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implementation</title> <meta name="description" content="Search results for: curriculum implementation"> <meta name="keywords" content="curriculum implementation"> <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 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action="https://publications.waset.org/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="curriculum implementation"> <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> 1902</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: curriculum implementation</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1902</span> New Curriculum and New Challenges: What do School Administrators Really Do?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zuhal%20Zeybekoglu%20Cal%C4%B1skan">Zuhal Zeybekoglu Calıskan</a>, <a href="https://publications.waset.org/search?q=Erkan%20Tabancali"> Erkan Tabancali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this qualitative case study is to examine how school principals perform their new roles and responsibilities defined in accordance with the new curriculum. Of ten primary schools that the new curriculum was piloted in Istanbul in school year of 2004-2005, one school was randomly selected as the sample of the study. The participants of the study were comprised of randomly-selected 26 teachers working in the case school. To collect data, an interview schedule was developed based on the new role definitions for school principals by the National Ministry of Education. Participants were interviewed on one-to-one basis in February and March 2007. Overall results showed that the school principal was perceived to be successful in terms of the application of the new curriculum in school. According to the majority of teachers, the principal has done his best to establish the infrastructure that is necessary for successful application of the new program. In addition to these, the principal was reported to adopt a collegial and participatory leadership style by creating a positive school atmosphere that enables the school community (teachers, parents and students) to involve school more than before. Keywordscase study, curriculum implementation, school principals and curriculum</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/search?q=school%20principals%20and%20curriculum." title=" school principals and curriculum."> school principals and curriculum.</a> </p> <a href="https://publications.waset.org/9315/new-curriculum-and-new-challenges-what-do-school-administrators-really-do" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9315.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">1479</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1901</span> Islamic Education System: Implementation of Curriculum Kuttab Al-Fatih Semarang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Basyir%20Yaman">Basyir Yaman</a>, <a href="https://publications.waset.org/search?q=Fades%20Br.%20Gultom"> Fades Br. Gultom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The picture and pattern of Islamic education in the Prophet's period in Mecca and Medina is the history of the past that we need to bring back. The Basic Education Institute called Kuttab. Kuttab or Maktab comes from the word kataba which means to write. The popular Kuttab in the Prophet’s period aims to resolve the illiteracy in the Arab community. In Indonesia, this Institution has 25 branches; one of them is located in Semarang (i.e. Kuttab Al-Fatih). Kuttab Al-Fatih as a non-formal institution of Islamic education is reserved for children aged 5-12 years. The independently designed curriculum is a distinctive feature that distinguishes between Kuttab Al-Fatih curriculum and the formal institutional curriculum in Indonesia. The curriculum includes the faith and the Qur’an. Kuttab Al-Fatih has been licensed as a Community Activity Learning Center under the direct supervision and guidance of the National Education Department. Here, we focus to describe the implementation of curriculum Kuttab Al-Fatih Semarang (i.e. faith and al-Qur’an). After that, we determine the relevance between the implementation of the Kuttab Al-Fatih education system with the formal education system in Indonesia. This research uses literature review and field research qualitative methods. We obtained the data from the head of Kuttab Al-Fatih Semarang, vice curriculum, faith coordinator, al-Qur’an coordinator, as well as the guardians of learners and the learners. The result of this research is the relevance of education system in Kuttab Al-Fatih Semarang about education system in Indonesia. Kuttab Al-Fatih Semarang emphasizes character building through a curriculum designed in such a way and combines thematic learning models in modules.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Islamic%20education%20system" title="Islamic education system">Islamic education system</a>, <a href="https://publications.waset.org/search?q=implementation%20of%20curriculum" title=" implementation of curriculum"> implementation of curriculum</a>, <a href="https://publications.waset.org/search?q=Kuttab%20Al-Fatih%20semarang" title=" Kuttab Al-Fatih semarang"> Kuttab Al-Fatih semarang</a>, <a href="https://publications.waset.org/search?q=formal%20education%20system%20in%20Indonesia." title=" formal education system in Indonesia."> formal education system in Indonesia.</a> </p> <a href="https://publications.waset.org/10008368/islamic-education-system-implementation-of-curriculum-kuttab-al-fatih-semarang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008368/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008368/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008368/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008368/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008368/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008368/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008368/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008368/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008368/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008368/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008368.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">1304</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1900</span> Ethical Perspectives on Implementation of Computer Aided Design Curriculum in Architecture in Nigeria: A Case Study of Chukwuemeka Odumegwu Ojukwu University, Uli</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kelechi%20E.%20Ezeji">Kelechi E. Ezeji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of Computer Aided Design (CAD) technologies has become pervasive in the Architecture, Engineering and Construction (AEC) industry. This has led to its inclusion as an important part of the training module in the curriculum for Architecture Schools in Nigeria. This paper examines the ethical questions that arise in the implementation of Computer Aided Design (CAD) Content of the curriculum for Architectural education. Using existing literature, it begins this scrutiny from the propriety of inclusion of CAD into the education of the architect and the obligations of the different stakeholders in the implementation process. It also examines the questions raised by the negative use of computing technologies as well as perceived negative influence of the use of CAD on design creativity. Survey methodology was employed to gather data from the Department of Architecture, Chukwuemeka Odumegwu Ojukwu University Uli, which has been used as a case study on how the issues raised are being addressed. The paper draws conclusions on what will make for successful ethical implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20aided%20design" title="Computer aided design">Computer aided design</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=ethics." title=" ethics."> ethics.</a> </p> <a href="https://publications.waset.org/10003076/ethical-perspectives-on-implementation-of-computer-aided-design-curriculum-in-architecture-in-nigeria-a-case-study-of-chukwuemeka-odumegwu-ojukwu-university-uli" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003076/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003076/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003076/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003076/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003076/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003076/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003076/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003076/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003076/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003076/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003076.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">2251</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1899</span> M-Learning Curriculum Design for Secondary School: A Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammad%20Ridhuan%20Tony%20Lim%20Abdullah">Muhammad Ridhuan Tony Lim Abdullah</a>, <a href="https://publications.waset.org/search?q=Saedah%20Siraj"> Saedah Siraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The learning society has currently transformed from 'wired society' to become 'mobile society' which is facilitated by wireless network. To suit to this new paradigm, m-learning was given birth and rapidly building its prospect to be included in the future curriculum. Research and studies on m-learning spruced up in numerous aspects but there is still scarcity in studies on curriculum design of m-learning. This study is a part of an ongoing bigger study probing into the m-learning curriculum for secondary schools. The paper reports on the first phase of the study which aims to probe into the needs of curriculum design for m-learning at the secondary school level and the researcher adopted the needs analysis method. Data accrued from responses on survey questionnaires based on Lickert-point scale were analyzed statistically. The findings from this preliminary study serve as a basis for m-learning curriculum development for secondary schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=future%20curriculum" title=" future curriculum"> future curriculum</a>, <a href="https://publications.waset.org/search?q=m-learning" title="m-learning">m-learning</a> </p> <a href="https://publications.waset.org/10646/m-learning-curriculum-design-for-secondary-school-a-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10646/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10646/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10646/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10646/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10646/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10646/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10646/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10646/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10646/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10646/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10646.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">2646</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1898</span> Impact of Ownership Structure on Provision of Staff and Infrastructure for Implementing Computer Aided Design Curriculum in Universities in South-East Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kelechi%20E.%20Ezeji">Kelechi E. Ezeji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Instruction towards acquiring skills in the use of Computer Aided Design technologies has become a vital part of architectural education curriculum in the digital era. Its implementation, however, requires deployment of extra resources to build new infrastructure, acquisition and maintenance of new equipment, retraining of staff and recruitment of new ones who are knowledgeable in this area. This study sought to examine the impact that ownership structure of Nigerian universities had on provision of staff and infrastructure for implementing computer aided design curriculum with a view to developing a framework for the evaluation for appropriate implementation by the institutions. Survey research design was employed. The focus was on departments of architecture in universities in south-east Nigeria accredited by the National Universities Commission. Data were obtained in the areas of infrastructure and personnel for CAD implementation. A multi-stage stratified random sampling method was adopted. The first stage of stratification involved the accredited departments. Random sampling by balloting was then carried out. At the second stage, sampling size formulae was applied to obtain respondents’ number. For data analysis, analysis of variance tool for testing differences of means was used. With ρ < 0.5, the study found that there was significant difference between private-funded, state-funded and federal-funded departments of architecture in the provision of personnel and infrastructure. The implications of these findings were that for successful implementation leading to attainment of CAD proficiency to occur in every institution regardless of ownership structure, minimum evaluation guidelines needed to be set. A regular comparison of implementation in institutions was recommended as a means of rating performance. This will inform better interaction with those who consistently show weakness to challenge them towards improvement.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-aided%20design" title="Computer-aided design">Computer-aided design</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=funding" title=" funding"> funding</a>, <a href="https://publications.waset.org/search?q=infrastructure." title=" infrastructure. "> infrastructure. </a> </p> <a href="https://publications.waset.org/10008732/impact-of-ownership-structure-on-provision-of-staff-and-infrastructure-for-implementing-computer-aided-design-curriculum-in-universities-in-south-east-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008732/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008732/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008732/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008732/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008732/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008732/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008732/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008732/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008732/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008732/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008732.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">785</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1897</span> Java Based Automatic Curriculum Generator for Children with Trisomy 21</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Supriyanto">E. Supriyanto</a>, <a href="https://publications.waset.org/search?q=S.%20C.%20Seow"> S. C. Seow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early Intervention Program (EIP) is required to improve the overall development of children with Trisomy 21 (Down syndrome). In order to help trainer and parent in the implementation of EIP, a support system has been developed. The support system is able to screen data automatically, store and analyze data, generate individual EIP (curriculum) with optimal training duration and to generate training automatically. The system consists of hardware and software where the software has been implemented using Java language and Linux Fedora. The software has been tested to ensure the functionality and reliability. The prototype has been also tested in Down syndrome centers. Test result shows that the system is reliable to be used for generation of an individual curriculum which includes the training program to improve the motor, cognitive, and combination abilities of Down syndrome children under 6 years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Early%20intervention%20program%20%28curriculum%29" title="Early intervention program (curriculum)">Early intervention program (curriculum)</a>, <a href="https://publications.waset.org/search?q=Trisomy21" title=" Trisomy21"> Trisomy21</a>, <a href="https://publications.waset.org/search?q=support%20system" title=" support system"> support system</a>, <a href="https://publications.waset.org/search?q=Java." title=" Java."> Java.</a> </p> <a href="https://publications.waset.org/11004/java-based-automatic-curriculum-generator-for-children-with-trisomy-21" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11004/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11004/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11004/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11004/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11004/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11004/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11004/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11004/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11004/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11004/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11004.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">1459</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1896</span> Dental Students’ Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hai%20Ming%20Wong">Hai Ming Wong</a>, <a href="https://publications.waset.org/search?q=Kuen%20Wai%20Ma"> Kuen Wai Ma</a>, <a href="https://publications.waset.org/search?q=Lavender%20Yu%20Xin%20Yang"> Lavender Yu Xin Yang</a>, <a href="https://publications.waset.org/search?q=Yanqi%20Yang"> Yanqi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Problem-Based%20learning" title="Problem-Based learning">Problem-Based learning</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=dental%20education" title=" dental education"> dental education</a>, <a href="https://publications.waset.org/search?q=3-D%20electronic%20models." title=" 3-D electronic models."> 3-D electronic models.</a> </p> <a href="https://publications.waset.org/10007281/dental-students-attitude-towards-problem-based-learning-before-and-after-implementing-3d-electronic-dental-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007281/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007281/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007281/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007281/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007281/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007281/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007281/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007281/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007281/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007281/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007281.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">6574</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1895</span> The Internet, its Social and Ethical Problem to the Young and How Curriculum Can Address the Issue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Ramli">R. Ramli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact of the information revolution is double edged. While it is applauded for its versatility and performance robustness and acclaimed for making life smooth and easy, on the other hand people are concerned about its dark side especially to younger generations. The education system should extend its educating role beyond the school to home. Parents should be included in forming the policies of Internet use as well as in the curriculum delivery. This paper discusses how curriculum can be instrumental in addressing social and ethical issues resulted from the Internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum" title="Curriculum">Curriculum</a>, <a href="https://publications.waset.org/search?q=Ethics" title=" Ethics"> Ethics</a>, <a href="https://publications.waset.org/search?q=Internet%20Addiction" title=" Internet Addiction"> Internet Addiction</a>, <a href="https://publications.waset.org/search?q=Social%20Issues" title=" Social Issues"> Social Issues</a> </p> <a href="https://publications.waset.org/2988/the-internet-its-social-and-ethical-problem-to-the-young-and-how-curriculum-can-address-the-issue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2988.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">4616</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1894</span> Key Factors of Curriculum Innovation in Language Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liliana%20M%C3%A2%C5%A3%C4%83">Liliana Mâţă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to understand the factors of curriculum innovation from the perspective of Language teacher education. The overall aim of the study is to investigate Language educators- perceptions of factors of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for language teacher education and limiting and facilitating factors of innovation. In order to achieve the aim of the study, an observational research is employed. The empirical basis of the study consists of questionnaire with sixty-three language teachers from eight Romanian higher education institutions. The findings reveal variation in Language teachers- conceptions of the dominant factors of curricular innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=Language%20teacher%0D%0Aeducation" title=" Language teacher education"> Language teacher education</a> </p> <a href="https://publications.waset.org/10423/key-factors-of-curriculum-innovation-in-language-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10423.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">16830</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1893</span> Theory of Fractions in College Algebra Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alexander%20Y.%20Vaninsky">Alexander Y. Vaninsky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper compares the treatment of fractions in a typical undergraduate college curriculum and in abstract algebra textbooks. It stresses that the main difference is that the undergraduate curriculum treats equivalent fractions as equal, and this treatment eventually leads to paradoxes and impairs the students- ability to perceive ratios, proportions, radicals and rational exponents adequately. The paper suggests a simplified version of rigorous theory of fractions suitable for regular college curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Fractions" title="Fractions">Fractions</a>, <a href="https://publications.waset.org/search?q=mathematics%20curriculum" title=" mathematics curriculum"> mathematics curriculum</a>, <a href="https://publications.waset.org/search?q=mathematics%0Aeducation" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/3988/theory-of-fractions-in-college-algebra-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3988.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">1668</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1892</span> A Case Study on Theme-Based Approach in Health Technology Engineering Education: Customer Oriented Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mikael%20Soini">Mikael Soini</a>, <a href="https://publications.waset.org/search?q=Kari%20Bj%C3%B6rn"> Kari Björn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Metropolia University of Applied Sciences (MUAS) Information and Communication Technology (ICT) Degree Programme provides full-time Bachelor-level undergraduate studies. ICT Degree Programme has seven different major options; this paper focuses on Health Technology. In Health Technology, a significant curriculum change in 2014 enabled transition from fragmented curriculum including dozens of courses to a new integrated curriculum built around three 30 ECTS themes. This paper focuses especially on the second theme called Customer Oriented Software Applications. From students’ point of view, the goal of this theme is to get familiar with existing health related ICT solutions and systems, understand business around health technology, recognize social and healthcare operating principles and services, and identify customers and users and their special needs and perspectives. This also acts as a background for health related web application development. Built web application is tested, developed and evaluated with real users utilizing versatile user centred development methods. This paper presents experiences obtained from the first implementation of Customer Oriented Software Applications theme. Student feedback was gathered with two questionnaires, one in the middle of the theme and other at the end of the theme. Questionnaires had qualitative and quantitative parts. Similar questionnaire was implemented in the first theme; this paper evaluates how the theme-based integrated curriculum has progressed in Health Technology major by comparing results between theme 1 and 2. In general, students were satisfied for the implementation, timing and synchronization of the courses, and the amount of work. However there is still room for development. Student feedback and teachers’ observations have been and will be used to develop the content and operating principles of the themes and whole curriculum.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=integrated%20and%20theme-based%20curriculum" title=" integrated and theme-based curriculum"> integrated and theme-based curriculum</a>, <a href="https://publications.waset.org/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/search?q=student%20centred%20learning." title=" student centred learning. "> student centred learning. </a> </p> <a href="https://publications.waset.org/10006706/a-case-study-on-theme-based-approach-in-health-technology-engineering-education-customer-oriented-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006706/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006706/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006706/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006706/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006706/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006706/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006706/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006706/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006706/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006706/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006706.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">849</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1891</span> Curriculum Development of Successful Intelligence Promoting for Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saranya%20Chularee">Saranya Chularee</a>, <a href="https://publications.waset.org/search?q=Tawa%20Chularee"> Tawa Chularee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Successful intelligence (SI) is the integrated set of the ability needed to attain success in life, within individual-s sociocultural context. People are successfully intelligent by recognizing their strengths and weaknesses. They will find ways to strengthen their weakness and maintain their strength or even improve it. SI people can shape, select, and adapt to the environments by using balance of higher-ordered thinking abilities including; critical, creative, and applicative. Aims: The purposes of this study were to; 1) develop curriculum that promotes SI for nursing students, and 2) study the effectiveness of the curriculum development. Method: Research and Development was a method used for this study. The design was divided into two phases; 1) the curriculum development which composed of three steps (needs assessment, curriculum development and curriculum field trail), and 2) the curriculum implementation. In this phase, a pre-experimental research design (one group pretest-posttest design) was conducted. The sample composed of 49 sophomore nursing students of Boromarajonani College of Nursing, Surin, Thailand who enrolled in Nursing care of Health problem course I in 2011 academic year. Data were carefully collected using 4 instruments; 1) Modified essay questions test (MEQ) 2) Nursing Care Plan evaluation form 3) Group processing observation form (α = 0.74) and 4) Satisfied evaluation form of learning (α = 0.82). Data were analyzed using descriptive statistics and content analysis. Results: The results revealed that the sample had post-test average score of SI higher than pre-test average score (mean difference was 5.03, S.D. = 2.84). Fifty seven percentages of the sample passed the MEQ posttest at the criteria of 60 percentages. Students demonstrated the strategies of how to develop nursing care plan. Overall, students- satisfaction on teaching performance was at high level (mean = 4.35, S.D. = 0.46). Conclusion: This curriculum can promote the attribute of characteristic of SI person and was highly required to be continued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20Development" title="Curriculum Development">Curriculum Development</a>, <a href="https://publications.waset.org/search?q=Nursing%20Education" title=" Nursing Education"> Nursing Education</a>, <a href="https://publications.waset.org/search?q=Successful%20Intelligence" title=" Successful Intelligence"> Successful Intelligence</a>, <a href="https://publications.waset.org/search?q=Thinking%20ability." title=" Thinking ability."> Thinking ability.</a> </p> <a href="https://publications.waset.org/1726/curriculum-development-of-successful-intelligence-promoting-for-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1726/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1726/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1726/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1726/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1726/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1726/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1726/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1726/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1726/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1726/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1726.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">2213</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1890</span> Etiquette Learning and Public Speaking: Early Etiquette Learning and Its Impact on Higher Education and Working Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Simran%20Ballani">Simran Ballani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to call education professionals to implement etiquette and public speaking skills for preschoolers, primary, middle and higher school students. In this paper the author aims to present importance of etiquette learning and public speaking curriculum for preschoolers, reflect on experiences from implementation of the curriculum and discuss the effect of the said implementation on higher education/global job market. Author’s aim to introduce this curriculum was to provide children with innovative learning and all around development. This training of soft skills at kindergarten level can have a long term effect on their social behaviors which in turn can contribute to professional success once they are ready for campus recruitment/global job markets. Additionally, if preschoolers learn polite, appropriate behavior at early age, it will enable them to become more socially attentive and display good manners as an adult. It is easier to nurture these skills in a child rather than changing bad manners at adulthood. Preschool/Kindergarten education can provide the platform for children to learn these crucial soft skills irrespective of the ethnicity, economic or social background they come from. These skills developed at such early years can go a long way to shape them into better and confident individuals. Unfortunately, accessibility of the etiquette learning and public speaking skill education is not standardized in pre-primary or primary level and most of the time embedding into the kindergarten curriculum is next to nil. All young children should be provided with equal opportunity to learn these soft skills which are essential for finding their place in job market.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Etiquette%20learning" title="Etiquette learning">Etiquette learning</a>, <a href="https://publications.waset.org/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/search?q=overall%20child%20development" title=" overall child development"> overall child development</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20interventions" title=" early childhood interventions"> early childhood interventions</a>, <a href="https://publications.waset.org/search?q=soft%20skills." title=" soft skills."> soft skills.</a> </p> <a href="https://publications.waset.org/10011315/etiquette-learning-and-public-speaking-early-etiquette-learning-and-its-impact-on-higher-education-and-working-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011315.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">1004</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1889</span> Realistic Simulation Methodology in Brazil’s New Medical Education Curriculum: Potentialities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cleto%20J.%20Sauer%20Jr">Cleto J. Sauer Jr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Introduction: Brazil’s new national curriculum guidelines (NCG) for medical education were published in 2014, presenting active learning methodologies as a cornerstone. Simulation was initially applied for aviation pilots’ training and is currently applied in health sciences. The high-fidelity simulator replicates human body anatomy in detail, also reproducing physiological functions and its use is increasing in medical schools. Realistic Simulation (RS) has pedagogical aspects that are aligned with Brazil’s NCG teaching concepts. The main objective of this study is to carry on a narrative review on RS’s aspects that are aligned with Brazil’s new NCG teaching concepts. Methodology: A narrative review was conducted, with search in three databases (PubMed, Embase and BVS) of studies published between 2010 and 2020. Results: After systematized search, 49 studies were selected and divided into four thematic groups. RS is aligned with new Brazilian medical curriculum as it is an active learning methodology, providing greater patient safety, uniform teaching, and student's emotional skills enhancement. RS is based on reflective learning, a teaching concept developed for adult’s education. Conclusion: RS is a methodology aligned with NCG teaching concepts and has potential to assist in the implementation of new Brazilian medical school’s curriculum. It is an immersive and interactive methodology, which provides reflective learning in a safe environment for students and patients.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum" title="Curriculum">Curriculum</a>, <a href="https://publications.waset.org/search?q=high-fidelity%20simulator" title=" high-fidelity simulator"> high-fidelity simulator</a>, <a href="https://publications.waset.org/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/search?q=realistic%20simulation." title=" realistic simulation. "> realistic simulation. </a> </p> <a href="https://publications.waset.org/10011452/realistic-simulation-methodology-in-brazils-new-medical-education-curriculum-potentialities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011452/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011452/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011452/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011452/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011452/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011452/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011452/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011452/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011452/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011452/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011452.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">575</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1888</span> Transformative Leadership and Learning Management Systems Implementation: Leadership Practices in Instructional Design for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Felix%20Brito">Felix Brito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the growth of online learning, several higher education institutions have attempted to incorporate technology in their curriculum. Successful technology implementation projects really on technology infrastructure and on the acceptance of education professionals towards innovation. This research study is aimed at illustrating the relevance of the human component in technology implementation projects in higher education by describing the Learning Management System implementation project executed by instructional designers working for a higher education institution in the southeast region of the United States. An analysis of the Transformative Leadership Theory, the Technology Acceptance Model, and the Diffusion of Innovation Process provide the support for a solid understanding of this issue and address recommendations for future technology implementation projects in higher education institutions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management%20systems" title="Learning management systems">Learning management systems</a>, <a href="https://publications.waset.org/search?q=transformative%20leadership%20theory" title=" transformative leadership theory"> transformative leadership theory</a>, <a href="https://publications.waset.org/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/search?q=diffusion%20of%20innovation%20process" title=" diffusion of innovation process"> diffusion of innovation process</a>, <a href="https://publications.waset.org/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=online%20learning." title=" online learning."> online learning.</a> </p> <a href="https://publications.waset.org/10007389/transformative-leadership-and-learning-management-systems-implementation-leadership-practices-in-instructional-design-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007389/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007389/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007389/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007389/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007389/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007389/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007389/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007389/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007389/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007389/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007389.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">1567</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1887</span> Information and Communication Technologies in Collaboration Projects via the Internet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Murat%20%C3%96ztok">Murat Öztok</a>, <a href="https://publications.waset.org/search?q=Nesrin%20%C3%96zdener"> Nesrin Özdener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study is to determine the basic information and communication technology (ICT) skills that may be needed by students studying in the 8th grade of the primary education in their cooperative project works implemented via the Internet. Within the scope of the study, the curriculum used for European Computer Driving License (ECDL) and the curriculum used in Turkey are also compared in terms of the ability to use ICT, which is aimed to be provided to the students. The research population of the study, during which the pre test – post test control group experimental model was used, consisted of 40 students from three different schools. In the first stage of the study, the skills that might be needed by students for their cooperative project works implemented via the Internet were determined through examination of the completed Comenious, e – twinning and WorldLinks projects. In the second stage of the study, the curriculums of the Turkish Ministry of National Education (MEB) and ECDL were evaluated by seven different teachers in line with these skills. Also in this study the ECDL and MEB curriculums were compared in terms of capability to provide the skills to implement cooperative projects via the Internet. In line with the findings of the study, the skills that might be needed by students to implement cooperative projects via the Internet were outlined, and existence of a significant difference was established in favor of the ECDL curriculum upon comparison of both curriculums in accordance with this outline (U = 50,500; p <0,05). The findings of the study also suggested that the students had considerable deficiencies in implementation of cooperative projects via the Internet without the ICT infrastructure.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Collaboration%20Projects" title="Collaboration Projects">Collaboration Projects</a>, <a href="https://publications.waset.org/search?q=Comenius" title=" Comenius"> Comenius</a>, <a href="https://publications.waset.org/search?q=Curriculum" title=" Curriculum"> Curriculum</a>, <a href="https://publications.waset.org/search?q=ICT." title=" ICT."> ICT.</a> </p> <a href="https://publications.waset.org/13917/information-and-communication-technologies-in-collaboration-projects-via-the-internet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13917/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13917/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13917/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13917/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13917/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13917/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13917/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13917/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13917/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13917/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13917.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">1661</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1886</span> Evaluation of Curriculum Quality of Postgraduate Studies of Actuarial Science Field at Public Universities of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Havas%20Beigi">F. Havas Beigi</a>, <a href="https://publications.waset.org/search?q=M.%20Vafaee%20Yeganeh"> M. Vafaee Yeganeh</a>, <a href="https://publications.waset.org/search?q=E.%20Mohammadi"> E. Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Evaluation and survey of curriculum quality as one of the most important components of universities system is necessary for different levels in higher education. The main purpose of this study was to survey of the curriculum quality of Actuarial science field. Case: University of SHahid Beheshti and Higher education institute of Eco insurance (according to viewpoint of students, alumni, employers and faculty members). Descriptive statistics (mean, tables, percentage, and frequency distribution) and inferential statistics (CHI SQUARE) were used to analyze the data. Six criteria considered for the Quality of curriculum: objectives, content, teaching and learning methods, space and facilities, Time, assessment of learning. Content, teaching and learning methods, space and facilities, assessment of learning criteria were relatively desirable level, objectives and time criterions were desirable level. The quality of curriculum of Actuarial Science field was relatively desirable level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Quality" title="Quality">Quality</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=Actuarial%20science" title=" Actuarial science"> Actuarial science</a>, <a href="https://publications.waset.org/search?q=higher%0D%0Aeducation" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/563/evaluation-of-curriculum-quality-of-postgraduate-studies-of-actuarial-science-field-at-public-universities-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/563/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/563/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/563/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/563/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/563/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/563/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/563/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/563/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/563/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/563/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/563.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">1867</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1885</span> Collaborative Web-Based E-learning Environment for Information Security Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Hu">Wei Hu</a>, <a href="https://publications.waset.org/search?q=Tianzhou%20Chen"> Tianzhou Chen</a>, <a href="https://publications.waset.org/search?q=Qingsong%20Shi"> Qingsong Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the development of e-learning is very rapid. E-learning is an attractive and efficient way for computer education. Student interaction and collaboration also plays an important role in e-learning. In this paper, a collaborative web-based e-learning environment is presented. A wide range of interactive and collaborative methods are integrated into a web-based environment. This e-learning environment is designed for information security curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=information%20Security" title=" information Security"> information Security</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=web-based%20environment." title=" web-based environment."> web-based environment.</a> </p> <a href="https://publications.waset.org/9584/collaborative-web-based-e-learning-environment-for-information-security-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9584/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9584/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9584/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9584/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9584/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9584/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9584/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9584/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9584/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9584/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9584.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">1731</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1884</span> New Chances of Reforming Pedagogical Approach in Secondary English Class in China under the New English Curriculum and National College Entrance Examination Reform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yue%20Wang">Yue Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Five years after the newest English curriculum, reform policy was enacted in China and hand-wringing spread among teachers who accused that this is another “wearing new shoes to walk the old road” policy. This paper provides a thoroughly philosophical policy analysis of serious efforts that had been made to support this reform and revealed the hindrances that bridled the reform to yield the desired effect. Blame could be easily put on teachers for their insufficient pedagogical content knowledge, conservative resistance, and the handicaps of large class sizes and limited teaching times and so on. However, the underlying causes for this implementation failure are the interrelated factors in the NCEE-centred education system, such as the reluctance from students, the lack of school and education bureau support and insufficient teacher training. A further discussion of the 2017 to 2020’s NCEE reform on English prompts new possibilities for the authentic pedagogical approach reform in secondary English classes. In all, the pedagogical approach reform at the secondary level is heading towards a brighter future with the initiation of new NCEE reform.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20curriculum" title="English curriculum">English curriculum</a>, <a href="https://publications.waset.org/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/search?q=NCEE" title=" NCEE"> NCEE</a>, <a href="https://publications.waset.org/search?q=new%20possibilities" title=" new possibilities"> new possibilities</a>, <a href="https://publications.waset.org/search?q=pedagogical" title=" pedagogical"> pedagogical</a>, <a href="https://publications.waset.org/search?q=policy%20analysis" title=" policy analysis"> policy analysis</a>, <a href="https://publications.waset.org/search?q=reform." title=" reform."> reform.</a> </p> <a href="https://publications.waset.org/10012444/new-chances-of-reforming-pedagogical-approach-in-secondary-english-class-in-china-under-the-new-english-curriculum-and-national-college-entrance-examination-reform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012444/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012444/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012444/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012444/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012444/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012444/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012444/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012444/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012444/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012444/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012444.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">531</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1883</span> Survey of Curriculum Quality of Postgraduate Studies of Insurance Management Field Case: University of Allameh Taba Tabaee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Havas%20Beigi">F. Havas Beigi</a>, <a href="https://publications.waset.org/search?q=E.%20Mohammadi"> E. Mohammadi</a>, <a href="https://publications.waset.org/search?q=M.Vafaee%20Yeganeh"> M.Vafaee Yeganeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Curriculum is one of the most important inputs in higher education system and for knowing the strong and weak spots of it we need evaluation. The main purpose of this study was to survey of the curriculum quality of Insurance Management field. Case: University of Allameh Taba Tabaee(according to view point of students,alumni,employer and faculty members).Descriptive statistics (mean, tables, percentages, frequency distribution) and inferential statistics (CHI SQUARE) were used to analyze the data. Six criterions considered for the Quality of curriculum: objectives, content, teaching and learning methods, space and facilities, Time, assessment of learning. objectives, teaching and learning methods criterions was desirable level, content criteria was undesirable level, space and facilities, time and assessment of learning were rather desirable level. The quality of curriculum of insurance management field was relatively desirable level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Quality" title="Quality">Quality</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=insurance%20management" title=" insurance management"> insurance management</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/5226/survey-of-curriculum-quality-of-postgraduate-studies-of-insurance-management-field-case-university-of-allameh-taba-tabaee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5226/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5226/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5226/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5226/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5226/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5226/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5226/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5226/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5226/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5226/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5226.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">1331</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1882</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20Design" title="Curriculum Design">Curriculum Design</a>, <a href="https://publications.waset.org/search?q=Employability%20Skills" title=" Employability Skills"> Employability Skills</a>, <a href="https://publications.waset.org/search?q=Employers" title=" Employers"> Employers</a>, <a href="https://publications.waset.org/search?q=Graduates." title=" Graduates."> Graduates.</a> </p> <a href="https://publications.waset.org/9997359/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997359/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997359/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997359/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997359/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997359/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997359/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997359/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997359/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997359/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997359/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997359.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">1900</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1881</span> Curriculum and Sex-specific Differences in Academic Stress Arising from Perceived Expectations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Glenn%20M.%20Calaguas">Glenn M. Calaguas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the aim of knowing whether curriculum and sex differences exist in academic stress arising from perceived expectations, high school students were asked to respond to the Academic Expectations Stress Inventory (AESI). AESI is a nine-item inventory with two domains, namely: expectations of teachers/parents and expectations of self. Out of the 504 officially enrolled high school students in a state college, 469 responded to the inventory. Responses were analyzed using independent samples ttest. Significant differences were found between the mean scores of the respondents coming from the Science and the Vocational curriculum. The respondents from the Science curriculum consistently registered higher mean scores. Likewise, significant differences were found between the male and the female respondents. The female respondents consistently registered higher mean scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=academic%20stress" title="academic stress">academic stress</a>, <a href="https://publications.waset.org/search?q=curriculum%20and%20sex%20differences" title=" curriculum and sex differences"> curriculum and sex differences</a>, <a href="https://publications.waset.org/search?q=high%20school%20students" title="high school students">high school students</a>, <a href="https://publications.waset.org/search?q=perceived%20expectations" title=" perceived expectations"> perceived expectations</a> </p> <a href="https://publications.waset.org/4146/curriculum-and-sex-specific-differences-in-academic-stress-arising-from-perceived-expectations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4146/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4146/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4146/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4146/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4146/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4146/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4146/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4146/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4146/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4146/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4146.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">2164</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1880</span> Math Curriculum Adaptation for Disadvantaged Students in an Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tai-Hwa%20Emily%20Lu">Tai-Hwa Emily Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was a part of the three-year longitudinal research on setting up an math learning model for the disadvantaged students in Taiwan. A target 2nd grade class with 10 regular students and 6 disadvantaged students at a disadvantaged area in Taipei participated in this study. Two units of a market basal math textbook concerning fractions, three-dimensional figures, weight and capacity were adapted to enhance their math learning motivations, confidences and effects. The findings were (1) curriculum adaptation was effective on enhancing students- learning motivations, confidences and effects; (2) story-type problems and illustrations decreased difficulties on understanding math language for students from new immigrant families and students with special needs; (3) “concrete – semiconcrete – abstract" teaching strategies and hands-on activities were essential to raise students learning interests and effects; and (4) curriculum adaptation knowledge and skills needed to be included in the pre- and in-service teacher training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20adaptations" title="curriculum adaptations">curriculum adaptations</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=disadvantaged%0Astudents" title=" disadvantaged students"> disadvantaged students</a>, <a href="https://publications.waset.org/search?q=inclusive%20classroom" title=" inclusive classroom"> inclusive classroom</a> </p> <a href="https://publications.waset.org/13846/math-curriculum-adaptation-for-disadvantaged-students-in-an-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13846/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13846/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13846/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13846/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13846/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13846/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13846/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13846/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13846/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13846/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13846.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">2726</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1879</span> Tobephobia: Teachers- Ineptitude to Manage Curriculum Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P.%20Singh">P. Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, Tobephobia (TBP) alludes to the fear of failure experienced by teachers to manage curriculum change. TBP is an emerging concept and it extends the boundaries of research in terms of how we view achievement and failure in education. Outcomes-based education (OBE) was introduced fifteen years ago in South African schools without simultaneously upgrading teachers- professional competencies. This exploratory research, therefore examines a simple question: What is the impact of TBP and OBE on teachers? Teacher ineptitude to cope with the OBE curriculum in the classroom is a serious problem affecting large numbers of South African teachers. This exploratory study sought to determine the perceived negative impact of OBE and TBP on teachers. A survey was conducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The results confirm the very negative impact of TBP and OBE on teachers. This exploratory study authenticates the existence of TBP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20change" title="Curriculum change">Curriculum change</a>, <a href="https://publications.waset.org/search?q=fear%20of%20failure%20in%20education" title=" fear of failure in education"> fear of failure in education</a>, <a href="https://publications.waset.org/search?q=outcomes-based%20education" title=" outcomes-based education"> outcomes-based education</a>, <a href="https://publications.waset.org/search?q=Tobephobia." title=" Tobephobia."> Tobephobia.</a> </p> <a href="https://publications.waset.org/492/tobephobia-teachers-ineptitude-to-manage-curriculum-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/492/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/492/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/492/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/492/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/492/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/492/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/492/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/492/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/492/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/492/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/492.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">2135</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1878</span> Meaningful General Education Reform: Integrating Core Curricula and Institutional Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Michael%20W.%20Markowitz">Michael W. Markowitz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A central element of higher education today is the “core” or “general education” curriculum: that configuration of courses that often encompasses the essence of liberal arts education. Ensuring that such offerings reflect the mission and values of the institution is a challenge faced by most college and universities, often more than once. This paper presents an action model of program planning designed to structure the processes of developing, implementing and revising core curricula in a manner consistent with key institutional goals and objectives. Through presentation of a case study from a university in the United States, the elements of needs assessment, stakeholder investment and collaborative compromise are shown as key components of a planning strategy that can produce a general education program that is comprehensive, academically rigorous, assessable, and mission consistent. The paper concludes with recommendations for both the implementation and evaluation of such programs in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20assessment" title="Academic assessment">Academic assessment</a>, <a href="https://publications.waset.org/search?q=academic%20program%20planning" title=" academic program planning"> academic program planning</a>, <a href="https://publications.waset.org/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/search?q=general%20education%20reform." title=" general education reform."> general education reform.</a> </p> <a href="https://publications.waset.org/10001360/meaningful-general-education-reform-integrating-core-curricula-and-institutional-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001360/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001360/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001360/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001360/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001360/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001360/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001360/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001360/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001360/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001360/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001360.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">1271</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1877</span> The Wheel Garden: Project-Based Learning for Cross Curriculum Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sherry%20S.%20Herron">Sherry S. Herron</a>, <a href="https://publications.waset.org/search?q=Douglas%20Magomo"> Douglas Magomo</a>, <a href="https://publications.waset.org/search?q=Paula%20Gossard"> Paula Gossard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Art%20education" title="Art education">Art education</a>, <a href="https://publications.waset.org/search?q=cross-curriculum%20instruction" title=" cross-curriculum instruction"> cross-curriculum instruction</a>, <a href="https://publications.waset.org/search?q=multicultural%20education" title=" multicultural education"> multicultural education</a>, <a href="https://publications.waset.org/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/search?q=school%20gardens" title=" school gardens"> school gardens</a>, <a href="https://publications.waset.org/search?q=task%20based%20learning." title=" task based learning."> task based learning.</a> </p> <a href="https://publications.waset.org/15385/the-wheel-garden-project-based-learning-for-cross-curriculum-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15385/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15385/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15385/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15385/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15385/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15385/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15385/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15385/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15385/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15385/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15385.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">2836</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1876</span> The Impact of Enterprise Resource Planning System (ERP) in a South African Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mushavhanamadi%20K.">Mushavhanamadi K.</a>, <a href="https://publications.waset.org/search?q=Mbohwa%20C."> Mbohwa C.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presents the findings of the investigation of ERP implementation, challenges experiences by a South African Company in ERP implementation, success factors, failures, and propose recommendations to improve ERP implementation. The data collections methods used are questionnaires. The paper contributes to discussion on ERP implementation in developing economics.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CSF" title="CSF">CSF</a>, <a href="https://publications.waset.org/search?q=ERP" title=" ERP"> ERP</a>, <a href="https://publications.waset.org/search?q=MRP" title=" MRP"> MRP</a>, <a href="https://publications.waset.org/search?q=MRP%20II." title=" MRP II."> MRP II.</a> </p> <a href="https://publications.waset.org/17377/the-impact-of-enterprise-resource-planning-system-erp-in-a-south-african-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17377/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17377/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17377/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17377/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17377/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17377/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17377/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17377/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17377/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17377/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17377.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">4685</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1875</span> Students’ Views on Mathematics Learning: A Cross-Sectional Survey of Senior Secondary Schools Students in Katsina State of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fahad%20Suleiman">Fahad Suleiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to study students’ view on mathematics learning in Katsina State Senior Secondary Schools of Nigeria, such as their conceptions of mathematics, attitudes toward mathematics learning, etc. A questionnaire was administered to a random sample of 1,225 senior secondary two (SS II) students of Katsina State in Nigeria. The data collected showed a clear picture of the hurdles that affect the teaching and learning of mathematics in our schools. Problems such as logistics and operational which include shortage of mathematics teachers, non–availability of a mathematics laboratory, etc. were identified. It also depicted the substantial trends of changing views and attitudes toward mathematics across secondary schools. Students’ responses to the conception of mathematics were consistent and they demonstrated some specific characteristics of their views in learning mathematics. This survey has provided useful information regarding students’ needs and aspirations in mathematics learning for curriculum planners and frontline teachers for future curriculum reform and implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=students." title=" students."> students.</a> </p> <a href="https://publications.waset.org/10006208/students-views-on-mathematics-learning-a-cross-sectional-survey-of-senior-secondary-schools-students-in-katsina-state-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006208/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006208/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006208/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006208/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006208/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006208/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006208/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006208/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006208/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006208/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006208.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">1066</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1874</span> Success Factors of Large Scale ERP Implementation in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rotchanakitumnuai">Rotchanakitumnuai</a>, <a href="https://publications.waset.org/search?q=Siriluck"> Siriluck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of the study are to examine the determinants of ERP implementation success factors of ERP implementation. The result indicates that large scale ERP implementation success consist of eight factors: project management competence, knowledge sharing, ERP system quality , understanding, user involvement, business process re-engineering, top management support, organization readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=large%20scale%20ERP" title="large scale ERP">large scale ERP</a>, <a href="https://publications.waset.org/search?q=implementation%20success%20factors" title=" implementation success factors"> implementation success factors</a>, <a href="https://publications.waset.org/search?q=Thailand" title="Thailand">Thailand</a> </p> <a href="https://publications.waset.org/13200/success-factors-of-large-scale-erp-implementation-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13200/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13200/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13200/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13200/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13200/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13200/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13200/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13200/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13200/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13200/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13200.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">3198</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1873</span> Curriculum Based Measurement and Precision Teaching in Writing Empowerment Enhancement: Results from an Italian Learning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=I.%20Pelizzoni">I. Pelizzoni</a>, <a href="https://publications.waset.org/search?q=C.%20Cavallini"> C. Cavallini</a>, <a href="https://publications.waset.org/search?q=I.%20Salvaderi"> I. Salvaderi</a>, <a href="https://publications.waset.org/search?q=F.%20Cavallini"> F. Cavallini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>We present the improvement in writing skills obtained by 94 participants (aged between six and 10 years) with special educational needs through a writing enhancement program based on fluency principles. The study was planned and conducted with a single-subject experimental plan for each of the participants, in order to confirm the results in the literature. These results were obtained using precision teaching (PT) methodology to increase the number of written graphemes per minute in the pre- and post-test, by curriculum based measurement (CBM). Results indicated an increase in the number of written graphemes for all participants. The average overall duration of the intervention is 144 minutes in five months of treatment. These considerations have been analyzed taking account of the complexity of the implementation of measurement systems in real operational contexts (an Italian learning center) and important aspects of replicability and cost-effectiveness of such interventions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Precision%20teaching" title="Precision teaching">Precision teaching</a>, <a href="https://publications.waset.org/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/search?q=CBM" title=" CBM"> CBM</a>, <a href="https://publications.waset.org/search?q=Italian%20Learning%20Center." title=" Italian Learning Center."> Italian Learning Center.</a> </p> <a href="https://publications.waset.org/10011174/curriculum-based-measurement-and-precision-teaching-in-writing-empowerment-enhancement-results-from-an-italian-learning-center" class="btn btn-primary btn-sm">Procedia</a> <a 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