the source of such errors would improve the overall quality of education, which would benefit both teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education" title=" elementary education"> elementary education</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20evaluation" title=" program evaluation"> program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/151374/the-use-of-surveys-to-combat-fake-news-in-media-literacy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151374.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">103</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">8099</span> A Program Evaluation of TALMA Full-Year Fellowship Teacher Preparation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilee%20M.%20Cruz">Emilee M. Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers take part in short-term teaching fellowships abroad, and their preparation before, during, and after the experience is critical to affecting teachers’ feelings of success in the international classroom. A program evaluation of the teacher preparation within TALMA: The Israel Program for Excellence in English (TALMA) full-year teaching fellowship was conducted. A questionnaire was developed that examined professional development, deliberate reflection, and cultural and language immersion offered before, during, and after the short-term experience. The evaluation also surveyed teachers’ feelings of preparedness for the Israeli classroom and any recommendations they had for future teacher preparation within the fellowship program. The review suggests the TALMA program includes integrated professional learning communities between fellows and Israeli co-teachers, more opportunities for immersive Hebrew language learning, a broader professional network with Israelis, and opportunities for guided discussion with the TALMA community continued participation in TALMA events and learning following the full-year fellowship. Similar short-term international programs should consider the findings in the design of their participation preparation programs. The review also offers direction for future program evaluation of short-term participant preparation, including the need for frequent response item updates to match current offerings and evaluation of participant feelings of preparedness before, during, and after the full-year fellowship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program%20evaluation" title="educational program evaluation">educational program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20teaching" title=" international teaching"> international teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20teaching" title=" short-term teaching"> short-term teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20fellowship" title=" teaching fellowship"> teaching fellowship</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/137636/a-program-evaluation-of-talma-full-year-fellowship-teacher-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137636.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">182</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">8098</span> The Relationship between Confidence, Accuracy, and Decision Making in a Mobile Review Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carla%20Van%20De%20Sande">Carla Van De Sande</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Vandenberg"> Jana Vandenberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced, so academic breaks can have negative consequences on student learning and success. The Keeping in School Shape (KiSS) program is an engaging, accessible, and cost-effective intervention that harnesses the benefits of retrieval practice by using technology to help students maintain proficiency over breaks from school by delivering a daily review problem via text message or email. A growth mindset is promoted through feedback messages encouraging students to try again if they get a problem wrong and to take on a challenging problem if they get a problem correct. This paper reports on the relationship between confidence, accuracy, and decision-making during the implementation of the KiSS Program at a large university during winter break for students enrolled in an engineering introductory Calculus course sequence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title="growth mindset">growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20loss" title=" learning loss"> learning loss</a>, <a href="https://publications.waset.org/abstracts/search?q=on-the-go%20learning" title=" on-the-go learning"> on-the-go learning</a>, <a href="https://publications.waset.org/abstracts/search?q=retrieval%20practice" title=" retrieval practice"> retrieval practice</a> </p> <a href="https://publications.waset.org/abstracts/138107/the-relationship-between-confidence-accuracy-and-decision-making-in-a-mobile-review-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138107.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">205</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">8097</span> Reasons to Redesign: Teacher Education for a Brighter Tomorrow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20L.%20Smith">Deborah L. Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To review our program and determine the best redesign options, department members gathered feedback and input through focus groups, analysis of data, and a review of the current research to ensure that the changes proposed were not based solely on the state’s new professional standards. In designing course assignments and assessments, we listened to a variety of constituents, including students, other institutions of higher learning, MDE webinars, host teachers, literacy clinic personnel, and other disciplinary experts. As a result, we are designing a program that is more inclusive of a variety of field experiences for growth. We have determined ways to improve our program by connecting academic disciplinary knowledge, educational psychology, and community building both inside and outside the classroom for professional learning communities. The state’s release of new professional standards led my department members to question what is working and what needs improvement in our program. One aspect of our program that continues to be supported by research and data analysis is the function of supervised field experiences with meaningful feedback. We seek to expand in this area. Other data indicate that we have strengths in modeling a variety of approaches such as cooperative learning, discussions, literacy strategies, and workshops. In the new program, field assignments will be connected to multiple courses, and efforts to scaffold student learning to guide them toward best evidence-based practices will be continuous. Despite running a program that meets multiple sets of standards, there are areas of need that we directly address in our redesign proposal. Technology is ever-changing, so it’s inevitable that improving digital skills is a focus. In addition, scaffolding procedures for English Language Learners (ELL) or other students who struggle is imperative. Diversity, equity, and inclusion (DEI) has been an integral part of our curriculum, but the research indicates that more self-reflection and a deeper understanding of culturally relevant practices would help the program improve. Connections with professional learning communities will be expanded, as will leadership components, so that teacher candidates understand their role in changing the face of education. A pilot program will run in academic year 22/23, and additional data will be collected each semester through evaluations and continued program review. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DEI" title="DEI">DEI</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20experiences" title=" field experiences"> field experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20redesign" title=" program redesign"> program redesign</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/138807/reasons-to-redesign-teacher-education-for-a-brighter-tomorrow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138807.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">169</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">8096</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years. During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics. The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20disciplines" title="interdisciplinary disciplines">interdisciplinary disciplines</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20teaching%20program" title=" interdisciplinary teaching program"> interdisciplinary teaching program</a> </p> <a href="https://publications.waset.org/abstracts/4162/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4162.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">495</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">8095</span> A Folk’s Theory of the MomConnect (mHealth) Initiative in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eveline%20Muika%20Kabongo">Eveline Muika Kabongo</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Delobelle"> Peter Delobelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferdinand%20Mukumbang"> Ferdinand Mukumbang</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Nicol"> Edward Nicol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Studies have been conducted to establish the effect of the MomConnect program in South Africa, but these studies did not focus on the stakeholders' and implementers' perspectives and the underlying program theory of the MomConnect initiative program. We strived to obtain stakeholders’ perspectives and assumptions on the MomConnect program and develop an initial program theory (IPT) of how the MomConnect initiative was expected to work. Methods: A realist-informed explanatory design used. The interviewer was performed with 10 key informants selected purposively among MomConnect key informants at the a national level of NDoH South Africa. The interview was done via zoom and lasted for 30 to 60 minutes. Introduction and abduction inferencing approaches were applied. The deductive and inductive approaches were performed during the analysis. ICAMO hereustic framework was used to analysed the data in order to get key informants expectations on how the MomConnect will work or not. Results: We developed three folk’s theories illustrating how the key informants’ expected the MomConnect to work. These theories showed that the MomConnect intended to provide users with health information and education that will empower and motivate them with knowledge which will allow the improvement of health services delivery among HCPs and improvement of the uptake of MCH services among pregnant women and mothers and decrease the rate of maternal and child mortality in the country. The lack of an updated mechanism to link women to the outcome was an issue. Another problem enlightened was the introduction of the WhatsApp program instead of SMS messaging, which was free of charge to women. Conclusion: The Folk’s theory developed from this study provided an insight into how the MomConnect was expected to work and what did not work. The folk’s theory will be merged with information from candidate theories on synthesis review and document review to develop our initial program theory of the MomConnect initiative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mHealth" title="mHealth">mHealth</a>, <a href="https://publications.waset.org/abstracts/search?q=MomConnect%20program" title=" MomConnect program"> MomConnect program</a>, <a href="https://publications.waset.org/abstracts/search?q=realist%20evaluation" title=" realist evaluation"> realist evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20and%20child%20health" title=" maternal and child health"> maternal and child health</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20and%20child%20health%20services" title=" maternal and child health services"> maternal and child health services</a>, <a href="https://publications.waset.org/abstracts/search?q=introduction" title=" introduction"> introduction</a>, <a href="https://publications.waset.org/abstracts/search?q=theory-driven" title=" theory-driven"> theory-driven</a> </p> <a href="https://publications.waset.org/abstracts/146328/a-folks-theory-of-the-momconnect-mhealth-initiative-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8094</span> The Benefits of Full Day Kindergarten versus Half Day Kindergarten: Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majedah%20Fawzy%20Abu%20Alrub">Majedah Fawzy Abu Alrub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to assess the benefits of full-day vs. half-day kindergarten. Research suggests that there is a common trend among full-day kindergarten programs. Academic, social, and emotional benefits are evident, as well as preferential trends among the parents and teachers. The review began by identifying 20 references of literature on full-day kindergarten published in the last two decades (1997-2017). Of these, 20 passed an initial screening designed to identify research reports that examined academic, social, and emotional outcomes of full-day kindergarten programs as compared with half-day programs. Studies indicated that children who attend full-day kindergarten are positively related to high performance through their schools. There is much evidence to support a full-day program for children. Results indicated that full-day programs have obvious benefits for children; however, they may not be the best program for all children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool" title="preschool">preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=full-day%20kindergarten" title=" full-day kindergarten"> full-day kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20benefits" title=" academic benefits"> academic benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20benefits" title=" social and emotional benefits"> social and emotional benefits</a> </p> <a href="https://publications.waset.org/abstracts/83420/the-benefits-of-full-day-kindergarten-versus-half-day-kindergarten-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83420.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">170</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">8093</span> Creating Trauma-Sensitive Yoga Programs for University Students With Stress and Anxiety: Lessons From a Program in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Gladden">Jessica Gladden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety remains one of the most common mental health disorders in the United States. Many university students report having a high level of anxiety, with additional life stressors that might include being away from home for the first time, being around unfamiliar people, having new expectations placed on them, and often have financial struggles. Universities have the ability and opportunity to form programs that can involve students with activities that reduce stress and teach coping skills. This research includes one example of using a somatic based group format of yoga to teach these skills and assist students in applying these strategies to their daily lives. This study compared a group of 17 students participating in weekly yoga classes to 34 students who did not attend the program. The students who attended the program reported a larger reduction of anxiety on both the BAI and GAD-7 than the control group, and verbally reported additional benefits in relaxation and coping skills. This presentation will review the results of the program as well as detailing the steps taken in creating a yoga program for university students with stress and anxiety. This will include a discussion on the components of trauma-sensitive yoga and the concerns and strategies to consider when developing a program for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=yoga" title="yoga">yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-sensitive%20yoga" title=" trauma-sensitive yoga"> trauma-sensitive yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/146852/creating-trauma-sensitive-yoga-programs-for-university-students-with-stress-and-anxiety-lessons-from-a-program-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146852.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">115</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">8092</span> Project Management Tools within SAP S/4 Hana Program Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jagoda%20Bruni">Jagoda Bruni</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20M%C3%BCller-Lucanus"> Jan Müller-Lucanus</a>, <a href="https://publications.waset.org/abstracts/search?q=Gernot%20St%C3%B6ger-Knes"> Gernot Stöger-Knes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to demonstrate modern project management approaches in the SAP S/R Hana surrounding a programming environment composed of multiple focus-diversified projects. We would like to propose innovative and goal-oriented management standards based on the specificity of the SAP transformations and customer-driven expectations. Due to the regular sprint-based controlling and management tools' application, it has been data-proven that extensive analysis of productive hours of the employees as much as a thorough review of the project progress (per GAP, per business process, and per Lot) within the whole program, can have a positive impact on customer satisfaction and improvement for projects' budget. This has been a collaborative study based on real-life experience and measurements in collaboration with our customers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20management" title=" program management"> program management</a>, <a href="https://publications.waset.org/abstracts/search?q=SAP" title=" SAP"> SAP</a>, <a href="https://publications.waset.org/abstracts/search?q=controlling" title=" controlling"> controlling</a> </p> <a href="https://publications.waset.org/abstracts/169536/project-management-tools-within-sap-s4-hana-program-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169536.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">91</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">8091</span> Maternal and Newborn Health Care Program Implementation and Integration by Maternal Community Health Workers, Africa: An Integrative Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nishimwe%20Clemence">Nishimwe Clemence</a>, <a href="https://publications.waset.org/abstracts/search?q=Mchunu%20Gugu"> Mchunu Gugu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mukamusoni%20Dariya"> Mukamusoni Dariya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Community health workers and extension workers can play an important role in supporting families to adopt health practices, encourage delivery in a health care facility, and ensure time referral of mothers and newborns if needed. Saving the lives of neonates should, therefore, be a significant health outcome in any maternal and newborn health program that is being implemented. Furthermore, about half of a million mothers die from pregnancy-related causes. Maternal and newborn deaths related to the period of postnatal care are neglected. Some authors emphasized that in developing countries, newborn mortality rates have been reduced much more slowly because of the lack of many necessary facility-based and outreach service. The aim of this review was to critically analyze the implementation and integration process of the maternal and newborn health care program by maternal community health workers, into the health care system, in Africa. Furthermore, it aims to reduce maternal and newborn mortality. We addressed the following review question: (1) what process is involved in the implementation and integration of the maternal and newborn health care program by maternal community health workers during antenatal, delivery and postnatal care into health system care in Africa? Methods: The database searched was from Health Source: Nursing/Academic Edition through academic search complete via EBSCO Host. An iterative approach was used to go through Google scholarly papers. The reviewers considered adapted Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidance, and the Mixed Methods Appraisal Tool (MMAT) was used. Synthesis method in integrative review following elements of noting patterns and themes, seeing plausibility, clustering, counting, making contrasts and comparisons, discerning commons and unusual patterns, subsuming particulars into general, noting relations between variability, finding intervening factors and building a logical chain of evidence, using data–based convergent synthesis design. Results: From the seventeen of studies included, results focused on three dimensions inspired by the literature on antenatal, delivery, and postnatal interventions. From this, further conceptual framework was elaborated. The conceptual framework process of implementation and integration of maternal and newborn health care program by maternal community health workers was elaborated in order to ensure the sustainability of community based intervention. Conclusions: the review revealed that the implementation and integration of maternal and newborn health care program require planning. We call upon governments, non-government organizations, the global health community, all stakeholders including policy makers, program managers, evaluators, educators, and providers to be involved in implementation and integration of maternal and newborn health program in updated policy and community-based intervention. Furthermore, emphasis should be placed on competence, responsibility, and accountability of maternal community health workers, their training and payment, collaboration with health professionals in health facilities, and reinforcement of outreach service. However, the review was limited in focus to the African context, where the process of maternal and newborn health care program has been poorly implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20of%20integration" title=" implementation of integration"> implementation of integration</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal" title=" maternal"> maternal</a>, <a href="https://publications.waset.org/abstracts/search?q=newborn" title=" newborn"> newborn</a> </p> <a href="https://publications.waset.org/abstracts/109368/maternal-and-newborn-health-care-program-implementation-and-integration-by-maternal-community-health-workers-africa-an-integrative-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109368.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">162</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">8090</span> Building in-Addition-School-Family Partnership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lulu%20Sun">Lulu Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Addition is an after-school mathematics program in which students and their parents build mathematical confidence and competence by solving problems they curious about. It is a program consists of mix-grade from 4th to 6th grade of 10 to 20 students, including math problem solving and other activities. This partnership will focus on the relationship between the In-Addition and the parents’ engagement; in this kind of partnership, it has the In-Addition program teaching and the family engagement. This partnership is purpose to building cooperation between the program and parents, strengthening the links between the program and families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program-family" title="program-family">program-family</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20engagement" title=" family engagement"> family engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20bias" title=" positive bias"> positive bias</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership" title=" partnership"> partnership</a> </p> <a href="https://publications.waset.org/abstracts/135338/building-in-addition-school-family-partnership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8089</span> Health Transformation Program and Effects on Health Expenditures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Karacor">Zeynep Karacor</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahime%20Hulya%20Ozturk"> Rahime Hulya Ozturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the rise of population density and the problem of aging population took attention to the health expenditures. In Turkey, some regulations and infrastructure changes in health sector have occurred. These changes are called Health Transformation Program. The productivity of health services, patient satisfaction, quality of services are tried to be improved with this program. Some radical changes are applied in Turkish economy in this context. The aim of this paper is to present the effects of Health Transformation Program on health expenditures. In the first part of the paper, some information’s about health system and applications in Turkey are discussed. In the second part, the aims of Health Transformation Program are explained. And in the third part the effects of Health Transformation Program on health expenditures are examined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20transformation%20program" title="health transformation program">health transformation program</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20services" title=" health services"> health services</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20expenditures" title=" health expenditures"> health expenditures</a> </p> <a href="https://publications.waset.org/abstracts/57777/health-transformation-program-and-effects-on-health-expenditures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8088</span> Strategic Management of a Geoscience Education and Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Ock-Sun">Lee Ock-Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effective development of a geoscience education and training program takes account of the rapidly changing environment in the geoscience market, includes information about resource-rich countries which have international education demands. In this paper, we introduce the geoscience program run bythe International School for Geoscience Resources at the Korea Institute of Geoscience and Mineral Resources (IS-Geo of KIGAM),and show its remarkable performance. To further effective geoscience program planning and operation, we present recommendations for strategic management for customer-oriented operation with a more favorable program format and advanced training aids. Above all, the IS-Geo of KIGAM should continue improve through‘plan-do-see-feedback’activities based on the recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demand%20survey" title="demand survey">demand survey</a>, <a href="https://publications.waset.org/abstracts/search?q=geoscience%20program" title=" geoscience program"> geoscience program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20performance" title=" program performance"> program performance</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/16571/strategic-management-of-a-geoscience-education-and-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16571.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">444</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">8087</span> Development of a Consult Liaison Psychology Service: A Systematic Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ben%20J.%20Lippe">Ben J. Lippe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Consult Liaison Psychology services are overgrowing, given the robust empirical support of the utility of this service in hospital settings. These psychological services, including clinical assessment, applied psychotherapy, and consultation with other healthcare providers, have been shown to improve health outcomes for patients and bolster important areas of administrative interest such as decreased length of patient admission. However, there is little descriptive literature outlining the process and mechanisms of building or developing a Consult Liaison Psychology service. The main findings of this current conceptual work are intended to be clear in nature to elucidate the essential methods involved in developing consult liaison psychology programs, including thorough reviews of relevant behavioral health literature and inclusion of experiential outcomes. The diverse range of hospital settings and healthcare systems makes a “blueprint” method of program development challenging to define, yet important structural frameworks presented here based on the relevant literature and applied practice can help lay critical groundwork for program development in this growing area of psychological service. This conceptual approach addresses the prominent processes, as well as common programmatic and clinical pitfalls, involved in the event of a Consult Liaison Psychology service. This paper, including a systematic review of relevant literature, is intended to serve as a key program development reference for the development of Consult Liaison Psychology services, other related behavioral health programs, and to help inform further research efforts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20health" title="behavioral health">behavioral health</a>, <a href="https://publications.waset.org/abstracts/search?q=consult%20liaison" title=" consult liaison"> consult liaison</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20psychology" title=" health psychology"> health psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20program%20development" title=" psychology program development"> psychology program development</a> </p> <a href="https://publications.waset.org/abstracts/109673/development-of-a-consult-liaison-psychology-service-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109673.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">158</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">8086</span> The Different Ways to Describe Regular Languages by Using Finite Automata and the Changing Algorithm Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmajid%20Mukhtar%20Afat">Abdulmajid Mukhtar Afat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at introducing finite automata theory, the different ways to describe regular languages and create a program to implement the subset construction algorithms to convert nondeterministic finite automata (NFA) to deterministic finite automata (DFA). This program is written in c++ programming language. The program reads FA 5tuples from text file and then classifies it into either DFA or NFA. For DFA, the program will read the string w and decide whether it is acceptable or not. If accepted, the program will save the tracking path and point it out. On the other hand, when the automation is NFA, the program will change the Automation to DFA so that it is easy to track and it can decide whether the w exists in the regular language or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=finite%20automata" title="finite automata">finite automata</a>, <a href="https://publications.waset.org/abstracts/search?q=subset%20construction" title=" subset construction"> subset construction</a>, <a href="https://publications.waset.org/abstracts/search?q=DFA" title=" DFA"> DFA</a>, <a href="https://publications.waset.org/abstracts/search?q=NFA" title=" NFA"> NFA</a> </p> <a href="https://publications.waset.org/abstracts/11396/the-different-ways-to-describe-regular-languages-by-using-finite-automata-and-the-changing-algorithm-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11396.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">426</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">8085</span> Tips for Effective Intercultural Collaboration on the Evaluation of an International Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athanase%20Gahungu">Athanase Gahungu</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20Freeman"> Karen Freeman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Different groups of stakeholders expect the evaluation of an international, grant-funded program to inform them of the worth of the program - the funder, the agency operating the program and its community, and the citizens of the country where the program is implemented. This paper summarizes the challenges that intercultural teams of researchers faced as they crisscrossed a host country while evaluating a teaching and learning materials program, and offers useful tips for effective collaboration. Firstly, was recommended that the teams be representative of the cultures involved, and have the required research and program evaluation skills. Secondly, cultures involved must consistently establish and maintain a shared performance system. Thirdly, successful team members must be self-aware, inter-culturally knowledgeable, not just in communication, but in conceptualizing the political and social context of international grant-funded projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program%20evaluation" title="program evaluation">program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20collaboration" title=" international collaboration"> international collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural" title=" intercultural"> intercultural</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20performance" title=" shared performance"> shared performance</a> </p> <a href="https://publications.waset.org/abstracts/29109/tips-for-effective-intercultural-collaboration-on-the-evaluation-of-an-international-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29109.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">537</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">8084</span> Safe School Program in Indonesia: Questioning Whether It Is Too Hard to Succeed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Ngurah">Ida Ngurah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia is one of the most prone disaster countries, which has earthquake, tsunami or high wave, flood and landslide as well as volcano eruption and drought. Disaster risk reduction has been developing extensively and comprehensively, particularly after tsunami hit in 2004. Yet, saving people live including children and youth from disaster risk is still far from succeed. Poor management of environment, poor development of policy and high level of corruption has become challenges for Indonesia to save its people from disaster impact. Indonesia is struggling to ensure its future best investment, children and youth to have better protection when disaster strike in school hours and have basic knowledge on disaster risk reduction. The program of safe school is being initiated and developed by Plan Indonesia since 2010, yet this effort still needs to be elaborated. This paper is reviewing sporadic safe school programs that have been implemented or currently being implemented Plan Indonesia in few areas of Indonesia, including both rural and urban setting. Methods used are in-depth interview with dedicated person for the program from Plan Indonesia and its implementing patners and analysis of project documents. The review includes program’s goal and objectives, implementation activity, result and achievement as well as its monitoring and evaluation scheme. Moreover, paper will be showing challenges, lesson learned and best practices of the program. Eventually, paper will come up with recommendation for strategy for better implementation of safe school program in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disaster%20impact" title="disaster impact">disaster impact</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20school" title=" safe school"> safe school</a>, <a href="https://publications.waset.org/abstracts/search?q=programs" title=" programs"> programs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/24875/safe-school-program-in-indonesia-questioning-whether-it-is-too-hard-to-succeed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24875.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">367</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">8083</span> The Impact of Employee Assistance Program on New Hire Well Being and Turnover</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Steffira%20Anjani">Steffira Anjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnes%20Dessyana"> Agnes Dessyana</a>, <a href="https://publications.waset.org/abstracts/search?q=Luciyana%20Lesmana"> Luciyana Lesmana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employee well-being has been a major factor for an employee to deliver optimal performance in the workplace. During the COVID-19 pandemic, there has been a major concern for organizations to develop Employee Assistance Program as an approach to maintain employees’ well-being. However, there is little published evidence assessing the effectiveness of Employee Assistance Program for the employee’s well-being. The purpose of this paper is to advance theory and practice by understanding how the Employee Assistance Program (EAP) impacts to new hire well-being and turnover, especially in private organization. This paper provides an intervention framework used for new employees. The intervention program (onboarding and support group) is carried out to improve new hire well-being and to make them stay at the organization. The intervention is delivered to 36 new hire employees that were recruited from January 2021 to still ongoing 2022. The result of level 1 evaluation shows that new hire employees give a good rating to the intervention program. Next, the result of level 2 evaluation shows that the intervention has a significant difference in new hire well-being before and after the intervention program (Z=-2,11, p<0.05) and increases the percentage of recruitment quality index (RQI = 10%). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Employee%20Assistance%20Program" title="Employee Assistance Program">Employee Assistance Program</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover" title=" turnover"> turnover</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20program" title=" intervention program"> intervention program</a> </p> <a href="https://publications.waset.org/abstracts/146622/the-impact-of-employee-assistance-program-on-new-hire-well-being-and-turnover" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146622.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">167</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">8082</span> Beyond Classic Program Evaluation and Review Technique: A Generalized Model for Subjective Distributions with Flexible Variance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Byung%20Cheol%20Kim">Byung Cheol Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Program Evaluation and Review Technique (PERT) is widely used for project management, but it struggles with subjective distributions, particularly due to its assumptions of constant variance and light tails. To overcome these limitations, we propose the Generalized PERT (G-PERT) model, which enhances PERT by incorporating variability in three-point subjective estimates. Our methodology extends the original PERT model to cover the full range of unimodal beta distributions, enabling the model to handle thick-tailed distributions and offering formulas for computing mean and variance. This maintains the simplicity of PERT while providing a more accurate depiction of uncertainty. Our empirical analysis demonstrates that the G-PERT model significantly improves performance, particularly when dealing with heavy-tail subjective distributions. In comparative assessments with alternative models such as triangular and lognormal distributions, G-PERT shows superior accuracy and flexibility. These results suggest that G-PERT offers a more robust solution for project estimation while still retaining the user-friendliness of the classic PERT approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PERT" title="PERT">PERT</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20distribution" title=" subjective distribution"> subjective distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=flexible%20variance" title=" flexible variance"> flexible variance</a> </p> <a href="https://publications.waset.org/abstracts/192135/beyond-classic-program-evaluation-and-review-technique-a-generalized-model-for-subjective-distributions-with-flexible-variance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192135.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">18</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">8081</span> Medi-Conf: Conference Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dishant%20Kothari">Dishant Kothari</a>, <a href="https://publications.waset.org/abstracts/search?q=Pankaj%20Gaur"> Pankaj Gaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyanshu%20Sharma"> Priyanshu Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratnesh%20Litoriya"> Ratnesh Litoriya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sachin%20Solanki"> Sachin Solanki</a>, <a href="https://publications.waset.org/abstracts/search?q=Shimpy%20Goyal"> Shimpy Goyal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web based Conference Management System comprises of all the processes needed for round table conference, research paper publication includes the phases-call for paper, paper submission, paper review, acknowledgement to the author, paper acceptance and payment for publication. It will also help colleges and universities to conduct conferences for research, thus spreading awareness and will contribute to the overall development of students. Web based Conference Management System will streamline the procedure for paper publication by reducing the time and efforts needed in physical (offline mode) submission. A conference can be organized from anywhere and anytime. Authors can easily trace the status of the paper, and the program committee can review them anywhere and provide necessary comments to it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20review" title="peer review">peer review</a>, <a href="https://publications.waset.org/abstracts/search?q=paper%20publication" title=" paper publication"> paper publication</a>, <a href="https://publications.waset.org/abstracts/search?q=author" title=" author"> author</a>, <a href="https://publications.waset.org/abstracts/search?q=chair" title=" chair"> chair</a>, <a href="https://publications.waset.org/abstracts/search?q=reviewer" title=" reviewer"> reviewer</a>, <a href="https://publications.waset.org/abstracts/search?q=virtualization" title=" virtualization"> virtualization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20normal" title=" new normal"> new normal</a> </p> <a href="https://publications.waset.org/abstracts/149314/medi-conf-conference-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8080</span> The Impact of Step-By-Step Program in the Public Preschool Institutions in Kosova</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rozafa%20Shala">Rozafa Shala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of preschool education in Kosovo has passed through several periods. The period after the 1999 war was very intensive period when preschool education started to change. Step-by-step program was one of the programs which were very well extended during the period after the 1999 war until now. The aim of this study is to present the impact of the step-by-step program in the preschool education. This research is based on the hypothesis that: Step-by-step program continues to be present with its elements, in all other programs that the teachers can use. For data collection a questionnaire is constructed which was distributed to 25 teachers of preschool education who work in public preschool institutions. All the teachers have finished the training for step by step program. To support the data from the questionnaire a focus group is also organized with whom the critical issues of the program were discussed. From the results obtained we can conclude that the step-by-step program has a very strong impact in the preschool level. Many specific elements such as: circle time, weather calendar, environment inside the class, portfolios and many other elements are present in most of the preschool classes. The teacher's approach also has many elements of the step-by-step program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title="preschool education">preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=step-by-step%20program" title=" step-by-step program"> step-by-step program</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/12056/the-impact-of-step-by-step-program-in-the-public-preschool-institutions-in-kosova" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12056.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">350</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">8079</span> An Extra-Curricular Program to Enhance Student Outcome of a Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong%20Jin%20Kang">Dong Jin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Application of single board microcontrollers is an important skill even for non-electronic engineering major students. Arduino board is widely utilized in engineering classes of the Yeungnam University of South Korea. In those classes, students are subjected to learn how to use various sensor components related to motion, sound, light, and so on as well as physical quantities. Students are grouped into several teams, and each team consists of 4~5 students. Many students are not motivated enough to learn those skills. An extracurricular program was planned to improve this problem. The extracurricular program was held as an international boot camp where students from three different countries were invited to participate. 10 students groups were formed, and each team was consisted of students having different nationality. The camp was 4 days long and wrapped up with competitions. During the camp, every student was assigned to design and make a two wheel robot. The competition was carried out in two different areas; individual and group performances. As most skills dealt in the class are used to build the robot, students are much motivated to review the whole subjects of the class. All students were surveyed after the program. The survey shows that the skills studied in the class are greatly improved, and practically understood. Staying at the dormitory and teaming with international students are help students improve communication skills. Competition at the camp was found as a key element to inspire and attract students for voluntary participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extracurricular%20program" title="extracurricular program">extracurricular program</a>, <a href="https://publications.waset.org/abstracts/search?q=robot" title=" robot"> robot</a>, <a href="https://publications.waset.org/abstracts/search?q=Arduino%20board" title=" Arduino board"> Arduino board</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20camp" title=" international camp"> international camp</a>, <a href="https://publications.waset.org/abstracts/search?q=competition" title=" competition"> competition</a> </p> <a href="https://publications.waset.org/abstracts/74441/an-extra-curricular-program-to-enhance-student-outcome-of-a-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74441.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">219</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=program%20review&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=program%20review&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=program%20review&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=program%20review&page=5">5</a></li> <li class="page-item"><a class="page-link" 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