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skills</title> <meta name="description" content="Search results for: service skills"> <meta name="keywords" content="service skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="service skills"> <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> 6446</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: service skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6446</span> Service Orientation, Employee Service Skills and Employee Performance of Travel Agency in Surabaya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatane%20Semuel">Hatane Semuel</a>, <a href="https://publications.waset.org/abstracts/search?q=Foedjiawati"> Foedjiawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Sunur"> Michelle Sunur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study took the research object of fifteen legal travel agencies in Surabaya. The respondents are taken through purposive sampling of a number of 100 employees out of Fifteen travel agencies which are varied in its division. Service orientation is constructed based on several dimensions; such as, service leadership practices, service encounter practices, human resources management practices, and service system practices. Service skills are constructed with dimensions; namely: technical skills, interpersonal skills, and problem-solving skill. While employee performance is constructed with dimensions; namely: quantity of work, quality of work, timeliness of work and organization of work. The results show that there is a direct positive influence on employee performance service orientation. Additionally, service orientation influences indirectly positive on employee performance through the service skills. Therefore, the total effect of service orientation on employee performance is proven stronger. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20performance" title="employee performance">employee performance</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20orientation" title=" service orientation"> service orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20skills" title=" service skills"> service skills</a>, <a href="https://publications.waset.org/abstracts/search?q=travel%20agencies" title=" travel agencies"> travel agencies</a> </p> <a href="https://publications.waset.org/abstracts/62045/service-orientation-employee-service-skills-and-employee-performance-of-travel-agency-in-surabaya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6445</span> Developing Leadership and Teamwork Skills of Pre-Service Teachers through Learning Camp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirimanee%20Banjong">Sirimanee Banjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to 1) develop pre-service teachers’ leadership skills through camp-based learning, and 2) develop pre-service teachers’ teamwork skills through camp-based learning. An applied research methodology was used. The target group was derived from a purposive selection. It involved 32 fourth-year students in Early Childhood Education Program enrolling in a course entitled Seminar in Early Childhood Education provided during the second semester of the academic year 2013. The treatment was camp-based learning activities which applied a PDCA process including four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments were a learning camp program, a camp-based learning management plan, a 5-level assessment form for leadership skills and a 5-level assessment form for assessing teamwork skills. Data were analyzed using descriptive statistics. Results were: 1) pre-service teachers’ leadership skills yielded the before treatment average score at ¯("x" )=3.4, S.D.= 0.62 and the after-treatment average score at ¯("x" ) 4.29, S.D.=0.66 pre-service teachers’ teamwork skills yielded the before-treatment average score at ¯("x" )=3.31, S.D.= 0.60 and the after-treatment average score at ¯("x" )=4.42, S.D.= 0.66. Both differences were statistically significant at the .05 level. Thus, the pre-service teachers’ leadership and teamwork skills were significantly improved through the camp-based learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20camp" title="learning camp">learning camp</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork%20skills" title=" teamwork skills"> teamwork skills</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/12414/developing-leadership-and-teamwork-skills-of-pre-service-teachers-through-learning-camp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12414.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">361</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">6444</span> Adoption of Digital Storytelling Tool to Teach 21st Century Skills by Malaysian Pre-service Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Aisyah%20binti%20Jumpaan">Siti Aisyah binti Jumpaan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 21ˢᵗ century skills (PAK-21) integration has made its way into Malaysian curriculum when Ministry of Education introduce its implementation since 2016. This study was conducted to explore pre-service teachers’ readiness in integrating 21st century skills in the classroom via the digital storytelling (DST) method and to find gaps between theory and practice that can be integral towards pre-service teachers’ professional growth. Qualitative research method was used in this research involving six respondents who were selected using a purposive sampling method. Their response from interviews and lesson plan analysis were analysed using narrative analysis. The findings showed that pre-service teachers showed a moderate level of readiness in integrating 21st century skills using DST. Pre-service teachers demonstrated high level of preparedness in writing their lesson plan, but their interview revealed that they faced struggles in implementation due to several factors, such as lack of technology and failure to obtain students’ participation. This study further strengthens the need for specialised curriculum for pre-service teachers in teaching 21st century skills via DST. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=21%CB%A2%E1%B5%97%20century%20skills" title=" 21ˢᵗ century skills"> 21ˢᵗ century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/159221/adoption-of-digital-storytelling-tool-to-teach-21st-century-skills-by-malaysian-pre-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159221.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">91</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">6443</span> Integrating HOTS Activities with Geogebra in Pre-Service Teachers' Preparation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeeh%20Daher">Wajeeh Daher</a>, <a href="https://publications.waset.org/abstracts/search?q=Nimer%20Baya%27a"> Nimer Baya'a</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High Order Thinking Skills (HOTS) are suggested today as essential for the cognitive development of students and as preparing them for real life skills. Teachers are encouraged to use HOTS activities in the classroom to help their students develop higher order skills and deep thinking. So it is essential to prepare pre-service teachers to write and use HOTS activities for their students. This paper describes a model for integrating HOTS activities with GeoGebra in pre-service teachers’ preparation. This model describes four aspects of HOTS activities and working with them: Activity components, preparation procedure, strategies and processes used in writing a HOTS activity and types of the HOTS activities. In addition, the paper describes the pre-service teachers' difficulties in preparing and working with HOTS activities, as well as their perceptions regarding the use of these activities and GeoGebra in the mathematics classroom. The paper also describes the contribution of a HOTS activity to pupils' learning of mathematics, where this HOTS activity was prepared and taught by one pre-service teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20order%20thinking%20skills" title="high order thinking skills">high order thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=HOTS%20activities" title=" HOTS activities"> HOTS activities</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</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/30449/integrating-hots-activities-with-geogebra-in-pre-service-teachers-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6442</span> Training the Competences for the 'Expert Teacher': A Framework of Skills for Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Cramerotti">Sofia Cramerotti</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Cattoni"> Angela Cattoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Biancato"> Laura Biancato</a>, <a href="https://publications.waset.org/abstracts/search?q=Dario%20Ianes"> Dario Ianes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recognition of specific standards for new professionals, within the teaching profile, is a necessary process in order to foster an innovative school vision in accordance with the change that school is experiencing. In line with the reform of the national education and training system and with the National Training Plan for teachers, our Research and Development department developed a training project based on a framework (Syllabus) of skills that each 'Expert Teacher' should master in order to fulfill what the different specific profiles request. The syllabus is a fundamental tool for a training process consistent with the teaching profiles, both to guide the to-become teachers entering in service and to provide the in-service teachers with a system of evaluation and improvement of their skills. According to the national and international literature about professional standards for teachers, we aggregated the skills of the syllabus in three macro areas: (1) Area of professional skills related to the teacher profile and their continuous training; (2) area of teaching skills related to the school innovation; (3) area of organizing skills related to school participation for its improvement. The syllabus is a framework that identifies and describes the skills of the expert teacher in all of their roles. However, the various skills take on different importance in the different profiles involved in the school; some of those skills are determining a role, others could be secondary. Therefore, the characterization of the different profiles is represented by suitably weighted skills sets. In this way, the same skill could differently characterize each profile. In the future, we hope that the skills development and training for the teacher could evolve in a skills development and training for the whole school staff ('Expert Team'). In this perspective, the school will, therefore, benefit from a solid team, in which the skills of the various profiles are all properly developed and well represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/90160/training-the-competences-for-the-expert-teacher-a-framework-of-skills-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90160.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">180</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">6441</span> Assessing the Pre-Service and In-Service Teachers’ Continuation of Use of Technology After Participation in Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoub%20Kafyulilo">Ayoub Kafyulilo</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Fisser"> Petra Fisser</a>, <a href="https://publications.waset.org/abstracts/search?q=Joke%20Voogt"> Joke Voogt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to assess the continuation of the use of technology in science and mathematics teaching of the pre-service and in-service teachers who attended the professional development programme. It also assessed professional development, personal, institutional, and technological factors contributing to the continuous use of technology in teaching. The study involved 42 teachers, thirteen pre-service teachers, and twenty-nine in-service teachers. A mixed-method research approach was used to collect data for this study. Findings showed that the continuous use of technology in teaching after the termination of the professional development arrangement was high among the pre-service teachers, and differed for the in-service teachers. The regression model showed that knowledge and skills, access to technology and ease of use were strong predictors (R2 = 55.3%) of the teachers’ continuous use of technology after the professional development arrangement. The professional development factor did not have a direct effect on the continuous use of technology, rather had an influence on personal factors (knowledge and skills). In turn, the personal factors had influence on the institutional factors (access to technology) and technological factors (ease of use), which together had an effect on the teachers’ continuous use of technology in teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</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=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20mathematics" title=" science and mathematics"> science and mathematics</a> </p> <a href="https://publications.waset.org/abstracts/119359/assessing-the-pre-service-and-in-service-teachers-continuation-of-use-of-technology-after-participation-in-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6440</span> Assessment of E-Portfolio on Teacher Reflections on English Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiaoping%20Wu">Hsiaoping Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the wide use of Internet, learners are exposed to the wider world. This exposure permits learners to discover new information and combine a variety of media in order to reach in-depth and broader understanding of their literacy and the world. Many paper-based teaching, learning and assessment modalities can be transferred to a digital platform. This study examines the use of e-portfolios for ESL (English as a second language) pre-service teacher. The data were collected by reviewing 100 E-portfolio from 2013 to 2015 in order to synthesize meaningful information about e-portfolios for ESL pre-service teachers. Participants were generalists, bilingual and ESL pre-service teachers. The studies were coded into two main categories: learning gains, including assessment, and technical skills. The findings showed that using e-portfolios enhanced and developed ESL pre-service teachers’ teaching and assessment skills. Also, the E-portfolio also developed the pre-service teachers’ technical stills to prepare a comprehensible portfolio to present who they are. Finally, the study and presentation suggested e-portfolios for ecological issues and educational purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher" title=" pre-service teacher"> pre-service teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/45473/assessment-of-e-portfolio-on-teacher-reflections-on-english-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45473.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">317</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">6439</span> Extension Services' Needs of Small Farmers in Biliran Province, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mario%20C.%20Nierras">Mario C. Nierras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine the extension services’ needs of small farmers in Biliran province, Philippines. It also sought to find out other issues/concerns of the small farmers. Extension services’ needs of small farmers were gathered through personal interviewing and observational analysis of randomly-selected small farmers in Biliran, Philippines. Biliran small farmers extension services’ needs include: raising fruits, raising legumes, raising vegetables, raising swine, raising cattle, and raising chicken (as priority broad skills). For the specific skills, diagnosing symptoms on fertilizer deficiencies, controlling plant pests and diseases, diagnosing signs on specific pest and disease damage, controlling animal pests and diseases, and doing artificial insemination were the priority skills. They considered an on-farm trial of new technology as most needed to be coupled with industry and quality-orientedness, as positive behaviors needed in farming success. The farmers still adhere to the so-called wait-and-see attitude, thus they are more convinced to follow a particular technology if they see a concrete result of the introduced changes. Technical needs prioritization of Biliran small farmers showed that they have a real need for crop and animal production skills to include the other issues/concerns. Extension service program planning for small farmers should be patterned after their technical needs giving due attention to some issues/concerns so that extension work could deliver the right skills for the right needs of the farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extension" title="extension">extension</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20service" title=" extension service"> extension service</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20service%20needs" title=" extension service needs"> extension service needs</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20service%20program" title=" extension service program"> extension service program</a>, <a href="https://publications.waset.org/abstracts/search?q=farmers" title=" farmers"> farmers</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20farmers" title=" small farmers"> small farmers</a>, <a href="https://publications.waset.org/abstracts/search?q=marginal%20farmers" title=" marginal farmers"> marginal farmers</a> </p> <a href="https://publications.waset.org/abstracts/24749/extension-services-needs-of-small-farmers-in-biliran-province-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24749.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">436</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">6438</span> Evaluation of E-Government Service Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Manh%20Hien">Nguyen Manh Hien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Service quality is the highest requirement from users, especially for the service in electronic government. During the past decades, it has become a major area of academic investigation. Considering this issue, there are many researches that evaluated the dimensions and e-service contexts. This study also identified the dimensions of service quality but focused on a new conceptual and provides a new methodological in developing measurement scales of e-service quality such as information quality, service quality and organization quality. Finally, the study will suggest a key factor to evaluate e-government service quality better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dimensionality" title="dimensionality">dimensionality</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=e-service" title=" e-service"> e-service</a>, <a href="https://publications.waset.org/abstracts/search?q=e-service%20quality" title=" e-service quality"> e-service quality</a> </p> <a href="https://publications.waset.org/abstracts/2685/evaluation-of-e-government-service-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2685.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">541</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">6437</span> Cooperative Learning: A Case Study on Teamwork through Community Service Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priyadharshini%20Ahrumugam">Priyadharshini Ahrumugam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cooperative groups through much research have been recognized to churn remarkable achievements instead of solitary or individualistic efforts. Based on Johnson and Johnson’s model of cooperative learning, the five key components of cooperation are positive interdependence, face-to-face promotive interaction, individual accountability, social skills and group processing. In 2011, the Malaysian Ministry of Higher Education (MOHE) introduced the Holistic Student Development policy with the aim to develop morally sound individuals equipped with lifelong learning skills. The Community Service project was included in the improvement initiative. The purpose of this study is to assess the relationship of team-based learning in facilitating particularly students’ positive interdependence and face-to-face promotive interaction. The research methods involve in-depth interviews with the team leaders and selected team members, and a content analysis of the undergraduate students’ reflective journals. A significant positive relationship was found between students’ progressive outlook towards teamwork and the highlighted two components. The key findings show that students have gained in their individual learning and work results through teamwork and interaction with other students. The inclusion of Community Service as a MOHE subject resonates with cooperative learning methods that enhances supportive relationships and develops students’ social skills together with their professional skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20service" title="community service">community service</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20interdependence" title=" positive interdependence"> positive interdependence</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/38647/cooperative-learning-a-case-study-on-teamwork-through-community-service-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38647.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">309</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">6436</span> A Study of Adult Lifelong Learning Consulting and Service System in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan%20Jen%20Chang">Wan Jen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Back ground: Taiwan's current adult lifelong learning services have expanded from vocational training to universal lifelong learning. However, both the professional knowledge training of learning guidance and consulting services and the provision of adult online learning consulting service systems still need to be established. Purpose: The purposes of this study are as follows: 1. Analyze the professional training mechanism for cultivating adult lifelong learning consultation and coaching; 2. Explore the feasibility of constructing a system that uses network technology to provide adult learning consultation services. Research design: This study conducts a literature analysis of counseling and coaching policy reports on lifelong learning in European countries and the United States. There are two focus discussions were conducted with 15 lifelong learning scholars, experts and practitioners as research subjects. The following two topics were discussed and suggested: 1. The current situation, needs and professional ability training mechanism of "Adult Lifelong Learning Consulting and Services"; 2. Strategies for establishing an "Adult Lifelong Learning Consulting and Service internet System". Conclusion: 1.Based on adult lifelong learning consulting and service needs, plan a professional knowledge training and certification system.2.Adult lifelong learning consulting and service professional knowledge and skills training should include the use of network technology to provide consulting service skills.3.To establish an adult lifelong learning consultation and service system, the Ministry of Education should promulgate policies and measures at the central level and entrust local governments or private organizations to implement them.4.The adult lifelong learning consulting and service system can combine the national qualifications framework, private sector and NPO to expand learning consulting service partners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20lifelong%20learning" title="adult lifelong learning">adult lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=profesional%20knowledge" title=" profesional knowledge"> profesional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=consulting%20and%20service" title=" consulting and service"> consulting and service</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20system" title=" network system"> network system</a> </p> <a href="https://publications.waset.org/abstracts/175824/a-study-of-adult-lifelong-learning-consulting-and-service-system-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6435</span> Personality Traits of Pre-Service Teachers in Rizal Technological University, Boni Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Earl%20Joy%20H.%20Ausa">Earl Joy H. Ausa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lianna%20Rozl%20Brosas"> Lianna Rozl Brosas</a>, <a href="https://publications.waset.org/abstracts/search?q=Niema%20T.%20Floro"> Niema T. Floro</a>, <a href="https://publications.waset.org/abstracts/search?q=Jycyl%20Joice%20R.%20Medina"> Jycyl Joice R. Medina</a>, <a href="https://publications.waset.org/abstracts/search?q=Nejie%20A.%20Millarada"> Nejie A. Millarada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the demographic and personality profiles of pre-service teachers at Rizal Technological University, Boni Campus. The participants consisted of 212 pre-service teachers from the College of Education with majors in various subjects. The majority of respondents were female (74.88%), and the average age of participants was 22. Using the NEO PI-R framework, the study assessed the personality traits of pre-service teachers. The results showed that pre-service teachers displayed average levels of neuroticism, extraversion, openness, agreeableness, and conscientiousness. This suggests that they possess a balanced combination of traits that are conducive to effective teaching, such as moderate emotional stability, a balanced preference for social interactions, curiosity, good interpersonal skills, and a strong work ethic. The personality enhancement program could also benefit the pre-service teachers. In conclusion, this study provides valuable insights into the demographic and personality characteristics of pre-service teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=neo%20PI-%20R" title=" neo PI- R"> neo PI- R</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=five-factor%20theory" title=" five-factor theory"> five-factor theory</a> </p> <a href="https://publications.waset.org/abstracts/183190/personality-traits-of-pre-service-teachers-in-rizal-technological-university-boni-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183190.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">58</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">6434</span> Some Aspects of Improving Service Sphere Management in Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gechbaia%20Badri">Gechbaia Badri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the article, it is studied and realized the perfection issues of service sphere management in Georgia’s reality. As stated above, to transfer the country's economy onto marketing relationships, to form competitive dynamic market is dictated by the time and represents objective necessity. In the last period, the abruptly increasing of changes on science and education caused servicing sphere and producing skills, consumptions based on fields of places and changing role in a structure of the national economy. The main recourse in the new system of the economy became the intellectual capital. The economical progress is significantly determined by developing informational technologies. In the article, it is investigated the service problems of different fields of national economy and are given sentences to settle these problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=service%20management" title="service management">service management</a>, <a href="https://publications.waset.org/abstracts/search?q=service" title=" service"> service</a>, <a href="https://publications.waset.org/abstracts/search?q=paradigm" title=" paradigm"> paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20and%20management%20engineering" title=" business and management engineering"> business and management engineering</a> </p> <a href="https://publications.waset.org/abstracts/24301/some-aspects-of-improving-service-sphere-management-in-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24301.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">417</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">6433</span> Adoption of Lean Thinking and Service Improvement for Care Home Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuang-Chun%20Chiou">Chuang-Chun Chiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ageing population is a global trend; therefore the need of care service has been increasing dramatically. There are three basic forms of service delivered to the elderly: institution, community, and home. Particularly, the institutional service can be seen as an extension of medical service. The nursing home or so-called care home which is equipped with professional staff and facilities can provide a variety of service including rehabilitation service, short-term care, and long term care. Similar to hospital and other health care service, care home service do need to provide quality and cost-effective service to satisfy the dwellers. The main purpose of this paper is to show how lean thinking and service innovation can be applied to care home operation. The issues and key factors of implementing lean practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lean" title="lean">lean</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20improvement" title=" service improvement"> service improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=SERVQUAL" title=" SERVQUAL"> SERVQUAL</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20home%20service" title=" care home service"> care home service</a> </p> <a href="https://publications.waset.org/abstracts/7248/adoption-of-lean-thinking-and-service-improvement-for-care-home-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7248.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">606</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">6432</span> Design of Cloud Service Brokerage System Intermediating Integrated Services in Multiple Cloud Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dongjae%20Kang">Dongjae Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sokho%20Son"> Sokho Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Jinmee%20Kim"> Jinmee Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cloud service brokering is a new service paradigm that provides interoperability and portability of application across multiple Cloud providers. In this paper, we designed cloud service brokerage system, any broker, supporting integrated service provisioning and SLA based service life cycle management. For the system design, we introduce the system concept and whole architecture, details of main components and use cases of primary operations in the system. These features ease the Cloud service provider and customer’s concern and support new Cloud service open market to increase cloud service profit and prompt Cloud service echo system in cloud computing related area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20service%20brokerage" title="cloud service brokerage">cloud service brokerage</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20Clouds" title=" multiple Clouds"> multiple Clouds</a>, <a href="https://publications.waset.org/abstracts/search?q=Integrated%20service%20provisioning" title=" Integrated service provisioning"> Integrated service provisioning</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20service" title=" network service"> network service</a> </p> <a href="https://publications.waset.org/abstracts/17018/design-of-cloud-service-brokerage-system-intermediating-integrated-services-in-multiple-cloud-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17018.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">488</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">6431</span> Employees and Their Perception of Soft Skills on Their Employability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sukrita%20Mukherjee">Sukrita Mukherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Anindita%20Chaudhuri"> Anindita Chaudhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Soft skills are a crucial aspect for employees, and these skills are not confined to any particular field rather, it guarantees further career growth and job opportunities for employees who are seeking growth. Soft skills are also regarded as personality-specific skills that are observable and are qualitative in nature, which determines an employee’s strengths as a leader. When an employee intends to hold his job, then the person must make effective use of his personal resources, that, in turn, impacts his employability in a positive manner. An employee at his workplace is expected to make effective use of his personal resources. The resources that are to be used by the employee are generally of two types. First type of resources are occupation related, which is related with the educational background of the employee, and the second type of resources are the psychological resources of the employee, such as self-knowledge, career orientation awareness, sense of purpose and emotional literacy, that are considered crucial for an employee in his workplace. The present study is a qualitative study which includes 10 individuals working in IT Sector and Service Industry, respectively. For IT sector, graduate people are considered, and for the Service Industry, individuals who have done a Professional course in order to get into the industry are considered. The emerging themes from the findings after thematic analysis reveal that different aspect of Soft skills such as communication, decision making, constant learning, keeping oneself updated with the latest technological advancement, emotional intelligence are some of the important factors that helps an employee not only to sustain his job, but also grow in his workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employabiliy" title="employabiliy">employabiliy</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skils" title=" soft skils"> soft skils</a>, <a href="https://publications.waset.org/abstracts/search?q=employees" title=" employees"> employees</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/171958/employees-and-their-perception-of-soft-skills-on-their-employability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171958.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">63</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">6430</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) in order to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/23635/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23635.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">396</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">6429</span> Attitude and Perception of Non-emergency Vehicle Drivers on Roads Towards Medical Emergency Vehicles: The Role of Empathy and Pro-Social Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Purnima%20K%20Bajre">Purnima K Bajre</a>, <a href="https://publications.waset.org/abstracts/search?q=Rujula%20Talloo"> Rujula Talloo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A variety of vehicles are driven on roads such as private vehicles, commercial vehicles, public vehicles, and emergency service vehicles (EMV). Drivers driving different vehicles can have attitude differences towards emergency service vehicles which in turn affects their likelihood to give way to them. The present review aims to understand the factors that mediate this yielding behavior of drivers towards EMVs. Through extensive review of available literature, factors such as effects of lights and sirens, cognitive load, age of the driver, driving general experience, traffic load, drivers’ experience and training with EMVs and drivers’ attitude towards EMV drivers, have emerged as mediating factors. Whereas cognitive load is the most researched area and is observed to be associated negatively with on road drivers’ attitudes towards EMVs, there is a paucity of research to understand the relationships between empathy, pro-social skills, and on road drivers’ attitude towards EMVs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title="cognitive load">cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20service%20vehicle" title=" emergency service vehicle"> emergency service vehicle</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20load" title=" traffic load"> traffic load</a> </p> <a href="https://publications.waset.org/abstracts/191314/attitude-and-perception-of-non-emergency-vehicle-drivers-on-roads-towards-medical-emergency-vehicles-the-role-of-empathy-and-pro-social-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191314.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">31</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">6428</span> Analysis of Developments in the Understanding of In-Service Training in Turkish Public Administration: Personnel Management to Human Resource Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sema%20M%C3%BCge%20%C3%96zdemiray">Sema Müge Özdemiray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In line with the new public management approach to provide effective and efficient services necessary to achieve the social goals of public institutions, employees must have the knowledge and skills required by the age. In conjunction with the transition from personnel management to human resources management, it is seen that there is a change in the understanding of in-service training, the understanding of "required in-service training" has switched to the understanding of "continuous in-service training". However, in terms of in-service training in Turkey, it seems to be trouble at the point of adopting to change. The main purpose of this study is to primarily create a conceptual framework of in-service training and subsequently determine, analyze and discuss the developments and problems faced by in-service training in Turkey in the transition from personnel management to human resources management. In accordance with this purpose, the necessary data of this study were collected using qualitative approaches. Observation and document analysis was used and content analysis was performed on the data gathered in the study. The results of this study, according to data such as the number of institutions requesting in-service training, allocated budget of in-service training, the number of people participating in such training, transition of personnel management to human resources management should not lead to a paradigm shift in Turkey’s understanding of in-service training, although this is compulsory for public institutions in accordance with the law in Turkey. In-service training in Turkish public administration is still not implemented effectively and is seen as a social activity for employees and a formality for institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Human%20resources%20management" title="Human resources management">Human resources management</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20service%20training" title=" in service training"> in service training</a>, <a href="https://publications.waset.org/abstracts/search?q=personnel%20management" title=" personnel management"> personnel management</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20institutions" title=" public institutions"> public institutions</a> </p> <a href="https://publications.waset.org/abstracts/55245/analysis-of-developments-in-the-understanding-of-in-service-training-in-turkish-public-administration-personnel-management-to-human-resource-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55245.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">319</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">6427</span> Effect of Three Instructional Strategies on Pre-service Teachers’ Learning Outcomes in Practical Chemistry in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akpokiere%20Ugbede%20Roseline">Akpokiere Ugbede Roseline</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry is an activity oriented subject in which many students achievement over the years are not encouraging. Among the reasons found to be responsible for student’s poor performance in chemistry are ineffective teaching strategies. This study, therefore, sought to determine the effect of guided inquiry, guided inquiry with demonstration, and demonstration with conventional approach on pre-service teachers’ cognitive attainment and practical skills acquisition on stoichiometry and chemical reactions in practical chemistry, Two research questions and hypotheses were each answered and tested respectively. The study was a quasi-experimental research involving 50 students in each of the experimental groups and 50 students in the control group. Out of the five instruments used for the study, three were on stimulus and two on response (Test of Cognitive Attainment and Test of Practical Skills in Chemistry) instruments administered, and dataobtained were analyzed with t-test and Analysis of Variance. Findings revealed, among others, that there was a significant effect of treatments on students' cognitive attainment and on practical skills acquisition. Students exposed to guided inquiry (with/without demonstration) strategies achieved better than those exposed to demonstration with conventional strategy. It is therefore recommended, among others, that Lecturers in Colleges of Education should utilize the guided inquiry strategy for teaching concepts in chemistry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategy" title="instructional strategy">instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20chemistry" title=" practical chemistry"> practical chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/150981/effect-of-three-instructional-strategies-on-pre-service-teachers-learning-outcomes-in-practical-chemistry-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150981.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">103</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">6426</span> Refining Employee's Customer Service Performance through an Inter-Organizational Climate Study: A Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainal%20Abu%20Zatim">Zainal Abu Zatim</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafizah%20Omar%20Zaki"> Hafizah Omar Zaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Substantial research had been done on refining employee’s customer service performance. Thus, there were very limited empirical studies that are engage in an inter-organizational climate study in assessing employee’s customer service performance. With the current economic situation as well as emerging needs and requirements, all businesses either from public or private sector serving customers put greater attention on fulfilling those needs and requirements. In this state of affairs, the act of polishing its employees’ skills, knowledge, teamwork and passion is very important in ensuring better performance deliverance. A study conducted in one of the telecommunication service provider company in Malaysia had been done to test its inter-organizational climate study. The Internal Climate Study was done to benchmark opinions and perceptions of its employees. The study had provided baseline information about perceptions that exist in the internal environment and ways forward to improve customer service performance. The approach used is through the use of focus group and qualitative interview. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employees" title="employees">employees</a>, <a href="https://publications.waset.org/abstracts/search?q=Customer%20Service%20Performance" title=" Customer Service Performance"> Customer Service Performance</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-organizational%20climate%20study" title=" inter-organizational climate study"> inter-organizational climate study</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20and%20private%20sector" title=" public and private sector"> public and private sector</a> </p> <a href="https://publications.waset.org/abstracts/8070/refining-employees-customer-service-performance-through-an-inter-organizational-climate-study-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8070.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">6425</span> Benchmarking Service Quality among Quick-Service Restaurants towards Service Innovations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scott%20Earthy%20Baldo">Scott Earthy Baldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Cred%20Patricia%20Barroma"> Anna Cred Patricia Barroma</a>, <a href="https://publications.waset.org/abstracts/search?q=Miguel%20Angelo%20E%C3%B1ano"> Miguel Angelo Eñano</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Ares%20Hipolito"> John Ares Hipolito</a>, <a href="https://publications.waset.org/abstracts/search?q=Orange%20Sundra%20Sison"> Orange Sundra Sison</a>, <a href="https://publications.waset.org/abstracts/search?q=Rixielle%20Gwendale%20Tumambing"> Rixielle Gwendale Tumambing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Service Innovation is the introduction of several new-fangled ways on how to deliver service to customers with the intention to improve one’s existing service quality and to attract more customers. This research paper aims to identify the various service practices being implemented on the different quick-service restaurants within Morayta Street, Manila, Philippines and compare each establishment to the best within the industry through the process of benchmarking towards service innovations. In order for the gathering of valuable data to be possible, a mixed-method approach was used, wherein qualitative data were taken from the managers of each establishment, indicating the service practices being used, and quantitative data were collected from the customers and employees regarding their perception towards the present service quality of each selected quick-service restaurants, in line with the current service innovations being implemented. This research was conducted in order to discern which service practices are effective in attracting customers and boosting their satisfaction for future references of practitioners who are planning to manage a quick-service restaurant and for students studying in the field of hospitality, specifically on service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benchmarking" title="benchmarking">benchmarking</a>, <a href="https://publications.waset.org/abstracts/search?q=quick-service%20restaurants" title=" quick-service restaurants"> quick-service restaurants</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20innovations" title=" service innovations"> service innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a> </p> <a href="https://publications.waset.org/abstracts/55919/benchmarking-service-quality-among-quick-service-restaurants-towards-service-innovations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6424</span> Applying Transformative Service Design to Develop Brand Community Service in Women, Children and Infants Retailing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shian%20Wan">Shian Wan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chang%20Wang"> Yi-Chang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Chien%20Lin"> Yu-Chien Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research discussed the various theories of service design, the importance of service design methodology, and the development of transformative service design framework. In this study, transformative service design is applied while building a new brand community service for women, children and infants retailing business. The goal is to enhance the brand recognition and customer loyalty, effectively increase the brand community engagement by embedding the brand community in social network and ultimately, strengthen the impact and the value of the company brand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=service%20design" title="service design">service design</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20service%20design" title=" transformative service design"> transformative service design</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20community" title=" brand community"> brand community</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/49088/applying-transformative-service-design-to-develop-brand-community-service-in-women-children-and-infants-retailing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49088.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">497</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">6423</span> In-Service Training to Enhance Community Based Corrections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varathagowry%20Vasudevan">Varathagowry Vasudevan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to demonstrate the importance of capacity building of the para-professionals in community based corrections for enhancing family and child welfare as a crucial factor in providing in-service training as a responsive methodology in community based corrections to enhance the best practices. The Diploma programme in community-based corrections initiated by the National Institute of Social Development has been engaged in this noble task of training quality personnel knowledgeable in the best practices and fieldwork skills on community-based correction and its best practice. To protect the families and children and enhance best practices, National Institute of Social Development with support from the department of community-based corrections initiated a Diploma programme in community-based corrections to enhance and update the knowledge, skills, attitudes with the right mindset of the work supervisors employed at the department of community-based corrections. This study based on reflective practice illustrated the effectiveness of curriculum of in-service training programme as a tool to enhance the capacities of the relevant officers in Sri Lanka. The data for the study was obtained from participants and coordinator through classroom discussions and key informant interviews. This study showed that use of appropriate tailor-made curriculum and field practice manual by the officers during the training was very much dependent on the provision of appropriate administrative facilities, passion, teaching methodology that promote capacity to involve best practices. It also demonstrated further the fact that professional social work response, strengthening families within legal framework was very much grounded in the adoption of proper skills imbibed through training in appropriate methodology practiced in the field under guided supervision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=community-based%20corrections" title=" community-based corrections"> community-based corrections</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20training" title=" in-service training"> in-service training</a>, <a href="https://publications.waset.org/abstracts/search?q=paraprofessionals" title=" paraprofessionals "> paraprofessionals </a> </p> <a href="https://publications.waset.org/abstracts/93225/in-service-training-to-enhance-community-based-corrections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93225.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">156</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">6422</span> Revolutionizing Higher Education: AI-Powered Gamification for Enhanced Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gina%20L.%20Solano">Gina L. Solano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project endeavors to enhance learning experiences for undergraduate pre-service teachers and graduate K-12 educators by leveraging artificial intelligence (AI). Firstly, the initiative delves into integrating AI within undergraduate education courses, fostering traditional literacy skills essential for academic success and extending their applicability beyond the classroom. Education students will explore AI tools to design literacy-focused activities aligned with their curriculum. Secondly, the project investigates the utilization of AI to craft instructional materials employing gamification strategies (e.g., digital and classic games, badges, quests) to amplify student engagement and motivation in mastering course content. Lastly, it aims to create a professional repertoire that can be applied by pre-service and current teachers in P-12 classrooms, promoting seamless integration for those already in teaching positions. The project's impact extends to benefiting college students, including pre-service and graduate teachers, as they enhance literacy and digital skills through AI. It also benefits current P-12 educators who can integrate AI into their classrooms, fostering innovative teaching practices. Moreover, the project contributes to faculty development, allowing them to cultivate low-risk and engaging classroom environments, ultimately enriching the learning journey. The insights gained from this project can be shared within and beyond the discipline to advance the broader field of study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/183497/revolutionizing-higher-education-ai-powered-gamification-for-enhanced-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183497.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">62</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">6421</span> The Research on Human Resource Management Problem of Turkish Fast Food Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mai%20Maitiaili%20Tuerdi">Mai Maitiaili Tuerdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Turkey is one of the countries in which fast food service is growing increasingly in the world. The emergence of KFC and McDonald's to Turkish market is affecting every aspects of local fast-food services. The Turkey's famous catering companies named "Simit Sarayi" and "Güllüoğlu" are famous for accepting the Western fast food management service and skills in order to increase their market share. Also, they have created their unique management skills in this field. In this paper, through empirical and comparative study method we will analyze the famous Turkish local fast-food companies and western human resource management. We will argue how to create and adapt the human resource management while the company is economically and socially growing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management" title="human resources management">human resources management</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20food" title=" fast food"> fast food</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/11465/the-research-on-human-resource-management-problem-of-turkish-fast-food-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11465.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">348</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">6420</span> Digital Literacy Skills for Geologist in Public Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angsumalin%20Puntho">Angsumalin Puntho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disruptive technology has had a great influence on our everyday lives and the existence of an organization. Geologists in the public sector need to keep up with digital technology and be able to work and collaborate in a more effective manner. The result from SWOT and 7S McKinsey analyses suggest that there are inadequate IT personnel, no individual digital literacy development plan, and a misunderstanding of management policies. The Office of Civil Service Commission develops digital literacy skills that civil servants and government officers should possess in order to work effectively; it consists of nine dimensions, including computer skills, internet skills, cyber security awareness, word processing, spreadsheets, presentation programs, online collaboration, graphics editors and cyber security practices; and six steps of digital literacy development including self-assessment, individual development plan, self-learning, certified test, learning reflection, and practices. Geologists can use digital literacy as a learning tool to develop themselves for better career opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disruptive%20technology" title="disruptive technology">disruptive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technology" title=" digital technology"> digital technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20skills" title=" computer skills"> computer skills</a> </p> <a href="https://publications.waset.org/abstracts/152172/digital-literacy-skills-for-geologist-in-public-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152172.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">116</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">6419</span> International Service Learning 3.0: Using Technology to Improve Outcomes and Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Vandarakis">Anthony Vandarakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s International Service Learning practices require an update: modern technologies, fresh educational frameworks, and a new operating system to accountably prosper. This paper describes a model of International Service Learning (ISL), which combines current technological hardware, electronic platforms, and asynchronous communications that are grounded in inclusive pedagogy. This model builds on the work around collaborative field trip learning, extending the reach to international partnerships across continents. Mobile technology, 21<sup>st</sup> century skills and summit-basecamp modeling intersect to support novel forms of learning that tread lightly on fragile natural ecosystems, affirm local reciprocal partnership in projects, and protect traveling participants from common yet avoidable cultural pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=International%20Service%20Learning" title="International Service Learning">International Service Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ISL" title=" ISL"> ISL</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20experiences" title=" field experiences"> field experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20there%20in%20here" title=" out there in here"> out there in here</a>, <a href="https://publications.waset.org/abstracts/search?q=summit%20basecamp%20pedagogy" title=" summit basecamp pedagogy"> summit basecamp pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/119646/international-service-learning-30-using-technology-to-improve-outcomes-and-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6418</span> Service Delivery Process in the Luxury Hotel Industry in Dubai: A Hoteliers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veronique%20Gregorec">Veronique Gregorec</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Vel"> Prakash Vel</a>, <a href="https://publications.waset.org/abstracts/search?q=Collins%20A.%20Brobbey"> Collins A. Brobbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Service delivery process in the face of ever changing customer expectations could not have been more important in glamorous Dubai luxury hotel service sector. Based on in-depth discussions with Dubai luxury hotel service pioneers, customer expectations, service processes, customer complaining behavior, and service recovery strategies in the luxury hotel industry are evaluated from the perspectives of service providers. Findings are in agreement with the statement that in the service industry the customer is not always right, and that hotel service providers have acknowledged the need to take extra measures towards individualized and personal service experience delivery. Ultimately, hoteliers set highest standards at all stages of the service delivery process in order to achieve positive and high customer ratings in all customer evaluation areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=luxury%20hotels" title="luxury hotels">luxury hotels</a>, <a href="https://publications.waset.org/abstracts/search?q=Dubai%20hotels" title=" Dubai hotels"> Dubai hotels</a>, <a href="https://publications.waset.org/abstracts/search?q=Dubai%20hospitality%20industry" title=" Dubai hospitality industry"> Dubai hospitality industry</a>, <a href="https://publications.waset.org/abstracts/search?q=guest%20service%20process" title=" guest service process"> guest service process</a> </p> <a href="https://publications.waset.org/abstracts/33341/service-delivery-process-in-the-luxury-hotel-industry-in-dubai-a-hoteliers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33341.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">499</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">6417</span> The Intervention Effect of Gratitude Skills Training on the Reduction of Loneliness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Sakai">T. Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aikawa"> A. Aikawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study defined 'gratitude skills training' as a social skills training which would become a new intervention method about gratitude intervention. The purpose of this study was to confirm the intervention effect of gratitude skills training on the reduction of loneliness. The participants in this study were university students (n = 36). A waiting list control design was used, in which the participants were assigned either to a training group (n = 18) or a waiting list control group (n = 18); the latter group took the same training after the first group had been trained. The two-week gratitude skills training comprised of three sessions (50 minutes per each of sessions). In the three sessions, the guidebook and the homework developed in this study were used. Results showed that gratitude skills training improved the participants’ gratitude skills. The results also indicated the intervention effect of gratitude skills training on the reduction of loneliness during the follow-up after three weeks. This study suggests that gratitude skills training can reduce loneliness. The gratitude skills training has a possibility of becoming a new treatment to reduce loneliness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude%20skills" title="gratitude skills">gratitude skills</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills%20training" title=" social skills training"> social skills training</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/90531/the-intervention-effect-of-gratitude-skills-training-on-the-reduction-of-loneliness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90531.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">200</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=service%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=service%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=service%20skills&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=service%20skills&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=service%20skills&page=6">6</a></li> <li class="page-item"><a class="page-link" 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