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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="planning workshop"> <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> 3620</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: planning workshop</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3620</span> Saudi Arabian Science and Mathematics Teachers’ Attitudes toward Integrating STEM in Teaching before and after Participating in a Professional Development Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulwali%20H.%20Aldahmash">Abdulwali H. Aldahmash</a>, <a href="https://publications.waset.org/abstracts/search?q=Naem%20M.%20Alamri"> Naem M. Alamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after they participated in a professional development workshop focused on STEM integration in a specific middle school science and mathematics unit. The participants were 48 Saudi Arabian science and mathematics teachers who participated in a three-day workshop held in Riyadh, Saudi Arabia. The research method was a pretest-posttest group design. The primary data source was the instrument for teachers' attitudes toward teaching integrated STEM. The results indicate that Saudi Arabian science and mathematics teachers’ perceptions of difficulties decreased due to their participation in the professional development workshop on integrated STEM. Meanwhile, the teachers' self-efficacy improved following their participation in the STEM professional development (PD) workshop. However, no perceived effect was found for the teachers' perceptions of the relevance of or their anxiety about or enjoyment of integrated STEM teaching due to their participation in the three-day PD workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20integration" title="STEM integration">STEM integration</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20STEM" title=" attitude toward STEM"> attitude toward STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20workshop" title=" STEM workshop"> STEM workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/100006/saudi-arabian-science-and-mathematics-teachers-attitudes-toward-integrating-stem-in-teaching-before-and-after-participating-in-a-professional-development-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100006.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">210</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">3619</span> Higher Order Thinking Skills Workshop: Faculty Professional Development and Its Effect on Their Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Hamdan">Amani Hamdan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A post-workshop of higher-order thinking skills (HOTS), for faculty from diverse academic disciplines, was conducted and the researcher surveyed the participants’ intentions and plans to include HOTS as a goal, as learning and teaching task in their practices. Follow-up interviews with a random sample of participants were used to determine if they fulfilled their intentions three 3 months after the workshop. The degree of planned and enacted HOTS then was analyzed against the post-workshop HOT ability and knowledge. This is one topic that has not been adequately explored in faculty professional development literature where measuring the effect of learning on their ability to use what they learned. This qualitative method study explored a group of male and female faculty members (n=85) enrolled in HOTS 2 day workshop. The results showed that 89% of faculty members although were mostly enthused to apply what they learned after a 3 months period they were caught up with routine presentations and lecturing. <p class="card-text"><strong>Keywords:</strong> <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=faculty%20development" title=" faculty development"> faculty development</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=higher%20order%20thinking%20skills" title=" higher order thinking skills"> higher order thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/19480/higher-order-thinking-skills-workshop-faculty-professional-development-and-its-effect-on-their-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19480.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">457</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">3618</span> An Analysis Study of a Participatory Design Workshop from the Perspectives of Communication Strategies and Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Yu%20Wun">Meng-Yu Wun</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiunde%20Lee"> Jiunde Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Participatory design transfers the role of design team becoming the facilitator who manages to work collaboratively with the 'partners of innovation': users. This facilitator role not just concerns the users’ behaviors or insights under the common practice of user-centered design, it emphasizes the importance of communication experience conducted by various strategies and tools in a workshop session which could profoundly impact the quality of the co-creation process. To investigate the communication experience in the participatory design, this study proposed a qualitative research to analyze communication strategies and tools. A participatory design workshop and following in-depth interviews were carried out to explore how participants (facilitators, users) might apply different strategies and tools to enhance the communication process. The major study findings are as follows: (a) roles had influence on communication experience; facilitators’ principles and methods influenced the usage of facilitation strategies in various situations, while users put more emphasis on communication activities and goals aimed to complete the design tasks, (b) communication tools should be both fixed and changeable: participants had fixed cognition on different forms of communication tools; with the fundamental cognition, they could choose and make use of tools according to their needs, (c) the management of workshop communication should be flexible: controlling the schedule, stimulating innovations, and creating the space for conversation are crucial to facilitate in a participatory workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20experience" title="communication experience">communication experience</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitation" title=" facilitation"> facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20design" title=" participatory design"> participatory design</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/97182/an-analysis-study-of-a-participatory-design-workshop-from-the-perspectives-of-communication-strategies-and-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97182.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">157</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">3617</span> Maximizing the Role of Companion Teachers for the Achievement of Professional Competencies and Pedagogics Workshop Activities of Teacher Professional Participants in the Faculty of Teaching and Education of Mulawarman University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makrina%20Tindangen">Makrina Tindangen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problems faced by participants of teacher profession program in Faculty of teaching and education Mulawarman University is professional and pedagogic competence. Professional competence related to the mastery of teaching materials, while pedagogic competence related with the ability to plan and to implement learning. Based on the problems, the purpose of the research is to maximize the role of companion teacher for the achievement of professional and pedagogic competencies in the workshop of the participants of teacher professional education in the Faculty of Teaching and Education of Mulawarman University. Qualitative research method with interview guidance and document to get in-depth data on how to maximize the role of companion teachers in the achievement of professional and pedagogic competencies in the workshop participants of professional education participants. Location of this research is on the Faculty of Teaching and Education of Mulawarman University, Samarinda City, East Kalimantan Province. Research respondents were 12 teachers of workshop facilitator. Descriptive data analysis is through interpretation of interview data. The conclusion of the research result, how to maximize the role of assistant teachers in workshop activities for the professional competence and pedagogic competence of professional teacher training program participants, through facilitation activities conducted by teachers of companion related to real problems faced by students in school, so that the workshop participants have professional competence and pedagogic as an initial competence before carrying out practical activities of field experience in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=companion%20teacher" title="companion teacher">companion teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20and%20pedagogical%20competence" title=" professional and pedagogical competence"> professional and pedagogical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop%20participants" title=" workshop participants"> workshop participants</a> </p> <a href="https://publications.waset.org/abstracts/74842/maximizing-the-role-of-companion-teachers-for-the-achievement-of-professional-competencies-and-pedagogics-workshop-activities-of-teacher-professional-participants-in-the-faculty-of-teaching-and-education-of-mulawarman-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3616</span> Effect of a Traffic Psychology Workshop on Enhancing Positive Attitudes towards Road Safety Awareness among Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Ah%20Gang%20Getrude">C. Ah Gang Getrude</a>, <a href="https://publications.waset.org/abstracts/search?q=Iqbal%20Hashmi%20Shazia"> Iqbal Hashmi Shazia</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Nawi%20Nurul%20Hudani"> Mohd Nawi Nurul Hudani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effectiveness of a Traffic Psychology Workshop in enhancing positive attitudes towards road safety awareness among youths. We predicted that youths’ attitudes towards road safety would be more positive after they participated in the one-day workshop. We examined their attitudes towards road safety awareness before and after they attended a one-day workshop. There were 21 participants who completed the pre and post-studies (9 males & 12 females, mean age 22.86, SD=2.03). A Wilcoxon signed-ranks test showed that the mean for post-test ranks for students’ attitudes towards road safety awareness was higher than the mean pre-test ranks, z =-3.16, p = .00. The study showed that the Traffic Psychology Module which focuses on the three elements: i) personality & emotion; Sensation, perception and visual; and mental workload could have positive effects on youths’ attitudes towards road safety awareness. We believe that the Traffic Psychology Module could be used as a guide by relevant authorities, such as the Sabah Road Safety Department, in implementing road safety awareness workshops and programs for the public, particularly road-users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20safety" title=" road safety"> road safety</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20psychology" title=" traffic psychology"> traffic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/71967/effect-of-a-traffic-psychology-workshop-on-enhancing-positive-attitudes-towards-road-safety-awareness-among-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71967.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">329</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">3615</span> Vocal Advocacy: A Case Study at the First Black College Regarding Students Experiencing an Empowerment Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20F.%20Brown">Denise F. Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Melina%20McConatha"> Melina McConatha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> African Americans utilizing the art of vocal expressions, particularly for self-expression, has been a historical avenue of advocating for social justice and human rights. Vocal expressions can take many forms, such as singing, poetry, storytelling, and acting. Many well-known artists, politicians, leaders, and teachers used their voices to promote the causes and concerns of the African American community as well as the expression of their own experiences of being 'black' in America. The purpose of this project was to evaluate the perceptions of African American students in utilizing their voices for self-awareness, interview skills, and social change after attending a three-part workshop on vocal advocacy. This research utilized the framework of black feminism to understand empowerment in advocacy and self-expression. Students participated in learning about the power of their voices, and what purpose presence, and passion they discovered through the Immersive Voice workshop. There were three areas covered in the workshop. The first area was the power of the voice, the second area was the application of vocal passion, and the third area was applying the vocal power to express personal interest, interests of advocating for others, and confidence and speaking to others to further careers, i.e., using vocal power for job interviewing skills. The students were instructed to prepare for the workshops by completing a pre-workshop open-ended survey. There were a total of 15 students that participated. After the workshop ended, the students were instructed to complete a post-workshop survey. The surveys were assessed by evaluating both themes and codes from student's written feedback. From the pre-workshop survey, students were given a survey for them to provide feedback regarding the power of voice prior to participating in the workshops. From the student's responses, the theme (advocating for self and others) emerged as it related to student's feedback on what it means to advocate. There were three codes that led to the theme, having knowledge about advocating for self and others, gaining knowledge to advocate for self and others, and using that knowledge to advocate for self and others. After the students completed participation in the workshops, a post workshop- survey was given to the students. Students' feedback was assessed, and the same theme emerged, 'advocating for self and others.' The codes related to the theme, however, were different and included using vocal power (a term students learned during the workshop) to represent self, represent others, and obtain a job/career. In conclusion, the results of the survey showed that students still perceived advocating as speaking up for themselves and other people. After the workshop, students still continued to associate advocacy with helping themselves and helping others but were able to be more specific about how the sound of their voice could help in advocating, and how they could use their voice to represent themselves in getting a job or starting a career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advocacy" title="advocacy">advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=command" title=" command"> command</a>, <a href="https://publications.waset.org/abstracts/search?q=self-expression" title=" self-expression"> self-expression</a>, <a href="https://publications.waset.org/abstracts/search?q=voice" title=" voice"> voice</a> </p> <a href="https://publications.waset.org/abstracts/114974/vocal-advocacy-a-case-study-at-the-first-black-college-regarding-students-experiencing-an-empowerment-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3614</span> The Application of Participatory Social Media in Collaborative Planning: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yujie%20Chen">Yujie Chen </a>, <a href="https://publications.waset.org/abstracts/search?q=Zhen%20Li"> Zhen Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of planning transformation, how to promote public participation in the formulation and implementation of collaborative planning has been the focused issue of discussion. However, existing studies have often been case-specific or focused on a specific design field, leaving the role of participatory social media (PSM) in urban collaborative planning generally questioned. A systematic database search was conducted in December 2019. Articles and projects were eligible if they reported a quantitative empirical study applying participatory social media in the collaborative planning process (a prospective, retrospective, experimental, longitudinal research, or collective actions in planning practices). Twenty studies and seven projects were included in the review. Findings showed that social media are generally applied in public spatial behavior, transportation behavior, and community planning fields, with new technologies and new datasets. PSM has provided a new platform for participatory design, decision analysis, and collaborative negotiation most widely used in participatory design. Findings extracted several existing forms of PSM. PSM mainly act as three roles: the language of decision-making for communication, study mode for spatial evaluation, and decision agenda for interactive decision support. Three optimization content of PSM were recognized, including improving participatory scale, improvement of the grass-root organization, and promotion of politics. However, basically, participants only could provide information and comment through PSM in the future collaborative planning process, therefore the issues of low data response rate, poor spatial data quality, and participation sustainability issues worth more attention and solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participatory%20social%20media" title="participatory social media">participatory social media</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20planning" title=" collaborative planning"> collaborative planning</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20workshop" title=" planning workshop"> planning workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20mode" title=" application mode"> application mode</a> </p> <a href="https://publications.waset.org/abstracts/126209/the-application-of-participatory-social-media-in-collaborative-planning-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126209.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">3613</span> The Effectiveness of an Injury Prevention Workshop in Increasing Knowledge and Understanding in Grass-Root Youth Coaches </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20De%20Ste%20Croix">Mark De Ste Croix</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Hughes"> Jonathan Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Ayala"> Francisco Ayala</a>, <a href="https://publications.waset.org/abstracts/search?q=Michal%20Lehnert"> Michal Lehnert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are well-known challenges to implementing injury prevention training for youth players but no data are available on the knowledge and understanding of deliverers of such programmes at grass root level. To increase adoption and adherence to such programmes coach knowledge and understanding of injury risk and prevention is essential. Therefore, the purpose of this study was to examine grass-root coaches knowledge and understanding of injury risk and prevention in youth players. 68 grass root coaches (18 females and 50 males) who were attending a one-day injury prevention workshop completed a modified validated questionnaire exploring knowledge and understanding of injury risk and prevention in youth players. Only 59% of coaches agreed that youth players are at a high risk of suffering an injury. There were high levels of agreement that injuries can have negative impacts on team performance (75%) and can cause physical problems in later life (85%), however only around half of coaches felt that injuries affect youth players current quality of life (59%). There was strong agreement that it is possible to prevent injuries in youth players (84%), but coaches were generally unaware of programs to help prevent injuries (84%), and only 9% used some form of injury prevention program. Despite this, nearly all coaches felt that their coaching could benefit from a greater understanding of growth and maturation (91%), injury prevention programmes (91%) and specific exercises (93%) for youth athletes. 17% of coaches rated their knowledge of injury prevention as good/very good at the start of the workshop and this increased to 94% at the end of the workshop. 62% of coaches identified their attitude towards injury prevention as indifferent at the start of the workshop compared with only 1% at the end. Only 14% of coaches at the start of the workshop were confident to deliver an injury prevention session but 83% stated they were confident by the end of the workshop. Finally, 98% of coaches felt that the workshop provided them with the confidence and the knowledge to deliver an injury prevention session and 98% suggested that they would implement injury prevention into their coaching. These data suggest that there is a lack of understanding of grass root coaches that children are a high-risk group for injuries, and that such injuries impact on current quality of life. Despite understanding that injuries can be prevented most grass root coaches do not have the knowledge to implement injury prevention into their coaching and very few do. There is a common consensus amongst these coaches that a greater understanding of such programmes will enhance their coaching. The injury prevention workshop appears to have increased the knowledge and changed the attitude of coaches towards injury prevention. All coaches felt that the workshop provided them with the tools to adopt, implement and deliver injury prevention in their coaching. These data highlight that there is a clear need for education regarding injury risk and prevention to be embedded within the coach education pathway, especially at grass root level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coach%20education" title="coach education">coach education</a>, <a href="https://publications.waset.org/abstracts/search?q=injury%20prevention" title=" injury prevention"> injury prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20understanding" title=" and understanding"> and understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/92297/the-effectiveness-of-an-injury-prevention-workshop-in-increasing-knowledge-and-understanding-in-grass-root-youth-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3612</span> Building Resilience to El Nino Related Flood Events in Northern Peru Using a Structured Facilitation Approach to Interdisciplinary Problem Solving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roger%20M.%20Wall">Roger M. Wall</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20G.%20Proverbs"> David G. Proverbs</a>, <a href="https://publications.waset.org/abstracts/search?q=Yamina%20Silva"> Yamina Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Danny%20Scipion"> Danny Scipion</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper critically reviews the outcomes of a 4 day workshop focused on building resilience to El Niño related Flood Events in northern Perú. The workshop was run jointly by Birmingham City University (BCU) in partnership with Instituto Geofísico del Perú (IGP) and was hosted by the Universidad de Piura (UDEP). The event took place in August 2018 and was funded by the Newton-Paulet fund administered by the British Council. The workshop was a response to the severe flooding experienced in Piura during the El Niño event of March 2017 which damaged over 100,000 homes and destroyed much local infrastructure including around 100 bridges. El Niño is a recurrent event and there is concern that its frequency and intensity may change in the future as a consequence of climate change. A group of 40 early career researchers and practitioners from the UK and Perú were challenged with working together across disciplines to identify key cross-cutting themes and make recommendations for building resilience to similar future events. Key themes identified on day 1 of the workshop were governance; communities; risk information; river management; urban planning; health; and infrastructure. A field study visit took place on day 2 so that attendees could gain first-hand experience of affected and displaced communities. Each of the themes was then investigated in depth on day 3 by small interdisciplinary teams drawing on their own expertise, local knowledge and the experiences of the previous day’s field trip. Teams were responsible for developing frameworks for analysis of their chosen theme and presenting their findings to the whole group. At this point, teams worked together to develop links between the different themes so that an integrated approach could be developed and presented on day 4. This paper describes the approaches taken by each team and the way in which these were integrated to form an holistic picture of the whole system. The findings highlighted the importance of risk-related information and the need for strong governance structures to enforce planning regulations and development. The structured facilitation approach proved to be very effective and it is recommended that the process be repeated with a broader group of stakeholders from across the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%20Ni%C3%B1o" title="El Niño">El Niño</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20flood%20risk%20management" title=" integrated flood risk management"> integrated flood risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=Per%C3%BA" title=" Perú"> Perú</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20facilitation" title=" structured facilitation"> structured facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20approach" title=" systems approach"> systems approach</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/99854/building-resilience-to-el-nino-related-flood-events-in-northern-peru-using-a-structured-facilitation-approach-to-interdisciplinary-problem-solving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99854.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">147</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">3611</span> A South African Perspective on Self-Leadership Development for Women Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title="self-leadership">self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title=" co-curricular interventions"> co-curricular interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/4217/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4217.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">398</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">3610</span> A South African Perspective on Self-Leadership Development for Women Engineering Students – A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive, and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title="co-curricular interventions">co-curricular interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title=" self-leadership"> self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a> </p> <a href="https://publications.waset.org/abstracts/2440/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2440.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">446</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">3609</span> Effects of the Gratitude Program on the Gratitude, Well-Being, Perceived Stress, and Stress Coping of Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20H.%20Chen">Yu H. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20C.%20Chen"> Li C. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiang%20Y.%20Wu"> Hsiang Y. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Y.%20%20Chen"> Wan Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yin%20S.%20Lai"> Yin S. Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20S.%20Chen"> Sarah S. Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Little has been done to customize an appropriate program on gratitude for nurses, who work in high-stress environments. The purpose of this study is to design an appropriate program on gratitude for nurses and to investigate the effects of the program. Based on research done by Kaohsiung Medical University’s Positive Psychology Center, the only one of its kind in Taiwan, one of the top five strengths of nurses is gratitude. Instead of adapting from an older model created from past research, the Gratitude Workshop is developed from a quasi-experimental approach and designed with five additional dimensions that emphasize gratitude: thanking others, thanking one's surroundings, cherishing what one has, appreciating hardships, and appreciating the present. A sample of 84 nurses was randomly selected from the Kaohsiung Municipal Ta-Tung Hospital; 43 of who participated in the nine-hour Gratitude Workshop that spanned over three weeks, while the other 41 were part of the waitlist control group. The pretest and posttest included five questionnaires: Inventory of Undergraduates' Gratitude, The Gratitude Questionnaire-6, Mental Health Continuum‐Short Form, Perceived Stress Scale, and the Stress Coping Strategies Questionnaire. Results of the research showed that the Gratitude Workshop elevates gratitude, well-being, and perceived stress on the nurses; however, it was also found in the Stress Coping Strategies Questionnaire that the Gratitude Workshop only heightened the regulation of emotions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude" title="gratitude">gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</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/65287/effects-of-the-gratitude-program-on-the-gratitude-well-being-perceived-stress-and-stress-coping-of-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65287.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">386</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">3608</span> The Contribution of a Workshop Aimed at Providing Social Work Students with Practical Tools for Managing Household Finances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahuva%20Even-Zohar">Ahuva Even-Zohar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Families living in poverty often struggle with poor financial management and accumulating debts. Social workers play a crucial role in assisting these families, but they typically receive no formal training in financial management. Research Aim: The aim of this study was to assess the impact of a voluntary organization called Paamonim on social work students' attitudes toward providing material support and assistance in financial management to families living in poverty. Additionally, the study aimed to evaluate the students' perception of the workshop's contribution and their actual use of the tools acquired during the training. Methodology: The study involved 134 social work students, with 55 in a regular program and 79 in a retraining program. The first stage of the study involved the students receiving an explanation of the research, ensuring confidentiality, and signing informed consent. The students completed two questionnaires: The Student Attitudes Questionnaire and a sociodemographic questionnaire. In the second stage, three months after the workshop, the students completed the questionnaires again, along with a feedback questionnaire. Findings: The study found that there were no significant differences in the students' attitudes toward providing material support and proper financial management to families living in poverty before and after the workshop. However, their attitudes remained positive, at a medium level or higher. The students reported that the workshop provided them with tools to assist families in poverty, and they used these tools to some extent in their practical training. They found the workshop interesting and acknowledged its importance in raising awareness about budget management and enriching their knowledge of money management. The students acknowledged the workshop's effectiveness but mentioned that it was too short. Theoretical Importance: This study highlights the importance of developing programs to help families living in poverty manage their household finances. The workshop enriched the students' knowledge and skills, which are vital for their role as social workers working with families in poverty to rehabilitate their financial situations. Data Collection and Analysis Procedures: The students completed self-report questionnaires before and after the workshop, providing insights into their attitudes and perception about the role of social workers in providing material support for families living in poverty and helping them manage their household finances. Statistical analysis was conducted to compare the students' attitudes pre and post-workshop, and a feedback questionnaire assessed the students' perception of the contribution of the workshop. Question Addressed: This study addressed the question of whether a workshop on financial management can positively impact social work students' attitudes and skills in assisting families living in poverty with their household finances. Conclusion: Despite being short and consisting of only one session, the workshop proved to be valuable in enriching the students' knowledge and providing them with important tools for their role as social workers. The students reported positive attitudes toward providing material support and financial assistance to families in need. The practical recommendation is to continue offering such workshops as part of the social work curriculum to further enhance students' abilities to help families manage their finances effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20students" title=" social work students"> social work students</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/169620/the-contribution-of-a-workshop-aimed-at-providing-social-work-students-with-practical-tools-for-managing-household-finances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169620.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">72</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">3607</span> Multi-Sectoral Prioritization of Zoonotic Diseases in Uganda, 2017: The Perspective of One Health Experts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Sekamatte">Musa Sekamatte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Zoonotic diseases continue to be a public health burden in countries around the world. Uganda is especially vulnerable due to its location, biodiversity, and population. Given these concerns, the Ugandan government in collaboration with the Global Health Security Agenda conducted a zoonotic disease prioritization workshop to identify zoonotic diseases of concern to multiple Ugandan ministries. Materials and Methods: The One Health Zoonotic Disease Prioritization tool, developed by the U.S. Centers for Disease Control and Prevention (CDC), was used for prioritization of zoonotic diseases in Uganda. Workshop participants included voting members representing human, animal, and environmental health ministries as well as key partners who observed the workshop. Over 100 articles describing characteristics of these zoonotic diseases were reviewed for the workshop. During the workshop, criteria for prioritization were selected, and questions and weights relevant to each criterion were determined. Next steps for multi-sectoral engagement for the prioritized zoonoses were then discussed. Results: 48 zoonotic diseases were considered during the workshop. Criteria selected to prioritize zoonotic diseases in order of importance were (1) severity of disease in humans in Uganda, (2) availability of effective control strategies, (3) potential to cause an epidemic or pandemic in humans or animals, (4) social and economic impacts, and (5) bioterrorism potential. Seven zoonotic diseases were identified as priorities for Uganda: anthrax, zoonotic influenza viruses, viral hemorrhagic fevers, brucellosis, African trypanosomiasis, plague, and rabies. Discussion: One Health approaches and multi-sectoral collaborations are crucial in the surveillance, prevention, and control strategies for zoonotic diseases. Uganda used such an approach to identify zoonotic diseases of national concern. Identifying these priority diseases enables the National One Health Platform and the Zoonotic Disease Coordinating Office to address the diseases in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20one%20health%20platform" title="national one health platform">national one health platform</a>, <a href="https://publications.waset.org/abstracts/search?q=zoonotic%20diseases" title=" zoonotic diseases"> zoonotic diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sectoral" title=" multi-sectoral"> multi-sectoral</a>, <a href="https://publications.waset.org/abstracts/search?q=severity" title=" severity"> severity</a> </p> <a href="https://publications.waset.org/abstracts/90039/multi-sectoral-prioritization-of-zoonotic-diseases-in-uganda-2017-the-perspective-of-one-health-experts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90039.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">194</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">3606</span> Stress and Distress among Physician Trainees: A Wellbeing Workshop </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Axisa">Carmen Axisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Louise%20Nash"> Louise Nash</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Kelly"> Patrick Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Willcock"> Simon Willcock </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Doctors experience high levels of burnout, stress and psychiatric morbidity. This can affect the health of the doctor and impact patient care. Study Aims: To evaluate the effectiveness of a workshop intervention to promote wellbeing for Australian Physician Trainees. Methods: A workshop was developed in consultation with specialist clinicians to promote health and wellbeing for physician trainees. The workshop objectives were to improve participant understanding about factors affecting their health and wellbeing, to outline strategies on how to improve health and wellbeing and to encourage participants to apply these strategies in their own lives. There was a focus on building resilience and developing long term healthy behaviours as part of the physician trainee daily lifestyle. Trainees had the opportunity to learn practical strategies for stress management, gain insight into their behaviour and take steps to improve their health and wellbeing. The workshop also identified resources and support systems available to trainees. The workshop duration was four and a half hours including a thirty- minute meal break where a catered meal was provided for the trainees. Workshop evaluations were conducted at the end of the workshop. Sixty-seven physician trainees from Adult Medicine and Paediatric training programs in Sydney Australia were randomised into intervention and control groups. The intervention group attended a workshop facilitated by specialist clinicians and the control group did not. Baseline and post intervention measurements were taken for both groups to evaluate the impact and effectiveness of the workshop. Forty-six participants completed all three measurements (69%). Demographic, personal and self-reported data regarding work/life patterns was collected. Outcome measures include Depression Anxiety Stress Scale (DASS), Professional Quality of Life Scale (ProQOL) and Alcohol Use Disorders Identification Test (AUDIT). Results: The workshop was well received by the physician trainees and workshop evaluations showed that the majority of trainees strongly agree or agree that the training was relevant to their needs (96%) and met their expectations (92%). All trainees strongly agree or agree that they would recommend the workshop to their medical colleagues. In comparison to the control group we observed a reduction in alcohol use, depression and burnout but an increase in stress, anxiety and secondary traumatic stress in the intervention group, at the primary endpoint measured at 6 months. However, none of these differences reached statistical significance (p > 0.05). Discussion: Although the study did not reach statistical significance, the workshop may be beneficial to physician trainees. Trainees had the opportunity to share ideas, gain insight into their own behaviour, learn practical strategies for stress management and discuss approach to work, life and self-care. The workshop discussions enabled trainees to share their experiences in a supported environment where they learned that other trainees experienced stress and burnout and they were not alone in needing to acquire successful coping mechanisms and stress management strategies. Conclusion: These findings suggest that physician trainees are a vulnerable group who may benefit from initiatives that promote wellbeing and from a more supportive work environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctors%27%20health" title="doctors' health">doctors' health</a>, <a href="https://publications.waset.org/abstracts/search?q=physician%20burnout" title=" physician burnout"> physician burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=physician%20resilience" title=" physician resilience"> physician resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing%20workshop" title=" wellbeing workshop"> wellbeing workshop</a> </p> <a href="https://publications.waset.org/abstracts/77690/stress-and-distress-among-physician-trainees-a-wellbeing-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3605</span> Most Important Educational Planning Issues in the Developing Countries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Khan">Naeem Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1971 Williams in his essay titled "What Educational Planning is About in Higher Education" defined educational planning as "planning in education, as in anything else consist essentially of deciding, in advance, what you want, to do and how you are going to do in". In the “World Year book of Education”. While Anderson and Bowman in 1976 in their joint article titled "Theoretical Considerations in Educational Planning" defined it as "the process of preparing a set of decisions for future action pertaining in education". There are so many other definitions which are related to educational planning in which every one stress on the importance of educational planning. But developing countries face a lot of problems related to the educational planning and this paper is to discuss few of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title="educational planning">educational planning</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a> </p> <a href="https://publications.waset.org/abstracts/22287/most-important-educational-planning-issues-in-the-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22287.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">554</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">3604</span> 'Coping with Workplace Violence' Workshop: A Commendable Addition to the Curriculum for BA in Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilana%20Margalith">Ilana Margalith</a>, <a href="https://publications.waset.org/abstracts/search?q=Adaya%20Meirowitz"> Adaya Meirowitz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sigalit%20Cohavi"> Sigalit Cohavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Violence against health professionals by patients and their families have recently become a disturbing phenomenon worldwide, exacting psychological as well as economic tolls. Health workplaces in Israel (e.g. hospitals and H.M.O clinics) provide workshops for their employees, supplying them with coping strategies. However, these workshops do not focus on nursing students, who are also subjected to this violence. Their learning environment is no longer as protective as it used to be. Furthermore, coping with violence was not part of the curriculum for Israeli nursing students. Thus, based on human aggression theories which depict the pivotal role of the professional's correct response in preventing the onset of an aggressive response or the escalation of violence, a workshop was developed for undergraduate nursing students at the Clalit Nursing Academy, Rabin Campus (Dina), Israel. The workshop aimed at reducing students' anxiety vis a vis the aggressive patient or family in addition to strengthening their ability to cope with such situations. The students practiced interpersonal skills, especially relevant to early detection of potential violence, as well as ‘a correct response’ reaction to the violence, thus developing the necessary steps to be implemented when encountering violence in the workplace. In order to assess the efficiency of the workshop, the participants filled out a questionnaire comprising knowledge and self-efficacy scales. Moreover, the replies of the 23 participants in this workshop were compared with those of 24 students who attended a standard course on interpersonal communication. Students' self-efficacy and knowledge were measured in both groups before and after the course. A statistically significant interaction was found between group (workshop/standard course) and time (before/after) as to the influence on students' self-efficacy (p=0.004) and knowledge (p=0.007). Nursing students, who participated in this ‘coping with workplace violence’ workshop, gained knowledge, confidence and a sense of self-efficacy with regard to workplace violence. Early detection of signs of imminent violence amongst patients or families and the prevention of its escalation, as well as the ability to manage the threatening situation when occurring, are acquired skills. Encouraging nursing students to learn and practice these skills may enhance their ability to cope with these unfortunate occurrences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20detection%20of%20violence" title="early detection of violence">early detection of violence</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20aggression" title=" patient aggression"> patient aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20violence" title=" workplace violence"> workplace violence</a> </p> <a href="https://publications.waset.org/abstracts/94534/coping-with-workplace-violence-workshop-a-commendable-addition-to-the-curriculum-for-ba-in-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94534.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">138</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">3603</span> Actor Training in Social Work Education: A Pilot Study of Theatre Workshops to Enhance Clinical Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Coleman">Amanda Coleman</a>, <a href="https://publications.waset.org/abstracts/search?q=Estefan%C3%ADa%20Gonzalez"> Estefanía Gonzalez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empathy is considered an essential skill for engaging with social work clients. Drawing from developments in medical education, researchers will conduct and evaluate a three-part pilot theatre workshop with master level social work students (n ≈ 30) to evaluate the workshop's ability to enhance empathy among participants. Outcomes will be measured using semi-structured post-intervention interviews with a subset of participants (n ≈ 10) as well post-intervention written reflections and pre-and-post intervention quantitative evaluation of empathy using King and Holosko’s 2011 Empathy Scale for Social Workers. The content of the workshop will differ from traditional role plays, which are common in social work education, in that it will draw from role theory and research on creative empathy to emphasize role reversal with clients. Workshops will be held February and March of 2017 with preliminary findings available by April. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre" title=" theatre"> theatre</a> </p> <a href="https://publications.waset.org/abstracts/62121/actor-training-in-social-work-education-a-pilot-study-of-theatre-workshops-to-enhance-clinical-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62121.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3602</span> Judging Restoration Success of Kamisaigo River Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Lopa">Rita Lopa</a>, <a href="https://publications.waset.org/abstracts/search?q=Yukihiro%20Shimatani"> Yukihiro Shimatani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this research is 880m extension development along the Kamisaigo River. The river is flowing tributary of grade 2 rivers Fukutsu City, Fukuoka Prefecture. This river is a small-scale urban river and the river was formerly a straight concrete sea wall construction. The river runs through National Highway No. 3 from the confluence of Saigo River. The study covers the river basin about 326 ha with a catchment area of 20.63 ha and 4,700 m3 capacity regulating pond. The river is not wide, shallow, and has a straight alignment with active (un-vegetated) river channel sinuosity (ratio of river length to valley length) ranging between 1 and 1.3. However, the alignment of the low-flow river channel does have meandering or sinuous characteristics. Flooding is likely to occur. It has become difficult to live in the environment for organisms of the river. Hydrophilic is very low (children cannot play). There is little connection with the local community. Overall, the Kamisaigo River watershed is heavily urbanized and from a morphological, biological and habitat perspective, Kamisaigo River functions marginally not well. For river improvement and maintenance of the Kamisaigo River, the workshop was conducted in the form of planning for the proposed model is presented by the Watershed Management Laboratory. This workshop showed the relationship between citizens, City Government, and University of mutual trust has been established, that have been made landscape, environment, usage, etc.: retaining wall maintenance, hydrophilic zone, landscape zone, nature walks zone: adjacent medical facilities and adjacent to large commercial facilities. Propose of Nature walks zone with point of the design: provide slope that the wheelchair can access and walking paths to enjoy the scenery, and summary of the Kamisaigo River workshop: creating a multi-model study and creation of natural rivers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=river%20restoration" title="river restoration">river restoration</a>, <a href="https://publications.waset.org/abstracts/search?q=river%20improvement" title=" river improvement"> river improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20rivers" title=" natural rivers"> natural rivers</a>, <a href="https://publications.waset.org/abstracts/search?q=Saigo%20River" title=" Saigo River"> Saigo River</a> </p> <a href="https://publications.waset.org/abstracts/49147/judging-restoration-success-of-kamisaigo-river-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49147.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">357</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">3601</span> Geospatial Technologies in Support of Civic Engagement and Cultural Heritage: Lessons Learned from Three Participatory Planning Workshops for Involving Local Communities in the Development of Sustainable Tourism Practices in Latiano, Brindisi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Opmeer">Mark Opmeer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fruitful relationship between cultural heritage and digital technology is evident. Due to the development of user-friendly software, an increasing amount of heritage scholars use ict for their research activities. As a result, the implementation of information technology for heritage planning has become a research objective in itself. During the last decades, we have witnessed a growing debate and literature about the importance of computer technologies for the field of cultural heritage and ecotourism. Indeed, implementing digital technology in support of these domains can be very fruitful for one’s research practice. However, due to the rapid development of new software scholars may find it challenging to use these innovations in an appropriate way. As such, this contribution seeks to explore the interplay between geospatial technologies (geo-ict), civic engagement and cultural heritage and tourism. In this article, we discuss our findings on the use of geo-ict in support of civic participation, cultural heritage and sustainable tourism development in the southern Italian district of Brindisi. In the city of Latiano, three workshops were organized that involved local members of the community to distinguish and discuss interesting points of interests (POI’s) which represent the cultural significance and identity of the area. During the first workshop, a so called mappa della comunità was created on a touch table with collaborative mapping software, that allowed the participators to highlight potential destinations for tourist purposes. Furthermore, two heritage-based itineraries along a selection of identified POI’s was created to make the region attractive for recreants and tourists. These heritage-based itineraries reflect the communities’ ideas about the cultural identity of the region. Both trails were subsequently implemented in a dedicated mobile application (app) and was evaluated using a mixed-method approach with the members of the community during the second workshop. In the final workshop, the findings of the collaboration, the heritage trails and the app was evaluated with all participants. Based on our conclusions, we argue that geospatial technologies have a significant potential for involving local communities in heritage planning and tourism development. The participants of the workshops found it increasingly engaging to share their ideas and knowledge using the digital map of the touch table. Secondly, the use of a mobile application as instrument to test the heritage-based itineraries in the field was broadly considered as fun and beneficial for enhancing community awareness and participation in local heritage. The app furthermore stimulated the communities’ awareness of the added value of geospatial technologies for sustainable tourism development in the area. We conclude this article with a number of recommendations in order to provide a best practice for organizing heritage workshops with similar objectives. <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=geospatial%20technologies" title=" geospatial technologies"> geospatial technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20development" title=" tourism development"> tourism development</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a> </p> <a href="https://publications.waset.org/abstracts/55665/geospatial-technologies-in-support-of-civic-engagement-and-cultural-heritage-lessons-learned-from-three-participatory-planning-workshops-for-involving-local-communities-in-the-development-of-sustainable-tourism-practices-in-latiano-brindisi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55665.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">287</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">3600</span> Strategic Planning in South African Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noxolo%20Mafu">Noxolo Mafu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents an overview of strategic planning in South African higher education institutions by tracing its trends and mystique in order to identify its impact. Over the democratic decades, strategic planning has become integral to institutional survival. It has been used as a potent tool by several institutions to catch up and surpass counterparts. While planning has always been part of higher education, strategic planning should be considered different. Strategic planning is primarily about development and maintenance of a strategic fitting between an institution and its dynamic opportunities. This presupposes existence of sets of stages that institutions pursue of which, can be regarded for assessment of the impact of strategic planning in an institution. The network theory serves guides the study in demystifying apparent organisational networks in strategic planning processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=network%20theory" title="network theory">network theory</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title=" strategic planning"> strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/57681/strategic-planning-in-south-african-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57681.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">562</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">3599</span> Determination of the Economic Planning Depth for Assembly Process Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Kampker">A. Kampker</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Burggr%C3%A4f"> P. Burggräf</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20B%C3%A4umers"> Y. Bäumers </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to be competitive, companies have to reduce their production costs while meeting increasing quality requirements. Therefore, companies try to plan their assembly processes as detailed as possible. However, increasing product individualization leading to a higher number of variants, smaller batch sizes and shorter product life cycles raise the question to what extent the effort of detailed planning is still justified. An important approach in this field of research is the concept of determining the economic planning depth for assembly process planning based on production specific influencing factors. In this paper, first solution hypotheses as well as a first draft of the resulting method will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assembly%20process%20planning" title="assembly process planning">assembly process planning</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20planning%20depth" title=" economic planning depth"> economic planning depth</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20benefit" title=" planning benefit"> planning benefit</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20effort" title=" planning effort"> planning effort</a> </p> <a href="https://publications.waset.org/abstracts/30242/determination-of-the-economic-planning-depth-for-assembly-process-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30242.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">504</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">3598</span> An Exploration of the Dimensions of Place-Making: A South African Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20J.%20Strydom">W. J. Strydom</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Puren"> K. Puren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Place-making is viewed here as an empowering process in which people represent, improve and maintain their spatial (natural or built) environment. With the above-mentioned in mind, place-making is multi-dimensional and include a spatial dimension (including visual properties or the end product/plan), a procedural dimension during which (negotiation/discussion of ideas with all relevant stakeholders in terms of end product/plan) and a psychological dimension (inclusion of intrinsic values and meanings related to a place in the end product/plan). These three represent dimensions of place-making. The purpose of this paper is to explore these dimensions of place-making in a case study of a local community in Ikageng, Potchefstroom, North-West Province, South Africa. This case study represents an inclusive process that strives to empower a local community (forcefully relocated due to Apartheid legislation in South Africa). This case study focussed on the inclusion of participants in the decision-making process regarding their daily environment. By means of focus group discussions and a collaborative design workshop, data is generated and ultimately creates a linkage with the theoretical dimensions of place-making. This paper contributes to the field of spatial planning due to the exploration of the dimensions of place-making and the relevancy of this process on spatial planning (especially in a South African setting).<o:p></o:p></span> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20engagement" title="community engagement">community engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=place-making" title=" place-making"> place-making</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20theory" title=" planning theory"> planning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20planning" title=" spatial planning"> spatial planning</a> </p> <a href="https://publications.waset.org/abstracts/57262/an-exploration-of-the-dimensions-of-place-making-a-south-african-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57262.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">395</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">3597</span> Analysis on the Development and Evolution of China’s Territorial Spatial Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=He%20YuanYan">He YuanYan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, China has implemented the reform of land and space planning. As an important public policy, land and space planning plays a vital role in the construction and development of cities. Land and space planning throughout the country is in full swing, but there are still many disputes from all walks of life. The content, scope, and specific implementation process of land and space planning are also ambiguous, leading to the integration of multiple regulation problems such as unclear authority, unclear responsibilities, and poor planning results during the implementation of land and space planning. Therefore, it is necessary to sort out the development and evolution of domestic and foreign land space planning, clarify the problems and cruxes from the current situation of China's land space planning, and sort out the obstacles and countermeasures to the implementation of this policy, so as to deepen the understanding of the connotation of land space planning. It is of great practical significance for all planners to correctly understand and clarify the specific contents and methods of land space planning and to smoothly promote the implementation of land space planning at all levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=territorial%20spatial%20planning" title="territorial spatial planning">territorial spatial planning</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title=" public policy"> public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20space" title=" land space"> land space</a>, <a href="https://publications.waset.org/abstracts/search?q=overall%20planning" title=" overall planning"> overall planning</a> </p> <a href="https://publications.waset.org/abstracts/159371/analysis-on-the-development-and-evolution-of-chinas-territorial-spatial-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159371.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">131</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">3596</span> Using the Technological, Pedagogical, and Content Knowledge (TPACK) Model to Address College Instructors Weaknesses in Integration of Technology in Their Current Area Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junior%20George%20Martin">Junior George Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore college instructors’ integration of technology in their content area curriculum. The instructors indicated that they were in need of additional training to successfully integrate technology in their subject areas. The findings point to the implementation of a proposed the Technological, Pedagogical, and Content Knowledge (TPACK) model professional development workshop to satisfactorily address the weaknesses of the instructors in technology integration. The professional development workshop is proposed as a rational solution to adequately address the instructors’ inability to the successful integration of technology in their subject area in an effort to improve their pedagogy. The intense workshop would last for 5 days and will be designed to provide instructors with training in areas such as a use of technology applications and tools, and using modern methodologies to improve technology integration. Exposing the instructors to the specific areas identified will address the weaknesses they demonstrated during the study. Professional development is deemed the most appropriate intervention based on the opportunities it provides the instructors to access hands-on training to overcome their weaknesses. The purpose of the TPACK professional development workshop will be to improve the competence of the instructors so that they are adequately prepared to integrate technology successfully in their curricula. At the end of the period training, the instructors are expected to adopt strategies that will have a positive impact on the learning experiences of the students. <p class="card-text"><strong>Keywords:</strong> <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=modern%20technology%20tools" title=" modern technology tools"> modern technology tools</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title=" technology integration"> technology integration</a> </p> <a href="https://publications.waset.org/abstracts/55966/using-the-technological-pedagogical-and-content-knowledge-tpack-model-to-address-college-instructors-weaknesses-in-integration-of-technology-in-their-current-area-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55966.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">312</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">3595</span> Reflections on Opportunities and Challenges for Systems Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20E.%20Abbas">Ali E. Abbas </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper summarizes some of the discussions that occurred in a workshop in West Virginia, U.S.A which was sponsored by the National Science Foundation (NSF) in February 2016. The goal of the workshop was to explore the opportunities and challenges for applying systems engineering in large enterprises, and some of the issues that still persist. The main topics of the discussion included challenges with elaboration and abstraction in large systems, interfacing physical and social systems, and the need for axiomatic frameworks for large enterprises. We summarize these main points of discussion drawing parallels with decision making in organizations to instigate research in these discussion areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20analysis" title="decision analysis">decision analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20engineering" title=" systems engineering"> systems engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=framing" title=" framing"> framing</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20creation" title=" value creation"> value creation</a> </p> <a href="https://publications.waset.org/abstracts/50990/reflections-on-opportunities-and-challenges-for-systems-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50990.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">329</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">3594</span> Conceptual Model for Knowledge Sharing Model in Creating Idea for Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain">Hanafizan Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study shows that several projects will be conducted at the workshop in which using the conceptual model for knowledge sharing approach to create an idea for mobile application. The sharing idea has been done through the collaborative activity in which a group of different field sought to define the mobile application which will lead to new media approach of using social media platform. The collaborative activity will be provided and implemented in the form of one day workshop to determine the approach towards the theme given. The activity later will be continued for four weeks for the participant to prepare for the pitch day workshop. This paper shows the pitch of idea including the interface and prototype for the said products. The collaboration between the members with different field of study shows that social media influenced the knowledge sharing model and its creation or innovations. One of the projects supported a collaborative activity in which a group of young designers sought to define the knowledge sharing model of their ability in creating idea for mobile applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title="mobile application">mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20activity" title=" collaborative activity"> collaborative activity</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge%20sharing%20model" title=" conceptual knowledge sharing model"> conceptual knowledge sharing model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20platform" title=" social media platform"> social media platform</a> </p> <a href="https://publications.waset.org/abstracts/90145/conceptual-model-for-knowledge-sharing-model-in-creating-idea-for-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90145.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">143</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">3593</span> In-Fun-Mation: Putting the Fun in Information Retrieval at the Linnaeus University, Sweden</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aagesson">Aagesson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekstrand"> Ekstrand</a>, <a href="https://publications.waset.org/abstracts/search?q=Persson"> Persson</a>, <a href="https://publications.waset.org/abstracts/search?q=Sallander"> Sallander</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A description of how a team of librarians at Linnaeus University Library in Sweden utilizes a pedagogical approach to deliver engaging digital workshops on information retrieval. The team consists of four librarians supporting three different faculties. The paper discusses the challenges faced in engaging students who may perceive information retrieval as a boring and difficult subject. The paper emphasizes the importance of motivation, inclusivity, constructive feedback, and collaborative learning in enhancing student engagement. By employing a two-librarian teaching model, maintaining a lighthearted approach, and relating information retrieval to everyday experiences, the team aimed to create an enjoyable and meaningful learning experience. The authors describe their approach to increase student engagement and learning outcomes through a three-phase workshop structure: before, during, and after the workshops. The "flipped classroom" method was used, where students were provided with pre-workshop materials, including a short film on information search and encouraged to reflect on the topic using a digital collaboration tool. During the workshops, interactive elements such as quizzes, live demonstrations, and practical training were incorporated, along with opportunities for students to ask questions and provide feedback. The paper concludes by highlighting the benefits of the flipped classroom approach and the extended learning opportunities provided by the before and after workshop phases. The authors believe that their approach offers a sustainable alternative for enhancing information retrieval knowledge among students at Linnaeus University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20workshop" title="digital workshop">digital workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS%20practitioner" title=" LIS practitioner"> LIS practitioner</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/173877/in-fun-mation-putting-the-fun-in-information-retrieval-at-the-linnaeus-university-sweden" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173877.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">66</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">3592</span> Effective Retirement Planning: Exploring Financial Planning Behavior in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stanley%20Yap%20Peng%20Lok">Stanley Yap Peng Lok</a>, <a href="https://publications.waset.org/abstracts/search?q=Chong%20Wei%20Ying"> Chong Wei Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Leow%20Hon%20Wei"> Leow Hon Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Kimiyaghalam"> Fatemeh Kimiyaghalam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This paper examines how people treat on the importance of financial planning for their retirement. There is lack of standard instrument that enable us to access the retirement planning behavior. This paper studies the reliability and validity of a proposed scale for accessing this behavior. Design/methodology/approach: The Retirement Planning Behavior scale (RPB) is developed from the results of reviewing different papers on this topic. A total of 900 Malaysians from the age of 18 and above are used as the sample. Findings: Our results show, firstly, the RPB meets all criteria from the instrument reliability and validity which based on the theory of planned behavior. Second, our findings propose two components for this RPB scale; attitude toward planning for retirement and intention towards retirement planning behavior. Practical implication: An effective retirement planning achieves financial independence after the retirement. Our findings have important implications for the scope and significance of the retirement planning behavior measurement, especially for retirees. Originality/value: This study proposes a new approach to cater consumers’ needs for retirement planning. Therefore, consumers are able to achieve financial independence in their retirement age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=retirement%20planning%20behavior%20%28RPB%29%20scale" title="retirement planning behavior (RPB) scale">retirement planning behavior (RPB) scale</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=retirement%20planning" title=" retirement planning"> retirement planning</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20independence" title=" financial independence"> financial independence</a> </p> <a href="https://publications.waset.org/abstracts/79083/effective-retirement-planning-exploring-financial-planning-behavior-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79083.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">407</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">3591</span> Automated Testing of Workshop Robot Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arne%20Hitzmann">Arne Hitzmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Philipp%20Wentscher"> Philipp Wentscher</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Gabel"> Alexander Gabel</a>, <a href="https://publications.waset.org/abstracts/search?q=Reinhard%20Gerndt"> Reinhard Gerndt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autonomous mobile robots can be found in a wide field of applications. Their types range from household robots over workshop robots to autonomous cars and many more. All of them undergo a number of testing steps during development, production and maintenance. This paper describes an approach to improve testing of robot behavior. It was inspired by the RoboCup @work competition that itself reflects a robotics benchmark for industrial robotics. There, scaled down versions of mobile industrial robots have to navigate through a workshop-like environment or operation area and have to perform tasks of manipulating and transporting work pieces. This paper will introduce an approach of automated vision-based testing of the behavior of the so called youBot robot, which is the most widely used robot platform in the RoboCup @work competition. The proposed system allows automated testing of multiple tries of the robot to perform a specific missions and it allows for the flexibility of the robot, e.g. selecting different paths between two tasks within a mission. The approach is based on a multi-camera setup using, off the shelf cameras and optical markers. It has been applied for test-driven development (TDD) and maintenance-like verification of the robot behavior and performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supervisory%20control" title="supervisory control">supervisory control</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=markers" title=" markers"> markers</a>, <a href="https://publications.waset.org/abstracts/search?q=mono%20vision" title=" mono vision"> mono vision</a>, <a href="https://publications.waset.org/abstracts/search?q=automation" title=" automation"> automation</a> </p> <a href="https://publications.waset.org/abstracts/8364/automated-testing-of-workshop-robot-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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