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support services</title> <meta name="description" content="Search results for: education support services"> <meta name="keywords" content="education support services"> <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/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education support services"> <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> 15678</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education support services</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15558</span> Parent’s Evaluation of the Services Offered to Their Children with Autism in UAE Centres</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ali%20Fteiha">Mohammad Ali Fteiha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghanem%20Al%20Bustami"> Ghanem Al Bustami </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to identify the assessment of parents of children with Autism for services provided by the Center for special care in the United Arab Emirates, in terms of quality, comprehensive and the impact of some factors related to the diagnosis and place of service provision and efficient working procedures of service and the child age. In order to achieve the objective of the study, researchers used Parent’s Satisfaction Scale, and Parents Evaluation of Services Effectiveness, both the scale and the parents reports provided with accepted level of validity and reliability. Sample includes 300 families of children with Autism receiving educational and rehabilitation services, treatment and support services in both governmental and private centers in United Arab Emirates. ANOVA test was used through SPSS program to analyze the collected data. The results of the study have indicated that there are significant differences in the assessment of services provided by centers due to a place of service, the nature of the diagnosis, child's age at the time of the study, as well as statistically significance differences due to age when first diagnosed. The results also showed positive evaluation for the good level of services as international standard, and the quality of these services provided by autism centers in the United Arab Emirates, especially in governmental centers. At the same time, the results showed the presence of many needs problems faced by the parents do not have appropriate solutions. Based on the results the recommendations were stated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20programs" title=" autism programs"> autism programs</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20services" title=" supportive services"> supportive services</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20centers" title=" government centers"> government centers</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20centers" title=" private centers"> private centers</a> </p> <a href="https://publications.waset.org/abstracts/18006/parents-evaluation-of-the-services-offered-to-their-children-with-autism-in-uae-centres" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18006.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">558</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15557</span> The Need for Career Education Based on Self-Esteem in Japanese Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because of the rapidly changing social and industrial world, career education in Japan has recently gained in popularity with the government’s support. However, it has not fostered proactive mindsets and attitudes in the youths. This paper first provides a background of career education in Japan. Next, based on the International Survey of Youth Attitude, Japanese youths’ views of themselves and their future were identified and then compared to the views of youths in six other countries. Assessments of the feelings of self-satisfaction and future hopes of Japanese youths returned very low scores. Suggestions were offered on career education in order to promote a positive self-image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-image" title=" self-image"> self-image</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20attitude" title=" youth attitude"> youth attitude</a> </p> <a href="https://publications.waset.org/abstracts/23285/the-need-for-career-education-based-on-self-esteem-in-japanese-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15556</span> Leadership, A Toll to Support Innovations and Inventive Education at Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Balco">Peter Balco</a>, <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Filipova"> Miriam Filipova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The university education is generally concentrated on acquiring theoretical as well as professional knowledge. The right mix of these knowledges is key in creating innovative as well as inventive solutions. Despite the understanding of their importance by the professional community, these are promoted with problems and misunderstanding. The reason for the failure of many non-traditional, innovative approaches is the ignorance of Leadership in the process of their implementation, ie decision-making. In our paper, we focused on the role of Leadership in the educational process and how this knowledge can support decision-making, the selection of a suitable, optimal solution for practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=invention" title=" invention"> invention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/143010/leadership-a-toll-to-support-innovations-and-inventive-education-at-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15555</span> Modeling Intention to Use 3PL Services: An Application of the Theory of Planned Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Akter">Nasrin Akter</a>, <a href="https://publications.waset.org/abstracts/search?q=Prem%20Chhetri"> Prem Chhetri</a>, <a href="https://publications.waset.org/abstracts/search?q=Shams%20Rahman"> Shams Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study tested Ajzen’s Theory of Planned Behavior (TPB) model to explain the formation of business customers’ intention to use 3PL services in Bangladesh. The findings show that the TPB model has a good fit to the data. Based on theoretical support and suggested modification indices, a refined TPB model was developed afterwards which provides a better predictive power for intention. Consistent with the theory, the results of a structural equation analysis revealed that the intention to use 3PL services is predicted by attitude and subjective norms but not by perceived behavioral control. Further investigation indicated that the paths between (attitude and intention) and (subjective norms and intention) did not statistically differ between 3PL user and non-user. Findings of this research provide an evidence base to formulate business strategies to increase the use of 3PL services in Bangladesh to enhance productivity and to gain economic efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=intention" title=" intention"> intention</a>, <a href="https://publications.waset.org/abstracts/search?q=third-party%20logistics" title=" third-party logistics"> third-party logistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory%20of%20Planned%20Behavior" title=" Theory of Planned Behavior"> Theory of Planned Behavior</a> </p> <a href="https://publications.waset.org/abstracts/16097/modeling-intention-to-use-3pl-services-an-application-of-the-theory-of-planned-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16097.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">581</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15554</span> Role of Academic Library in/for Information Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20Rani">Veena Rani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the role of academic library in information literacy in the present time. Information is the very important aspect for the growth of any country. In this context information literacy is an essential tool in the development of various fields. Academic library is an essential part of university as well as of an institution. In Academic library we can include university library, college library as well as school library. Academic libraries are playing an important role for information literacy. Academic libraries provide excellent services for the benefit of students, teachers, researchers, and all those who are interested in education. All over the world many of the schemes, policies and services provide for information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20literacy" title=" tool literacy"> tool literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education "> higher education </a> </p> <a href="https://publications.waset.org/abstracts/32839/role-of-academic-library-infor-information-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32839.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">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15553</span> The Effect of Emotion Self-Confidence and Perceived Social Support on Hong Kong Higher-Education Students' Suicide-Related Emotional Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Ching">K. C. Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public concern over the increasing prevalence of student suicide in Hong Kong. Some identify the problem with insufficient social support, while some attribute it to the vast fluctuations in emotional experience and the hindrances to emotion-regulation, both typical of adolescence and emerging adulthood. This study is thus designed to explore the respective effect of perceived social support and emotion self-confidence, on positive emotions and negative emotions. Fifty-seven Hong Kong higher-education students (17 males, 40 females) aged between 18 and 25 (M = 21.78) responded to an online questionnaire consisted of self-reported measures of perceived social support, emotional self-confidence, positive emotions, and negative emotions. Hierarchical regression analysis revealed that emotional self-confidence positively associated with positive emotions and negatively with negative emotions, while perceived social support positively associated with positive emotions but was not related to negative emotions. Perceived social support and emotional self-confidence both predicted positive emotions, but did not interact to predict any emotional outcome. It is concluded that students’ positive and negative emotional experiences are closely related to their emotion-regulation process. But for social support, its effect is merely protective, meaning that although perceived social support generally promotes positive emotions, it alone does not suffice to alleviate students’ negative emotions. These conclusions carry profound implications to suicide prevention practices, including that most existing suicide prevention campaigns should advance from merely fostering mutual support to directly promoting adaptive coping of emotional negativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title="emerging adulthood">emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-confidence" title=" emotional self-confidence"> emotional self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=hong%20kong" title=" hong kong"> hong kong</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title=" suicide prevention"> suicide prevention</a> </p> <a href="https://publications.waset.org/abstracts/120833/the-effect-of-emotion-self-confidence-and-perceived-social-support-on-hong-kong-higher-education-students-suicide-related-emotional-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120833.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">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15552</span> A Computationally Intelligent Framework to Support Youth Mental Health in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathaniel%20Carpenter">Nathaniel Carpenter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-enabled systems for supporting youth mental health management in Australia are pioneering in their field; however, with their success, these systems are experiencing exponential growth in demand which is straining an already stretched service. Supporting youth mental is critical as the lack of support is associated with significant and lasting negative consequences. To meet this growing demand, and provide critical support, investigations are needed on evaluating and improving existing online support services. Improvements should focus on developing frameworks capable of augmenting and scaling service provisions. There are few investigations informing best-practice frameworks when implementing e-mental health support systems for youth mental health; there are fewer which implement machine learning or artificially intelligent systems to facilitate the delivering of services. This investigation will use a case study methodology to highlight the design features which are important for systems to enable young people to self-manage their mental health. The investigation will also highlight the current information system challenges, to include challenges associated with service quality, provisioning, and scaling. This work will propose methods of meeting these challenges through improved design, service augmentation and automation, service quality, and through artificially intelligent inspired solutions. The results of this study will inform a framework for supporting youth mental health with intelligent and scalable web-enabled technologies to support an ever-growing user base. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20systems" title=" information systems"> information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20mental%20health" title=" youth mental health"> youth mental health</a> </p> <a href="https://publications.waset.org/abstracts/128305/a-computationally-intelligent-framework-to-support-youth-mental-health-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128305.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">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15551</span> The Effect of Intimate Partner Violence Prevention Program on Knowledge and Attitude of Victims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marzieh%20Nojomi">Marzieh Nojomi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azadeh%20Mottaghi"> Azadeh Mottaghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Arghavan%20Haj-Sheykholeslami"> Arghavan Haj-Sheykholeslami</a>, <a href="https://publications.waset.org/abstracts/search?q=Narjes%20Khalili"> Narjes Khalili</a>, <a href="https://publications.waset.org/abstracts/search?q=Arash%20Tehrani%20Banihashemi"> Arash Tehrani Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and objectives: Domestic violence is a global problem with severe consequences throughout the life of the victims. Iran’s Ministry of Health has launched an intimate partner violence (IPV) prevention program, integrated in the primary health care services since 2016. The present study is a part of this national program’s evaluation. In this section, we aimed to examine spousal abuse victims’ knowledge and attitude towards domestic violence before and after receivingthese services. Methods: To assess the knowledge and attitudes of victims, a questionnaire designed by Ahmadzadand colleagues in 2013 was used. This questionnaire includes 15 questions regarding knowledge in the fields of definition, epidemiology, and effects on children, outcomes, and prevention of domestic violence. To assess the attitudes, this questionnaire has 10 questions regarding the attitudes toward the causes, effects, and legal or protective support services of domestic violence. To assess the satisfaction and the effect of the program on prevention or reduction of spousal violence episodes, two more questions were also added. Since domestic violence prevalence differs in different parts of the country, we chose nine areas with the highest, the lowest, and moderate prevalence of IPVfor the study. The link to final electronic version of the questionnaire was sent to the randomly selected public rural or urban health centers in the nine chosen areas. Since the study had to be completed in one month, we used newly identified victims as pre-intervention group and people who had at least received one related service from the program (like psychiatric consultation, education about safety measures, supporting organizations and etc.) during the previous year, as our post- intervention group. Results: A hundred and ninety-two newly identified IPV victims and 267 victims who had at least received one related program service during the previous year entered the study. All of the victims were female. Basic characteristics of the two groups, including age, education, occupation, addiction, spouses’ age, spouses’ addiction, duration of the current marriage, and number of children, were not statistically different. In knowledge questions, post- intervention group had statistically better scores in the fields of domestic violence outcomes and its effects on children; however, in the remaining areas, the scores of both groups were similar. The only significant difference in the attitude across the two groups was in the field of legal or protective support services. From the 267 women who had ever received a service from the program, 91.8% were satisfied with the services, and 74% reported a decrease in the number of violent episodes. Conclusion: National IPV prevention program integrated in the primary health care services in Iran is effective in improving the knowledge of victims about domestic violence outcomes and its effects on children. Improving the attitude and knowledge of domestic violence victims about its causes and preventive measures needs more effective interventions. This program can reduce the number of IPV episodes between the spouses, and satisfaction among the service users is high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intimate%20partner%20violence" title="intimate partner violence">intimate partner violence</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20services" title=" health services"> health services</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a> </p> <a href="https://publications.waset.org/abstracts/144485/the-effect-of-intimate-partner-violence-prevention-program-on-knowledge-and-attitude-of-victims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144485.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">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15550</span> Selecting Special Education as a Career: A Qualitative Study of Motivating Factors for Special Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Duffy">Jennifer Duffy</a>, <a href="https://publications.waset.org/abstracts/search?q=Liz%20Fleming"> Liz Fleming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher shortage in special education is an American educational problem. Due to the implementation of The No Child Left Behind Act (2001) and The Individuals with Disabilities Education Improvement Act (2004), there has been an increase in the number of students requiring special education services. Consequently, there has been an influx to hire more special education teachers. However, the historic challenge of hiring certified special education teachers has been intensified with this the profession’s increasing demand of positions to fill. Efforts to improve recruitment and entry into the field must be informed by an understanding of the factors that initially inspire special education teachers to choose this career pathway. Hence, an understanding of reasons why teachers select special education as a profession is needed. The purpose of this study was to explore personal, academic, and professional motivations that lead to the selection of special education as a career choice. Using the grounded theory approach, this research investigation examined the factors that were most instrumental in influencing applicants to select special education as a career choice. Over one hundred de-identified graduate school applications to Bay Path University’s Graduate Special Education Programs from 2014- 2017 were qualitatively analyzed. Grounded coding was used to discover themes that emerged in applicants’ admissions essays explaining why he/she was pursuing a career in special education. The central themes that were most influential in applicants’ selection of special education as a career trajectory were (a) personal/familial connections to disability, (b) meaningful paraprofessional experiences working with disabled children, (c) aptitudes for teaching, and (d) finding personal rewards and professional fulfillment by advocating for vulnerable children. Implications from these findings include educating family members of children with disabilities about possible career tracks in special education, designing programs for paraprofessionals to become certified teachers, exposing prospective teacher candidates to the field of special education, and recruiting professionals from the human services field who seek to improve the quality of life and educational opportunities for children with special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20choice" title="career choice">career choice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20pathways%20to%20teaching%20children%20with%20disabilities" title=" professional pathways to teaching children with disabilities"> professional pathways to teaching children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20recruitment" title=" teacher recruitment"> teacher recruitment</a> </p> <a href="https://publications.waset.org/abstracts/85558/selecting-special-education-as-a-career-a-qualitative-study-of-motivating-factors-for-special-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85558.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">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15549</span> Progressive View on Quality Management and Research on Improving Services in Railway Transport</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20Nedeliakova">Eva Nedeliakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Michal%20Panak"> Michal Panak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article describes the results of research focused on progressive view on quality management. It characterizes a research of improving services in railway transport. Improvement of these services has a strong importance in customer considering on the future use of railway transport. The research provides quality characteristics of transportation, defines critical points of technological processes and specifies the quality model supported by software solution. Main principles and results of the research have a significant importance and belong to numerous initiatives aimed to develop and support railway transport. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=service" title=" service"> service</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20solution" title=" software solution"> software solution</a>, <a href="https://publications.waset.org/abstracts/search?q=railway%20transport" title=" railway transport"> railway transport</a> </p> <a href="https://publications.waset.org/abstracts/45248/progressive-view-on-quality-management-and-research-on-improving-services-in-railway-transport" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45248.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">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15548</span> Supporting Students with Autism Spectrum Disorder: A Model of Partnership and Capacity Building in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20T.%20Ho">Irene T. Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with Autism Spectrum Disorder (ASD) studying in mainstream schools often face difficulties adjusting to school life and teachers often find it challenging to meet the needs of these students. The Hong Kong Jockey Club Autism Support Network (JC A-Connect) is an initiative launched in 2015 to enhance support for students with ASD as well as their families and schools. The School Support Programme of the Project aims at building the capacity of schools to provide quality education for these students. The present report provides a summary of the main features of the support model and the related evaluation results. The school support model was conceptualized in response to four observed needs: (1) inadequate teacher expertise in dealing with the related challenges, (2) the need to promote evidence-based practices in schools, (3) less than satisfactory home-school collaboration and whole-school participation, and (4) lack of concerted effort by different parties involved in providing support to schools. The resulting model had partnership and capacity building as two guiding tenets for the School Support Programme. There were two levels of partnership promoted in the project. At the programme support level, a platform that enables effective collaboration among major stakeholders was established, including the funding body that provides the necessary resources, the Education Bureau that helps to engage schools, university experts who provide professional leadership and research support, as well as non-governmental organization (NGO) professionals who provide services to the schools. At the programme implementation level, tripartite collaboration among teachers, parents and professionals was emphasized. This notion of partnership permeated efforts at capacity building targeting students with ASD, school personnel, parents and peers. During 2015 to 2018, school-based programmes were implemented in over 400 primary and secondary schools with the following features: (1) spiral Tier 2 (group) training for students with ASD to enhance their adaptive skills, led by professionals but with strong teacher involvement to promote transfer of knowledge and skills; (2) supplementary programmes for teachers, parents and peers to enhance their capability to support students with ASD; and (3) efforts at promoting continuing or transfer of learning, on the part of both students and teachers, to Tier 1 (classroom practice) and Tier 3 (individual training) contexts. Over 5,000 students participated in the Programme, representing about 50% of students diagnosed with ASD in mainstream public sector schools in Hong Kong. Results showed that the Programme was effective in helping students improve to various extents at three levels: achievement of specific training goals, improvement in adaptive skills in school, and change in ASD symptoms. The sense of competence of teachers and parents in dealing with ASD-related issues, measured by self-report rating scales, was also significantly enhanced. Moreover, effects on enhancing the school system to provide support for students with ASD, assessed according to indicators of inclusive education, were seen. The process and results of this Programme illustrate how obstacles to inclusive education for students with ASD could be overcome by strengthening the necessary partnerships and building the required capabilities of all parties concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20support" title=" school support"> school support</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20training" title=" skills training"> skills training</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/abstracts/search?q=three-tier%20model" title=" three-tier model"> three-tier model</a> </p> <a href="https://publications.waset.org/abstracts/90873/supporting-students-with-autism-spectrum-disorder-a-model-of-partnership-and-capacity-building-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90873.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15547</span> The Role of Muslim Scholars in Promoting Islamic Education in Katsina State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulbasit%20Musa%20Ahmad%20Karkarku">Abdulbasit Musa Ahmad Karkarku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge is the best asset you can leave for your child, especially the knowledge of Islam because it facilitates success in this life and the next. This made it necessary for every Muslim male and female to acquire Islamic education. The objective of this research is to highlight the role played by Muslim scholars in promoting Islamic education in Katsina State, Nigeria. There are so many problems facing Muslim scholars in the area of study; some of these problems include a lack of government support for Muslim scholars, a lack of community support, and a lack of financial support from wealthy individuals and philanthropists. In this research, two methods were used concurrently, i.e., library and interview methods. In the library method, the researcher consulted books and other academic works. In the course of this research, parents and religious leaders were interviewed in order to collect needed data information from them. The major findings of this research have shown that the Muslim scholars in area of study have contributed tremendously toward the development of Islamic education. Also, Muslim scholars played a vital role in the promotion of Islamic education in the area of study and beyond. In view of the above, some suggestions were highlighted with the view toward solving the associated problems; the government at every level should come to the aid of these Muslim scholars in order to provide them with basic amenities. The Philanthropists and wealthy individuals should help the Muslim scholars by giving them financial assistance. Also, communities have a vital role to play in order to improve the condition of Muslim scholars by giving them more donations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic" title=" Islamic"> Islamic</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim" title=" Muslim"> Muslim</a>, <a href="https://publications.waset.org/abstracts/search?q=scholars" title=" scholars"> scholars</a> </p> <a href="https://publications.waset.org/abstracts/174208/the-role-of-muslim-scholars-in-promoting-islamic-education-in-katsina-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174208.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15546</span> The Contract for Educational Services: Civil and Administrative Aspects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuliya%20Leonidovna%20Kiva-Khamzina">Yuliya Leonidovna Kiva-Khamzina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The legal nature of the contract for educational services causes a lot of controversies. In particular, it raises the question about industry sector relationships, which require making a contract for educational services. The article describes the different types of contracts classifications for services provision from the perspective of civil law, deals with the specifics of the contract on rendering educational services; the author makes the conclusion that the contract for the provision of educational services is a complex institution that includes elements of the civil and administrative law. The following methods were used to conduct the study: dialectical method of cognition, the historical method, systemic analysis, classification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20aspect" title="administrative aspect">administrative aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20aspect" title=" civil aspect"> civil aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20service" title=" educational service"> educational service</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20nature" title=" legal nature"> legal nature</a>, <a href="https://publications.waset.org/abstracts/search?q=services%20provision" title=" services provision"> services provision</a> </p> <a href="https://publications.waset.org/abstracts/51623/the-contract-for-educational-services-civil-and-administrative-aspects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51623.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">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15545</span> The Influence of E-Health Education on Professional Practice: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sisira%20Edirippulige">Sisira Edirippulige</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20C.%20Smith"> Anthony C. Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumudu%20Wickramasinghe"> Sumudu Wickramasinghe</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigel%20R.%20Armfield"> Nigel R. Armfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: E-Health is steadily integrating into modern health services, making significant changes in the way health services are traditionally delivered. To work in this new environment, healthcare workers are required to have new knowledge, skills, and competencies specific to e-Health. The aim of this study was to understand the self-reported perceptions of graduates regarding the influence of an e-Health postgraduate program on their professional careers. Methods: All graduates from 2005 to 2015 were surveyed using an online questionnaire that consisted of a mixture of closed and open-ended questions. Results: The number of participants in the study was 32. Response rate was 62%. Graduates thought that the postgraduate e-Health program had an influence on their professional practice. The majority of the participants mentioned that they had worked in the e-Health field since their graduation. Their professional roles mainly involved implementation of e-Health in health service settings and the use of e-Health in clinical practice. Conclusions: While e-Health may be steadily integrating into modern health services, e-Health specific job opportunities are still relatively limited. E-Health workforce development must be given priority. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-health" title="e-health">e-health</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20education" title=" postgraduate education"> postgraduate education</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20practice" title=" clinical practice"> clinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum "> curriculum </a> </p> <a href="https://publications.waset.org/abstracts/101384/the-influence-of-e-health-education-on-professional-practice-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101384.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">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15544</span> Experiences of Family Carers of People Intellectual Disabilities During the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Linden">Mark Linden</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Brown"> Michael Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynne%20Marsh"> Lynne Marsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Truesdale"> Maria Truesdale</a>, <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Todd"> Stuart Todd</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Hughes"> Nathan Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=Trisha%20Forbes"> Trisha Forbes</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Leonard"> Rachel Leonard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The COVID-19 pandemic exacerbated the already significant strain placed on family carers of people with profound and multiple intellectual disabilities (PMID), given the withdrawal of many services during lockdown. The aim of this study was to explore the experiences of family carers of people with PMID during the COVID-19 pandemic. Methods: Online focus groups were conducted with family carers (n=126) from across the UK and the Republic of Ireland. Participants were asked about their experiences of the COVID-19 pandemic, coping strategies, and challenges faced. Focus groups were audio recorded, transcribed verbatim and analyzed through thematic analysis. Findings: Three themes emerged from our analysis of the data: (i) COVID-19 as a double-edged sword, (ii) The struggle for support (iii) the Constant nature of caring. These included 11 subthemes: (i) ‘COVID-19 as a catalyst for change’, ‘Challenges during COVID-19: dealing with change’, ‘Challenges during COVID-19: fear of COVID-19’, ‘The online environment: the new normal’ (ii) ‘Invisibility of male carers’, ‘Carers supporting carers’, ‘The only service you get is lip service: non-existent services’, ‘Knowing your rights’ (iii) ‘Emotional response to the caring role: Feeling devalued’, ‘Emotional response to the caring role: Desperation of caring’, ‘Multiple demands of the caring role.’ Conclusions: Poor or inconsistent access to services and support has been an ongoing difficulty for many family carers. The COVID-19 pandemic has only further intensified these difficulties, increasing family carers' stress. There is an urgent need to design services, such as online support programs, in partnership with family carers that adequately address their needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title="intellectual disabilities">intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20carer" title=" family carer"> family carer</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a> </p> <a href="https://publications.waset.org/abstracts/177578/experiences-of-family-carers-of-people-intellectual-disabilities-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177578.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">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15543</span> The Role of Interpersonal and Institutional Trusts for the Public Support of Welfare State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazim%20Habibov">Nazim Habibov</a>, <a href="https://publications.waset.org/abstracts/search?q=Alena%20Auchynnikava"> Alena Auchynnikava</a>, <a href="https://publications.waset.org/abstracts/search?q=Lida%20Fan"> Lida Fan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the relationship between social trust and the support of the welfare system in transitional countries has attracted growing interests in recent decades. This study estimates the effects of interpersonal and institutional trust on the support of the welfare system in 27 countries in Eastern Europe the former Soviet Union. We estimate the data sets from the Life-in-Transition Survey 2010 and 2016 with binomial regression models. The results indicate that both interpersonal and institutional trust have positive effects on the support for the welfare system in all the three areas under investigation: helping the needy, public healthcare and public education, both in the less developed countries of the former Soviet Union and in the more developed Eastern European countries. Furthermore, the positive effects of interpersonal and institutional trust on support for helping the needy, public healthcare and public education were found to grow over time. In conclusion, this study confirms that interpersonal and institutional trusts have positive effects for the public support of the welfare system in these transitional countries under investigation, regardless of their level of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=central%20and%20eastern%20Europe" title="central and eastern Europe">central and eastern Europe</a>, <a href="https://publications.waset.org/abstracts/search?q=former%20Soviet%20union" title=" former Soviet union"> former Soviet union</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20social%20welfare%20policy" title=" international social welfare policy"> international social welfare policy</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20social%20welfare%20policy" title=" comparative social welfare policy"> comparative social welfare policy</a> </p> <a href="https://publications.waset.org/abstracts/106411/the-role-of-interpersonal-and-institutional-trusts-for-the-public-support-of-welfare-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15542</span> Burnout in the Resident Physician and a Simple Means of Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacob%20Dangerfield">Jacob Dangerfield</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacob%20Pollard"> Jacob Pollard</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20DeCou"> Jennifer DeCou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Burnout, anxiety, and depression are three conditions that are prevalent in medical providers. This is especially the case in the field of anesthesia, which has a high number of providers suffering from burnout and burnout syndrome. A major contributor to this issue is isolation in the workplace, with a perceived lack of peer support as a major risk factor for burnout. Two organizational interventions that can be done to help improve this issue are small group sessions and providing affordable mental health services. Per American College of Graduate Medical Education (ACGME) Guidelines, these affordable mental health services are a requirement of all residency programs, but for a variety of reasons, many residents do not access them. As physicians, we are often not good at asking for help. With this in mind, we hypothesized that carrying out small group resiliency sessions facilitated by Graduate Medical Education (GME) Wellness Counselors would improve both resident peer support as well as the likelihood that a resident will reach out to GME Wellness in a time of need. Methods: We held small group resiliency sessions with the GME Wellness Mental Health Professionals during protected didactic time. These sessions were small groups, including the members of one’s class (i.e., first-year residents on their own), and were facilitated by 1-2 mental health professionals. After these sessions, we surveyed residents who attended using a short Google Forms survey and using a 5-point Likert Scale, asked residents about some outcomes from the session. A “strongly agree” or “agree” was considered a positive response. Results: Results from our survey showed that the resident sessions had multiple positive outcomes. This survey was sent to 29 residents, and we had a 62% response rate. We found out through this survey that these small group sessions had a perceived positive impact on resident personal well-being, increased perceived peer support from classmates, and made residents more likely to reach out to GME Wellness in the future. Perceived positive impact on well-being was found in 83% of resident respondents, improved perceived peer support in 83% of respondents, and 78% of resident respondents stated that this session increased their likelihood of reaching out to mental health professionals. Conclusions: Through this study, we can conclude that our hypothesis was correct in that Small Group Resiliency Sessions that are facilitated by GME Wellness Counselors improve both resident peer support as well as the likelihood a resident reaches out to these mental health professionals in time of need. We believe these findings are very important as they address two important factors that can aid in decreasing a provider’s risk of experiencing burnout. Through this simple means, we believe other residency programs can help the well-being of their residents, and together, we can decrease the number of cases of burnout in anesthesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anesthesiology" title="anesthesiology">anesthesiology</a>, <a href="https://publications.waset.org/abstracts/search?q=burnout" title=" burnout"> burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=wellness" title=" wellness"> wellness</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=residents" title=" residents"> residents</a>, <a href="https://publications.waset.org/abstracts/search?q=trainees" title=" trainees"> trainees</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/168976/burnout-in-the-resident-physician-and-a-simple-means-of-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168976.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">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15541</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.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">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15540</span> ASEAN Air Transport Liberalization and Its Impact to Indonesian Air Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oentoeng%20Wahjoe">Oentoeng Wahjoe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Liberalisation of air transportation practically is known as open sky policy. In the practice, the liberalisation of air transportation is divided into two group of services, i.e.: air transportation services, for passengers and goods (air service) which is categorized as hard rights and supporting services of the air transportation services (ancillary services) which is categorized as soft rights. The research in this paper focused in air transportation services for passengers and goods, consists of nine freedom of the air. The impact of the policy such as the Agreement regarding ASEAN open sky policy, is the readiness of Indonesian air transportation companies to compete with foreign air transportation companies. The goverment of Indonesia has to regulate the implementation of ASEAN Open Sky Policy to be projected in order to comply with national development, i.e. the function of air law in national development. The policy has been implemented by enact or amend the existing law as air law that regulate flight lines, the following provisions: To regulate flight line for foreign airlines to open flight lines in Indonesia region which may not or have not land and sea transportation. The regulation is intended to supprot mobility of humans, goods and services that may fulfil the needs of the people of Indonesia, which materially and spiritually and the development of the region. The regulation of flight lines of foreign air transportation for region of tourism, industrial and trade centre. The regulation is intended to support the national economic development of Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transport" title="transport">transport</a>, <a href="https://publications.waset.org/abstracts/search?q=liberalization" title=" liberalization"> liberalization</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20air%20service" title=" Indonesian air service"> Indonesian air service</a> </p> <a href="https://publications.waset.org/abstracts/45503/asean-air-transport-liberalization-and-its-impact-to-indonesian-air-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45503.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">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15539</span> Parental Monitoring of Learners’ Cell Phone Use in the Eastern Cape, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melikhaya%20Skhephe">Melikhaya Skhephe</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Mawuli%20Kwasi%20Boadzo"> Robert Mawuli Kwasi Boadzo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zanoxolo%20Berington%20Gobingca"> Zanoxolo Berington Gobingca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study sought to examine parental monitoring of learners’ cell phone use in the Eastern Cape, South Africa. To this end, the researchers employed a quantitative approach. Data were obtained through questionnaires, with a sample of 15 parents having been purposively selected. The findings revealed that parents are unaware that they have to monitor the learner’s cell phone. Another finding was that parents in the 21-century did not support the use of mobile phones in education. The researchers recommend that parent’s discussion forums be created to educate parents on how a cell phone can be used in education. Cellphone companies need to be encouraged to educate parents on how they monitor cell phones used by learners. Another recommendation was that network providers need to restrict access to searching on the internet according to age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20monitoring" title="parental monitoring">parental monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=app%20blocking%20services" title=" app blocking services"> app blocking services</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%E2%80%99s%20cell%20phone%20use" title=" learner’s cell phone use"> learner’s cell phone use</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title=" cell phone"> cell phone</a> </p> <a href="https://publications.waset.org/abstracts/130742/parental-monitoring-of-learners-cell-phone-use-in-the-eastern-cape-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130742.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">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15538</span> Modeling a Sustainable City in the Twenty-First Century: A Case Study of Ibadan Oyo State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20J.%20Jegede">K. J. Jegede</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20O.%20Odekunle"> O. O. Odekunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The challenges facing government at all levels in the area of urban development are two folds, first is how to provide basic services for urban dwellers especially the urban poor and second, how to make cities and towns as model of good places for economic development. The key ingredients and catalysts for achieving these goals are strong and virile institutional capacity, urban infrastructure and a supportive urban policy framework. The government at all levels have been upgrading and expanding city infrastructure and services in Ibadan, the state capital to support sustainable economic development of the city, particularly in the areas of electricity, neighbourhood, solid waste management, transport, water supply, education, health facilities and markets developments to discourage street trading. This paper attempts to present Ibadan in the millennium as 'a model of a sustainable city'. A planned development strategy that had sustained the growth of the city from a war camp in the 19th century to a cosmopolitan city in the 21st century with the potential to become a megacity. The presentation examines, among others, the physical structure and population density of Ibadan city, the challenges of economic development, the development of urban infrastructure and services in Ibadan metropolitan area. The paper submitted by mapping out a strategy to achieve sustainable development of Ibadan city. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=megacity" title="megacity">megacity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20structure" title=" physical structure"> physical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20city" title=" sustainable city"> sustainable city</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20infrastructure" title=" urban infrastructure"> urban infrastructure</a> </p> <a href="https://publications.waset.org/abstracts/69407/modeling-a-sustainable-city-in-the-twenty-first-century-a-case-study-of-ibadan-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69407.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">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15537</span> Three Star Hotels in Sukhumvit Area of Bangkok and the Potential to Be in Tourism Industry Joining the ASEAN Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjaporn%20Yaemjamuang">Benjaporn Yaemjamuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sasitorn%20Jetanont"> Sasitorn Jetanont</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The three star hotels in Sukhumvit area of Bangkok and the potential to be in the tourism industry joining the ASEAN Community were studied. The findings revealed that the representative samples satisfy the potential of hotel services at a high level in all aspects. The level of service satisfaction by gender is not different. On the other hand, for different ethnic origins, ages, occupations, levels of education, the satisfaction on the services varies in significance level of 0.05. Factors associated with satisfaction in the services of the hotel include a potential location and environment. It was also found that satisfaction with the service aspects are related as follows: services (r = .810), food (r = .807), booking service (r = .768), room condition (r = .762) and security (r =.756) which is aligned with the coefficient .826. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=three%20star%20hotel" title="three star hotel">three star hotel</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20community" title=" ASEAN community"> ASEAN community</a>, <a href="https://publications.waset.org/abstracts/search?q=potential%20in%20tourism%20industry" title=" potential in tourism industry"> potential in tourism industry</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok" title=" Bangkok"> Bangkok</a> </p> <a href="https://publications.waset.org/abstracts/8866/three-star-hotels-in-sukhumvit-area-of-bangkok-and-the-potential-to-be-in-tourism-industry-joining-the-asean-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8866.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">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15536</span> Caring for the Carers: A Qualitative Study to Evaluate the Perspective of Mental Health Carers on the Effectiveness of Community Services in the Illawarra Region (NSW)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Nikidehaghani">Mona Nikidehaghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Freda%20Hui"> Freda Hui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Australia, one-third of mental health carers provide 40 hours or more of unpaid care per week. These hidden workers contribute significantly to the Australian mental health workforce by providing unpaid services both direct and indirect to people in their care. However, carers are often neglected in the healthcare system because Government services focus on those with a mental health condition rather than those supporting them. The aim of this study is to evaluate the perceptions of mental health carers on the effectiveness of community services designed for carers and how these services could be improved. We collaborated with One Door Mental Health, a community organisation that supports mental health carers. Through semi-structured interviews with 27 mental health carers residing in the Illawarra region (NSW), we documented their daily challenges and evaluated outcomes of the current programs for carers. Our findings demonstrate that services such as education programs enable capacity building and improve the social life and mental health of carers. Drawing on the perceptions of mental health carers, this study maps pathways for making meaningful changes in the lives of carers and proposes an outcome framework to evaluate the impact of a community organisation on the lives of their clients. The framework prepared by this project would be replicable, allowing other community organisations to measure the outcomes and improve their services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20development" title=" community development"> community development</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20service" title=" community service"> community service</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20carers" title=" mental health carers"> mental health carers</a> </p> <a href="https://publications.waset.org/abstracts/144646/caring-for-the-carers-a-qualitative-study-to-evaluate-the-perspective-of-mental-health-carers-on-the-effectiveness-of-community-services-in-the-illawarra-region-nsw" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144646.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">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15535</span> A Study of the Frequency of Individual Support for the Pupils With Developmental Disabilities or Suspected Developmental Disabilities in Regular Japanese School Classes - From a Questionnaire Survey of Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maho%20Komura">Maho Komura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine from a questionnaire survey of teachers the status of implementation of individualized support for the pupils with suspected developmental disabilities in regular elementary school classes in Japan. In inclusive education, the goal is for all pupils to learn in the same place as much as possible by receiving the individualized support they need. However, in the Japanese school culture, strong "homogeneity" sometimes surfaces, and it is pointed out that it is difficult to provide individualized support from the viewpoint of formal equality. Therefore, we decided to conduct this study in order to examine whether there is a difference in the frequency of implementation depending on the content of individualized support and to consider the direction of future individualized support. The subjects of the survey were 196 public elementary school teachers who had been in charge of regular classes within the past five years. In the survey, individualized support was defined as individualized consideration including rational consideration, and did not include support for the entire class or all pupils enrolled in the class (e.g., reducing the amount of homework for pupils who have trouble learning, changing classroom rules, etc.). (e.g., reducing the amount of homework for pupils with learning difficulties, allowing pupils with behavioral concerns to use the library or infirmary when they are unstable). The respondents were asked to choose one answer from four options, ranging from "very much" to "not at all," regarding the degree to which they implemented the nine individual support items that were set up with reference to previous studies. As a result, it became clear that the majority of teachers had pupils with developmental disabilities or pupils who require consideration in terms of learning and behavior, and that the majority of teachers had experience in providing individualized support to these pupils. Investigating the content of the individualized support that had been implemented, it became clear that the frequency with which it was implemented varied depending on the individualized support. Individualized support that allowed pupils to perform the same learning tasks was implemented more frequently, but individualized support that allowed different learning tasks or use of places other than the classroom was implemented less frequently. It was suggested that flexible support methods tailored to each pupil may not have been considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=ndividualized%20support" title=" ndividualized support"> ndividualized support</a>, <a href="https://publications.waset.org/abstracts/search?q=regular%20class" title=" regular class"> regular class</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a> </p> <a href="https://publications.waset.org/abstracts/157022/a-study-of-the-frequency-of-individual-support-for-the-pupils-with-developmental-disabilities-or-suspected-developmental-disabilities-in-regular-japanese-school-classes-from-a-questionnaire-survey-of-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15534</span> Working with Children and Young People as a much Neglected Area of Education within the Social Studies Curriculum in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marta%20Czechowska-Bieluga">Marta Czechowska-Bieluga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work education in Poland focuses mostly on developing competencies that address the needs of individuals and families affected by a variety of life's problems. As a result of the ageing of the Polish population, much attention is equally devoted to adults, including the elderly. However, social work with children and young people is the area of education which should be given more consideration. Social work students are mostly trained to cater to the needs of families and the competencies aimed to respond to the needs of children and young people do not receive enough attention and are only offered as elective classes. This paper strives to review the social work programmes offered by the selected higher education institutions in Poland in terms of social work training aimed at helping children and young people to address their life problems. The analysis conducted in this study indicates that university education for social work focuses on training professionals who will provide assistance only to adults. Due to changes in the social and political situation, including, in particular, changes in social policy implemented for the needy, it is necessary to extend this area of education to include the specificity of the support for children and young people; especially, in the light of the appearance of new support professions within the area of social work. For example, family assistants, whose task is to support parents in performing their roles as guardians and educators, also assist children. Therefore, it becomes necessary to equip social work professionals with competencies which include issues related to the quality of life of underage people living in families. Social work curricula should be extended to include the issues of child and young person development and the patterns governing this phase of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20programmes" title=" social work programmes"> social work programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20worker" title=" social worker"> social worker</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/86994/working-with-children-and-young-people-as-a-much-neglected-area-of-education-within-the-social-studies-curriculum-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86994.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">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15533</span> Each One, Reach One: Peer Mentoring Support for Faculty Women of Color</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Leary%20Handy">Teresa Leary Handy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As awareness of the importance of diversity has increased in society, higher education has also begun to recognize the importance of supporting faculty of color. In the university setting, faculty women of color specifically encounter barriers that impact their level of job satisfaction, retention rates, and pedagogical practices. These barriers and challenges not only undermine faculty diversity efforts but also hinder the ability of colleges and universities to provide a supportive environment that fosters students' academic success and sense of belonging. Faculty who are marginalized and on the periphery in higher education institutions need support so that they can feel confident in building a student’s sense of belonging which can impact a student’s academic success and goal of earning a college degree. This study examined and sought to understand the importance of supporting faculty of color, specifically women faculty of color, and how this type of faculty support can impact student academic success and a student’s sense of belonging. The study furthered original research on strategies to move an institution forward on the equity spectrum to support belonging and inclusions as core culture elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equity" title="equity">equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20support" title=" faculty support"> faculty support</a> </p> <a href="https://publications.waset.org/abstracts/170668/each-one-reach-one-peer-mentoring-support-for-faculty-women-of-color" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170668.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">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15532</span> Knowledge, Perceptions, and Barriers of Preconception Care among Healthcare Workers in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taiwo%20Hassanat%20Bawa-Muhammad">Taiwo Hassanat Bawa-Muhammad</a>, <a href="https://publications.waset.org/abstracts/search?q=Opeoluwa%20Hope%20Adegoke"> Opeoluwa Hope Adegoke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This study aims to examine the knowledge and perceptions of preconception care among healthcare workers in Nigeria, recognizing its crucial role in ensuring safe pregnancies. Despite its significance, awareness of preconception care remains low in the country. The study seeks to assess the understanding of preconception services and identify the barriers that hinder their efficacy. Methods: Through semi-structured interviews, 129 healthcare workers across six states in Nigeria were interviewed between January and March 2023. The interviews explored the healthcare workers' knowledge of preconception care practices, the socio-cultural influences shaping decision-making, and the challenges that limit accessibility and utilization of preconception care services. Results: The findings reveal a limited knowledge of preconception care among healthcare workers, primarily due to inadequate information dissemination within the healthcare system. Additionally, cultural beliefs significantly influence perceptions surrounding preconception care. Furthermore, financial constraints, distance to healthcare facilities, and poor health infrastructure disproportionately restrict access to preconception services, particularly for vulnerable populations. The study also highlights insufficient skills and outdated training among healthcare workers regarding preconception guidance, primarily attributed to limited opportunities for professional development. Discussion: To improve preconception care in Nigeria, comprehensive education programs must be implemented, taking into account the societal influences that shape perceptions and behaviors. These programs should aim to dispel myths and promote evidence-based practices. Additionally, training healthcare workers and integrating preconception care services into primary care settings, with support from religious and community leaders, can help overcome barriers to access. Strategies should prioritize affordability while emphasizing the broader benefits of preconception care beyond fertility concerns alone. Lastly, widespread literacy campaigns utilizing trusted channels are crucial for effectively disseminating information and promoting the adoption of preconception practices in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preconception%20care" title="preconception care">preconception care</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20workers" title=" healthcare workers"> healthcare workers</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/177087/knowledge-perceptions-and-barriers-of-preconception-care-among-healthcare-workers-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15531</span> The Transformative Landscape of the University of the Western Cape’s Elearning Center: Institutionalizing ELearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Dankers">Paul Dankers</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Stoltenkamp"> Juliet Stoltenkamp</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolynne%20Kies"> Carolynne Kies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In May 2005, the University of the Western Cape (UWC) established an eLearning Division (ED) that, over the past 18 years, accelerated into the institutionalization of an efficient eLearning Centre. The initial objective of the ED was to incessantly align itself with emerging technologies caused by digital transformation, which progressively impacted Higher Education Institutions (HEIs) globally. In this paper, we present how the UWC eLearning Division (ED) first evolved into the eLearning Development and Support Unit (EDUS), currently called the ‘Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure at UWC. Using a comparative research method, we highlight the transformative eLearning landscape at UWC by doing a detailed account of the shift in practices. Our research method will determine the initial vision and outcomes of institutionalizing an eLearning division. The study aims to compare across space or time the eLearning division’s rate of growth. By comparing the progressive growth of the UWCs eLearning division over the years, we will be able to document the successes and achievements of the eLearning division precisely. This study’s outcomes will act as a reference for novel research subjects on formalising eLearning. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students’ teaching and learning is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a> </p> <a href="https://publications.waset.org/abstracts/187549/the-transformative-landscape-of-the-university-of-the-western-capes-elearning-center-institutionalizing-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187549.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">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15530</span> Nursing Education in the Pandemic Time: Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaana%20Sepp">Jaana Sepp</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulvi%20K%C3%B5rgemaa"> Ulvi Kõrgemaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristi%20Puusepp"> Kristi Puusepp</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%95ie%20T%C3%A4htla"> Õie Tähtla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> COVID-19 was officially recognized as a pandemic in late 2019 by the WHO, and it has led to changes in the education sector. Educational institutions were closed, and most schools adopted distance learning. Estonia is known as a digitally well-developed country. Based on that, in the pandemic time, nursing education continued, and new technological solutions were implemented. To provide nursing education, special focus was paid on quality and flexibility. The aim of this paper is to present administrative, digital, and technological solutions which support Estonian nursing educators to continue the study process in the pandemic time and to develop a sustainable solution for nursing education for the future. This paper includes the authors’ analysis of the documents and decisions implemented in the institutions through the pandemic time. It is a case study of Estonian nursing educators. Results of the analysis show that the implementation of distance learning principles challenges the development of innovative strategies and technics for the assessment of student performance and educational outcomes and implement new strategies to encourage student engagement in the virtual classroom. Additionally, hospital internships were canceled, and the simulation approach was deeply implemented as a new opportunity to develop and assess students’ practical skills. There are many other technical and administrative changes that have also been carried out, such as students’ support and assessment systems, the designing and conducting of hybrid and blended studies, etc. All services were redesigned and made more available, individual, and flexible. Hence, the feedback system was changed, the information was collected in parallel with educational activities. Experiences of nursing education during the pandemic time are widely presented in scientific literature. However, to conclude our study, authors have found evidence that solutions implemented in Estonian nursing education allowed the students to graduate within the nominal study period without any decline in education quality. Operative information system and flexibility provided the minimum distance between the students, support, and academic staff, and likewise, the changes were implemented quickly and efficiently. Institution memberships were updated with the appropriate information, and it positively affected their satisfaction, motivation, and commitment. We recommend that the feedback process and the system should be permanently changed in the future to place all members in the same information area, redefine the hospital internship process, implement hybrid learning, as well as to improve the communication system between stakeholders inside and outside the organization. The main limitation of this study relates to the size of Estonia. Nursing education is provided by two institutions only, and similarly, the number of students is low. The result could be generated to the institutions with a similar size and administrative system. In the future, the relationship between nurses’ performance and organizational outcomes should be deeply investigated and influences of the pandemic time education analyzed at workplaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hybrid%20learning" title="hybrid learning">hybrid learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/146161/nursing-education-in-the-pandemic-time-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15529</span> AI as a Tool Hindering Digital Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justyna%20%C5%BBywio%C5%82ek">Justyna Żywiołek</a>, <a href="https://publications.waset.org/abstracts/search?q=Marek%20Matulewski"> Marek Matulewski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article presents the results of a survey conducted among students from various European countries. The aim of the study was to understand how artificial intelligence (AI) affects educational processes in a digital environment. The survey covered a wide range of topics, including students' understanding and use of AI, its impact on motivation and engagement, interaction and support issues, accessibility and equity, and data security and privacy concerns. Most respondents admitted having difficulties comprehending the advanced functions of AI in educational tools. Many students believe that excessive use of AI in education can decrease their motivation for self-study and active participation in classes. Additionally, students reported that interaction with AI-based tools is often less satisfying compared to direct contact with teachers. Furthermore, the survey highlighted inequalities in access to advanced AI tools, which can widen the educational gap between students from different economic backgrounds. Students also expressed concerns about the security and privacy of their personal data collected and processed by AI systems. The findings suggest that while AI has the potential to support digital education, significant challenges need to be addressed to make these tools more effective and acceptable for students. Recommendations include increasing training for students and teachers on using AI, providing more interactive and engaging forms of education, and implementing stricter regulations on data protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI" title="AI">AI</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20education" title=" digital education"> digital education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20tools" title=" education tools"> education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20engagement" title=" motivation and engagement"> motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/188302/ai-as-a-tool-hindering-digital-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188302.pdf" target="_blank" class="btn btn-primary 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