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practice</title> <meta name="description" content="Search results for: practice"> <meta name="keywords" content="practice"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="practice"> <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> 4310</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: practice</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4310</span> Children's Literature As Pedagogy: Lessons For Literacy Practice </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Curtin">Alicia Curtin</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathy%20Hall"> Kathy Hall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores research and practice shared on a masters University module entitled Children's Literature as Pedagogy. Issues explored include the meaning of childhood and literature; the definition of what counts as text, textual and literacy practice for children and adolescents. A sociocultural framework is used to define literacy practice from this perspective and student voice and experience remains central. Lessons from classroom experience and the use of innovative, multi modal and non traditional texts and pedagogical approaches are offered as examples of innovative and inclusive pedagogy in the field of literacy practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20traditional" title="non traditional">non traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a> </p> <a href="https://publications.waset.org/abstracts/81246/childrens-literature-as-pedagogy-lessons-for-literacy-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81246.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">585</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">4309</span> Relationship between Deliberate Practice of Dribbling and Self-Regulatory Behavior of Male Basketball Players </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daud%20Abdia">Daud Abdia</a>, <a href="https://publications.waset.org/abstracts/search?q=Aqsa%20Shamim"> Aqsa Shamim</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Tabassum"> Farhan Tabassum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to achieve specific goals, basketball players have to use different skills to enhance their motivation, one such skill is deliberate practice. The aim of this study was to explore the relationship between deliberate practice of dribbling and self-regulatory behavior of male basketball players. For this purpose, a sample of 108 basketball players using stratified sampling was taken from public and private sector universities. Sample was divided into two groups that are experimental (n=54) and control group (n=54) using comparative experimental design. Experimental group was involved in the training of deliberate practice of dribbling for 5 weeks. Amounts of weekly practice activity and Self-Regulation of Learning Self-Report Scale (SRL-SRS) were used for self-regulatory behavior to collect data after the deliberate practice. The reliability of amounts of weekly practice activity was found to be 0.852, whereas SRL-SRS was found to be 0.890. The results of the study indicated a strong positive correlation between deliberate practice of dribbling and self-regulatory behavior (r=0.755, n=54, p=.000). Whereas, paired sample t-test; t(53)=1.37, p < 0.005 shows statistically significant improvement in the self-regulatory behavior after the training program of deliberate practice from 3.02 ± 0.64m to 3.21 ± 0.75m (p < 0.005). It was concluded that in order to enhance the self-regulatory behavior of basketball players we should work on the deliberate practice of the players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-regulatory%20behavior" title="self-regulatory behavior">self-regulatory behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberate%20practice" title=" deliberate practice"> deliberate practice</a>, <a href="https://publications.waset.org/abstracts/search?q=dribbling" title=" dribbling"> dribbling</a>, <a href="https://publications.waset.org/abstracts/search?q=basketball" title=" basketball"> basketball</a> </p> <a href="https://publications.waset.org/abstracts/111243/relationship-between-deliberate-practice-of-dribbling-and-self-regulatory-behavior-of-male-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111243.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">172</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">4308</span> Effect of Acoustical Performance Detection and Evaluation in Music Practice Rooms on Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsu-Hui%20Cheng">Hsu-Hui Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Peng-Chian%20Chen"> Peng-Chian Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Yuan%20Chang"> Shu-Yuan Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jie-Ying%20Zhang"> Jie-Ying Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Activities in the music practice rooms range from playing, listening, rehearsing to music performing. The good room acoustics in a music practice room enables a music teacher to teach more effectively subtle concepts such as intonation, articulation, balance, dynamics and tone production. A poor acoustical environment would deeply affect the development of basic musical skills of music students. Practicing in the music practice room is an essential daily activity for music students; consequently, music practice rooms are very important facilities in a music school or department. The purpose of this survey is to measure and analyze the acoustic condition of piano practice rooms at the department of music in Zhaoqing University and accordingly apply a more effective teaching method to music students. The volume of the music practice room is approximately 25 m³, and it has existing curtains and some wood hole sound-absorbing panels. When all small music practice rooms are in constant use for teaching, it was found that the values of the background noise at 45, 46, 42, 46, 45 dB(A) in the small music practice room ( the doors and windows were close), respectively. The noise levels in the small music practice room to higher than standard levels (35dB(A)). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustical%20performance" title="acoustical performance">acoustical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20practice%20room" title=" music practice room"> music practice room</a>, <a href="https://publications.waset.org/abstracts/search?q=noise%20level" title=" noise level"> noise level</a>, <a href="https://publications.waset.org/abstracts/search?q=piano%20room" title=" piano room"> piano room</a> </p> <a href="https://publications.waset.org/abstracts/138088/effect-of-acoustical-performance-detection-and-evaluation-in-music-practice-rooms-on-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138088.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">226</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">4307</span> Knowledge Management Best Practice Model in Higher Learning Institution: A Systematic Literature Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Halijah">Ismail Halijah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Rusli"> Abdullah Rusli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This systematic literature review aims to identify the Knowledge Management Best Practice components in the Knowledge Management Model for Higher Learning Institutions environment. Study design: Systematic literature review. Methods: A systematic literature re-view of Knowledge Management Best Practice to identify and define the components of Best Practice from the Knowledge Management models was conducted recently. Results: This review of published papers of conference and journals’ articles shows the components of Best Practice in Knowledge Management are basically divided into two aspect which is the soft aspect and the hard aspect. The lacks of combination of these two aspects into an integrated model decelerate Knowledge Management Best Practice to fully throttle. Evidence from the literature shows the lack of integration of this two aspects leads to the immaturity of the Higher Learning Institution (HLI) towards the implementation of Knowledge Management System. Conclusion: The first steps of identifying the attributes to measure the Knowledge Management Best Practice components from the models in the literature will led to the definition of the Knowledge Management Best Practice component for the higher learning environment. <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%20management%20system" title=" knowledge management system"> knowledge management system</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20best%20practice" title=" knowledge management best practice"> knowledge management best practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20higher%20learning%20institution" title=" knowledge management higher learning institution"> knowledge management higher learning institution</a> </p> <a href="https://publications.waset.org/abstracts/35972/knowledge-management-best-practice-model-in-higher-learning-institution-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35972.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">592</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">4306</span> Optimizing Skill Development in Golf Putting: An Investigation of Blocked, Random, and Increasing Practice Schedules</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20White">John White</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of practice schedules on learning and performance in golf putting, specifically focusing on the impact of increasing contextual interference (CI). University students (n=7) were randomly assigned to blocked, random, or increasing practice schedules. During acquisition, participants performed 135 putting trials using different weighted golf balls. The blocked group followed a specific sequence of ball weights, while the random group practiced with the balls in a random order. The increasing group started with a blocked schedule, transitioned to a serial schedule, and concluded with a random schedule. Retention and transfer tests were conducted 24 hours later. The results indicated that high levels of CI (random practice) were more beneficial for learning than low levels of CI (blocked practice). The increasing practice schedule, incorporating blocked, serial, and random practice, demonstrated advantages over traditional blocked and random schedules. Additionally, EEG was used to explore the neurophysiological effects of the increasing practice schedule. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title="skill acquisition">skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20control" title=" motor control"> motor control</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20interference" title=" contextual interference"> contextual interference</a> </p> <a href="https://publications.waset.org/abstracts/172538/optimizing-skill-development-in-golf-putting-an-investigation-of-blocked-random-and-increasing-practice-schedules" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172538.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">96</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">4305</span> Knowledge Attitude and Practices of COVID-19 among Tamil Nadu Residence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivanand%20Pawar">Shivanand Pawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In India, a collective range of measurements had been adopted to control the massive spread of the COVID-19 pandemic, but World Health Organization (2022) revealed 525 930 fatalities and 43,847,065 confirmed cases. There are currently 30,857 cases per million people. Lack of knowledge, attitude and practices are the main causes thought to be increased COVID-19. The present study aims to assess the knowledge, attitude, and practice among Tamil Nadu residents. The participants (N=332) were aged 20 to 50 (mean=42.78, & SD=13.98) and were selected using purposive sampling, and data were collected online using knowledge, attitude and practice scale. Data were analyzed using person correlation and multiple regression analysis. The result found that 31.30% had satisfactory knowledge, 68.70% had non-satisfactory knowledge, followed by 45.20% had a positive attitude, 54.80% had a negative attitude, and 34.30% had a good practice, and 65.70% had poor practice towards COVID-19. Correlation results revealed that age has a negative and significant relationship with Knowledge and Practice towards COVID-19. The current study results contribute to the existing literature on knowledge, attitude and practice of COVID-19 to reduce the COVID-19 cases by managing unhealthy knowledge, attitude and practice to control the massive spread of COVID-19. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=Fisherman%20community" title=" Fisherman community"> Fisherman community</a> </p> <a href="https://publications.waset.org/abstracts/169751/knowledge-attitude-and-practices-of-covid-19-among-tamil-nadu-residence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4304</span> Impact of Socio-Cultural Attributes of Imo Communities on Widowhood Practice in Imo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Otuu%20O.%20Obasi">Otuu O. Obasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jude%20C.%20Ajaraogu"> Jude C. Ajaraogu</a>, <a href="https://publications.waset.org/abstracts/search?q=Happiness%20C.%20Anthony-Ikpe"> Happiness C. Anthony-Ikpe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women in Igbo land generally experience culture-related mistreatment in the event of the death of their husbands. The mistreatment ranges from scraping of widows’ hair to denial of the right to see their husbands’ corpses. The objectives of the study were to determine the forms and prevalence of widowhood practice in the studied communities, the effects of the socio-cultural attributes of the people on the practice, and the perceived effect of the practice on the victims. Data for the study were collected from 64 randomly selected communities out of 640 communities in Imo State, Nigeria. 450 copies of the researcher-made-questionnaire were distributed across the three senatorial zones of the State. A total of 418 or 92.8% were completely filled and returned. The result of the study showed, among other things, that the majority of males and females recognized widowhood practice as dehumanizing, but opined that it cannot be stopped because it is rooted in culture. However, 30.2% of the female population did not agree that the practice is dehumanizing to women since it was their cultural practice. The study also revealed that scrapping of widows’ hair was the commonest practice while sleeping alone with the husband’s corpse was the least practice. Regarding the effect which this practice has on widows, emotional trauma topped the list; and was followed by economic hardship and health deterioration. Also shown by the study was that the level of education and religion did not have a notable effect on widowhood practice. With regard to possible stoppage measures, greater number of the respondents (38%) indicated that a synergy of efforts was needed to curb the social scourge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=widowhood%20practice" title="widowhood practice">widowhood practice</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20attributes" title=" socio-cultural attributes"> socio-cultural attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/115108/impact-of-socio-cultural-attributes-of-imo-communities-on-widowhood-practice-in-imo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115108.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">132</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">4303</span> Practice Educators' Perspective: Placement Challenges in Social Work Education in England</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuet%20Wah%20Echo%20Yeung">Yuet Wah Echo Yeung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practice learning is an important component of social work education. Practice educators are charged with the responsibility to support and enable learning while students are on placement. They also play a key role in teaching students to integrate theory and practice, as well as assessing their performance. Current literature highlights the structural factors that make it difficult for practice educators to create a positive learning environment for students. Practice educators find it difficult to give sufficient attention to their students because of the lack of workload relief, the increasing emphasis on managerialism and bureaucratisation, and a range of competing organisational and professional demands. This paper reports the challenges practice educators face and how they manage these challenges in this context. Semi-structured face-to-face interviews were conducted with thirteen practice educators who support students in statutory and voluntary social care settings in the Northwest of England. Interviews were conducted between April and July 2017 and each interview lasted about 40 minutes. All interviews were recorded and transcribed. All practice educators are experienced social work practitioners with practice experience ranging from 6 to 42 years. On average they have acted as practice educators for 13 years and all together have supported 386 students. Our findings reveal that apart from the structural factors that impact how practice educators perform their roles, they also faced other challenges when supporting students on placement. They include difficulty in engaging resistant students, complexity in managing power dynamics in the context of practice learning, and managing the dilemmas of fostering a positive relationship with students whilst giving critical feedback. Suggestions to enhance the practice educators’ role include support from organisations and social work teams; effective communication with university tutors, and a forum for practice educators to share good practice and discuss placement issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20challenges" title=" placement challenges"> placement challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20educator" title=" practice educator"> practice educator</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20learning" title=" practice learning"> practice learning</a> </p> <a href="https://publications.waset.org/abstracts/84577/practice-educators-perspective-placement-challenges-in-social-work-education-in-england" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4302</span> Creative Art Practice in Response to Climate Change: How Art Transforms and Frames New Approaches to Speculative Ecological and Sustainable Futures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenwen%20Liu">Wenwen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Burton"> Robert Burton</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20McKeown"> Simon McKeown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change is seriously threatening human security and development, leading to global warming and economic, political, and social chaos. Many artists have created visual responses that challenge perceptions on climate change, actively guiding people to think about the climate issues and potential crises after urban industrialization and explore positive solutions. This project is an interdisciplinary and intertextual study where art practice is informed by culture, philosophy, psychology, ecology, and science. By correlating theory and artistic practice, it studies how art practice creates a new way of understanding climate issues and uses art as a way of exploring speculative futures. In the context of practical-based research, arts-based practice as research and creative practice as interdisciplinary research are applied alternately to seek the original solution and new knowledge. Through creative art practice, this project has established new visual ways of looking at climate change and has developed it into a new model to generate more possibilities, an alternative social imagination. It not only encourages people to think and find a sustainable speculative future conducive to all species but also proves that people have the ability to realize positive futures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title="climate change">climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20practice%20as%20interdisciplinary%20research" title=" creative practice as interdisciplinary research"> creative practice as interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=arts-based%20practice%20as%20research" title=" arts-based practice as research"> arts-based practice as research</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20art%20practice" title=" creative art practice"> creative art practice</a>, <a href="https://publications.waset.org/abstracts/search?q=speculative%20future" title=" speculative future"> speculative future</a> </p> <a href="https://publications.waset.org/abstracts/152999/creative-art-practice-in-response-to-climate-change-how-art-transforms-and-frames-new-approaches-to-speculative-ecological-and-sustainable-futures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152999.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">4301</span> The Right to City between Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kais%20Nasser">Kais Nasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper tries to map the right to city, the right to just city, and describes the complications of achieving these rights in practice. It defines the right of city, its theoretical meanings, and approaches; in addition, it discusses the standards for achieving a Just City- equality, democracy, and diversity- and the complicity of ensuring them in practice. The article shows that realizing the right to city involves political, economic, social, and cultural aspects that might disturb the mission of planning a just city. Nevertheless, the article argues that the realization of the right to just city is not impossible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20city" title="right to city">right to city</a>, <a href="https://publications.waset.org/abstracts/search?q=placemaking" title=" placemaking"> placemaking</a>, <a href="https://publications.waset.org/abstracts/search?q=city%20marketing" title=" city marketing"> city marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=just%20city" title=" just city"> just city</a> </p> <a href="https://publications.waset.org/abstracts/191956/the-right-to-city-between-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191956.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">30</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">4300</span> A Case Study on EFL Teachers’ Experience with Reflective Practice in a Professional Development Course in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20dialogue%20reflections" title="Collaborative dialogue reflections">Collaborative dialogue reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title=" continuous professional development"> continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20journals" title=" reflection journals"> reflection journals</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20reflective%20practice" title=" teacher reflective practice"> teacher reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/145115/a-case-study-on-efl-teachers-experience-with-reflective-practice-in-a-professional-development-course-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145115.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">171</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">4299</span> The Significance of ‘Practice’ in Art Research: Indian and Western Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukta%20Avachat-Shirke">Mukta Avachat-Shirke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of manifestation in art has been studied deeply by various Indian and Western philosophers through times. In the art of painting, ‘Practice’ is always considered as techniques or making and ‘Theory’ is related to intelligence or the ‘conceptual.' The question about the significance of ‘Practice’ in artistic research has been a topic of debate. The aim of this qualitative study is to find the relevance of practice and theory while creating artworks. This study analyzes the thoughts and philosophy of Abhinavgupta, Hegel, and Croce to find a new perspective for looking at practice and theory within artistic research. With the method of grounded theory, the study attempts to establish the importance of both in artistic research. It discusses the issues like stages of creating art, role of tacit knowledge and importance of the decision-making the ability of the artist. This comparative analysis of these three philosophers along with the present systems can be used as a point of reference for further developments in the pedagogy of art research and artists, to understand the psychology and to follow the process of creativity effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20research" title="artistic research">artistic research</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20philosophy" title=" Indian philosophy"> Indian philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20Philosophy" title=" Western Philosophy"> Western Philosophy</a> </p> <a href="https://publications.waset.org/abstracts/60647/the-significance-of-practice-in-art-research-indian-and-western-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60647.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">299</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">4298</span> An Examination of the Relationship between the Five Stages of the Yogacara Path to Enlightenment and the Ten Ox-Herding Pictures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyungbong%20Kim">Kyungbong Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study proposed to compare and analyse the five stages of cultivating the Yogâcāra path and the spiritual journey in the Ten Ox-Herding Pictures. To achieve this, the study investigated the core concepts and practice methods of the two approaches and analysed their relations from the literature reviewed. The results showed that the end goal of the two approaches is the same, the attainment of Buddhahood, with the two having common characteristics including the practice of being aware of the impermanent and non-self, and the fulfilling benefit of sentient beings. The results suggest that our Buddhist practice system needs to sincerely consider the realistic ways by which one can help people in agony in contemporary society, not by emphasizing on the enlightenment through a specific practice way for all people, but by tailored practice methods based on each one's faculties in understanding Buddhism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation%20of%20consciousness%20to%20wisdom" title="transformation of consciousness to wisdom">transformation of consciousness to wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=enlightenment" title=" enlightenment"> enlightenment</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20five%20stages%20of%20cultivating%20the%20Yogac%C4%81ra%20path" title=" the five stages of cultivating the Yogacāra path"> the five stages of cultivating the Yogacāra path</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Ten%20Ox-Herding%20Pictures" title=" the Ten Ox-Herding Pictures"> the Ten Ox-Herding Pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20of%20the%20basis" title=" transformation of the basis"> transformation of the basis</a> </p> <a href="https://publications.waset.org/abstracts/73846/an-examination-of-the-relationship-between-the-five-stages-of-the-yogacara-path-to-enlightenment-and-the-ten-ox-herding-pictures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73846.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">264</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">4297</span> Knowledge, Attitude and Practice of Anemia among Females Attending Bolan Medical Complex Quetta, Balochistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Abdullah">A. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20ul%20Haq"> N. ul Haq</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Nasim"> A. Nasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: This study was aimed to assess the knowledge, attitude, and practice of anemia among females attending Bolan Medical Complex Quetta, Balochistan. Methods: A quantitative cross-sectional study by adopting a questionnaire containing 3 dimensions knowledge (15 questions), Attitude (5 questions), and Practice (4 questions) for the assessment of knowledge, attitude and practice of anemia among females was conducted. All females attending Bolan Medical Complex Quetta, Balochistan were approached for the study. Descriptive statistics were used to describe demographic and KAP related characteristics of the females regarding anemia.All data were analyzed by using SPSS (Statistical Package of Social Sciences) software program version 20.0. Results: Data was collected from six hundred and thirteen (613) participants. Majority of the respondents (n=180, 29.4%) were categorized in the age group of 29-33 years. Participants had knowledge regarding anemia was (n= 564, 91.9%), and attitude was (n= 516, 84.0%) whereas practice was (n=437, 71.3%). Multitative analysis revealed the negative correlation between Attitude-practice (P= -0.040) and a significant figure (0.001) was present between knowledge-attitude. Occupation and reason of diagnosis were not predictive of better KAP. Conclusions: Knowledge, attitude, and practice of Anemia shows a satisfactory response in this study. Furthermore, study finding implicates the need for health promotion among females. Improving nutritional knowledge and information related Anemia can result in better control and management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anemia" title="anemia">anemia</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20attitude%20and%20practice" title=" knowledge attitude and practice"> knowledge attitude and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=females" title=" females"> females</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/85391/knowledge-attitude-and-practice-of-anemia-among-females-attending-bolan-medical-complex-quetta-balochistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4296</span> Educational Practices and Brain Based Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dur-E-%20Shahwar">Dur-E- Shahwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much attention has been given to ‘bridging the gap’ between neuroscience and educational practice. In order to gain a better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain-based learning approach, focusing on boundary-spanning actors, boundary objects, and boundary work. In 26 semi-structured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain-based learning and of each other. This leads us to argue that there are increased prospects for a neuro-scientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=explore" title=" explore"> explore</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentalist" title=" mentalist"> mentalist</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a> </p> <a href="https://publications.waset.org/abstracts/45675/educational-practices-and-brain-based-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45675.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">337</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">4295</span> Social Justice-Focused Mental Health Practice: An Integrative Model for Clinical Social Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hye-Kyung%20Kang">Hye-Kyung Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social justice is a central principle of the social work profession and education. However, scholars have long questioned the profession’s commitment to putting social justice values into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed. One prominent criticism of clinical social work is that it often relies on individual intervention and fails to take on system-level changes or advocacy. This concern evokes the historical macro-micro tension of the social work profession where micro (e.g., mental health counseling) and macro (e.g., policy advocacy) practices are conceptualized as separate domains, creating a false binary for social workers. One contributor to this false binary seems to be that most clinical practice models do not prepare social work students and practitioners to make a clear link between clinical practice and social justice. This paper presents a model of clinical social work practice that clearly recognizes the essential and necessary connection between social justice, advocacy, and clinical practice throughout the clinical process: engagement, assessment, intervention, and evaluation. Contemporary relational theories, critical social work frameworks, and anti-oppressive practice approaches are integrated to build a clinical social work practice model that addresses the urgent need for mental health practice that not only helps and heals the person but also challenges societal oppressions and aims to change them. The application of the model is presented through case vignettes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title="social justice">social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work" title=" clinical social work"> clinical social work</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work%20model" title=" clinical social work model"> clinical social work model</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20model" title=" integrative model"> integrative model</a> </p> <a href="https://publications.waset.org/abstracts/167713/social-justice-focused-mental-health-practice-an-integrative-model-for-clinical-social-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167713.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">85</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">4294</span> Artificial Intelligence and the Next Generation Journalistic Practice: Prospects, Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shola%20Abidemi%20Olabode">Shola Abidemi Olabode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The technological revolution over the years has impacted journalistic practice. As a matter of fact, journalistic practice has evolved alongside technologies of every generation transforming news and reporting, entertainment, and politics. Alongside these developments, the emergence of new kinds of risks and harms associated with generative AI has become rife with implications for media and journalism. Despite their numerous benefits for research and development, generative AI technologies like ChatGPT introduce new practical, ethical, and regulatory complexities in the practice of media and journalism. This paper presents a preliminary overview of the new kinds of challenges and issues for journalism and media practice in the era of generative AI, the implications for Nigeria, and invites a consideration of methods to mitigate the evolving complexity. It draws mainly on desk-based research underscoring the literature in both developed and developing non-western contexts as a contribution to knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI" title="AI">AI</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20harms" title=" online harms"> online harms</a> </p> <a href="https://publications.waset.org/abstracts/170414/artificial-intelligence-and-the-next-generation-journalistic-practice-prospects-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170414.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">80</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">4293</span> Students’ and Clinical Supervisors’ Experiences of Occupational Therapy Practice Education: A Structured Critical Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamad%20Alhamad">Hamad Alhamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Catriona%20Khamisha"> Catriona Khamisha</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Green"> Emma Green</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Robb"> Yvonne Robb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Practice education is a key component of occupational therapy education. This critical review aimed to explore students’ and clinical supervisors’ experiences of practice education, and to make recommendations for research. Method: The literature was systematically searched using five databases. Qualitative, quantitative and mixed methods studies were included. Critical Appraisal Skills Programme checklist for qualitative studies and Mixed Methods Assessment Tool for quantitative and mixed methods studies were used to assess study quality. Findings: Twenty-two studies with high quality scores were included: 16 qualitative, 3 quantitative and 3 mixed methods. Studies were conducted in Australia, Canada, USA and UK. During practice education, students learned professional skills, practical skills, clinical skills and problem-solving skills, and improved confidence and creativity. Supervisors had an opportunity to reflect on their practice and get experience of supervising students. However, clear objectives and expectations for students, and sufficient theoretical knowledge, preparation and resources for supervisors were required. Conclusion: Practice education provides different skills and experiences, necessary to become competent professionals; but some areas of practice education need to improve. Studies in non-western countries are needed to explore the perspectives of students and clinical supervisors in different cultures, to ensure the practice education models adopted are relevant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title="occupational therapy">occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20education" title=" practice education"> practice education</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork" title=" fieldwork"> fieldwork</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20supervisors" title=" clinical supervisors"> clinical supervisors</a> </p> <a href="https://publications.waset.org/abstracts/90262/students-and-clinical-supervisors-experiences-of-occupational-therapy-practice-education-a-structured-critical-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90262.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">202</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">4292</span> The Effectiveness of Summative Assessment in Practice Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdool%20Qaiyum%20Mohabuth">Abdool Qaiyum Mohabuth</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Munir%20Ahmad"> Syed Munir Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment enables students to focus on their learning, assessment. It engages them to work hard and motivates them in devoting time to their studies. Student learning is directly influenced by the type of assessment involved in the programme. Summative Assessment aims at providing measurement of student understanding. In fact, it is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgement of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the practice environment is still being researched. This paper discusses findings from a mixed-method study for exploring the effectiveness of summative assessment in practice learning. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in practice learning. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their Work-Based Learning (WBL) practice at the respective placement settings. Some students, having undertaken their WBL practice, were interviewed, for capturing their views and experiences about the application of summative assessment in practice learning. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on practice learning. The findings reveal that though learning in the workplace is entirely different from learning at the University, most students had positive experiences about their summative assessments in practice learning. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognised and valued. Mentors on their side confirmed that the summative assessment is valid and reliable, enabling them to better monitor and coach students to achieve the expected learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practice%20learning" title="practice learning">practice learning</a>, <a href="https://publications.waset.org/abstracts/search?q=judgement" title=" judgement"> judgement</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/29126/the-effectiveness-of-summative-assessment-in-practice-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29126.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">341</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">4291</span> Knowledge and Preventive Practice of Occupational Health Hazards among Nurses Working in Various Hospitals in Kathmandu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabita%20Karki">Sabita Karki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational health hazards are recognized as global problems for health care workers, it is quiet high in developing countries. It is increasing day by day due to change in science and technology. This study aimed to assess the knowledge and practice of occupational health hazards among the nurses. A descriptive, cross sectional study was carried out among 339 nurses working in three different teaching hospitals of the Kathmandu from February 28, 2016 to March 28, 2016. A self-administered questionnaire was used to collect the data. The study findings revealed that out of 339 samples of all 80.5% were below 30 years; 51.6% were married; 57.5% were graduates and above; 91.4% respondents were working as staff nurse; 56.9% were working in general ward; 56.9% have work experience of 1 to 5 years; 79.1% respondents were immunized against HBV; only 8.6% have received training/ in-service education related to OHH and 35.4% respondents have experienced health hazards. The mean knowledge score was 26.7 (SD=7.3). The level of knowledge of occupational health hazards among the nurses was 68.1% (adequate knowledge). The knowledge was statistically significant with education OR = 0.288, CI: 0.17-0.46 and p value 0.00 and immunization against HBV OR= 1.762, CI: 0.97-0.17 and p value 0.05. The mean practice score was 7.6 (SD= 3.1). The level of practice on prevention of OHH was 74.6% (poor practice). The practice was statistically significant with age having OR=0.47, CI: 0.26-0.83 and p value 0.01; designation OR= 0.32, CI: 0.14-0.70 and p value 0.004; working department OR=0.61, CI: 0.36-1.02 and p value 0.05; work experience OR=0.562, CI: 0.33-0.94 and p value 0.02; previous in-service education/ training OR=2.25; CI: 1.02-4.92 and p value 0.04. There was no association between knowledge and practice on prevention of occupational health hazards which is not statistically significant. Overall, nurses working in various teaching hospitals of Kathmandu had adequate knowledge and poor practice of occupational health hazards. Training and in-service education and availability of adequate personal protective equipments for nurses are needed to encourage them adhere to practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20health%20hazard" title="occupational health hazard">occupational health hazard</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=preventive%20practice" title=" preventive practice"> preventive practice</a> </p> <a href="https://publications.waset.org/abstracts/60734/knowledge-and-preventive-practice-of-occupational-health-hazards-among-nurses-working-in-various-hospitals-in-kathmandu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60734.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">4290</span> Effects of Clinical Practice Guideline on Knowledge and Preventive Practices of Nursing Personnel and Incidences of Ventilator-associated Pneumonia Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phawida%20Wattanasoonthorn">Phawida Wattanasoonthorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ventilator-associated pneumonia is a serious infection found to be among the top three infections in the hospital. To investigate the effects of clinical practice guideline on knowledge and preventive practices of nursing personnel, and incidences of ventilator-associated pneumonia. A pre-post quasi-experimental study on 17 professional nurses, and 123 ventilator-associated pneumonia patients admitted to the surgical intensive care unit, and the accident and surgical ward of Songkhla Hospital from October 2013 to January 2014. The study found that after using the clinical practice guideline, the subjects’ median score increased from 16.00 to 19.00. The increase in practicing correctly was from 66.01 percent to 79.03 percent with the statistical significance level of .05, and the incidences of ventilator-associated pneumonia decreased by 5.00 percent. The results of this study revealed that the use of the clinical practice guideline helped increase knowledge and practice skill of nursing personnel, and decrease incidences of ventilator-associated pneumonia. Thus, nursing personnel should be encouraged, reminded and promoted to continue using the practice guideline through various means including training, providing knowledge, giving feedback, and putting up posters to remind them of practicing correctly and sustainably. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clinical%20Practice%20Guideline" title="Clinical Practice Guideline">Clinical Practice Guideline</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Preventive%20Ventilator" title=" Preventive Ventilator"> Preventive Ventilator</a>, <a href="https://publications.waset.org/abstracts/search?q=Pneumonia" title=" Pneumonia "> Pneumonia </a> </p> <a href="https://publications.waset.org/abstracts/23403/effects-of-clinical-practice-guideline-on-knowledge-and-preventive-practices-of-nursing-personnel-and-incidences-of-ventilator-associated-pneumonia-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23403.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">410</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">4289</span> Using Podcasts as an Educational Medium to Deliver Education to Pre-Registered Mental Health Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jane%20Killough">Jane Killough</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A podcast series was developed to support learning amongst first-year undergraduate mental health nursing students. Many first-year students do not have any clinical experience and find it difficult to engage with theory, which can present as cumbersome. Further, it can be challenging to relate abstract concepts to everyday mental health practice. Mental health professionals and service users from practice were interviewed on a range of core topics that are key to year one learning. The podcasts were made available, and students could access these recordings at their convenience to fit in with busy daily routines. The aim was to enable meaningful learning by providing access to those who have lived experience and who can, in effect, bring to life the theory being taught in university and essentially bridge the theory and practice gap while fostering working relationships between practice and academics. The student experience will be evaluated using a logic model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing%20students" title=" mental health nursing students"> mental health nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=podcast" title=" podcast"> podcast</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/163580/using-podcasts-as-an-educational-medium-to-deliver-education-to-pre-registered-mental-health-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163580.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">150</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">4288</span> An Explanatory Practice Example: The Reasons of Students Not Doing Any Extra Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96zge%20%C3%96zsoy">Özge Özsoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers usually complain that their students do not study enough to further practice the subjects they have covered in class. Teachers tend to focus on how often and hard they should study rather than finding out the main reasons why most students avoid doing any extra work to improve their skills. In this study, with the use of exploratory practice method, 40 English preparatory class students at Anadolu University will discuss this puzzle through an in-class discussion and create posters describing the reasons for and solutions to it. The overlapping data from the posters will be categorized in two sections as reasons and solutions in a final poster. The study aims at revealing the student perspective of a common puzzle that troubles many teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploratory%20practice" title="exploratory practice">exploratory practice</a>, <a href="https://publications.waset.org/abstracts/search?q=extra%20work" title=" extra work"> extra work</a>, <a href="https://publications.waset.org/abstracts/search?q=puzzle" title=" puzzle"> puzzle</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/47225/an-explanatory-practice-example-the-reasons-of-students-not-doing-any-extra-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47225.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">340</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">4287</span> Introduction of a Model of Students' Practice in Social Work Education: Case of Republic of Srpska</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesna%20%C5%A0u%C4%87ur-Janjetovi%C4%87">Vesna Šućur-Janjetović</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Rakanovi%C4%87%20Radonji%C4%87"> Andrea Rakanović Radonjić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Department of Social Work of the Faculty of Political Sciences, University of Banja Luka is the only School of Social Work in the Republic of Srpska (entity of Bosnia and Herzegovina). This Department has been implementing students’ practice as mandatory module since it was established in year 2000. As of 2006, the University of Banja Luka initiated the transformation of the education system in accordance with the Bologna Agreement. The Department of Social Work adopted a new Curriculum that anticipated 120 hours of Students’ practice. After ten years, a new process of changing and improving the Curriculum has been initiated, and research was conducted, in order to meet both the needs of practice and academic standards in the field of social work education. From 2006-2016 students were evaluating their practice experience under the mentor’s supervision. These evaluations were subject to the evaluation process of current Curriculum, including students practice module. Additional research was designed in order to assess the opinions of certified mentors on specific aspects of students’ practice, the needs of practice and possibilities for improving the education for social workers. Special research instruments were designed for the purpose of this research. All mentors were graduated social works working in all fields where social work services are provided (social welfare sector, health, education, non-government sector etc.). The third dimension of the research was a qualitative analysis of curriculums of Schools of Social Work in the region of Southeast Europe. This paper represents the results of the research, conclusions and consequences that led towards the improvement of Students’ practice and Curriculum of the Department of Social Work. The new Model anticipates 300 hours of Students’ practice, divided in three years of study, with different and specific learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Republic%20of%20Srpska" title=" Republic of Srpska"> Republic of Srpska</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20practice" title=" students’ practice"> students’ practice</a> </p> <a href="https://publications.waset.org/abstracts/68886/introduction-of-a-model-of-students-practice-in-social-work-education-case-of-republic-of-srpska" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68886.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">277</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">4286</span> Classifications of Neuroscientific-Radiological Findings on “Practicing” in Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicitas%20Pielsticker">Felicitas Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Pielsticker"> Christoph Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Witzke"> Ingo Witzke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many people know ‘Mathematics needs practice!’ statement or similar ones from their mathematics lessons. It seems important to practice when learning mathematics. At the same time, it also seems important to practice how to learn mathematics. This paper places neuroscientific-radiological findings on “practicing” while learning mathematics in a context of mathematics education. To accomplish this, we use a literature-based discussion of our case study on practice. We want to describe neuroscientific-radiological findings in the context of mathematics education and point out stimulating connections between both perspectives. From a connective perspective we expect incentives that lead discussions in future research in the field of mathematics education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20magnetic%20resonance%20imaging" title="functional magnetic resonance imaging">functional magnetic resonance imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20learning" title=" mathematics learning"> mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practicing" title=" practicing"> practicing</a> </p> <a href="https://publications.waset.org/abstracts/132925/classifications-of-neuroscientific-radiological-findings-on-practicing-in-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132925.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">340</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">4285</span> Classroom Readiness of Open and Distance Learning Student Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20C.%20du%20Plessis">E. C. du Plessis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching practice is a major component of teacher education and the preparation of teachers for the real-life classroom throughout the world. Learning is seen as a constructive process, whether it is classroom based or takes place by means of distance education. Blending theory and practice with effective education in distance context as part of situated learning is crucial. Therefore, the aim of this research was to determine distance education student teachers' classroom readiness on completion of the teaching practice modules of their Postgraduate Certificate in Education (PGCE) course. A qualitative research approach was used for the collection, analysis, and interpretation of data. A total of 15 student teachers enrolled at the College of Education of an ODL (Open and Distance Learning) institution were selected and volunteered to participate in the research. In the light of the results of the research, it is recommended that more attention is given to the interaction between mentor teachers, academic lecturers, and student teachers, as well as the expectations and responsibilities of these role-players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title="communities of practice">communities of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor%20teachers" title=" mentor teachers"> mentor teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20and%20distance%20learning" title=" open and distance learning"> open and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum" title=" practicum"> practicum</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=student%20teachers" title=" student teachers"> student teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a> </p> <a href="https://publications.waset.org/abstracts/126103/classroom-readiness-of-open-and-distance-learning-student-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126103.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">163</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">4284</span> Public Interest Law for Gender Equality: An Exploratory Study of the 'Single Woman Reproductive Rights' Movement in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaofei%20Zhu">Xiaofei Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a 'weapon of the weak', the Public Interest Law can provide a better perspective for the cause of gender justice. In recent years, the legal practice of single female reproductive rights in China has already possessed the elements of public interest law activities and the possibility of public interest law operation. Through the general operating procedures of public interest law practice, that is, from the choice of subject, the planning of the case, the operation of the strategy and the later development, the paper analyzes the gains and losses of the legal practice of single female reproductive rights in China, and puts forward some ideas on its possible operation path. On this basis, it is believed that the cause of women's rights should be carried out under the broad human rights perspective; it is necessary to realize the particularity of different types of women's rights protection practice; the practice of public interest law needs to accurately grasp the constituent elements of all aspects of the case, and strive to find the opportunities of institutional and social change; the practice of public welfare law of gender justice should be carried out from a long-term perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=single%20women%E2%80%99s%20reproductive%20rights" title="single women’s reproductive rights">single women’s reproductive rights</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20interest%20law" title=" public interest law"> public interest law</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20justice" title=" gender justice"> gender justice</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20strategies" title=" legal strategies"> legal strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20change" title=" legal change"> legal change</a> </p> <a href="https://publications.waset.org/abstracts/120313/public-interest-law-for-gender-equality-an-exploratory-study-of-the-single-woman-reproductive-rights-movement-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4283</span> Communities of Practice as a Training Model for Professional Development of In-Service Teachers: Analyzing the Sharing of Knowledge by Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panagiotis%20%20Kosmas">Panagiotis Kosmas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of new technologies in education inspires practitioners to approach teaching from a different angle with the aim to professionally develop and improve teaching practices. Online communities of practice among teachers seem to be a trend associated with the integration efforts for a modern and pioneering educational system and training program. This study attempted to explore the participation in online communities of practice and the sharing of knowledge between teachers with aims to explore teachers' incentives to participate in such a community of practice. The study aims to contribute to international research, bringing in global debate new concerns and issues related to the professional learning of current educators. One official online community was used as a case study for the purposes of research. The data collection was conducted from the content analysis of online portal, by questionnaire in 184 community members and interviews with ten active users of the portal. The findings revealed that sharing of knowledge is a key motivation of members of a community. Also, the active learning and community participation seem to be essential factors for the success of an online community of practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title="communities of practice">communities of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=sharing%20knowledge" title=" sharing knowledge"> sharing knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/62569/communities-of-practice-as-a-training-model-for-professional-development-of-in-service-teachers-analyzing-the-sharing-of-knowledge-by-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4282</span> Linking Theory to Practice: An Analysis of Papers Submitted by Participants in a Teacher Mentoring Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varda%20Gil">Varda Gil</a>, <a href="https://publications.waset.org/abstracts/search?q=Ella%20Shoval"> Ella Shoval</a>, <a href="https://publications.waset.org/abstracts/search?q=Tussia%20Mira"> Tussia Mira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher mentoring is a complex practical profession whose unique characteristic is the teacher-mentors' commitment to helping teachers link theory with teaching practice in the process of decision-making and in their reflections on teaching. The aim of this research is to examine the way practicing teacher-mentors participating in a teacher mentoring course made the connection between theory and practice. The researchers analyzed 20 final papers submitted by participants in a course to train teacher mentors. The participants were all veteran high-school teachers. The course comprised 112 in-class hours in addition to mentoring novices in the field. The course covered the following topics: The teacher-mentors' perception of their role; formative and summative evaluation of the novices; tutoring strategies and tools; types of learners; and ways of communicating and dealing with novice teachers' resistance to counseling. The course participants were required to write a 4-5 page reflective summary of their field mentoring practice. In addition, they were required to link theories explicitly learned in the course to their practice in the field. A qualitative analysis of the papers led to the creation of the taxonomy of the link between theory and practice relating to four topics: The kinds of links made between theory and practice, the quality of these links, the links made between private teaching theories and official teaching theory, and the qualities of these links. This taxonomy may prove to be a useful tool in the teacher-mentor training processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title="taxonomy">taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentors" title=" teacher-mentors"> teacher-mentors</a>, <a href="https://publications.waset.org/abstracts/search?q=theory" title=" theory"> theory</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentor%20training" title=" teacher-mentor training"> teacher-mentor training</a> </p> <a href="https://publications.waset.org/abstracts/63052/linking-theory-to-practice-an-analysis-of-papers-submitted-by-participants-in-a-teacher-mentoring-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63052.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">354</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">4281</span> The Role of Recruitment and Selection in Financial Performance of Enterprises in Kosovo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arta%20Jashari">Arta Jashari</a>, <a href="https://publications.waset.org/abstracts/search?q=Enver%20%20Kutllovci"> Enver Kutllovci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract— The purpose of this study is to examine the relationship of recruitment and selection practice and performance in medium service enterprises in Kosovo. A total of 110 managers from public and private sector was analyzed. Our empirical results show that enterprises in Kosovo use recruitment and selection practice and they know how important is to have the right people with skills and knowledge accordingly with the job requirements. The outcome of Pearson correlation analysis provides evidence that recruitment and selection practice, positively and significantly influence the financial performance. Also, our results show a significant relationship between the education of managers and the use of the recruitment and selection practice. From our results we can conclude and suggest that with a good recruiting and selection, the organization will fill with a group of potentially qualified candidates who will be able to fulfill the enterprises objective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Human%20Resource" title=" Human Resource"> Human Resource</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosovo" title=" Kosovo"> Kosovo</a>, <a href="https://publications.waset.org/abstracts/search?q=Recruitment%20and%20Selection" title=" Recruitment and Selection"> Recruitment and Selection</a>, <a href="https://publications.waset.org/abstracts/search?q=Performance" title=" Performance"> Performance</a> </p> <a href="https://publications.waset.org/abstracts/121110/the-role-of-recruitment-and-selection-in-financial-performance-of-enterprises-in-kosovo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice&page=5">5</a></li> <li class="page-item"><a class="page-link" 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