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supervision</title> <meta name="description" content="Search results for: intern supervision"> <meta name="keywords" content="intern supervision"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="intern supervision"> <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> 323</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intern supervision</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">323</span> Applying Bowen’s Theory to Intern Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to theoretically apply Bowen’s understanding of triangulation and triads to school psychology intern supervision so that it can assist in the conceptualization of the dynamics of intern supervision and provide some key methods to address common issues. The school psychology internship is the capstone experience for the school psychologist in training. It involves three key participants whose relationships will determine the success of the internship.  To understand the potential effect, Bowen’s family systems theory can be applied to the supervision relationship. He describes a way to resolve stress between two people by triangulating or binging in a third person. He applies this to a nuclear family, but school psychology intern supervision requires the marriage of an intern, field supervisor, and university supervisor; thus, setting all up for possible triangulation. The consequences of triangulation can apply to standards and requirements, direct supervision, and intern evaluation. Strategies from family systems theory to decrease the negative impact of supervision triangulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20systems%20theory" title="family systems theory">family systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20supervision" title=" intern supervision"> intern supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20psychology%20training" title=" school psychology training"> school psychology training</a>, <a href="https://publications.waset.org/abstracts/search?q=triangulation" title=" triangulation"> triangulation</a> </p> <a href="https://publications.waset.org/abstracts/125889/applying-bowens-theory-to-intern-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125889.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">126</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">322</span> A Survey on the Supervision Experience of Full-Time Intern Counseling Psychologist</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szu-Fan%20Chen">Szu-Fan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng-Tseng%20Lin"> Cheng-Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting-Chia%20Lien"> Ting-Chia Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study mainly focuses on understanding the current supervision experience of full-time intern counseling psychologists in Taiwan. This study took 197 full-time intern counseling psychologists as the research subjects, including 146 women (74%) and 51 men (26%). In terms of internship sites, the largest number of internships are in school sites (59%), followed by community sites (30%), and fewer in medical fields or corporate sites (only 11%). In addition, a survey was conducted on whether the subjects had full-time jobs before full-time internship. 42% did not have full-time workers, and 48% had full-time workers. However, among those who had full-time workers, 28% were engaged in work related to psychological counseling. 20% are engaged in work unrelated to psychological counseling. In the sample of this study, each person interviewed on average 2.68 internship institutions in total, and the current internship unit is the 2.29th institution interviewed. All (100%) full-time intern psychologists have entered into individual internship contracts with internship institutions. In terms of professional supervisor candidates, a total of 178 (90%) supervisors were appointed by internal personnel of the institution, and a total of 19 (10%) were hired as supervisors from outside the institution. Regarding the form of supervision, it is mostly conducted through individual supervision (98%), and up to 60% is conducted through discussion of written/oral case reports. In terms of supervision satisfaction, 47% were very satisfied, 28% were satisfied, 18% were OK, and 6% were dissatisfied. It is worth noting that the results of this study show that full-time intern counseling psychologists said that they are under pressure to accept supervision (30%). It is recommended that the internship system should standardize the qualification review and evaluation of internship institutions to facilitate institutional control. Furthermore, the personal difficulties of full-time intern psychologists need to be discussed with the internship institution and supervisor from time to time to jointly assist them in completing their professional studies stably and successfully. Finally, it is recommended that future researchers can use the interview method provided by the author to strengthen their understanding of the supervision experience of full-time intern counseling psychologists, so that in the future, this study can provide relevant specific and feasible suggestions for counseling practitioners and future researchers' reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=full-time%20intern%20counseling%20psychologist" title="full-time intern counseling psychologist">full-time intern counseling psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision%20experience" title=" supervision experience"> supervision experience</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20intership" title=" full-time intership"> full-time intership</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/192639/a-survey-on-the-supervision-experience-of-full-time-intern-counseling-psychologist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192639.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">21</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">321</span> Examining Occupational Health and Safety Supervision in Turkey by Comparison to EU Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuray%20G%C3%B6k%C3%A7ek%20Karaca">Nuray Gökçek Karaca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to examine the application of occupational health and safety supervision in Turkey and EU countries in terms of legal regulations. The results of research reveal that occupational health and safety supervision in EU countries, whatever the understanding of welfare state, is effectively carried out and almost all legal regulations on this subject are consistent with the EU directives. On the other hand, there are serious problems in applications, not legal regulations, of occupational health and safety supervision in Turkey by the side of EU countries. Indeed, Turkey has modern regulations on occupational health and safety supervision whereas there are several problems such as ignoring prevention policy on occupational health and safety supervision, understanding of monotype inspector, problems resulting from this understanding and dispersed structure of occupational health and safety organizations in workplaces. As a result, Turkey needs to carry out effective supervision mechanisms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=legal%20rules" title="legal rules">legal rules</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20health%20and%20safety" title=" occupational health and safety"> occupational health and safety</a>, <a href="https://publications.waset.org/abstracts/search?q=inspection" title=" inspection"> inspection</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=legislation" title=" legislation"> legislation</a> </p> <a href="https://publications.waset.org/abstracts/16207/examining-occupational-health-and-safety-supervision-in-turkey-by-comparison-to-eu-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16207.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">788</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">320</span> Resilience in Children: A Comparative Analysis between Children with and without Parental Supervision Bandar Abbas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Taghinejad">N. Taghinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Dortaj"> F. Dortaj</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Khodabandeh"> N. Khodabandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at comparing resilience among male and female children with and without parental supervision in Bandar Abbas. The sample consists of 200 subjects selected through cluster sampling. The research method was comparative causal and Conner and Davidson’s questionnaire form resilience was used for data collection. Results indicated that there is no difference between children with and without parental supervision regarding their resilience capacity. These findings may be challenging and useful for psychologists, officials of children’s affairs and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resilience" title="resilience">resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children "> children </a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20parental%20supervision" title="children with parental supervision">children with parental supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20without%20parental%20supervision" title=" children without parental supervision"> children without parental supervision</a> </p> <a href="https://publications.waset.org/abstracts/44988/resilience-in-children-a-comparative-analysis-between-children-with-and-without-parental-supervision-bandar-abbas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44988.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">456</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">319</span> Appraisal of Parents' Views and Supervision of Their Children's Use of Information Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olabisi%20Adedigba">Olabisi Adedigba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a fundamental truth that Information Communication Technology (ICT) lies at the very heart of our today’s society and determines its development. The use of ICT has given a boost to the educational and mental development of an average pupil of this age far above their counterparts who lived centuries ago. Nevertheless, the present age children stand the risk of the scourge of this technology if proactive measures are not taken urgently to arrest the damages of its negative use on them. One of the measures that can be taken is supervision of children’s use of ICT. This research therefore investigated parents’ views and supervision of their children’s use of Information Communication Technology. Descriptive design was adopted for this study. 300 parents were randomly selected. “Parents’ Views and Supervision of Children’s Use of ICT” was used to collect data for the study. Data collected were analyzed using percentage, mean, standard deviation and t-test. The result revealed that parents’ view of their children’s use of ICT is negative while supervision of their children’s use of ICT is low. Recommendations were thus offered that schools and other stakeholders should educate parents on children’s proper utilization of ICT and parents are urged to maintain adequate supervision on their children use of ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appraisal%20of%20parents%E2%80%99%20views%20and%20supervision" title="appraisal of parents’ views and supervision">appraisal of parents’ views and supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20use" title=" children’s use"> children’s use</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=t-test" title=" t-test"> t-test</a> </p> <a href="https://publications.waset.org/abstracts/23859/appraisal-of-parents-views-and-supervision-of-their-childrens-use-of-information-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23859.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">510</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">318</span> Die Away Health Workers: The Role of Psychological Factors on Burnout</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fasanmi%20Samuel%20Sunday">Fasanmi Samuel Sunday</a>, <a href="https://publications.waset.org/abstracts/search?q=Awosusi%20Omojola"> Awosusi Omojola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the effect of abusive supervision, interactional justice and supportive workplace supervision burnout among health workers in Makurdi, Benue State, Nigeria. Three hundred and twenty (320) health workers were sampled within Makurdi metropolis, Benue State, Nigeria. Standardized questionnaire on abusive supervision scale, interactional justice scale, supportive workplace supervision scale and employee burnout scale were used in the study. The research was a 2x2x2 factorial design. Four hypotheses were generated and were tested using Analysis of Variance (ANOVA). Scheffe’s post-hoc analysis was used to know the direction of the findings. Results revealed that there was a significant main effect of perceived abusive supervision on employee burnout among health workers. Also, there was a significant main effect of interactional justice on employee burnout among health workers. It was also found out that there was a significant interaction effect of supportive workplace supervision, interactional justice, and abusive supervision on employee burnout among health workers. Results were discussed in line with hypotheses; and recommendations on how to reduce employee burnout were suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20burnout" title="employee burnout">employee burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=abusive%20supervision" title=" abusive supervision"> abusive supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=interactional%20justice" title=" interactional justice"> interactional justice</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20workplace%20supervision" title=" supportive workplace supervision"> supportive workplace supervision</a> </p> <a href="https://publications.waset.org/abstracts/31147/die-away-health-workers-the-role-of-psychological-factors-on-burnout" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31147.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">437</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">317</span> Moderating Role of Positive External Factors in Relationship of Abusive Supervision and Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.Hussain">I.Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Gulzar"> A. Gulzar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge sharing is very important in organizations for their future progress and survival. This study investigates the impact of destructive leadership (abusive supervision) on knowledge sharing in employees. Further, the authors want to investigate a context variable (group cohesion) and explore its cross level influence on the relationship of abusive supervision and knowledge sharing. Conservation of resource theory (COR) claims loss of psychological capital (an internal positive resource) in employees due to abusive supervision and hence decrease occurs in knowledge sharing. This study tests psychological capital as mediator and group cohesion as moderator in relationship of abusive supervision and knowledge sharing. Data was collected from 239 respondents from more than 40 different organizations and 50 different groups from all over Pakistan. Results show that abusive supervision has negative effect on knowledge sharing through reduction in psychological capital of employees, and increased group cohesion in employees reduces this negative effect improving psychological capital in employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abusive%20supervision" title="abusive supervision">abusive supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20cohesion" title=" group cohesion"> group cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation%20of%20resources" title=" conservation of resources"> conservation of resources</a> </p> <a href="https://publications.waset.org/abstracts/79425/moderating-role-of-positive-external-factors-in-relationship-of-abusive-supervision-and-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79425.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">316</span> Assessment of Intern Students' Attitudes towards Medical Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nilg%C3%BCn%20Katranc%C4%B1">Nilgün Katrancı</a>, <a href="https://publications.waset.org/abstracts/search?q=P%C4%B1nar%20G%C3%B6v"> Pınar Göv</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the acceleration and assessment of quality and patient safety works in healthcare services in the 21st century, activities to reduce errors have gained importance. The prevention and reduction of unintended consequences related to healthcare services and errors made during the delivery of healthcare services can be achieved by understanding the causes of the errors. Communication is the basic reason most frequently seen in such cases. Nurses who communicate with patients more closely and for longer time play a more critical role in ensuring patient safety compared to other healthcare professionals. To reduce the risk of medical errors and increase the quality of care, it is important to raise the awareness of nurses about patient safety in training period. This descriptive study was conducted between February 2017 and May 2017 to assess intern students' attitudes towards and knowledge of patient safety and medical errors. The target population of the study consists of intern students at the Faculty of Nursing in Gaziantep University (N=180). The study did not apply any sample selection method, and the research group consisted of 90 female and 37 male senior students who were available and accepted to take part in the study (N=127). The study used personal information form and medical error attitude scale to collect data. The medical error attitude scale consists of 16 items and 3 sub-dimensions. The most frequently seen medical error in the clinics the interns worked at was found as ‘Failure to comply with asepsis rules’ with a rate of 67,7%. The most frequent case among reasons for not disclosing an error is ‘noticing and correcting the error before affecting the patient’ with the rate of 70,9%. The most frequently expressed implications of disclosing a serious error for the intern students participating in the study are ‘harming patient trust (78%)’ and ‘possibility of overreaction by patient (62,2%)’. According to the results of the study, the awareness of the students about the importance of medical errors and error reporting was found high (3,48 ± 0,49). Consequently, it is important to assess and positively improve the attitudes of nurses and other healthcare professionals towards medical errors for the determination of causes of medical errors and their prevention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthcare%20service" title="healthcare service">healthcare service</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20student" title=" intern student"> intern student</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20error" title=" medical error"> medical error</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/76497/assessment-of-intern-students-attitudes-towards-medical-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76497.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">203</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">315</span> Postgraduate Supervision Relationship: Practices, Challenges, and Strategies of Stakeholders in the Côte d’Ivoire University System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aku%C3%A9l%C3%A9%20Radha%20Kondo">Akuélé Radha Kondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathrin%20Heitz-Tokpa"> Kathrin Heitz-Tokpa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassirou%20Bonfoh"> Bassirou Bonfoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Akindes"> Francis Akindes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate supervision contributes significantly to a student’s academic career, a supervisor’s promotion, and a university’s reputation. Despite this, the length of graduation in the Côte d’Ivoire University system is beyond the normal duration, two years for a master's and three years for a PhD. The paper analyses supervision practices regarding the challenges and strategies mobilised by students, supervisors, and administration staff to manage various relationships. Using a qualitative research design, this study was conducted at three public universities in Côte d’Ivoire. Data were generated from thirty-two postgraduate students, seventeen supervisors, and four administration staff through semi-structured interviews. Data were analysed using content analysis and presented thematically. Findings revealed delegated supervision and co-supervision, two types of supervision relationship practices. Students pointed out that feedback is often delayed from their supervisors in delegation supervision. However, they acknowledged receiving input and scientific guidance. All students believed that their role is to be proactive, not to wait to receive everything from the supervisor, and need to be more autonomous and hardworking. They developed strategies related to these qualities. Supervisors were considered to guide, give advice, control, motivate, provide critical feedback, and validate the work. The administration was rather absent in monitoring supervision delays. Major challenges were related to the supervision relationships and access to the research funds. The study showed that more engagement of the main supervisor, administration monitoring, and secured funding would reduce the time and increase the completion rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%B4te%20d%E2%80%99Ivoire" title="Côte d’Ivoire">Côte d’Ivoire</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20supervision" title=" postgraduate supervision"> postgraduate supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/157696/postgraduate-supervision-relationship-practices-challenges-and-strategies-of-stakeholders-in-the-cote-divoire-university-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157696.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">97</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">314</span> Influence of Instructional Supervision on Teachers Performance in Secondary Schools in Otukpo LGA of Benue State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Aloga">A. Aloga</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Aloga"> A. S. Aloga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of instructional supervision on teachers’ performance in secondary schools in Otukpo LGA of Benue State. The study was guided by four research questions and four hypotheses. The study employed a descriptive research design. The population of the study comprised of 579 teachers in 26 public secondary schools out of which 236 respondents were sampled and used as the studied population. The instrument used for data collection was a structured questionnaire, titled ‘Instructional Supervision and Teachers Performance Questionnaire (ISTPQ)’ The data was analyzed using descriptive statistics of mean and standard deviation to answer the research questions. And Chi-Square Statistics was used to test the hypotheses at 0.05 level of significance. The study found that instructional supervision has a significant influence on teachers’ lesson planning, effective teaching, teachers’ class attendance and teachers’ classroom management. The study concluded that instructional supervision influences teachers’ performance. It was recommended that; instructional supervisors should always give useful suggestions as regards the best instructional practices needed by teachers in enhancing lesson planning. The government should recruit more trained and qualified instructional supervisors to be able to meet the intending demands of instructional supervision. This will relieve the existing few qualified instructional supervisors from work overload which may result to ineffectiveness and poor performance of their duties. Conferences and seminars should be organized for instructional supervisors from time to time to cater for the professional assistance needed by teachers. The state government should always provide adequate funding for these conferences and seminars since it provides an avenue for acquiring new knowledge in educational development by teachers among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influence" title="influence">influence</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20supervision" title=" instructional supervision"> instructional supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20performance" title=" teachers’ performance"> teachers’ performance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a> </p> <a href="https://publications.waset.org/abstracts/97179/influence-of-instructional-supervision-on-teachers-performance-in-secondary-schools-in-otukpo-lga-of-benue-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97179.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">141</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">313</span> Risk Management in Industrial Supervision Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%89rick%20Arag%C3%A3o%20Ribeiro">Érick Aragão Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Andr%C3%A9%20Pereira%20Th%C3%A9"> George André Pereira Thé</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Marques%20Soares"> José Marques Soares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several problems in industrial supervision software development projects may lead to the delay or cancellation of projects. These problems can be avoided or contained by using identification methods, analysis and control of risks. These procedures can give an overview of the possible problems that can happen in the projects and what are the immediate solutions. Therefore, we propose a risk management method applied to the teaching and development of industrial supervision software. The method is developed through a literature review and previous projects can be divided into phases of management and have basic features that are validated with experimental research carried out by mechatronics engineering students and professionals. The management is conducted through the stages of identification, analysis, planning, monitoring, control and communication of risks. Programmers use a method of prioritizing risks considering the gravity and the possibility of occurrence of the risk. The outputs of the method indicate which risks occurred or are about to happen. The first results indicate which risks occur at different stages of the project and what risks have a high probability of occurring. The results show the efficiency of the proposed method compared to other methods, showing the improvement of software quality and leading developers in their decisions. This new way of developing supervision software helps students identify design problems, evaluate software developed and propose effective solutions. We conclude that the risk management optimizes the development of the industrial process control software and provides higher quality to the product. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supervision%20software" title="supervision software">supervision software</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20supervision" title=" industrial supervision"> industrial supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a> </p> <a href="https://publications.waset.org/abstracts/41011/risk-management-in-industrial-supervision-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41011.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">356</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">312</span> A Literature Review about Responsible Third Cycle Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Lundqvist">Johanna Lundqvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Third cycle supervision is a multifaceted and complex task for supervisors in higher education. It progresses over several years and is affected by several proximal and distal factors. It can result in positive learning outcomes for doctoral students and high-quality publications. However, not all doctoral students thrive during their doctoral studies; nor do they all complete their studies. This is problematic for both the individuals themselves as well as society at large: doctoral students are valuable and important in current research, future research and higher education. The aim of this literature review is to elucidate what responsible third cycle supervision can include and be in practice. The question posed is as follows: according to recent literature, what is it that characterises responsible third cycle supervision in which doctoral students can thrive and develop their research knowledge and skills? A literature review was conducted, and the data gathered from the literature regarding responsible third cycle supervision was analysed by means of a thematic analysis. The analysis was inspired by the notion of responsible inclusion outlined by David Mitchell. In this study, the term literature refers to research articles and regulations. The results (preliminary) show that responsible third cycle supervision is associated with a number of interplaying factors (themes). These are as follows: committed supervisors and doctoral students; a clear vision and research problem; an individual study plan; adequate resources; interaction processes and constructive feedback; creativity; cultural awareness; respect and research ethics; systematic quality work and improvement efforts; focus on overall third cycle learning goals; and focus on research presentations and publications. Thus, responsible third cycle supervision can occur if these factors are realized in practice. This literature review is of relevance to evaluators, researchers, and management in higher education, as well as third cycle supervisors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctoral%20student" title="doctoral student">doctoral student</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20cycle%20supervisors" title=" third cycle supervisors"> third cycle supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20cycle%20programmes" title=" third cycle programmes"> third cycle programmes</a> </p> <a href="https://publications.waset.org/abstracts/99413/a-literature-review-about-responsible-third-cycle-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99413.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">137</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">311</span> Smart Books as a Supporting Tool for Developing Skills of Designing and Employing Webquest 2.0</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huda%20Alyami">Huda Alyami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to measure the effectiveness of an "Interactive eBook" in order to develop skills of designing and employing webquests for female intern teachers. The study uses descriptive analytical methodology as well as quasi-experimental methodology. The sample of the study consists of (30) female intern teachers from the Department of Special Education (in the tracks of Gifted Education and Learning Difficulties), during the first semester of the academic year 2015, at King Abdul-Aziz University in Jeddah city. The sample is divided into (15) female intern teachers for the experimental group, and (15) female intern teachers for the control group. A set of qualitative and quantitative tools have been prepared and verified for the study, embodied in: a list of the designing webquests' skills, a list of the employing webquests' skills, a webquests' knowledge achievement test, a product rating card, an observation card, and an interactive ebook. The study concludes the following results: 1. After pre-control, there are statistically significant differences, at the significance level of (α ≤ 0.05), between the mean scores of the experimental and the control groups in the post measurement of the webquests' knowledge achievement test, in favor of the experimental group. 2. There are statistically significant differences, at the significance level of (α ≤ 0.05), between the mean scores of experimental and control groups in the post measurement of the product rating card in favor of the experimental group. 3. There are statistically significant differences, at the significance level of (α ≤ 0.05), between the mean scores of experimental and control groups in the post measurement of the observation card for the experimental group. In the light of the previous findings, the study recommends the following: taking advantage of interactive ebooks when teaching all educational courses for various disciplines at the university level, creating educational participative platforms to share educational interactive ebooks for various disciplines at the local and regional levels. The study suggests conducting further qualitative studies on the effectiveness of interactive ebooks, in addition to conducting studies on the use of (Web 2.0) in webquests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20eBook" title="interactive eBook">interactive eBook</a>, <a href="https://publications.waset.org/abstracts/search?q=webquest" title=" webquest"> webquest</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=employing" title=" employing"> employing</a>, <a href="https://publications.waset.org/abstracts/search?q=develop%20skills" title=" develop skills"> develop skills</a> </p> <a href="https://publications.waset.org/abstracts/45364/smart-books-as-a-supporting-tool-for-developing-skills-of-designing-and-employing-webquest-20" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45364.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">183</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">310</span> Irritable Bowel Syndrome Prevalence and Associated Risk Factors Among Medical Students And Intern Doctors in Sudan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Alghali%20Elsaid%20Muhammed">Zainab Alghali Elsaid Muhammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background : IBS is a gastrointestinal disorder characterized by a variety of symptoms that occur concurrently. It is very common and is associated with high levels of psychiatric comorbidities, all of which have a negative impact on the patient's quality of life. Abdominal pain, diarrhea, constipation, excess gas, and bloating are common symptoms of IBS. Objectives : The purpose of this study is to determine the prevalence of IBS among medical students and intern doctors in Sudan, as well as the risk factors associated with it. Study design: This cross-sectional study was carried out in Sudan from April to July 2022. All participants completed a six-part online questionnaire. The ROME IV criteria questionnaire was used to make an IBS diagnosis. Participants completed the hospital anxiety and depression questionnaire in order to be diagnosed with anxiety and depression. Results : 600 participants filled out the questionnaire. The overall prevalence of IBS was found to be 42%, with females being the most affected. Intern doctors had higher IBS rates (30.0%) than medical students, but this was not statistically significant. Single status (p =0.079), good GPAs (p =0.00), had significant associations with IBS occurrence. Other significantly associated habits were sleeping less than 8 hours (p =0.013), two cups or less of coffee per day (p = 0.109), No smoking (p =0.001), and No exercise (p =0.00, IBS participants were also found to have a significant relationship with abnormal anxiety (p =0.00) and borderline depression (p=0.0156). Conclusion : The high prevalence of IBS in this study suggests that medical students and interns are unable to recognize their symptoms. The main IBS predictors in this study were suffering from anxiety or depression, having an insufficient income, sleeping less than 8 hours per day, working/ studying more than 8 hours per day, and not performing any type of exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=irritable%20bowel%20syndrome" title="irritable bowel syndrome">irritable bowel syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=sudan" title=" sudan"> sudan</a>, <a href="https://publications.waset.org/abstracts/search?q=HADS" title=" HADS"> HADS</a>, <a href="https://publications.waset.org/abstracts/search?q=rome%20IV" title=" rome IV"> rome IV</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a> </p> <a href="https://publications.waset.org/abstracts/158772/irritable-bowel-syndrome-prevalence-and-associated-risk-factors-among-medical-students-and-intern-doctors-in-sudan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158772.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">101</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">309</span> The Effects of Perceived Organizational Support and Abusive Supervision on Employee’s Turnover Intention: The Mediating Roles of Psychological Contract and Emotional Exhaustion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seung%20Yeon%20Son">Seung Yeon Son</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Workers (especially, competent personnel) have been recognized as a core contributor to overall organizational effectiveness. Hence, verifying the determinants of turnover intention is one of the most important research issues. This study tested the influence of perceived organizational support and abusive supervision on employee’s turnover intention. In addition, mediating roles of psychological contract and emotional exhaustion were examined. Data from 255 Korean employees supported all hypotheses Implications for research and directions for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abusive%20supervision" title="abusive supervision">abusive supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20exhaustion" title=" emotional exhaustion"> emotional exhaustion</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20organizational%20support" title=" perceived organizational support"> perceived organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20contract" title=" psychological contract"> psychological contract</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intention" title=" turnover intention"> turnover intention</a> </p> <a href="https://publications.waset.org/abstracts/2092/the-effects-of-perceived-organizational-support-and-abusive-supervision-on-employees-turnover-intention-the-mediating-roles-of-psychological-contract-and-emotional-exhaustion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2092.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">493</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">308</span> Creativity and Innovation in Postgraduate Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajendra%20Chetty">Rajendra Chetty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to address two aspects of postgraduate studies: interdisciplinary research and creative models of supervision. Interdisciplinary research can be viewed as a key imperative to solve complex problems. While excellent research requires a context of disciplinary strength, the cutting edge is often found at the intersection between disciplines. Interdisciplinary research foregrounds a team approach and information, methodologies, designs, and theories from different disciplines are integrated to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline. Our aim should also be to generate research that transcends the original disciplines i.e. transdisciplinary research. Complexity is characteristic of the knowledge economy, hence, postgraduate research and engaged scholarship should be viewed by universities as primary vehicles through which knowledge can be generated to have a meaningful impact on society. There are far too many ‘ordinary’ studies that fall into the realm of credentialism and certification as opposed to significant studies that generate new knowledge and provide a trajectory for further academic discourse. Secondly, the paper will look at models of supervision that are different to the dominant ‘apprentice’ or individual approach. A reflective practitioner approach would be used to discuss a range of supervision models that resonate well with the principles of interdisciplinarity, growth in the postgraduate sector and a commitment to engaged scholarship. The global demand for postgraduate education has resulted in increased intake and new demands to limited supervision capacity at institutions. Team supervision lodged within large-scale research projects, working with a cohort of students within a research theme, the journal article route of doctoral studies and the professional PhD are some of the models that provide an alternative to the traditional approach. International cooperation should be encouraged in the production of high-impact research and institutions should be committed to stimulating international linkages which would result in co-supervision and mobility of postgraduate students and global significance of postgraduate research. International linkages are also valuable in increasing the capacity for supervision at new and developing universities. Innovative co-supervision and joint-degree options with global partners should be explored within strategic planning for innovative postgraduate programmes. Co-supervision of PhD students is probably the strongest driver (besides funding) for collaborative research as it provides the glue of shared interest, advantage and commitment between supervisors. The students’ field serves and informs the co-supervisors own research agendas and helps to shape over-arching research themes through shared research findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinarity" title="interdisciplinarity">interdisciplinarity</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalisation" title=" internationalisation"> internationalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate" title=" postgraduate"> postgraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/30269/creativity-and-innovation-in-postgraduate-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30269.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">307</span> Administrative Supervision of Local Authorities’ Activities in Selected European Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alina%20Murtishcheva">Alina Murtishcheva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of an effective system of administrative supervision is a prerequisite for the functioning of local self-government on the basis of the rule of law. Administrative supervision of local self-government is of particular importance in the EU countries due to the influence of integration processes. The central authorities act on the international level; however, subnational authorities also have to implement European legislation in order to strengthen integration. Therefore, the central authority, being the connecting link between supranational and subnational authorities, should bear responsibility, including financial responsibility, for possible mistakes of subnational authorities. Consequently, the state should have sufficient mechanisms of control over local and regional authorities in order to correct their mistakes. At the same time, the control mechanisms do not deny the autonomy of local self-government. The paper analyses models of administrative supervision of local self-government in Ukraine, Poland, Lithuania, Belgium, Great Britain, Italy, and France. The research methods used in this paper are theoretical methods of analysis of scientific literature, constitutions, legal acts, Congress of Local and Regional Authorities of the Council of Europe reports, and constitutional court decisions, as well as comparative and logical analysis. The legislative basis of administrative supervision was scrutinized, and the models of administrative supervision were classified, including a priori control and ex-post control or their combination. The advantages and disadvantages of these models of administrative supervision are analysed. Compliance with Article 8 of the European Charter of Local Self-Government is of great importance for countries achieving common goals and sharing common values. However, countries under study have problems and, in some cases, demonstrate non-compliance with provisions of Article 8. Such non-conformity as the endorsement of a mayor by the Flemish Government in Belgium, supervision with a view to expediency in Great Britain, and the tendency to overuse supervisory power in Poland are analysed. On the basis of research, the tendencies of administrative supervision of local authorities’ activities in selected European countries are described. Several recommendations for Ukraine as a country that had been granted EU candidate status are formulated. Having emphasised its willingness to become a member of the European community, Ukraine should not only follow the best European practices but also avoid the mistakes of countries that have long-term experience in developing the local self-government institution. This project has received funding from the Research Council of Lithuania (LMTLT), agreement № S-PD-22-65. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20supervision" title="administrative supervision">administrative supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralisation" title=" decentralisation"> decentralisation</a>, <a href="https://publications.waset.org/abstracts/search?q=legality" title=" legality"> legality</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20authorities" title=" local authorities"> local authorities</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20self-government" title=" local self-government"> local self-government</a> </p> <a href="https://publications.waset.org/abstracts/167820/administrative-supervision-of-local-authorities-activities-in-selected-european-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167820.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">63</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">306</span> Practicum in Preschool Teacher Education: The Role of Pedagogical Supervision for Students Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Lino">Dalila Lino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practicum is a central dimension of teacher education programs. Learning how to teach is, in effect, a complex process that integrates periods of observation, experimentation, reflection, planning, and evaluation in a real context of practices, providing opportunities for prospective teachers to understand the various dimensions of education and to implement the knowledge built over the theoretical courses they have taken. At the pre-service training of early childhood teachers, specialized guidance and in particular pedagogical supervision assumes a key role in the professional development of students in training. The main goal of this study is to describe and analyze the supervision process that occurs during the practicum of preschool education master programs in Portugal. The objectives of the study are: (i) to describe the cooperative process of professional development experienced by student teachers during the practicum; (ii) to identify the strengths and weaknesses of supervision process; (iii) to identify the supervision styles used by university supervisors and cooperating teachers. The methodology used is the mix-method research and data was collected through semi-structured interviews and online questionnaires. The participants are newly graduated Portuguese early childhood teachers, university supervisors and cooperating teachers. The results reveal gaps in the specialized training of cooperating teachers and university supervisors, a large number of trainees per supervisor, which makes it difficult to support students, and those interpersonal relationships between university supervisors and students and/or cooperating teachers and students interfere in the development of the supervisory processes. The study highlights the need to invest in the specialized training of university supervisors and cooperating teachers to create better opportunities to support the professional development of prospective teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentoring" title="mentoring">mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20supervision" title=" pedagogical supervision"> pedagogical supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum" title=" practicum"> practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher%20education" title=" preschool teacher education"> preschool teacher education</a> </p> <a href="https://publications.waset.org/abstracts/91245/practicum-in-preschool-teacher-education-the-role-of-pedagogical-supervision-for-students-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91245.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">149</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">305</span> Models Development of Graphical Human Interface Using Fuzzy Logic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%89rick%20Arag%C3%A3o%20Ribeiro">Érick Aragão Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Andr%C3%A9%20Pereira%20Th%C3%A9"> George André Pereira Thé</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Marques%20Soares"> José Marques Soares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graphical Human Interface, also known as supervision software, are increasingly present in industrial processes supported by Supervisory Control and Data Acquisition (SCADA) systems and so it is evident the need for qualified developers. In order to make engineering students able to produce high quality supervision software, method for the development must be created. In this paper we propose model, based on the international standards ISO/IEC 25010 and ISO/IEC 25040, for the development of graphical human interface. When compared with to other methods through experiments, the model here presented leads to improved quality indexes, therefore help guiding the decisions of programmers. Results show the efficiency of the models and the contribution to student learning. Students assessed the training they have received and considered it satisfactory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20development%20models" title="software development models">software development models</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision%20software" title=" supervision software"> supervision software</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a> </p> <a href="https://publications.waset.org/abstracts/40132/models-development-of-graphical-human-interface-using-fuzzy-logic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40132.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">373</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">304</span> The Research on Decentralization Supervision Mechanism of Town and Village Culture Based On Authenticity Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chao%20Ma">Chao Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the evaluation criteria of authenticity evaluation system model are taken as the foundation so as to discuss the establishment problems about decentralization supervision system and mechanism of historical cultural town and village. The filtration of fitting towns and village's authenticity is conducted from the level, characteristic index and authentic assessment of evaluation model, thereby, supervising subject -interest related- coordinate organization can be taken as the venation in the management level, thus supervision mechanism of town and village's cultural inheritance can be combed, and the cultural inheritance management system and mechanism which is suitable to historical and cultural Chinese town and village will be provided. As the settlement with strong self-organizing characteristic, town and village don't recognize the management system as deeply as city. Therefore, it is necessary to establish town and village cultural evaluation system based on authenticity evaluation criteria. In this paper, authenticity evaluation system is established by taking this village's value evaluation criteria and protection as the cores, and the classification of participating options is beneficial to distribute local limited resources, protect hierarchically and accord with the local characters of town and village, build the evaluation system to run through the whole process of cultural inheritance, moreover, provide abundant information resources and make sure the value judgment criteria, thus supervision and management can be strengthened to effectively guard risk. By the above judgement and filtration of participating options, the management object with clear functions and supervision and coordination organization are established, thereby, the managerial logic of interest-related persons' decentralization can be clarified, evaluation system can be established, and the more targeted decentralization supervision system and mechanism of historical and cultural village will be built ultimately. Taking this method as a fundamental in cultural protection of town and village, not only can it be carried forward in the mass media, but also can cultivate the identity sense of indigenous people to come back historical and cultural villages, and resist the replacement of city culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authenticity" title="authenticity">authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20culture" title=" rural culture"> rural culture</a>, <a href="https://publications.waset.org/abstracts/search?q=inheritance" title=" inheritance"> inheritance</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/42073/the-research-on-decentralization-supervision-mechanism-of-town-and-village-culture-based-on-authenticity-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42073.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">342</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">303</span> Biases in Macroprudential Supervision and Their Legal Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Keller">Anat Keller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given that macro-prudential supervision is a relatively new policy area and its empirical and analytical research are still in their infancy, its theoretical foundations are also lagging behind. This paper contributes to the developing discussion on effective legal and institutional macroprudential supervision frameworks. In the first part of the paper, it is argued that effectiveness as a key benchmark poses some challenges in the context of macroprudential supervision such as the difficulty in proving causality between supervisory actions and the achievement of the supervisor’s mission. The paper suggests that effectiveness in the macroprudential context should, therefore, be assessed at the supervisory decision-making process (to be differentiated from the supervisory outcomes). The second part of the essay examines whether insights from behavioural economics can point to biases in the macroprudential decision-making process. These biases include, inter alia, preference bias, groupthink bias and inaction bias. It is argued that these biases are exacerbated in the multilateral setting of the macroprudential supervision framework in the EU. The paper then examines how legal and institutional frameworks should be designed to acknowledge and perhaps contain these identified biases. The paper suggests that the effectiveness of macroprudential policy will largely depend on the existence of clear and robust transparency and accountability arrangements. Accountability arrangements can be used as a vehicle for identifying and addressing potential biases in the macro-prudential framework, in particular, inaction bias. Inclusiveness of the public in the supervisory process in the form of transparency and awareness of the logic behind policy decisions may assist in minimising their potential unpopularity thus promoting their effectiveness. Furthermore, a governance structure which facilitates coordination of the macroprudential supervisor with other policymakers and incorporates outside perspectives and opinions could ‘break-down’ groupthink bias as well as inaction bias. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioural%20economics%20and%20biases" title="behavioural economics and biases">behavioural economics and biases</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20of%20macroprudential%20supervision" title=" effectiveness of macroprudential supervision"> effectiveness of macroprudential supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20and%20institutional%20macroprudential%20frameworks" title=" legal and institutional macroprudential frameworks"> legal and institutional macroprudential frameworks</a>, <a href="https://publications.waset.org/abstracts/search?q=macroprudential%20decision-making%20process" title=" macroprudential decision-making process"> macroprudential decision-making process</a> </p> <a href="https://publications.waset.org/abstracts/82744/biases-in-macroprudential-supervision-and-their-legal-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">302</span> Navigating Shadows: Examining a Moderation Mediation model of Punitive supervision, Innovative Work Behavior and Employee’s Knowledge Hiding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadia%20Anwara">Sadia Anwara</a>, <a href="https://publications.waset.org/abstracts/search?q=Weng%20Qingxionga"> Weng Qingxionga</a>, <a href="https://publications.waset.org/abstracts/search?q=Jahan%20Zeb%20Aslamb"> Jahan Zeb Aslamb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on the Conservation of Resources Theory and Theory of Displaced Aggression, current research study aims to explore the impact of an emerging destructive leadership style i.e., Punitive Supervision on the Employees’ Innovative Work Behavior (IWB) and Employee’s Knowledge Hiding (EKH) within the hospitality sector of Pakistan. This paper further elaborates the underlying mechanism by introducing job security as the mediator and Perceived Organisational Support (POS) as the coping mechanism to manage the deteriorating effects of Punitive supervision on the IWS and EKH. Two wave data (N=267) was obtained from the frontline employees of the hospitality sector of Pakistan in order to test the hypothesized moderation mediation model. Study findings unveiled that, punitive supervision negatively affects employees' innovative work behavior (IWB) and increases employee’s knowledge hiding (EKH), with job insecurity serving as a significant mediator in these relationships. Specifically, punitive supervision increases employees' perceptions of job insecurity, decreasing their innovative work behaviors and increasing their tendencies to engage in knowledge hiding. From a managerial perspective, this research study suggests that managers must evaluate their behavior and leadership style to prevent the drastic effect of dark leadership on the employee’s IWB and EKH. In addition, organizations must strive to foster an organizational culture of trust and open communication to reduce job insecurity. Employees should receive sufficient training and development opportunities to reduce job insecurity, while clear performance expectations and constructive feedback should be encouraged to help them excel. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=punitive%20supervision" title="punitive supervision">punitive supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20insecurity" title=" job insecurity"> job insecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20organisational%20support" title=" perceived organisational support"> perceived organisational support</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20work%20behavior" title=" innovative work behavior"> innovative work behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20hiding" title=" knowledge hiding"> knowledge hiding</a> </p> <a href="https://publications.waset.org/abstracts/192458/navigating-shadows-examining-a-moderation-mediation-model-of-punitive-supervision-innovative-work-behavior-and-employees-knowledge-hiding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192458.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">23</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">301</span> The Effects of Adlerian Supervision on Enhancing Career Consultants’ Case Conceptualization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lin%20Shang%20Neng">Lin Shang Neng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to rapid changes in the societal environment, career development and planning have become increasingly crucial, leading more individuals to seek the assistance of career consultations. However, the training process for career consultants often emphasizes the application of assessment tools and guidance in job-seeking behavior. The abilities of case conceptualization and consulting skills require further in-service supervision. This study aims to inquire about the supervised experiences of employment specialists at the Employment Service Center of the Taiwan Ministry of Labor or career consultants who held private clinics for at least three years. The research participants were continuously supervised by the Adlerian approach twice a month for at least one year, helping them integrate the whole picture of the client through Lifestyle Assessment (the qualitative way, specific diagnosis) and other Adlerian assessment tools (the quantitative way, general diagnosis.) The supervisor was familiar with Adlerian Psychology and certified by the North American Society of Adlerian Psychology. The research method involves semi-structured interviews and qualitative analysis. For the ethical considerations, the participants were invited to interview after the supervision sessions finished. The findings of this research were discussed with possible implications, like how they applied Adlerian Psychology to their career consultations, especially to case conceptualizations and consulting skills. Recommendations for further research and training for career consultants are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supervision" title="supervision">supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=Adlerian%20psychology" title=" Adlerian psychology"> Adlerian psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20conceptualization" title=" case conceptualization"> case conceptualization</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20consultant" title=" career consultant"> career consultant</a> </p> <a href="https://publications.waset.org/abstracts/174858/the-effects-of-adlerian-supervision-on-enhancing-career-consultants-case-conceptualization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">300</span> Influence of Emotional Intelligence on Educational Supervision and Leadership Style in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Bakheet%20Almudarra">Jawaher Bakheet Almudarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Educational Supervisor assists teachers to develop their competence and skills in teaching, solving educational problems, and to improve the teaching methods to suit the educational process. They evaluate their teachers and write reports based on their assessments. In 1957, the Saudi Ministry of Education instituted Educational Supervision to facilitate effective management of schools, however, there have been concerns that the Educational Supervision has not been effective in executing its mandate. Studies depicted that Educational supervision has not been effective because it has been marred by poor and autocratic leadership practices such as stringent inspection, commanding and judging. Therefore, there is need to consider some of the ways in which school outcomes can be enhanced through the improvement of Educational supervision practices. Emotional intelligence is a relatively new concept that can be integrated into the Saudi education system that is yet to be examined in-depth and embraced particularly in the realm of educational leadership. Its recognition and adoption may improve leadership practices among Educational supervisors. This study employed a qualitative interpretive approach that will focus on decoding, describing and interpreting the connection between emotional intelligence and leadership. The study also took into account the social constructions that include consciousness, language and shared meanings. The data collection took place in the Office of Educational Supervisors in Riyadh and involved 4 Educational supervisors and 20 teachers from both genders- male and female. The data collection process encompasses three methods namely; qualitative emotional intelligence self-assessment questionnaires, reflective semi-structured interviews, and open workshops. The questionnaires would explore whether the Educational supervisors understand the meaning of emotional intelligence and its significance in enhancing the quality of education system in Saudi Arabia. Subsequently, reflective semi-structured interviews were carried out with the Educational supervisors to explore the connection between their leadership styles and the way they conceptualise their emotionality. The open workshops will include discussions on emotional aspects of Educational supervisors’ practices and how Educational supervisors make use of the emotional intelligence discourse in their leadership and supervisory relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=directors%20of%20educational%20supervision" title="directors of educational supervision">directors of educational supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a> </p> <a href="https://publications.waset.org/abstracts/68314/influence-of-emotional-intelligence-on-educational-supervision-and-leadership-style-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68314.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">429</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">299</span> Antecedents of Knowledge Sharing: Investigating the Influence of Knowledge Sharing Factors towards Postgraduate Research Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Khosravi">Arash Khosravi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Nazir%20Ahmad"> Mohamad Nazir Ahmad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s economy is a knowledge-based economy in which knowledge is a crucial facilitator to individuals, as well as being an instigator of success. Due to the impact of globalization, universities face new challenges and opportunities. Accordingly, they ought to be more innovative and have their own competitive advantages. One of the most important goals of universities is the promotion of students as professional knowledge workers. Therefore, knowledge sharing and transferring at tertiary level between students and supervisors is vital in universities, as it decreases the budget and provides an affordable way of doing research. Knowledge-sharing impact factors can be categorized into three groups, namely: organizational, individual and technical factors. There are some individual barriers to knowledge sharing, namely: lack of time and trust, lack of communication skills and social networks. IT systems such as e-learning, blogs and portals can increase knowledge sharing capability. However, it must be stated that IT systems are only tools and not solutions. Individuals are still responsible for sharing information and knowledge. This paper proposes new research model to examine the effect of individual factors and organisational factors, namely: learning strategy, trust culture, supervisory support, as well as technological factor on knowledge sharing in a research supervision process at the University of Technology Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20supervision" title=" research supervision"> research supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transferring" title=" knowledge transferring"> knowledge transferring</a> </p> <a href="https://publications.waset.org/abstracts/7312/antecedents-of-knowledge-sharing-investigating-the-influence-of-knowledge-sharing-factors-towards-postgraduate-research-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7312.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">298</span> Fault Diagnosis in Confined Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nesrine%20Berber">Nesrine Berber</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafid%20Haffaf"> Hafid Haffaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdel%20Madjid%20Meghabar"> Abdel Madjid Meghabar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decade, technology has continued to grow and has changed the structure of our society. Today, new technologies including the information and communication (ICT) play a main role which importance continues to grow, now it's become indispensable to the economic, social and cultural. Thus, ICT technology has proven to be as a promising intervention in the area of road transport. The supervision model of class of train of intelligent and autonomous vehicles leads us to give some defintions about IAV and the different technologies used for communication between them. Our aim in this work is to present an hypergraph modeling a class of train of Intelligent and Autonomous Vehicles (IAV). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20transportation%20system" title="intelligent transportation system">intelligent transportation system</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20autonomous%20vehicles" title=" intelligent autonomous vehicles"> intelligent autonomous vehicles</a>, <a href="https://publications.waset.org/abstracts/search?q=Ad%20Hoc%20network" title=" Ad Hoc network"> Ad Hoc network</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20technologies" title=" wireless technologies"> wireless technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=hypergraph%20modeling" title=" hypergraph modeling"> hypergraph modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/33207/fault-diagnosis-in-confined-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33207.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">546</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">297</span> The Study of Internship Performances: Comparison of Information Technology Interns towards Students’ Types and Background Profiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internship program is a compulsory course of many undergraduate programs in Thailand. It gives opportunities to a lot of senior students as interns to practice their working skills in the real organizations and also gives chances for interns to face real-world working problems. Interns also learn how to solve those problems by direct and indirect experiences. This program in many schools is a well-structured course with a contract or agreement made with real business organizations. Moreover, this program also offers opportunities for interns to get jobs after completing it from where the internship program takes place. Interns also learn how to work as a team and how to associate with other colleagues, trainers, and superiors of each organization in term of social hierarchy, self-responsibility, and self-disciplinary. This research focuses on senior students of Suan Sunandha Rajabhat University, Thailand whose studying major is information technology program. They practiced their working skills or took internship programs in the real business sector or real operating organizations in 2015-2016. Interns are categorized in to two types: normal program and special program. For special program, students study in weekday evening from Monday to Friday or Weekend and most of them work full-time or part-time job. For normal program, students study in weekday working hours and most of them do not work. The differences of these characters and the outcomes of internship performance were studied and analyzed in this research. This work applied some statistical analytics to find out whether the internship performance of each intern type has different performances statistically or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=intern" title=" intern"> intern</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20student" title=" senior student"> senior student</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology%20program" title=" information technology program"> information technology program</a> </p> <a href="https://publications.waset.org/abstracts/52935/the-study-of-internship-performances-comparison-of-information-technology-interns-towards-students-types-and-background-profiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52935.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">263</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">296</span> Translating Creativity to an Educational Context: A Method to Augment the Professional Training of Newly Qualified Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julianne%20Mullen-Williams">Julianne Mullen-Williams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will provide an overview of a three year mixed methods research project that explores if methods from the supervision of dramatherapy can augment the occupational psychology of newly qualified secondary school teachers. It will consider how creativity and the use of metaphor, as applied in the supervision of dramatherapists, can be translated to an educational context in order to explore the explicit / implicit dynamics between the teacher trainee/ newly qualified teacher and the organisation in order to support the super objective in training for teaching; how to ‘be a teacher.’ There is growing evidence that attrition rates among teachers are rising after only five years of service owing to too many national initiatives, an unmanageable curriculum and deteriorating student discipline. The fieldwork conducted entailed facilitating a reflective space for Newly Qualified Teachers from all subject areas, using methods from the supervision of dramatherapy, to explore the social and emotional aspects of teaching and learning with the ultimate aim of improving the occupational psychology of teachers. Clinical supervision is a formal process of professional support and learning which permits individual practitioners in frontline service jobs; counsellors, psychologists, dramatherapists, social workers and nurses to expand their knowledge and proficiency, take responsibility for their own practice, and improve client protection and safety of care in complex clinical situations. It is deemed integral to continued professional practice to safeguard vulnerable people and to reduce practitioner burnout. Dramatherapy supervision incorporates all of the above but utilises creative methods as a tool to gain insight and a deeper understanding of the situation. Creativity and the use of metaphor enable the supervisee to gain an aerial view of the situation they are exploring. The word metaphor in Greek means to ‘carry across’ indicating a transfer of meaning form one frame of reference to another. The supervision support was incorporated into each group’s induction training programme. The first year group attended fortnightly one hour sessions, the second group received two one hour sessions every term. The existing literature on the supervision and mentoring of secondary school teacher trainees calls for changes in pre-service teacher education and in the induction period. There is a particular emphasis on the need to include reflective and experiential learning, within training programmes and within the induction period, in order to help teachers manage the interpersonal dynamics and emotional impact within a high pressurised environment <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dramatherapy%20supervision" title="dramatherapy supervision">dramatherapy supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=newly%20qualified%20secondary%20school%20teachers" title=" newly qualified secondary school teachers"> newly qualified secondary school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/34448/translating-creativity-to-an-educational-context-a-method-to-augment-the-professional-training-of-newly-qualified-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34448.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">388</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">295</span> Development of Mobile Application for Internship Program Management Using the Concept of Model View Controller (MVC) Pattern</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, especially for the last 5 years, mobile devices, mobile applications and mobile users, through the deployment of wireless communication and mobile phone cellular network, all these components are growing significantly bigger and stronger. They are being integrated into each other to create multiple purposes and pervasive deployments into every business and non-business sector such as education, medicine, traveling, finance, real estate and many more. Objective of this study was to develop a mobile application for seniors or last-year students who enroll the internship program at each tertiary school (undergraduate school) and do onsite practice at real field sties, real organizations and real workspaces. During the internship session, all students as the interns are required to exercise, drilling and training onsite with specific locations and specific tasks or may be some assignments from their supervisor. Their work spaces are both private and government corporates and enterprises. This mobile application is developed under schema of a transactional processing system that enables users to keep daily work or practice log, monitor true working locations and ability to follow daily tasks of each trainee. Moreover, it provides useful guidance from each intern’s advisor, in case of emergency. Finally, it can summarize all transactional data then calculate each internship cumulated hours from the field practice session for each individual intern. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=Android%20OS" title=" Android OS"> Android OS</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone%20devices" title=" smart phone devices"> smart phone devices</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20transactional%20processing%20system" title=" mobile transactional processing system"> mobile transactional processing system</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20and%20monitoring" title=" guidance and monitoring"> guidance and monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20students" title=" senior students"> senior students</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20view%20controller%20%28MVC%29" title=" model view controller (MVC)"> model view controller (MVC)</a> </p> <a href="https://publications.waset.org/abstracts/10554/development-of-mobile-application-for-internship-program-management-using-the-concept-of-model-view-controller-mvc-pattern" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10554.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">315</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">294</span> The Portuguese Framework of the Professional Internship without Public Funds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lambelho">Ana Lambelho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an economic crisis such as the one that shook (and still shake) Europe, one does not question the importance of the measures that encourage the hiring and integration of young people into the labour market. In the mentioned context, enterprises tend to reduce the cost of labour and to seek flexible contracting instruments. The professional internships allow innovation and creativity at low cost, because, as they are not labour contracts, the enterprises do not have to respect the minimum standards related to wages, working time duration and so on. In Portugal, we observe a widespread existence of training contracts in which the trainee worked several hours without salary or was paid below the legally prescribed for the function and the work period. For this reason, under the tripartite agreement for a new system of regulation of labour relations, employment policies and social protection, between the Government and the social partners, in June 2008, foresaw a prohibition of professional internships unpaid and the legal regulation of the mandatory internships for access to an activity. The first Act about private internship contracts, i.e., internships without public funding was embodied in the Decree-Law N. 66/2011, of 1<sup>st</sup> June. This work is dedicated to the study of the legal regime of the internship contract in Portugal, by analysing the problems brought by the new set of rules and especially those which remains unresolved. In fact, we can conclude that the number of situations covered by the Act is much lower than what was expected, because of the exclusion of the mandatory internship for access to a profession when the activity is developed autonomously. Since the majority of the activities can be developed both autonomously or subordinated, it is quite easy to out of the Act requirements and, so, out of the protection that it confers to the intern. In order to complete this study, we considered not only the mentioned legal Act, but also the few doctrine and jurisprudence about the theme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intern" title="intern">intern</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20contact" title=" internship contact"> internship contact</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20law" title=" labour law"> labour law</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/40142/the-portuguese-framework-of-the-professional-internship-without-public-funds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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