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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="perception of graduate students"> <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> 7925</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: perception of graduate students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7925</span> Affirming Students’ Attention and Perceptions on Prezi Presentation via Eye Tracking System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood">Mona Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshazlina%20Shaik%20Othman"> Norshazlina Shaik Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate graduate students’ visual attention and perceptions of a Prezi presentation. Ten post-graduate master students were presented with a Prezi presentation at the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia (USM). The eye movement indicators such as dwell time, average fixation on the areas of interests, heat maps and focus maps were abstracted to indicate the students’ visual attention. Descriptive statistics was employed to analyze the students’ perception of the Prezi presentation in terms of text, slide design, images, layout and overall presentation. The result revealed that the students paid more attention to the text followed by the images and sub heading presented through the Prezi presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=Prezi" title=" Prezi"> Prezi</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/18507/affirming-students-attention-and-perceptions-on-prezi-presentation-via-eye-tracking-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18507.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">441</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">7924</span> Turkish Graduate Students' Perceptions of Drop Out Issues in Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harun%20Bozna">Harun Bozna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> MOOC (massive open online course) is a groundbreaking education platform and a current buzzword in higher education. Although MOOCs offer many appreciated learning experiences to learners from various universities and institutions, they have considerably higher dropout rates than traditional education. Only about 10% of the learners who enroll in MOOCs actually complete the course. In this case, perceptions of participants and a comprehensive analysis of MOOCs have become an essential part of the research in this area. This study aims to explore the MOOCs in detail for better understanding its content, purpose and primarily drop out issues. The researcher conducted an online questionnaire to get perceptions of graduate students on their learning experiences in MOOCs and arranged a semi- structured oral interview with some participants. The participants are Turkish graduate level students doing their MA and Ph.D. in various programs. The findings show that participants are more likely to drop out courses due to lack of time and lack of pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=drop%20out" title=" drop out"> drop out</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students" title=" perception of graduate students"> perception of graduate students</a> </p> <a href="https://publications.waset.org/abstracts/64464/turkish-graduate-students-perceptions-of-drop-out-issues-in-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64464.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">240</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">7923</span> The Importance of Teachers´ Self-Efficacy in the Field of Education of Socially Disadvantaged Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Petr%20Safrankova">Anna Petr Safrankova</a>, <a href="https://publications.waset.org/abstracts/search?q=Karla%20Hrbackova"> Karla Hrbackova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education of socially disadvantaged students is in the long term spotlight of many pedagogical researches in both Czech and foreign environment. These researches among others investigate this topic from the point of view of individual compensatory measure which tries to overcome or remove the social disadvantage. The focus of the study is to highlight the important role of teachers in the education of this specific group of students, among others in terms of their (teachers´) pre-graduate training. The aim of the study is to point out the importance of teachers´ self-efficacy. The study is based on the assumption that the teacher's self-efficacy may significantly affect the teacher's perception of a particular group of students and thereby affect the education of the students. The survey involved 245 teachers from the two regions in the Czech Republic. In the research were used TES questionnaire (with the dimensions personal teaching efficacy – PTE and general teaching efficacy – GTE) by Gibson and Dembo and the semantic differential (containing 12 scales with bipolar adjectives) which investigated the components of teachers' attitudes toward socially disadvantaged students. It was found that teachers’ self-efficacy significantly affects the teachers’ perception of the group of socially disadvantaged students. Based on this finding we believe that it is necessary to work with this concept (prepare teachers to educate this specific group of students) already during higher education and especially during the pre-graduate teachers training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students" title=" socially disadvantaged students"> socially disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20differential" title=" semantic differential"> semantic differential</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20self-efficacy" title=" teachers self-efficacy"> teachers self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/35831/the-importance-of-teachers-self-efficacy-in-the-field-of-education-of-socially-disadvantaged-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35831.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">7922</span> Threshold Competency of Students in Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the survey research, designed to find out the threshold competency of graduate students in terms of knowledge excellency and professional skills proficiency based on Thai Qualifications Framework for Higher Education (TQF). The sample group consisted of 240 students. The results were collected by stratified sampling, using study programs for each stage. The results were analysed and calculated by computer program. Statistics used during analysing were percentage, mean, and standard deviation. From the study, the threshold competency of graduate students were in very high score range in both overall and specific category. The top category which received the most score was interpersonal skills and responsibility, following by ethics and morality, knowledge and skills, and numerical communication and information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold%20competency" title="threshold competency">threshold competency</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a> </p> <a href="https://publications.waset.org/abstracts/5476/threshold-competency-of-students-in-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5476.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">402</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">7921</span> A Study of Safety of Data Storage Devices of Graduate Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komol%20Phaisarn">Komol Phaisarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Natcha%20Wattanaprapa"> Natcha Wattanaprapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a survey research with an objective to study the safety of data storage devices of graduate students of academic year 2013, Suan Sunandha Rajabhat University. Data were collected by questionnaire on the safety of data storage devices according to CIA principle. A sample size of 81 was drawn from population by purposive sampling method. The results show that most of the graduate students of academic year 2013 at Suan Sunandha Rajabhat University use handy drive to store their data and the safety level of the devices is at good level. <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=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=storage%20devices" title=" storage devices"> storage devices</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20students" title=" graduate students"> graduate students</a> </p> <a href="https://publications.waset.org/abstracts/11721/a-study-of-safety-of-data-storage-devices-of-graduate-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11721.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">353</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">7920</span> Different Approaches to Teaching a Database Course to Undergraduate and Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samah%20Senbel">Samah Senbel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Database Design is a fundamental part of the Computer Science and Information technology curricula in any school, as well as in the study of management, business administration, and data analytics. In this study, we compare the performance of two groups of students studying the same database design and implementation course at Sacred Heart University in the fall of 2018. Both courses used the same textbook and were taught by the same professor, one for seven graduate students and one for 26 undergraduate students (juniors). The undergraduate students were aged around 20 years old with little work experience, while the graduate students averaged 35 years old and all were employed in computer-related or management-related jobs. The textbook used was 'Database Systems, Design, Implementation, and Management' by Coronel and Morris, and the course was designed to follow the textbook roughly a chapter per week. The first 6 weeks covered the design aspect of a database, followed by a paper exam. The next 6 weeks covered the implementation aspect of the database using SQL followed by a lab exam. Since the undergraduate students are on a 16 week semester, we spend the last three weeks of the course covering NoSQL. This part of the course was not included in this study. After the course was over, we analyze the results of the two groups of students. An interesting discrepancy was observed: In the database design part of the course, the average grade of the graduate students was 92%, while that of the undergraduate students was 77% for the same exam. In the implementation part of the course, we observe the opposite: the average grade of the graduate students was 65% while that of the undergraduate students was 73%. The overall grades were quite similar: the graduate average was 78% and that of the undergraduates was 75%. Based on these results, we concluded that having both classes follow the same time schedule was not beneficial, and an adjustment is needed. The graduates could spend less time on design and the undergraduates would benefit from more design time. In the fall of 2019, 30 students registered for the undergraduate course and 15 students registered for the graduate course. To test our conclusion, the undergraduates spend about 67% of time (eight classes) on the design part of the course and 33% (four classes) on the implementation part, using the exact exams as the previous year. This resulted in an improvement in their average grades on the design part from 77% to 83% and also their implementation average grade from 73% to 79%. In conclusion, we recommend using two separate schedules for teaching the database design course. For undergraduate students, it is important to spend more time on the design part rather than the implementation part of the course. While for the older graduate students, we recommend spending more time on the implementation part, as it seems that is the part they struggle with, even though they have a higher understanding of the design component of databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20design" title=" database design"> database design</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20and%20undergraduate%20students" title=" graduate and undergraduate students"> graduate and undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/123395/different-approaches-to-teaching-a-database-course-to-undergraduate-and-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123395.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">121</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">7919</span> Antecedent Factors Affecting Evaluation of Quality of Students at Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a survey research designed to evaluate the quality of graduate students and factors influencing their quality. The sample group consists of 240 students. The data are collected from stratified sampling and are analyzed and calculated by instant computer program. Statistics used are percentage, mean, standard deviation, Pearson correlation coefficient, Cramer’s V and logistic regression analysis. It is found that the graduate students’ opinions regarding their characteristics according to the Thai Qualifications Framework for Higher Education (TQF) are at high score range both overall and specific category. The top categories that received the top score are interpersonal skills and responsibility, ethics and morals, knowledge, cognitive skills, numerical analysis with communication and information technology skills, respectively. On the other hand, factors affecting the quality of graduate students are cognitive skills, numerical analysis with communication and information technology, knowledge, interpersonal skills and responsibility, ethics and morals, and career regarding sales/business, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation" title="student quality evaluation">student quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a> </p> <a href="https://publications.waset.org/abstracts/10598/antecedent-factors-affecting-evaluation-of-quality-of-students-at-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10598.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">7918</span> Research Attitude: Its Factor Structure and Determinants in the Graduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Lynn%20S.%20Montemayor">Janet Lynn S. Montemayor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dropping survivability and rising drop-out rate in the graduate school is attributed to the demands that come along with research-related requirements. Graduate students tend to withdraw from their studies when confronted with such requirements. This act of succumbing to the challenge is primarily due to a negative mindset. An understanding of students’ view towards research is essential for teachers in facilitating research activities in the graduate school. This study aimed to develop a tool that accurately measures attitude towards research. Psychometric properties of the Research Attitude Inventory (RAIn) was assessed. A pool of items (k=50) was initially constructed and was administered to a development sample composed of Masters and Doctorate degree students (n=159). Results show that the RAIn is a reliable measure of research attitude (k=41, αmax = 0.894). Principal component analysis using orthogonal rotation with Kaiser normalization identified four underlying factors of research attitude, namely predisposition, purpose, perspective, and preparation. Research attitude among the respondents was analyzed using this measure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20education" title="graduate education">graduate education</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20attitude" title=" research attitude"> research attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/82401/research-attitude-its-factor-structure-and-determinants-in-the-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82401.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">191</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">7917</span> Utilization of CD-ROM Database as a Storage and Retrieval System by Students of Nasarawa State University Keffi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suleiman%20Musa">Suleiman Musa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The utilization of CD-ROM as a storage and retrieval system by Nasarawa State University Keffi (NSUK) Library is crucial in preserving and dissemination of information to students and staff. This study investigated the utilization of CD-ROM Database storage and retrieval system by students of NUSK. Data was generated using structure questionnaire. One thousand and fifty two (1052) respondents were randomly selected among post-graduate and under-graduate students. Eight hundred and ten (810) questionnaires were returned, but only five hundred and ninety three (593) questionnaires were well completed and useful. The study found that post-graduate students use CD-ROM Databases more often than the under-graduate students in NSUK. The result of the study revealed that knowledge about CD-ROM Database 33.22% got it through library staff. 29.69% use CD-ROM once a month. Large number of users 45.70% purposely uses CD-ROM Databases for study and research. In fact, lack of users’ orientation amount to 58.35% of problems faced, while 31.20% lack of trained staff make it more difficult for utilization of CD-ROM Database. Major numbers of users 38.28% are neither satisfied nor dissatisfied, while a good number of them 27.99% are satisfied. Then 1.52% is highly dissatisfied but could not give reasons why. However, to ensure effective utilization of CD-ROM Database storage and retrieval system by students of NSUK, the following recommendations are made: effort should be made to encourage under-graduate in using CD-ROM Database. The institution should conduct orientation/induction course for students on CD-ROM Databases in the library. There is need for NSUK to produce in house databases on their CD-ROM for easy access by users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=utilization" title="utilization">utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=CD-ROM%20databases" title=" CD-ROM databases"> CD-ROM databases</a>, <a href="https://publications.waset.org/abstracts/search?q=storage" title=" storage"> storage</a>, <a href="https://publications.waset.org/abstracts/search?q=retrieval" title=" retrieval"> retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/14420/utilization-of-cd-rom-database-as-a-storage-and-retrieval-system-by-students-of-nasarawa-state-university-keffi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7916</span> Guide to the Development of the Intensive English Program for Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyawan%20Sunasuan">Piyawan Sunasuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Thiranan%20Pansuppawat"> Thiranan Pansuppawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mananya%20Manaratchasak"> Mananya Manaratchasak</a>, <a href="https://publications.waset.org/abstracts/search?q=Maream%20Nillapun"> Maream Nillapun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to guide the development of the intensive English program for graduate students. The objectives are 1) to study the English skills in which needed for the graduate students and 2) to study the potential of the current course with the expected proficiency level. The samples are 46 graduate students enrolled in the ENG 102 and ENG 103 courses of the school year of 2019/2020 in semester one from the Silpakorn University, Sanamchandra Palace Campus, and two teachers. The researchers use 1) student survey, 2) teacher interview, and 3) focus group discussion among selected students. The data is analyzed by calculating the mean (x̅), the standard deviation, and document analysis. The findings show that nine skills are in the need of the course development; 1) academic writing 2) occupational purpose writing 3) communicative reading 4) occupational purpose reading 5) academic speaking 6) occupational purpose speaking 7) occupational purpose listening 8) academic listening and 9) communicative listening. The current course does not meet the expectation on a high level but has potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20purposes" title="English for academic purposes">English for academic purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20communication" title=" English for communication"> English for communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20occupational%20purposes" title=" English for occupational purposes"> English for occupational purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20English" title=" intensive English"> intensive English</a> </p> <a href="https://publications.waset.org/abstracts/117395/guide-to-the-development-of-the-intensive-english-program-for-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117395.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">147</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">7915</span> Going the Distance – Building Peer Support during a Time of Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Gray">Lisa Gray</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Kronner"> Henry Kronner</a>, <a href="https://publications.waset.org/abstracts/search?q=Tameca%20Harris-Jackson"> Tameca Harris-Jackson</a>, <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Sodhi"> Mimi Sodhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Gerritsen-McKane"> Ruth Gerritsen-McKane</a>, <a href="https://publications.waset.org/abstracts/search?q=Donette%20Considine"> Donette Considine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The MSW Peer Mentorship Program (PMP) was developed as one of several approaches to foster student success. The key purposes of the PMP are to help new graduate students transition to a graduate program, facilitate relationship building between students, grow and sustain student satisfaction, and build a strong connection to the MSW program. This pilot program also serves as an additional source of support for students during the era of the Covid-19 pandemic. Further, the long-term goals of the program are to assist in student retention. Preliminary findings suggest that both mentors and mentees enrolled in PMP find the peer mentoring relationship to have a positive impact on their graduate learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covid-19" title="covid-19">covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/134516/going-the-distance-building-peer-support-during-a-time-of-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134516.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">221</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">7914</span> English Language Teaching Graduate Students' Use of Discussion Moves in Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamzegul%20Koca">Gamzegul Koca</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20%20Eveyik-Aydin"> Evrim Eveyik-Aydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genre and discipline-specific knowledge of academic discourse in writing has long been acknowledged as being a core skill to achieve formidable tasks that are expected of graduate students in academic settings. Genre analysis approaches can be adopted to unveil the challenges encountered in these tasks to be able to take instructional actions addressing the aspects of graduate writing that need improvement. In an attempt to find genre-specific academic writing needs of Turkish students enrolled in a graduate program in ELT, this study examines the rhetorical structure of discussion sections of research articles written during the course load stage of their graduate studies. The 35.437-word specialized corpus of graduate papers compiled for the purpose of the study includes discussions of 58 unpublished reports of empirical studies, 31 written in MA courses and 27 in Ph.D. courses by a total of 44 graduate students. The study does sentence-based move structure analysis using the framework developed by Eveyik-Aydın, Karabacak and Akyel in a corpus-based study that analyzed the discussion moves of expert writers in published articles in ELT journals indexed by Social Sciences Citation. The coding of 1577 sentences by three graders using this framework revealed that while the graduate papers included the same moves used in published articles, the rhetorical structure of MA and Ph.D. papers showed considerable differences in terms of the frequency of occurrence of main discussion moves, including interpretation of the results and drawing implications. The implications of these findings will be discussed with respect to the needs of graduate writers and the expectations of discourse community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussion%20moves" title="discussion moves">discussion moves</a>, <a href="https://publications.waset.org/abstracts/search?q=genre-specific%20rhetorical%20structure" title=" genre-specific rhetorical structure"> genre-specific rhetorical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=move%20analysis" title=" move analysis"> move analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20specialized%20corpus%20of%20graduate%20papers" title=" the specialized corpus of graduate papers"> the specialized corpus of graduate papers</a> </p> <a href="https://publications.waset.org/abstracts/93714/english-language-teaching-graduate-students-use-of-discussion-moves-in-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93714.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">166</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">7913</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.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">265</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">7912</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.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">422</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">7911</span> Students’ Perception of E-Learning Systems at Hashemite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities’ use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, this project aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This project critically evaluated the students’ perception of the e-learning system and recommended changes to improve students’ e-learning usage, through conducting questionnaire given to the students that have experience with e-learning systems. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. They seemed to value the resources tool and its contribution to building their knowledge more than other e-learning tools. However, they seemed to perceive a limited value from the audio or video podcasts. This study has shown that technology acceptance is the most variable, factor that contributes to students’ perception and satisfaction of the e-learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/15384/students-perception-of-e-learning-systems-at-hashemite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15384.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">489</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">7910</span> Perception of Authorities in Social Support by Students under the Conditions of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20Zolnova">Jarmila Zolnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebenarova"> Lucia Hrebenarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkova"> Veronika Palkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interconnections between supportive sources of authorities at school and students have been proved. Lacking research in this field in Slovakia translates into absenting perception of social support by students with special educational needs. The aim of this paper (presented by the poster) is to reveal and interpret the perception of frequency and importance of authorities at school from students' perspective. The sample included 718 students aged 10 years and 1 month on average. Eighty nine students of this count were students with special educational needs. Data were obtained from the Child and Adolescent Social Support Scale (CASSS) for students. Mutual relations between teachers acting as the source of support and students were not significant. Neither was significant the support of other school employees. Both groups of students assessed the frequency and importance of social support from teachers more positively than the support from other school employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intact%20student" title="intact student">intact student</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogue" title=" pedagogue"> pedagogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20employee" title=" school employee"> school employee</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support "> social support </a> </p> <a href="https://publications.waset.org/abstracts/40722/perception-of-authorities-in-social-support-by-students-under-the-conditions-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40722.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">347</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">7909</span> Cognitive and Environmental Factors Affecting Graduate Student Perception of Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Morris">Juanita Morris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study will examine the mediating relationships between the theories of intelligence, mathematics anxiety, gender stereotype threat, meta-cognition and math performance through the use of eye tracking technology, affecting student perception and problem-solving abilities. The participants will consist of (N=80) female graduate students. Test administered were the Abbreviated Math Anxiety Scale, Tobii Eye Tracking software, gender stereotype threat through Google images, and they will be asked to describe their problem-solving approach allowed to measure metacognition. Participants will be administered mathematics problems while having gender stereotype threat shown to them through online images while being directed to look at the eye tracking software Tobii. We will explore this by asking ‘Is mathematics anxiety associated with the theories of intelligence and gender stereotype threat and how does metacognition and math performance place a role in mediating those perspectives?’. It is hypothesized that math-anxious students are more likely affected by the gender stereotype threat and that may play a role in their performance? Furthermore, we also want to explore whether math anxious students are more likely to be an entity theorist than incremental theorist and whether those who are math anxious will be more likely to be fixated on variables associated with coefficients? Path analysis and independent samples t-test will be used to generate results for this study. We hope to conclude that both the theories of intelligence and metacognition mediate the relationship between mathematics anxiety and gender stereotype threat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=math%20anxiety" title="math anxiety">math anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20domains%20fo%20learning" title=" affective domains fo learning"> affective domains fo learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20underlinings" title=" cognitive underlinings"> cognitive underlinings</a> </p> <a href="https://publications.waset.org/abstracts/90022/cognitive-and-environmental-factors-affecting-graduate-student-perception-of-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90022.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">269</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">7908</span> The Role of Reading Self-Efficacy and Perception of Difficulty in English Reading among Chinese ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Chan">Kevin Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20K.%20H.%20Chung"> Kevin K. H. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcy%20P.%20S.%20Yeung"> Patcy P. S. Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Ip"> H. L. Ip</a>, <a href="https://publications.waset.org/abstracts/search?q=Bill%20T.%20C.%20Chung"> Bill T. C. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20M.%20K.%20Chung"> Karen M. K. Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Recent evidence shows that reading self-efficacy and students perceived difficulty in reading are significantly associated with word reading and reading fluency. However, little is known about these relationships among students learning to read English as a second language, particularly in Chinese students. This study examined the contributions of reading self-efficacy, perception of difficulty in reading, and cognitive-linguistic skills to performance on English word reading and reading fluency in Chinese students. Method: A sample of 122 second-and third-grade students in Hong Kong, China, participated in this study. Students completed the measures of reading self-efficacy and perception of difficulty in reading. They were assessed on their English cognitive-linguistic and reading skills: rapid automatized naming, nonword reading, phonological awareness, word reading, and one-minute word reading. Results: Results of path analysis indicated that when students’ grades were controlled, reading self-efficacy was a significant correlate of word reading and reading fluency, whereas perception of difficulty in reading negatively predicted word reading. Conclusion: These findings underscore the importance of taking students’ reading self-efficacy and perception of difficulty in reading and their cognitive-linguistic skills into consideration when designing reading intervention and instructions for students learning English as a second language. <p class="card-text"><strong>Keywords:</strong> <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=perception%20of%20difficulty%20in%20reading" title=" perception of difficulty in reading"> perception of difficulty in reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%20language" title=" english as a second language"> english as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/144471/the-role-of-reading-self-efficacy-and-perception-of-difficulty-in-english-reading-among-chinese-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144471.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">189</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">7907</span> Role of Corporate Social Responsibility in Corporate Governance: Effectiveness of CSR in Human Rights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Awal%20Hossain%20Mollah">Md. Awal Hossain Mollah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corporate governance is playing a crucial role for ensuring social accountability and responsibility of business organization through Corporate Social Responsibility (CSR) for the last two decades. In Bangladesh, CSR is a growing and popular concept and a recent development. Various business and corporate organizations are playing crucial role for helping vulnerable sections of our society now. For instance, Dutch Bangla Bank has been providing scholarship for under graduate and graduate students in our country which is very helpful for promoting poor and meritorious students in Bangladesh. In this study, how far CSR is playing its role for ensuring human right in Bangladesh will be examined with specific case studies. The study focus will reflect on both developed and developing nations based on literature review and possible empirical evidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CSR" title="CSR">CSR</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20governance" title=" corporate governance"> corporate governance</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20security" title=" social security"> social security</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarships" title=" scholarships"> scholarships</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20students" title=" graduate students"> graduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=Dutch%20angla%20Bank" title=" Dutch angla Bank"> Dutch angla Bank</a> </p> <a href="https://publications.waset.org/abstracts/43059/role-of-corporate-social-responsibility-in-corporate-governance-effectiveness-of-csr-in-human-rights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43059.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">364</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">7906</span> Cultural Snapshot: A Reflection on Project-Based Model of Cross-Cultural Understanding in Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunto%20Nurcahyoko">Kunto Nurcahyoko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fundamental perception used in this study is that teaching and learning activities in Indonesian classroom have potentially generated individual’s sensitivity on cross-cultural understanding. This study aims at investigating Indonesian university students’ perception on cross-cultural understanding after doing Cultural Snapshot Project. The data was critically analyzed through multicultural ideology and diversity theories. The subjects were 30 EFL college students in one of colleges in Indonesia. Each student was assigned to capture a photo which depicted the existence of any cultural manifestation in their surrounding such as discrimination, prejudice and stereotype. Students were then requested asked to reflect on the picture by writing a short description on the picture and make an exhibition using their pictures. In the end of the project, students were instructed to fill in questionnaires to show their perception before and after the project. The result reveals that Cultural Snapshot Project has given the opportunity for the students to better realize cross-cultural understanding in their environment. In conclusion, the study shows that Cultural Snapshot Project has specifically enhanced students’ perception of multiculturalism in three major areas: cultural sensitivity and empathy, social tolerance, and understanding of diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20snapshot" title="cultural snapshot">cultural snapshot</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20understanding" title=" cross-cultural understanding"> cross-cultural understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perception" title=" students’ perception"> students’ perception</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a> </p> <a href="https://publications.waset.org/abstracts/53300/cultural-snapshot-a-reflection-on-project-based-model-of-cross-cultural-understanding-in-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7905</span> Research Writing Anxiety among Engineering Postgraduate Students in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ching%20Ho">Mei-Ching Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduate-level writing practices have gained increasing scholarly attention in recent years. Due to its discipline-specific conventions and requirements, research writing can cause various levels of anxiety for native English speaking and English as a second/foreign language (ESL/EFL) postgraduate students. Although many studies have investigated how writing anxiety can negatively affect writing performance, self-efficacy, and disciplinary discourse socialization process, relatively few have examined the impact of writing anxiety from the perspectives of postgraduate students in EFL contexts. This study aims to 1) examine the level of and the relationship between research writing anxiety and self-efficacy among Taiwanese EFL students at the master's and doctoral levels and 2) to uncover the causes of students' research writing anxiety. The data was collected from an adapted version of Second Language Writing Anxiety Inventory (SLWAI) and Research Writing Self-Efficacy Scale with 218 EFL graduate students in engineering-related fields at two research-oriented universities in Taiwan. A pilot study was conducted to ensure the construct and content validity of the instruments. Semi-structured interviews were also undertaken with 30 survey respondents to better understand the causes of their writing anxiety. The results revealed that while both master's and doctoral students had low to moderate research writing anxiety and self-efficacy, the doctoral students with more experiences in writing research papers in English were more anxious but not necessarily more confident than the master's students. A significantly weak negative correlation was found between the two constructs. The contributing factors for these results include different degree of writing exigency, perceived importance and types of writing tasks, writing for publication as graduation thresholds, and mentoring relationship with thesis/dissertation advisers. The study also identified several causes of graduate-level writing anxiety, of which writing under time constraints and concern on linguistic and rhetorical proficiency appeared to be the major concern. Pedagogical implications regarding facilitating graduate students' writing process and reducing anxiety will also be drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20affect" title="writing affect">writing affect</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20anxiety" title=" writing anxiety"> writing anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20self-efficacy" title=" writing self-efficacy"> writing self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/21343/research-writing-anxiety-among-engineering-postgraduate-students-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21343.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">485</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">7904</span> Expectations and Perceptions of Students of English Department at the University of Halabja as Future Teachers regarding Viewing and Practicing Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, an increasing number of faculties and colleges of basic education are established by the universities and ministry of Higher Education and Scientific Research of Iraqi Kurdistan to graduate English teachers to teach in the basic and high schools. One central consideration of this study is to what extent graduate teachers receive adequate preparation from these faculties and college of basic education. An important program which is offered in the department of English language in these colleges and faculties is Viewing and Practicing. The purpose of this research is to explore how students of basic education colleges and faculties are using the program of Viewing and Practicing to support the educational process. This study provides a general framework about educational uses of the program as a pedagogical tool to teach English Language in the basic schools and describes the different perceptions of the students at the final stage of their education. A survey is used to collect responses from a group of students to determine their expectations and perceptions about the program. The results display that the program has several aspects of strengths, such as improving English teaching and speaking proficiency, cultivating subject knowledge related to applied linguistics and promoting research engagement. The findings of the study address the following questions: Is Viewing and Practicing Program beneficial for students to experience English language for future career at schools? To what extent do the students prefer teaching English Language in the schools? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20experience" title="teaching experience">teaching experience</a>, <a href="https://publications.waset.org/abstracts/search?q=viewing%20and%20practicing" title=" viewing and practicing"> viewing and practicing</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation" title=" expectation"> expectation</a> </p> <a href="https://publications.waset.org/abstracts/38520/expectations-and-perceptions-of-students-of-english-department-at-the-university-of-halabja-as-future-teachers-regarding-viewing-and-practicing-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7903</span> The Perception and Use of Vocabulary Learning Strategies Among Non-English Major at Ho Chi Minh City University of Technology (Hutech)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20T.%20K.%20Nguyen">T. T. K. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20H.%20Doan"> T. H. Doan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates students’ perceptions and students’ use of vocabulary learning strategies (VLS) among non-English majors at Ho Chi Minh City University of Technology (HUTECH). Three main issues addressed are (1) to determine students’ perception in terms of their awareness and the level of the importance of vocabulary learning strategies; (2) students’ use in terms of frequency and preference; (3) the correlation between students’ perception in terms of the level of the importance of vocabulary learning strategies and their use in terms of frequency. The mixed method is applied in this investigation; additionally, questionnaires focus on social groups, memory groups, cognitive groups, and metacognitive groups with 350 sophomores from four different majors, and 10 sophomores are invited to structured interviews. The results showed that the vocabulary learning strategies of the current study were well aware. All those strategies were perceived as important in learning vocabulary, and four groups of vocabulary were used frequently. Students’ responses in terms of preference also confirmed students’ use in terms of frequency. On the other hand, students’ perception correlated with students’ use in only the cognitive group of vocabulary learning strategies, but not the three others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning%20strategies" title="vocabulary learning strategies">vocabulary learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perceptions" title=" students' perceptions"> students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20use" title=" students' use"> students' use</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methods" title=" mixed methods"> mixed methods</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20majors" title=" non-English majors"> non-English majors</a> </p> <a href="https://publications.waset.org/abstracts/187304/the-perception-and-use-of-vocabulary-learning-strategies-among-non-english-major-at-ho-chi-minh-city-university-of-technology-hutech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187304.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">45</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">7902</span> The Cooperative Learning Management in the Course of Principles of Mathematics for Graduate Level </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komon%20Paisal">Komon Paisal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research was to create collaborative learning activities in the course of Principles of Mathematics for graduate level by investigating the students’ ability in proving the mathematics principles as well as their attitudes towards the activities. The samples composed of 2 main group; lecturers and students. The lecturers consisted of 3 teachers who taught the course of Principles of Mathematics at Rajabhat Suan Sunandha Unicersity in the academic year 2012. The students consisted of 32 students joining the cooperative learning activities in the subject of Principles of Mathematics in the academic year 2012. The research tools included activity plan for cooperative learning, testing on mathematics with the reliability of 0.8067 and the attitude questionnaires reported by the students. The results showed that: 1) the efficiency of the developed cooperative learning activities was 69.76/ 68.57 which was lower than the set criteria at 70/70. 2) The students joining the cooperative learning activities were able to prove the principles of mathematics at the average of 70%. 3) The students joining the cooperative learning activities reported moderate attitude towards the activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical" title=" pedagogical"> pedagogical</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a> </p> <a href="https://publications.waset.org/abstracts/3883/the-cooperative-learning-management-in-the-course-of-principles-of-mathematics-for-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3883.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">272</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">7901</span> High School Students’ Seismic Risk Perception and Preparedness in Shavar, Dhaka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Lutfur%20Rahman">Mohammad Lutfur Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School students of Dhaka are in extreme risk of natural disasters. However, the study on assessment of the real scenario of high school students about perceptions of earthquake is very little. The purpose of this cross-sectional study is to assess the seismic risk perception and preparedness levels about earthquake among high school students in Shavar, Dhaka. A questionnaire was developed, and data collection was done about a group of high school students in seven classrooms. The author uses a method of surveying high school students to identify and describe the factors that influence their knowledge and perceptions about earthquake. This study examines gender and grade differences in perceived risk and communication behavior in response to the earthquake. Female students’ preparation, participation, and communication with family are more frequent than that of male students. Female students have been found to be more likely to learn about a disaster than male students. Higher grade students have more awareness but less preparedness about earthquake than that of the younger one. This research concludes that irrespective of grades, high school students are vulnerable to earthquake due to the lack of a seismic education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake" title=" earthquake"> earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic" title=" seismic"> seismic</a> </p> <a href="https://publications.waset.org/abstracts/100942/high-school-students-seismic-risk-perception-and-preparedness-in-shavar-dhaka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100942.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">248</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">7900</span> Factors Affecting the Readiness in the License Examination Testing of Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwannee%20Sroisong">Suwannee Sroisong</a>, <a href="https://publications.waset.org/abstracts/search?q=Angkhana%20Ruenkon"> Angkhana Ruenkon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronnaphop%20Eimtab">Ronnaphop Eimtab </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was twofold: First, to examine the relationship of the Readiness on the License Examination Testing (RLET) with factors namely achieved motivation, attitude on testing, self-perception, perception in testing among the nursing students at Baromarajonani College of Nursing, Buddhachinaraj, Thailand (BCNB); and secondly, to investigate the factors affecting the RLET of the nursing students. All data were collected from a set of 214 questionnaires of nursing students, second semester and in academic year 2010, at BCNB. As a set of variables in the questionnaire, it consisted of factors of readiness in testing, achieved motivation, attitude on testing, self-perception, and perception in testing. The following statistics were analyzed: frequency, percentage, means, standard deviation, and Stepwise-multiple regression correlation. Research results were as follows: 1) For the relationship among following factors, namely achieved motivation, attitude on testing, self-perception, perception in testing, there were positive correlation coefficients between .324 to .560 at the .05 level of significance; and 2) One crucial factor affecting the RLET of nursing students, namely achieved motivation, was found. The achieved motivation factor could explain the variance or predict the RLET of nursing students at 31.40 percent and at the .05 level of significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness" title="readiness">readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=license%20examination%20testing" title=" license examination testing"> license examination testing</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand "> Thailand </a> </p> <a href="https://publications.waset.org/abstracts/5065/factors-affecting-the-readiness-in-the-license-examination-testing-of-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5065.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">417</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">7899</span> The Impact of Financial Literacy, Perception of Debt, and Perception of Risk Toward Student Willingness to Use Online Student Loan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irni%20Rahmayani%20Johan">Irni Rahmayani Johan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ira%20Kamelia"> Ira Kamelia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the impacts of the rapid advancement of technology is the rise of digital finance, including peer-to-peer lending (P2P). P2P lending has been widely marketed, including an online student loan that used the P2P platform. This study aims to analyze the effect of financial literacy, perception of debt, and perception of risk toward student willingness to use the online student loan (P2P lending). Using a cross-sectional study design, in collecting the data this study employed an online survey method, with a total sample of 280 undergraduate students of IPB university, Indonesia. This study found that financial literacy, perception of debt, perception of risk, and interest in using online student loans are categorized as low level. While the level of knowledge is found to be the lowest, the first-year students showed a higher level in terms of willingness to use the online student loan. In addition, the second year students recorded a positive perception toward debt. This study showed that level of study, attendance in personal finance course, and student’ GPA is positively related to financial knowledge. While debt perception is negatively related to financial attitudes. Similarly, the negative relationship is found between risk perception and the willingness to use the online student loan. The determinant factor of the willingness to use online student loans is the level of study, debt perception, financial risk perception, and time risk perception. Students with a higher level of study are more likely to have a lower interest in using online student loans. Moreover, students who perceived debt as a financial stimulator, as well as those with higher level of financial risk perceptions and time risk perceptions, tend to show more interest to use the loan. <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=willingness%20to%20use" title=" willingness to use"> willingness to use</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20student%20loan" title=" online student loan"> online student loan</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20risk" title=" perception of risk"> perception of risk</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20debt" title=" perception of debt"> perception of debt</a> </p> <a href="https://publications.waset.org/abstracts/116545/the-impact-of-financial-literacy-perception-of-debt-and-perception-of-risk-toward-student-willingness-to-use-online-student-loan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116545.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">144</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">7898</span> Effects of Research-Based Blended Learning Model Using Adaptive Scaffolding to Enhance Graduate Students' Research Competency and Analytical Thinking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon">Panita Wannapiroon</a>, <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook"> Prachyanun Nilsook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the findings of a Research and Development (R&D) aiming to develop the model of Research-Based Blended Learning Model Using Adaptive Scaffolding (RBBL-AS) to enhance graduate students’ research competency and analytical thinking skills, to study the result of using such model. The sample consisted of 10 experts in the fields during the model developing stage, while there were 23 graduate students of KMUTNB for the RBBL-AS model try out stage. The research procedures included 4 phases: 1) literature review, 2) model development, 3) model experiment, and 4) model revision and confirmation. The research results were divided into 3 parts according to the procedures as described in the following session. First, the data gathering from the literature review were reported as a draft model; followed by the research finding from the experts’ interviews indicated that the model should be included 8 components to enhance graduate students’ research competency and analytical thinking skills. The 8 components were 1) cloud learning environment, 2) Ubiquitous Cloud Learning Management System (UCLMS), 3) learning courseware, 4) learning resources, 5) adaptive Scaffolding, 6) communication and collaboration tolls, 7) learning assessment, and 8) research-based blended learning activity. Second, the research finding from the experimental stage found that there were statistically significant difference of the research competency and analytical thinking skills posttest scores over the pretest scores at the .05 level. The Graduate students agreed that learning with the RBBL-AS model was at a high level of satisfaction. Third, according to the finding from the experimental stage and the comments from the experts, the developed model was revised and proposed in the report for further implication and references. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20based%20learning" title="research based learning">research based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20scaffolding" title=" adaptive scaffolding"> adaptive scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20competency" title=" research competency"> research competency</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking%20skills" title=" analytical thinking skills"> analytical thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/30653/effects-of-research-based-blended-learning-model-using-adaptive-scaffolding-to-enhance-graduate-students-research-competency-and-analytical-thinking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30653.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">418</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">7897</span> The Role of Gender and Socio-Demographics Variables on Food Safety Perceptions of Lebanese University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lara%20Hanna-Wakim">Lara Hanna-Wakim</a>, <a href="https://publications.waset.org/abstracts/search?q=Carine%20El%20Sokhn"> Carine El Sokhn </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The perception of the consumer in food safety plays an important role in reducing the incidence of foodborne diseases. Studies show that young adults aged between 18 and 25 years are more prone to foodborne illnesses than adults because of their lack of food safety knowledge. The aim of this study was to measure the degree of university students' awareness in food safety, as well as to explore whether there is a relationship or not between the demographic characteristics of university students and their knowledge and practices. A valid questionnaire divided into three parts was distributed to 938 university students, aged between 18-25 years, living alone or with their parents, from different majors and years of study. The data collected was analyzed using the SPSS program. The total scores of the students surveyed were 47.95% on their food safety knowledge and 56.45% on their practices in the matter. The final score of the food safety perception of university students in both genders was 52.2%. Female students scored higher (63.14%) than male students (39.69%), and students majoring in health related fields (67.45%) scored higher than those majoring in areas not related to public health (49.21%). These results showed an overall low level of food safety perception of university students. Educational interventions are needed to improve their food safety knowledge and practices as they will be responsible for their own family one day. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20safety" title="food safety">food safety</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=lebanese%20university%20students" title=" lebanese university students "> lebanese university students </a> </p> <a href="https://publications.waset.org/abstracts/31168/the-role-of-gender-and-socio-demographics-variables-on-food-safety-perceptions-of-lebanese-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31168.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">478</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">7896</span> Diversity Strands in Library and Information Science Graduate Curricula </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bibi%20Alajmi">Bibi Alajmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Israa%20%20Alshammari"> Israa Alshammari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates diversity strands covered in courses offered by library and information sciences (LIS) graduate programs. It aims to identify the extent to which these programs prepare students to work in diverse communities. Information was collected from 17 ALA-accredited MLIS programs. Diversity-related topics were identified and categorized. The methodology consisted of content analysis of course syllabi. The findings show that coverage of diversity-related content in LIS graduate curricula is increasing at a slow but significant rate, and is often a low priority. Apart from LIS graduate courses for future librarians and information professionals in public libraries, school libraries, and museums providing services to young adults and children, there is not enough interest in the provision of services to diverse communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/113740/diversity-strands-in-library-and-information-science-graduate-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113740.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">148</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=perception%20of%20graduate%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" 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