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competences</title> <meta name="description" content="Search results for: civic competences"> <meta name="keywords" content="civic competences"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="civic competences"> <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> 256</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: civic competences</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">256</span> Towards a Comprehensive Framework on Civic Competence Development of Teachers: A Systematic Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Vandevelde">Emilie Vandevelde</a>, <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Claes"> Ellen Claes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop a comprehensive model for the civic socialization process of teachers. Citizenship has become one of the main objectives for the European education systems. It is expected that teachers are well prepared and equipped with the necessary knowledge, skills, and attitudes to also engage students in democratic citizenship. While a lot is known about young peoples’ civic competence development and how schools and teachers (don’t) support this process, less is known about how teachers themselves engage with (the teaching of) civics. Other than the civic socialization process of young adolescents that focuses on personal competence development, the civic socialization process of teachers includes the development of professional, civic competences. These professional competences make that they are able to prepare pupils to carry out their civic responsibilities in thoughtful ways. Existing models for the civic socialization process of young adolescents do not take this dual purpose into account. Based on these observations, this paper will investigate (1)What personal and professional civic competences teachers need to effectively teach civic education and (2) how teachers acquire these personal and professional civic competences. To answer the first research question, a systematic review of literature of existing civic education frameworks was carried out and linked to literature on teacher training. The second research question was addressed by adapting the Octagon model, developed by the International Association for the Evaluation of Educational Achievement (IEA), to the context of teachers. This was done by carrying out a systematic review of the recent literature linking three theoretical topics involved in teachers’ civic competence development: theories about the civic socialization process of young adolescents, Schulmans (1987) theoretical assumptions on pedagogical content knowledge (PCK), and Nogueira & Moreira’s (2012) framework for civic education teachers’ knowledge and literature on teachers’ professional development. This resulted in a comprehensive conceptual framework describing the personal and professional civic competences of civic education teachers. In addition, this framework is linked to the OctagonT model: a model that describes the processes through which teachers acquire these personal and professional civic competences. This model recognizes that teachers’ civic socialization process is influenced by interconnected variables located at different levels in a multi-level structure (the individual teacher (e.g., civic beliefs), everyday contacts (e.g., teacher educators, the intended, informal and hidden curriculum of the teacher training program, internship contacts, participation opportunities in teacher training, etc.) and the influence of the national educational context (e.g., vision on civic education)). Furthermore, implications for teacher education programs are described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20education" title="civic education">civic education</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20competences" title=" civic competences"> civic competences</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20socialization" title=" civic socialization"> civic socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=octagon%20model" title=" octagon model"> octagon model</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/139694/towards-a-comprehensive-framework-on-civic-competence-development-of-teachers-a-systematic-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">255</span> Prevention of Student Radicalism in School through Civic Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Triyanto">Triyanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Radicalism poses a real threat to Indonesia's future. The target of radicalism is the youth of Indonesia. This is proven by the majority of terrorists are young people. Radicalization is not only a repressive act but also requires educational action. One of the educational efforts is civic education. This study discusses the prevention of radicalism for students through civic education and its constraints. This is qualitative research. Data were collected through literature studies, observations and in-depth interviews. Data were validated by triangulation. The sample of this research is 30 high school students in Surakarta. Data were analyzed by the interactive model of analysis from Miles & Huberman. The results show that (1) civic education can be a way of preventing student radicalism in schools in the form of cultivating the values of education through learning in the classroom and outside the classroom; (2) The obstacles encountered include the lack of learning facilities, the limited ability of teachers and the low attention of students to the civic education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prevention" title="prevention">prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=radicalism" title=" radicalism"> radicalism</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20student" title=" senior high school student"> senior high school student</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20education" title=" civic education"> civic education</a> </p> <a href="https://publications.waset.org/abstracts/94743/prevention-of-student-radicalism-in-school-through-civic-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94743.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">232</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">254</span> A Mediation Analysis of Social Capital: Direct and Indirect Effects of Community Influences on Civic Engagement among the Household-Header and Non-Household Header Volunteers in Thai Rural Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aphiradee%20Wongsiri">Aphiradee Wongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the role of social capital in the relationships between community influences consisting of community attachment and community support on civic engagement among the household-header and non-household header volunteers. The data were collected from 216 household header volunteers and 204 non-household header volunteers across rural communities in seven sub-districts in Nong Khai Province, Thailand. A good fit structural equation modeling (SEM) was tested for both groups. The findings indicate that the SEM model for the group of household header volunteers, social capital had a direct effect on civic engagement, while community support had an indirect effect on civic engagement through social capital. On the other hand, the SEM model for the group of non-household header volunteers shows that social capital had a direct effect on civic engagement. Also, community attachment and community support had indirect effects on civic engagement through social capital. Therefore, social capital in this study played an important role as a mediator in the relationships between community influences and civic engagement in both groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title="social capital">social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20engagement" title=" civic engagement"> civic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteer" title=" volunteer"> volunteer</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20development" title=" rural development"> rural development</a> </p> <a href="https://publications.waset.org/abstracts/123321/a-mediation-analysis-of-social-capital-direct-and-indirect-effects-of-community-influences-on-civic-engagement-among-the-household-header-and-non-household-header-volunteers-in-thai-rural-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">253</span> Citizens’ Expectations, Motivations, and Evaluation of Participatory Use of Social Media Tools for Civic Engagement in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20S.%20Al-Aufi">Ali S. Al-Aufi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20S.%20Al-Harthi"> Ibrahim S. Al-Harthi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yousuf%20S.%20AlHinai"> Yousuf S. AlHinai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20H.S.%20Al-Badi"> Ali H.S. Al-Badi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahran%20S.%20Al-Salti"> Zahran S. Al-Salti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media tools have currently been leading a major change in the flow and use of information for different life aspects within people and between people and their governments. They represent powerful channels for direct exchanges of information, ideas, and suggestions for purposes of civic participation. The current study aims at investigating Omani citizens’ perceptions, expectations, and motivations of their uses of social media tools to interact with the government for civic participation. A quantitative methodology was used to collect data through self-administered questionnaires from a random sample of university students and staff drawn from Sultan Qaboos University, considering them as well-informed and typically active users of social media. The literature was comprehensively reviewed to retrieve relevant empirical studies that particularly investigated the use of social media for civic engagement which provided a basis for the construct of the questionnaire; taken into consideration the delineated dimensions of perceptions, expectations, and motivations. The findings of the study offer practical and useful recommendations for governmental units in Oman and similar contexts in the region to inform better and efficient use of social media tools to interact with citizens in issues related to civic engagement; particularly to make best use of these tools for improving services and developing existing and newer initiatives, and hence, encouraging and strengthening citizens’ involvement for civic engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=web%202.0" title=" web 2.0"> web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20engagement" title=" civic engagement"> civic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20participation" title=" civic participation"> civic participation</a>, <a href="https://publications.waset.org/abstracts/search?q=oman" title=" oman"> oman</a> </p> <a href="https://publications.waset.org/abstracts/30816/citizens-expectations-motivations-and-evaluation-of-participatory-use-of-social-media-tools-for-civic-engagement-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">252</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.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">519</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">251</span> Key Competences in Economics and Business Field: The Employers’ Side of the Story</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bruno%20%C5%A0krinjari%C4%87">Bruno Škrinjarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid technological developments and increase in organizations’ interdependence on international scale are changing the traditional workplace paradigm. A key feature of knowledge based economy is that employers are looking for individuals that possess both specific academic skills and knowledge, and also capability to be proactive and respond to problems creatively and autonomously. The focus of this paper is workers with Economics and Business background and its goals are threefold: (1) to explore wide range of competences and identify which are the most important to employers; (2) to investigate the existence and magnitude of gap between required and possessed level of a certain competency; and (3) to inquire how this gap is connected with performance of a company. A study was conducted on a representative sample of Croatian enterprises during the spring of 2016. Results show that generic, rather than specific, competences are more important to employers and the gap between the relative importance of certain competence and its current representation in existing workforce is greater for generic competences than for specific. Finally, results do not support the hypothesis that this gap is correlated with firms’ performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20gap" title="competency gap">competency gap</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20matching" title=" competency matching"> competency matching</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20competences" title=" key competences"> key competences</a>, <a href="https://publications.waset.org/abstracts/search?q=firm%20performance" title=" firm performance"> firm performance</a> </p> <a href="https://publications.waset.org/abstracts/55993/key-competences-in-economics-and-business-field-the-employers-side-of-the-story" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55993.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">333</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">250</span> Tools for Transparency: The Role of Civic Technology in Increasing the Transparency of the State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Rumbul">Rebecca Rumbul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The operation of the state can often appear opaque to citizens wishing to access official information, who have to negotiate a path through numerous levels of bureaucracy rationalized through institutional policy to acquire what information they want. Even where individual states have 'Right to Information' legislation guaranteeing citizen access to information, public sector conformity to such laws vary between states and between state organizations. In response to such difficulties in bringing citizens and information together, many NGO's around the world have begun designing and hosting digital portals to facilitate the requesting and receiving of official information. How then, are these 'civic technology' tools affecting the behavior of the state? Are they increasing the transparency of the state? This study looked at 5 Right to Information civic technology sites in Chile, Uruguay, Ukraine, Hungary and the UK, and found that such sites were providing a useful platform to publish official information, but that states were still reluctant to comply with all requests. It concludes that civic technology can be an important tool in increasing the transparency of the state, but that the state must have an institutional commitment to information rights for this to be fully effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital" title="digital">digital</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=transparency" title=" transparency"> transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20technology" title=" civic technology"> civic technology</a> </p> <a href="https://publications.waset.org/abstracts/23373/tools-for-transparency-the-role-of-civic-technology-in-increasing-the-transparency-of-the-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23373.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">662</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">249</span> Legal Issues of Implementing Public Projects through Civic Crowdfunding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahdieh%20Dehghan%20Nayeri">Mahdieh Dehghan Nayeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hani%20Arbabi"> Hani Arbabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Seid%20Pooyan%20Ghafoori"> Seid Pooyan Ghafoori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civic crowdfunding- crowdfunding public projects- which goes beyond people management- as a significant part of public projects stakeholders- and requires the active engagement of the public in both the financing and decision-making processes of public projects, is expanding. However, in most countries of the world, no specific legal framework has been approved for governing and managing the implementation of projects through this method. Through a systematic literature review, following the Preferred Reporting Items for Systematic Reviews (PRISMA), this article has studied and discussed the legal issues of civic crowdfunded projects in the countries leading the use of this method, in four themes; one related to the legal environment and three related to three leading players in civic crowdfunded projects include the investor, the platform, and the investee. The review showed that despite the increasing attention to people's engagement in public projects -financial and non-financial- not much scientific research has been done to formulate fully structured legal structures. Finally, neglected areas in research have been discussed as a guide for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20crowdfunding" title="civic crowdfunding">civic crowdfunding</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20crowdfunding" title=" equity crowdfunding"> equity crowdfunding</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20projects" title=" public projects"> public projects</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20issues" title=" legal issues"> legal issues</a>, <a href="https://publications.waset.org/abstracts/search?q=crowdsourcing" title=" crowdsourcing"> crowdsourcing</a> </p> <a href="https://publications.waset.org/abstracts/141393/legal-issues-of-implementing-public-projects-through-civic-crowdfunding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141393.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">225</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">248</span> Civic Participation in Context of Political Transformation: Case of Argentina </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kirill%20Neverov">Kirill Neverov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the paper is considered issues of civic participation in context of changing political landscape of Argentina. Last two years, this South American country faced a drastic change of political course. Pro-peronist, left-oriented administration of Christina Fernandez de Kirchner were replaced by right of center Mauricio Macri's one. The study is focused on inclusive policy in conditions of political transformations. We use network analysis to figure out which actors are involved in participation and to describe connections between them. As a resuflt, we plan to receive map of transactions which form inclusive policy in Argentina. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20participation" title="civic participation">civic participation</a>, <a href="https://publications.waset.org/abstracts/search?q=Argentina" title=" Argentina"> Argentina</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20transformation" title=" political transformation"> political transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20analysis" title=" network analysis"> network analysis</a> </p> <a href="https://publications.waset.org/abstracts/82588/civic-participation-in-context-of-political-transformation-case-of-argentina" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82588.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">209</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">247</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">246</span> Enactments of Global Citizenship Education: Social Justice in Public Spheres of Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabrina%20Jafralie">Sabrina Jafralie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This proposed chapter explains how civic religious literacy is a means to promote social justice in Canada. It will first present the specific conception of global citizenship education that will undergird the discussion in the chapter. Then, it will offer a conception of civic religious literacy that explains how it promotes social justice as a form of global citizenship education. To illustrate this point, I will list specific examples of social and political inequities in Canada, such as hate crime statistics from 2013-2018 across the country and in specific provinces and cities. I will also highlight different types of discrimination, such as that towards religious minorities, Indigenous peoples, and those that conflate race and religion, and other intersections of identity that civic religious literacy can address. To conclude this initial section of the chapter, I will cite international studies that discuss religious literacy as a means to promote characteristics and aims of global citizenship education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Civic%20Literacy" title="Civic Literacy">Civic Literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedagogy" title=" Pedagogy"> Pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Quebec" title=" Quebec"> Quebec</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20Justice" title=" Social Justice"> Social Justice</a> </p> <a href="https://publications.waset.org/abstracts/122950/enactments-of-global-citizenship-education-social-justice-in-public-spheres-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">245</span> Civic Participation as a Promoter of Active Ageing in Europe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Vega-Tinoco">Andrea Vega-Tinoco</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20I.%20Gil-Lacruz"> Ana I. Gil-Lacruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Gil-Lacruz"> Marta Gil-Lacruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this research is to acknowledge whether civic participation affects the well-being of the elderly, thus being a key activity of active aging. It is also of interest to recognize any differences among genders, generational cohorts or country of residence. If a positive relationship is found between civic participation and well-being, the actions that promote this participation will benefit the quality of life of senior citizens. Otherwise, independent action must be taken in the improvement of social and human capital. The sample consists of approximately 50.000 individuals from the European Social Survey (2002-2016). Only individuals born before 1965 in 15 European countries were considered. The sample was distributed according to gender, year of birth, country, level of studies and ESS wave to form pseudo-panel data cohorts, leaving a total of 1.318 observations. The data were analyzed through a Cross-Lagged Model using Fixed-Effects. A bidirectional association is observed between the civic participation and well-being variables. However, participating in the past seems to have a higher impact on today’s health, happiness and life satisfaction than the other way around. Furthermore, 26% of the respondents expressed to be satisfied with their life, 27% to be happy and 57% to have good health. On the other hand, 49% have participated civically in the last year, being the most common activities: signing petitions, boycotting products and volunteer work in non-political organizations. A slight trend of BabyBoomers and men towards greater participation can be observed, as well as a higher impact of this participation on their well-being. In addition, international differences exhibit a stronger relation for Nordic, East European and Mediterranean countries. The given results support the hypothesis that civic participation is a promoter of well-being for the elderly. This paper positively highlights the activity of involving in political and non-political organizations, as well as wearing badges. At any rate, almost all forms of civic participation show a positive relationship with well-being and should therefore be promoted, although differences between countries must be taken into consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20aging" title="active aging">active aging</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20participation" title=" civic participation"> civic participation</a>, <a href="https://publications.waset.org/abstracts/search?q=Europe" title=" Europe"> Europe</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being "> well-being </a> </p> <a href="https://publications.waset.org/abstracts/119077/civic-participation-as-a-promoter-of-active-ageing-in-europe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119077.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">83</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">244</span> Learning at Workplace: Competences and Contexts in Sensory Evaluation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulriikka%20Savela-Huovinen">Ulriikka Savela-Huovinen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanni%20Muukkonen"> Hanni Muukkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Auli%20Toom"> Auli Toom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of workplace as a learning environment has been emphasized in research field of workplace learning. The prior literature on sensory performance emphasized the individual’s competences as assessor, while the competences in the collaborative interactional and knowledge creation practices as workplace learning method are not often mentioned. In the present study aims to find out what kinds of competences and contexts are central when assessor conducts food sensory evaluation in authentic professional context. The aim was to answer the following questions: first, what kinds of competences does sensory evaluation require according to assessors? And second, what kinds of contexts for sensory evaluation do assessors report? Altogether thirteen assessors from three Finnish food companies were interviewed by using semi-structural thematic interviews to map practices and development intentions as well as to explicate already established practices. The qualitative data were analyzed by following the principles of abductive and inductive content analysis. Analysis phases were combined and their results were considered together as a cross-analysis. When evaluated independently required competences were perception, knowledge of specific domains and methods and cognitive skills e.g. memory. Altogether, 42% of analysis units described individual evaluation contexts, 53% of analysis units described collaborative interactional contexts, and 5% of analysis units described collaborative knowledge creation contexts. Related to collaboration, analysis reviewed learning, sharing and reviewing both external and in-house consumer feedback, developing methods to moderate small-panel evaluation and developing product vocabulary collectively between the assessors. Knowledge creation contexts individualized from daily practices especially in cases product defects were sought and discussed. The study findings contribute to the explanation that sensory assessors learn extensively from one another in the collaborative interactional and knowledge creation context. Assessors learning and abilities to work collaboratively in the interactional and knowledge creation contexts need to be ensured in the development of the expertise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessor" title="assessor">assessor</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a>, <a href="https://publications.waset.org/abstracts/search?q=contexts" title=" contexts"> contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20practices" title=" learning and practices"> learning and practices</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20evaluation" title=" sensory evaluation"> sensory evaluation</a> </p> <a href="https://publications.waset.org/abstracts/69646/learning-at-workplace-competences-and-contexts-in-sensory-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69646.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">237</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">243</span> Women Hashtactivism: Civic Engagement in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Ibahrine">Mohammed Ibahrine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the prominent trends in the Saudi digital space in recent years is the boom in the use of social networking sites such as Facebook, YouTube, and Twitter. As of 2016, Twitter has over six million users in Saudi Arabia. In the wake of the recent political instability in the Arab region, digital platforms have gained importance for both, personal and professional purposes. A conspicuously observable tide of social activism has risen, with Twitter playing an increasingly important role. One of their primary goals is to enforce the logic of public visibility, social mobility and civic participation in the Saudi society. Saudi women use Twitter to disseminate specific and relevant information and promote their social agenda that remained unrecognized and invisible in the mainstream media and thus in the public sphere. The question is to what extent does Twitter empower Saudi women or reinforces their social immobility and invisibility? This paper focuses on three kinds of empowerment through Twitter in the religiously conservative and socially patriarchal Saudi society. It traces and analyses how Saudi female hashtactivism is increasingly becoming a site of struggle over visibility, mobility, control, and civic participation. The underlying thesis is that Twitter makes a contribution to the development of participatory culture, especially in the lives of women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic" title="civic">civic</a>, <a href="https://publications.waset.org/abstracts/search?q=hashtactivism" title=" hashtactivism"> hashtactivism</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=Twiterverse" title=" Twiterverse"> Twiterverse</a> </p> <a href="https://publications.waset.org/abstracts/68444/women-hashtactivism-civic-engagement-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68444.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">323</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">242</span> Fighting the Crisis with 4.0 Competences: Higher Education Projects in the Times of Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jadwiga%20Fila">Jadwiga Fila</a>, <a href="https://publications.waset.org/abstracts/search?q=Mateusz%20Jezowski"> Mateusz Jezowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawel%20Poszytek"> Pawel Poszytek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The outbreak of the global COVID-19 pandemic started the times of crisis full of uncertainty, especially in the field of transnational cooperation projects based on the international mobility of their participants. This is notably the case of Erasmus+ Program for higher education, which is the flagship European initiative boosting cooperation between educational institutions, businesses, and other actors, enabling students and staff mobility, as well as strategic partnerships between different parties. The aim of this abstract is to study whether competences 4.0 are able to empower Erasmus+ project leaders in sustaining their international cooperation in times of global crisis, widespread online learning, and common project disruption or cancellation. The concept of competences 4.0 emerged from the notion of the industry 4.0, and it relates to skills that are fundamental for the current labor market. For the aim of the study presented in this abstract, four main 4.0 competences were distinguished: digital, managerial, social, and cognitive competence. The hypothesis for the study stipulated that the above-mentioned highly-developed competences may act as a protective shield against the pandemic challenges in terms of projects’ sustainability and continuation. The objective of the research was to assess to what extent individual competences are useful in managing projects in times of crisis. For this purpose, the study was conducted, involving, among others, 141 Polish higher education project leaders who were running their cooperation projects during the peak of the COVID-19 pandemic (Mar-Nov 2020). The research explored the self-perception of the above-mentioned competences among Erasmus+ project leaders and the contextual data regarding the sustainability of the projects. The quantitative character of data permitted validation of scales (Cronbach’s Alfa measure), and the use of factor analysis made it possible to create a distinctive variable for each competence and its dimensions. Finally, logistic regression was used to examine the association of competences and other factors on project status. The study shows that the project leaders’ competence profile attributed the highest score to digital competence (4.36 on the 1-5 scale). Slightly lower values were obtained for cognitive competence (3.96) and managerial competence (3.82). The lowest score was accorded to one specific dimension of social competence: adaptability and ability to manage stress (1.74), which proves that the pandemic was a real challenge which had to be faced by project coordinators. For higher education projects, 10% were suspended or prolonged because of the COVID-19 pandemic, whereas 90% were undisrupted (continued or already successfully finished). The quantitative analysis showed a positive relationship between the leaders’ levels of competences and the projects status. In the case of all competences, the scores were higher for project leaders who finished projects successfully than for leaders who suspended or prolonged their projects. The research demonstrated that, in the demanding times of the COVID-19 pandemic, competences 4.0, to a certain extent, do play a significant role in the successful management of Erasmus+ projects. The implementation and sustainability of international educational projects, despite mobility and sanitary obstacles, depended, among other factors, on the level of leaders’ competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Competences%204.0" title="Competences 4.0">Competences 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%2B%20Program" title=" Erasmus+ Program"> Erasmus+ Program</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20sustainability" title=" project sustainability"> project sustainability</a> </p> <a href="https://publications.waset.org/abstracts/152187/fighting-the-crisis-with-40-competences-higher-education-projects-in-the-times-of-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152187.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">94</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">241</span> Limits Problem Solving in Engineering Careers: Competences and Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veronica%20Diaz%20Quezada">Veronica Diaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, the performance and errors are featured and analysed in the limit problems solving of a real-valued function, in correspondence to competency-based education in engineering careers, in the south of Chile. The methodological component is contextualised in a qualitative research, with a descriptive and explorative design, with elaboration, content validation and application of quantitative instruments, consisting of two parallel forms of open answer tests, based on limit application problems. The mathematical competences and errors made by students from five engineering careers from a public University are identified and characterized. Results show better performance only to solve routine-context problem-solving competence, thus they are oriented towards a rational solution or they use a suitable problem-solving method, achieving the correct solution. Regarding errors, most of them are related to techniques and the incorrect use of theorems and definitions of real-valued function limits of real variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=limits" title=" limits"> limits</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20competences" title=" mathematics competences"> mathematics competences</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/108160/limits-problem-solving-in-engineering-careers-competences-and-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108160.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">151</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">240</span> Multimodal Content: Fostering Students’ Language and Communication Competences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20L.%20Malakhova">Victoria L. Malakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research is devoted to multimodal content and its effectiveness in developing students’ linguistic and intercultural communicative competences as an indefeasible constituent of their future professional activity. Description of multimodal content both as a linguistic and didactic phenomenon makes the study relevant. The objective of the article is the analysis of creolized texts and the effect they have on fostering higher education students’ skills and their productivity. The main methods used are linguistic text analysis, qualitative and quantitative methods, deduction, generalization. The author studies texts with full and partial creolization, their features and role in composing multimodal textual space. The main verbal and non-verbal markers and paralinguistic means that enhance the linguo-pragmatic potential of creolized texts are covered. To reveal the efficiency of multimodal content application in English teaching, the author conducts an experiment among both undergraduate students and teachers. This allows specifying main functions of creolized texts in the process of language learning, detecting ways of enhancing students’ competences, and increasing their motivation. The described stages of using creolized texts can serve as an algorithm for work with multimodal content in teaching English as a foreign language. The findings contribute to improving the efficiency of the academic process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creolized%20text" title="creolized text">creolized text</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</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=language%20and%20communication%20competences" title=" language and communication competences"> language and communication competences</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20content" title=" multimodal content"> multimodal content</a> </p> <a href="https://publications.waset.org/abstracts/151423/multimodal-content-fostering-students-language-and-communication-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151423.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">112</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">239</span> Reimagining Writing as a Healing Art: A Case Study on Emotional Intelligence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shawnrece%20Campbell">Shawnrece Campbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional intelligence as an essential job skill is growing in popularity among human resource professionals and hiring managers. Companies value those who have high emotional intelligence because of their personal competences (self-awareness, self-regulation, motivation) and social competences (empathy, social skills). In implementing any training system to teach emotional intelligence, the best methodologies for acquiring and/or improving these competences should be taken into consideration. This study focuses on how students perceived the art of writing as a tool for self-improvement. During this session, participants will engage in a brief activity designed to help students develop emotional intelligence. As a part of the discussion, participants will learn the results of a junior-level literary seminar conducted to better understand students’ thoughts and views about the effectiveness of writing as a tool for emotional healing. An analysis of qualitative textual data is presented. The outcomes indicated that students found using writing as a tool for emotional intelligence development as highly effective. The findings also revealed that students have positive perceptions of using writing as a self-healing art that leads to increased emotional intelligence and believe that writing courses of this nature enhance students’ appreciation of the value of the liberal arts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20quotient" title="emotional intelligence quotient">emotional intelligence quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=healing" title=" healing"> healing</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=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/90204/reimagining-writing-as-a-healing-art-a-case-study-on-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90204.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">205</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">238</span> Professional Competences of E-Learning Lecturers: Case of Russian National Platforms of Open Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Polina%20Pekker">Polina Pekker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work analyzes the role of lecturers in e-learning in Russia. It is based on qualitative research of lecturers who conduct courses on Russian national platforms of open education. The platform is based on edx software (provider of massive open online courses). The interviews with e-learning lecturers were conducted: from December 2015 till January 2016 and from April 2016 till May 2016. The results of interviews (face-to-face, telephone, skype) show, firstly, the difference between the role of lecturers in e-learning and in traditional education and, secondly, that the competition between lecturers is high in Russia. The results of interviews in Russia show that e-learning lecturer should have several special professional competences: the ability to keep attention of audiences without real contact, the ability to work on camera and competences related with e-learning course support (test, forum, communication on forum and etc.) It is concluded that lecturers need special course on acting and speech skills and on conducting and organizing of e-learning course in Russia. It is planned to conduct French study. When results from French research will be totally ready, they will be compared to Russian. As well French platform, France Universite Numerique, was launched earlier, in January 2014, so Russian lecturers should get best practice from the French colleagues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-courses%20lecturer" title="e-courses lecturer">e-courses lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competences%20of%20lecturers" title=" professional competences of lecturers"> professional competences of lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20Russian%20and%20French%20platforms%20of%20open%20education" title=" national Russian and French platforms of open education"> national Russian and French platforms of open education</a> </p> <a href="https://publications.waset.org/abstracts/51721/professional-competences-of-e-learning-lecturers-case-of-russian-national-platforms-of-open-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51721.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">192</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">237</span> Digital Transformation in Developing Countries, A Study into Building Information Modelling Adoption in Thai Design and Engineering Small- and Medium-Sizes Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prompt%20Udomdech">Prompt Udomdech</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Papadonikolaki"> Eleni Papadonikolaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Davies"> Andrew Davies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Building information modelling (BIM) is the major technological trend amongst built environment organisations. Digitalising businesses and operations, BIM brings forth a digital transformation in any built environment industry. The adoption of BIM presents challenges for organisations, especially small- and medium-sizes enterprises (SMEs). The main problem for built-environment SMEs is the lack of project actors with adequate BIM competences. The research highlights learning in projects as the key and explores into the learning of BIM in projects of designers and engineers within Thai design and engineering SMEs. The study uncovers three impeding attributes, which are: a) lack of English proficiency; b) unfamiliarity with digital technologies; and c) absence of public standards. This research expands on the literature on BIM competences and adoption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption" title="BIM competences and adoption">BIM competences and adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20in%20projects" title=" learning in projects"> learning in projects</a>, <a href="https://publications.waset.org/abstracts/search?q=SMEs" title=" SMEs"> SMEs</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20developing%20built%20environment%20industry" title=" and developing built environment industry"> and developing built environment industry</a> </p> <a href="https://publications.waset.org/abstracts/136615/digital-transformation-in-developing-countries-a-study-into-building-information-modelling-adoption-in-thai-design-and-engineering-small-and-medium-sizes-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136615.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">145</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">236</span> Promoting Civic Health through Patient Voter Registration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Syal">Amit Syal</a>, <a href="https://publications.waset.org/abstracts/search?q=Madeline%20Grade"> Madeline Grade</a>, <a href="https://publications.waset.org/abstracts/search?q=Alister%20Martin"> Alister Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Cross-sectional and longitudinal studies demonstrate an association between health and voting. Furthermore, voting enables populations to support policies that impact their health via social determinants like income, education, housing, and healthcare access. Unfortunately, many barriers exist which disproportionately affect the civic participation of certain minority groups. Health professionals have an important role to play in addressing the civic health of all patients and empowering underrepresented communities. Description: Vot-ER is a non-partisan, nonprofit organization that aims to reduce barriers to civic participation by helping patients register to vote while in healthcare settings. The initial approach involved iPad-based kiosks in the emergency department waiting rooms, allowing patients to register themselves while waiting. After the COVID-19 pandemic began, Vot-ER expanded its touchless digital approaches. Vot-ER provides healthcare workers across the country with “Healthy Democracy Kits” consisting of badge backers, posters, discharge paperwork, and other resources. These contain QR and text codes that direct users to an online platform for registering to vote or requesting a mail-in ballot, available in English or Spanish. Outcomes: From May to November 2020, Vot-ER helped prepare 46,320 people to vote. 13,192 individual healthcare providers across all 50 states signed up for and received Healthy Democracy Kits. 80 medical schools participated in the Healthy Democracy Campaign competition. Over 500 institutions ordered site-based materials. Conclusions: A healthy democracy is one in which all individuals in a community have equal and fair opportunities for their voices to be heard. Healthcare settings, such as hospitals, are appropriate and effective venues for increasing both voter registration and education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20health" title="civic health">civic health</a>, <a href="https://publications.waset.org/abstracts/search?q=enfranchisement" title=" enfranchisement"> enfranchisement</a>, <a href="https://publications.waset.org/abstracts/search?q=physician" title=" physician"> physician</a>, <a href="https://publications.waset.org/abstracts/search?q=voting" title=" voting"> voting</a> </p> <a href="https://publications.waset.org/abstracts/136529/promoting-civic-health-through-patient-voter-registration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136529.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">182</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">235</span> Competences for Learning beyond the Academic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</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=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/59108/competences-for-learning-beyond-the-academic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59108.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">234</span> Monitoring Co-Creation: A Survey of Lithuanian Urban Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aelita%20Skarzauskiene">Aelita Skarzauskiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Maciuliene"> Monika Maciuliene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we conduct a systematic survey of urban communities in Lithuania to evaluate their potential to co-create collective intelligence or “civic intelligence” applying Digital Co-creation Index methodology that includes different socio-technological indicators. Civic intelligence is a form of collective intelligence that refers to the group’s capacity to perceive societal problems and to address them effectively. The research focuses on evaluation of diverse organizational designs that increase efficient collective performance. The current scientific project advanced the state of the art by evaluating the basic preconditions in the urban communities through which the collective intelligence is being co-created under the systemic manner. The research subject is the <em>“bottom up”</em> digital enabled urban platforms, initiated by Lithuanian public organizations, civic movements or business entities. The web-based monitoring results obtained by applying a social indices calculation methodology and Pearson correlation analysis provided the information about the potential and limits of the urban communities and what possible changes need to be implemented to overcome the limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20supported%20collaboration" title="computer supported collaboration">computer supported collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-technological%20system" title=" socio-technological system"> socio-technological system</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20intelligence" title=" collective intelligence"> collective intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=networked%20society" title=" networked society"> networked society</a> </p> <a href="https://publications.waset.org/abstracts/98638/monitoring-co-creation-a-survey-of-lithuanian-urban-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98638.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">233</span> Cultivating Students’ Competences through Social Innovation Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Garefi">Ioanna Garefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Irene%20Kalemaki"> Irene Kalemaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is not solely about preparing young people for the world of work but also about equipping them with competences that will enable them to become socially proactive, empowered, responsible, and engaged citizens who will collectively contribute to and benefit from an inclusive and sustainable future. Hence, progress assessment towards competence development is an ongoing process where continuous efforts are needed. This paper abstract presents the work of the H2020 NEMESIS project that aims to investigate, experiment and co-create together with schools a model for introducing and embedding social innovation education (SIE henceforth) in European primary and secondary schools. All in all, during the 2018-2019 academic year, 8 schools from 5 European countries involving 56 teachers, 1030 students, and 80 external stakeholders, experimented with different methodologies for embedding SIE in their contexts. This paper captures briefly the impact of these efforts towards the cultivation and progression of students’ social innovation (SI henceforth) competences. As part of the model, 14 SI competences, whose progress was evaluated, have been introduced falling under 3 interrelated categories: competences for identifying opportunities for social and collective value creation, competences for developing collaborations and building meaningful relations and competences for taking action both on an individual and collective level. Methodologically wise, the evaluation strategy employed was informed by a realist approach, enabling the researchers to go beyond synthesizing 'what happened' and towards understanding 'why it happened', delving into ‘what works, for whom and in what circumstances’. The reason for choosing such an approach was because it goes beyond attempting to answer the basic yes or no question of evaluation and focus on an ‘explanatory quest’ tracing the limits of when and where intervention is effective. A rich mix of sources of evidence have been employed, from focus groups with 80 people from the 5 EU countries to an online survey to 206 students, classroom observations, students’ narratives granting them with the opportunity to freely express their opinions, short stories letting students express their feelings through their imagination and also, drawings so that younger children can express their perception of reality. All these evidences offered insights on the impact of SIE on the development of students’ competences. Research findings showed that students progressed in all 14 SI competences through their involvement in the different activities. This positive progression is attributed to the model’s three core principles: 1) the student-centered approach, rendering students active and self-determined producers of their own learning, 2) the co-creation process fostering intergenerational interactions, empowering thus students by making their voices heard and valued and also, 3) the transformative social action whereby through their projects, students are able to witness the impact they are bringing about with their actions. Concluding, these initial findings, together with the forthcoming evaluation research to a pool of 30 schools around Europe, have the potential to raise the dynamics of the under-investigated field of SIE and encourage its embeddedness in more schools around Europe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence%20development" title="competence development">competence development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20innovation" title=" social innovation"> social innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/118876/cultivating-students-competences-through-social-innovation-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118876.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">99</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">232</span> Middle School as a Developmental Context for Emergent Citizenship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Casta%20Guillaume">Casta Guillaume</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Jagers"> Robert Jagers</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Rivas-Drake"> Deborah Rivas-Drake </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civically engaged youth are critical to maintaining and/or improving the functioning of local, national and global communities and their institutions. The present study investigated how school climate and academic beliefs (academic self-efficacy and school belonging) may inform emergent civic behaviors (emergent citizenship) among self-identified middle school youth of color (African American, Multiracial or Mixed, Latino, Asian American or Pacific Islander, Native American, and other). Study aims: 1) Understand whether and how school climate is associated with civic engagement behaviors, directly and indirectly, by fostering a positive sense of connection to the school and/or engendering feelings of self-efficacy in the academic domain. Accordingly, we examined 2) The association of youths’ sense of school connection and academic self-efficacy with their personally responsible and participatory civic behaviors in school and community contexts—both concurrently and longitudinally. Data from two subsamples of a larger study of social/emotional development among middle school students were used for longitudinal and cross sectional analysis. The cross-sectional sample included 324 6th-8th grade students, of which 43% identified as African American, 20% identified as Multiracial or Mixed, 18% identified as Latino, 12% identified as Asian American or Pacific Islander, 6% identified as Other, and 1% identified as Native American. The age of the sample ranged from 11 – 15 (M = 12.33, SD = .97). For the longitudinal test of our mediation model, we drew on data from the 6th and 7th grade cohorts only (n =232); the ethnic and racial diversity of this longitudinal subsample was virtually identical to that of the cross-sectional sample. For both the cross-sectional and longitudinal analyses, full information maximum likelihood was used to deal with missing data. Fit indices were inspected to determine if they met the recommended thresholds of RMSEA below .05 and CFI and TLI values of at least .90. To determine if particular mediation pathways were significant, the bias-corrected bootstrap confidence intervals for each indirect pathway were inspected. Fit indices for the latent variable mediation model using the cross-sectional data suggest that the hypothesized model fit the observed data well (CFI = .93; TLI =. 92; RMSEA = .05, 90% CI = [.04, .06]). In the model, students’ perceptions of school climate were significantly and positively associated with greater feelings of school connectedness, which were in turn significantly and positively associated with civic engagement. In addition, school climate was significantly and positively associated with greater academic self-efficacy, but academic self-efficacy was not significantly associated with civic engagement. Tests of mediation indicated there was one significant indirect pathway between school climate and civic engagement behavior. There was an indirect association between school climate and civic engagement via its association with sense of school connectedness, indirect association estimate = .17 [95% CI: .08, .32]. The aforementioned indirect association via school connectedness accounted for 50% (.17/.34) of the total effect. Partial support was found for the prediction that students’ perceptions of a positive school climate are linked to civic engagement in part through their role in students’ sense of connection to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20engagement" title="civic engagement">civic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20climate" title=" school climate"> school climate</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title=" school belonging"> school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20niche" title=" developmental niche "> developmental niche </a> </p> <a href="https://publications.waset.org/abstracts/31154/middle-school-as-a-developmental-context-for-emergent-citizenship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31154.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">370</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">231</span> Current Strategic Trends – A Comparative Analysis of Hungarian Corporations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gyula%20F%C3%BCl%C3%B6p">Gyula Fülöp</a>, <a href="https://publications.waset.org/abstracts/search?q=Bettina%20Hern%C3%A1di"> Bettina Hernádi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the current strategic challenges related to the reshaping of the basic conditions of corporate operations. With the help of the experimental analysis of some domestic corporations, it presents the form and extent the Hungarian corporations are prepared for the current strategic challenges. The study examines how strategic directions and answer opportunities changed in the following interrelated areas in the past five years: economic globalization, corporate sustainability, IT applications, labour force diversity and ethical competences. The conclusions of the empirical survey give a reliable basis for economic organizations and enterprises to formulate their strategy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20globalization" title="economic globalization">economic globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20sustainability" title=" corporate sustainability"> corporate sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20applications" title=" IT applications"> IT applications</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20force%20diversity" title=" labour force diversity"> labour force diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20competences" title=" ethical competences"> ethical competences</a> </p> <a href="https://publications.waset.org/abstracts/16752/current-strategic-trends-a-comparative-analysis-of-hungarian-corporations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16752.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">393</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">230</span> Association between Job Satisfaction, Motivation and Five Factors of Organizational Citizenship Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Mushtaq">Khadija Mushtaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Umar"> Muhammad Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to study the association between job satisfaction, motivation and the five factors of organizational citizenship behavior (i.e. Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic virtue) among Public Sector Employees in Pakistan.In this research Structure Equation Modeling with confirmatory factor analysis was used to test the relationship between two independent and five dependent variables. Data was collected through questionnaire survey from 152 Public Servants Working in Gujrat District-Pakistan in different capacities. Stratified Random Sampling Technique was used to conduct this survey. The results of the study indicate that five factors of OCB have positive significant relation with both motivation and job satisfaction except the relationship of Civic Virtue with Motivation.The research findings implicate that factors other than motivation and job satisfaction may also affect OCB. Likewise, all the five factors of OCB may not be present in all populations. Thus, Managers must concentrate on increasing motivation and job satisfaction to increase OCB. Furthermore, the present research gives a direction to future researchers to use more independent variables (e.g. Culture, leadership, workplace environment, various job attitudes, types of motivation, etc.) on different types of populations with larger sample size in order to find the reasons behind insignificant relationship of civic virtue with Motivation in the research in hand and to generalize the tested model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=five%20factors%20of%20organizational%20citizenship%20behavior%20%28OCB%29" title="five factors of organizational citizenship behavior (OCB)">five factors of organizational citizenship behavior (OCB)</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sector%20employees%20in%20Pakistan" title=" public sector employees in Pakistan"> public sector employees in Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/33477/association-between-job-satisfaction-motivation-and-five-factors-of-organizational-citizenship-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33477.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">345</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">229</span> MOOCs (E-Learning) Project Personnel Competency Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shang-Hua%20Wu">Shang-Hua Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Rong-Chi%20Chang"> Rong-Chi Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Horng%E2%80%93Twu%20Liaw"> Horng–Twu Liaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, competencies of e-learning project personnel are very important in assisting them in offering courses, serving students in an effective way, leveraging advantages, strengthen their relationships with potential students, etc. among e-learning platforms, MOOCs has recently attracted increasing focuses in distance education since it can be conducted for a large numbers of virtual learners. Nonetheless, since MOOCs is a relatively new e-learning platform, top concerns have been paid to what competencies are important for e-learning personnel to consider. Taking this need, this research aimed to carry out an in-depth exploration of competency requirements of MOOCs (e-learning) project personnel in Taiwan vocational schools. Data were collected through thorough literature reviews and discussions and competency analysis was carried out using Delphi technique questionnaires. The results show that that MOOCs (e-learning) project personnel’ professional competency lie in three main dimensions, among which ‘demand analysis competency’ (i.e., containing 10 major competences and 48 subordinate capabilities) is the most important competency, followed by ‘project management competency’ (i.e., comprising 6 major competences and 31 secondary capabilities), and finally ‘digital content production competency’ (i.e., including 12 major competences and 79 secondary capabilities). As such, in Taiwan context with different organizational scales and market sizes, the e-learning competency items and unique experience/ achievements throughout the promotion process obtained in this research will provide useful references for academic institutions in promoting e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20analysis" title="competency analysis">competency analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Delphi%20technique%20questionnaire" title=" Delphi technique questionnaire"> Delphi technique questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a> </p> <a href="https://publications.waset.org/abstracts/56037/moocs-e-learning-project-personnel-competency-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56037.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">285</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">228</span> Implementing Effective Mathematical-Discussion Programme for Mathematical Competences in Primary School Classroom in South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeyoung%20Lee">Saeyoung Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the enthusiasm for education in Korea is too much high, it is well known by others that children in Korea get good scores in Mathematics. However, behind of this good reputation, children in Korea are easy to get lose self-confidence, tend to complaint and rarely participate in the class because of too much competition which leads to lack of competences. In this regard, the main goals of this paper are, by applying the programme based on peer-communication on Mathematics education field, it would like to improve self-managemental competence to make children gain self-confidence, communicative competence to make them deal with complaint and communitive competence to make them participated in the class for the age of 10 children to solve this problem. 14 children the age of 10 in one primary school in Gangnam, Seoul, Korea had participated in the research from March 2018 to October 2018. They were under the programme based on peer-communication during the period. Every Mathematics class maintained the same way. Firstly a problem was given to children. Secondly, children were asked to find many ways to solve the problem as much as they could by themselves. Thirdly all ways to solve the problem by children were posted on the board and three of the children made a group to distinguish the ways from valid to invalid. Lastly, all children made a discuss to find one way which is the most efficient among valid ways. Pre-test was carried out by the questionnaire based on Likert scale before applying the programme. The result of the pre-test was 3.89 for self-managemental competence, 3.91 for communicative competence and 4.19 for communitive competence. Post-test was carried out by the same questionnaire after applying the programme. The result of the post-test was 3.93 for self-managemental competence, 4.23 for communicative competence and 4.20 for communitive competence. That means by applying the programme based on peer-communication on Mathematics education field, the age of 10 children in Korea could improve self-managemental, communicative and communitive competence. Especially it works very well on communicative competence by increasing 0.32 points as it marked. Considering this research, Korean Mathematics education based on competition which leads to lack of competences should be changed to cooperative structure to make students more competent rather than just getting good scores. In conclusion, innovative teaching methods which are focused on improving competences such as the programme based on peer-communication which was applied in this research are strongly required to be studied and widely used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-communication" title=" peer-communication"> peer-communication</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title=" primary education"> primary education</a> </p> <a href="https://publications.waset.org/abstracts/103532/implementing-effective-mathematical-discussion-programme-for-mathematical-competences-in-primary-school-classroom-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103532.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">133</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">227</span> Soft Skills: Expectations and Needs in Tourism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susana%20Silva">Susana Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Dora%20Martins"> Dora Martins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent political, economic, social technological and employment changes significantly affect the tourism organizations and consequently the changing nature of the employment experience of the tourism workforce. Such scene leads several researchers and labor analysts to reflect about what kinds of jobs, knowledge and competences are need to ensure the success to teach, to learning and to work on this sector. In recent years the competency-based approach in high education level has become of significant interest. On the one hand, this approach could leads to the forming of the key students’ competences which contribute their better preparation to the professional future and on the other hand could answer better to practical demands from tourism job market. The goals of this paper are (1) to understand the expectations of university tourism students in relation to the present and future tourism competences demands, (2) to identify the importance put on the soft skills, (3) to know the importance of high qualification to their future professional activity and (4) to explore the students perception about present and future tourist sector specificities. To this proposal, a questionnaire was designed and distributed to every students who participate on classes of Hospitality Management under degree and master from one public Portuguese university. All participants were invited, during December 2014 and September 2015, to answer the questionnaire at the moment and on presence of one researcher of this study. Fulfilled the questionnaire 202 students (72, 35,6% male and 130, 64.4% female), the mean age was 21,64 (SD=5,27), 91% (n=86) were undergraduate and 18 (9%) were master students. 80% (n=162) of our participants refers as a possibility to look for a job outside the country.42% (n=85) prefers to work in a medium-sized tourism units (with 50-249 employees). According to our participants the most valued skills in tourism are the domain of foreign languages (87.6%, n=177), the ability to work as a team (85%), the personal persistence (83%, n=168), the knowledge of the product/services provided (73.8%, n=149), and assertiveness (66.3%, n=134). 65% (n=131) refers the availability to look for a job in a home distance of 1000 kilometers and 59% (n=119) do not consider the possibility to work in another area than tourism. From the results of this study we are in the position of confirming the need for universities to maintain a better link with the professional tourism companies and to rethink some competences into their learning course model. Based on our results students, universities and companies could understand more deeply the motivations, expectations and competences need to build the future career who study and work on the tourism sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title="human capital">human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20competencies%20perceptions" title=" students’ competencies perceptions"> students’ competencies perceptions</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=tourism" title=" tourism "> tourism </a> </p> <a href="https://publications.waset.org/abstracts/40267/soft-skills-expectations-and-needs-in-tourism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40267.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">271</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=civic%20competences&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=civic%20competences&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=civic%20competences&page=4">4</a></li> <li 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