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internship report</title> <meta name="description" content="Search results for: revision internship report"> <meta name="keywords" content="revision internship report"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="revision internship report"> <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> 2504</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: revision internship report</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2504</span> The Revised Completion of Student Internship Report by Goal Mapping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faizah%20Herman">Faizah Herman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the attitudes and behavior of goal mapping performed by the student in completing the internship report revised on time. The approach is phenomenological research with qualitative methods. Data sources include observation, interviews and questionnaires, focus group discussions. Research subject 5 students who have completed the internship report revisions in a timely manner. The analysis technique is an interactive model of Miles&Huberman data analysis techniques. The results showed that the students have a goal of mapping that includes the ultimate goal, formulate goals by identifying what are the things that need to be done, action to be taken and what kind of support is needed from the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=goal%20mapping" title="goal mapping">goal mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=revision%20internship%20report" title=" revision internship report"> revision internship report</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Brawijaya" title=" Brawijaya"> Brawijaya</a> </p> <a href="https://publications.waset.org/abstracts/5083/the-revised-completion-of-student-internship-report-by-goal-mapping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5083.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">2503</span> Assessment on Communication Students’ Internship Performances from the Employers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yesuselvi%20Manickam">Yesuselvi Manickam</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Soon%20Chin"> Tan Soon Chin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internship is a supervised and structured learning experience related to one’s field of study or career goal. Internship allows students to obtain work experience and the opportunity to apply skills learned during university. Internship is a valuable learning experience for students; however, literature on employer assessment is scarce on Malaysian student’s internship experience. This study focuses on employer’s perspective on student’s performances during their three months of internship. The results are based on the descriptive analysis of 45 sets of question gathered from the on-site supervisors of the interns. The survey of 45 on-site supervisor’s feedback was collected through postal mail. It was found that, interns have not met their on-site supervisor’s expectations in many areas. The significance of this study is employer’s assessment on the internship shall be used as feedback to improve on ways how to prepare students for their internship and employments in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employers%20perspective" title="employers perspective">employers perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20learning" title=" structured learning"> structured learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20performances" title=" student’s performances"> student’s performances</a> </p> <a href="https://publications.waset.org/abstracts/38643/assessment-on-communication-students-internship-performances-from-the-employers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2502</span> Efficacy of Educational Program on the Performance of Internship Nursing Students Regarding Electronic Fetal Monitoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Abd%20El-Razek">Aida Abd El-Razek</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyaa%20Salman%20Madian"> Alyaa Salman Madian</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamila%20Gaber%20Ayoub"> Gamila Gaber Ayoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Electronic fetal monitoring is an obstetric technology that helps to record any changes in fetal heart rate and uterine activity. The aim of this study was to determine the efficacy of educational programs on the performance of internship nursing students regarding electronic fetal monitoring in obstetrics and gynecology departments. Design: A quasi-experimental research design (pre- and post-test) was used. Sample: A convenient sample of all internship nursing students (180 internship nursing students) from the Faculty of Nursing at Menoufia University during the academic year 2022-2023). The instruments of this study were a structured, self-administered interview questionnaire consisting of two parts: the socio-demographic characteristics of the study participants and an assessment of internship nursing students’ knowledge regarding electronic fetal monitoring (pre- and post-test). Observational checklist to assess internship nursing students’ performance regarding EFM. Results: There were highly statistically significant differences between the internship nurses' students’ knowledge and performance on the pretest and posttest. Conclusion: An educational program on electronic fetal monitoring carries a vital value for enhancing internship nursing students’ knowledge and performance, which ultimately leads to improved maternal and fetal outcomes. Recommendation: Regular educational programs and workshops about electronic fetal monitoring should be encouraged for all maternity nurses and internship nursing students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program" title="educational program">educational program</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20nursing%20students" title=" internship nursing students"> internship nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a> </p> <a href="https://publications.waset.org/abstracts/185431/efficacy-of-educational-program-on-the-performance-of-internship-nursing-students-regarding-electronic-fetal-monitoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185431.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">52</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">2501</span> Positive Outcomes of Internship for Students Majoring in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irina%20Peterburgsky">Irina Peterburgsky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have been working on finding internship positions for our math and computer science majors. Among many other positive outcomes of internship for students majoring in mathematics, there are: students see new applications of mathematics to real life and see new scientific problems; they learn new methods, tools, etc. that they have not seen in their classes; they appreciate the power of mathematics that increases their interest in learning mathematics; they make decisions to take more advanced math courses; students understand better what their potentials, strong points, and limitations are; learn what work ethic is; learn how to work as a member of a team at a workplace; understand better how to offer their help and how to ask for help; start building their professional relationship; build self-confidence as young professionals, and what is the most important - they get a better understanding of their goals in their future professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20outcoms%20for%20students" title=" positive outcoms for students"> positive outcoms for students</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/142713/positive-outcomes-of-internship-for-students-majoring-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142713.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">181</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">2500</span> The Study of Internship Performances: Comparison of Information Technology Interns towards Students’ Types and Background Profiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internship program is a compulsory course of many undergraduate programs in Thailand. It gives opportunities to a lot of senior students as interns to practice their working skills in the real organizations and also gives chances for interns to face real-world working problems. Interns also learn how to solve those problems by direct and indirect experiences. This program in many schools is a well-structured course with a contract or agreement made with real business organizations. Moreover, this program also offers opportunities for interns to get jobs after completing it from where the internship program takes place. Interns also learn how to work as a team and how to associate with other colleagues, trainers, and superiors of each organization in term of social hierarchy, self-responsibility, and self-disciplinary. This research focuses on senior students of Suan Sunandha Rajabhat University, Thailand whose studying major is information technology program. They practiced their working skills or took internship programs in the real business sector or real operating organizations in 2015-2016. Interns are categorized in to two types: normal program and special program. For special program, students study in weekday evening from Monday to Friday or Weekend and most of them work full-time or part-time job. For normal program, students study in weekday working hours and most of them do not work. The differences of these characters and the outcomes of internship performance were studied and analyzed in this research. This work applied some statistical analytics to find out whether the internship performance of each intern type has different performances statistically or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=intern" title=" intern"> intern</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20student" title=" senior student"> senior student</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology%20program" title=" information technology program"> information technology program</a> </p> <a href="https://publications.waset.org/abstracts/52935/the-study-of-internship-performances-comparison-of-information-technology-interns-towards-students-types-and-background-profiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52935.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">263</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">2499</span> An Empirical Study of Students’ Learning Attitude, Problem-solving Skills and Learning Engagement in an Online Internship Course During Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=PB%20Venkataraman">PB Venkataraman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of the real-life problems are ill-structured. They do not have a single solution but many competing solutions. The solution paths are non-linear and ambiguous, and the problem definition itself is many times a challenge. Students of professional education learn to solve such problems through internships. The current pandemic situation has constrained on-site internship opportunities; thus the students have no option but to pursue this learning online. This research assessed the learning gain of four undergraduate students in engineering as they undertook an online internship in an organisation over a period of eight weeks. A clinical interview at the end of the internship provided the primary data to assess the team’s problem-solving skills using a tested rubric. In addition to this, change in their learning attitudes were assessed through a pre-post study using a repurposed CLASS instrument for Electrical Engineering. Analysis of CLASS data indicated a shift in the sophistication of their learning attitude. A learning engagement survey adopting a 6-point Likert scale showed active participation and motivation in learning. We hope this new research will stimulate educators to exploit online internships even beyond the time of pandemic as more and more business operations are transforming into virtual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ill-structured%20problems" title="ill-structured problems">ill-structured problems</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitudes" title=" learning attitudes"> learning attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</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/139960/an-empirical-study-of-students-learning-attitude-problem-solving-skills-and-learning-engagement-in-an-online-internship-course-during-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139960.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">201</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">2498</span> A Survey on the Supervision Experience of Full-Time Intern Counseling Psychologist</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szu-Fan%20Chen">Szu-Fan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng-Tseng%20Lin"> Cheng-Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting-Chia%20Lien"> Ting-Chia Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study mainly focuses on understanding the current supervision experience of full-time intern counseling psychologists in Taiwan. This study took 197 full-time intern counseling psychologists as the research subjects, including 146 women (74%) and 51 men (26%). In terms of internship sites, the largest number of internships are in school sites (59%), followed by community sites (30%), and fewer in medical fields or corporate sites (only 11%). In addition, a survey was conducted on whether the subjects had full-time jobs before full-time internship. 42% did not have full-time workers, and 48% had full-time workers. However, among those who had full-time workers, 28% were engaged in work related to psychological counseling. 20% are engaged in work unrelated to psychological counseling. In the sample of this study, each person interviewed on average 2.68 internship institutions in total, and the current internship unit is the 2.29th institution interviewed. All (100%) full-time intern psychologists have entered into individual internship contracts with internship institutions. In terms of professional supervisor candidates, a total of 178 (90%) supervisors were appointed by internal personnel of the institution, and a total of 19 (10%) were hired as supervisors from outside the institution. Regarding the form of supervision, it is mostly conducted through individual supervision (98%), and up to 60% is conducted through discussion of written/oral case reports. In terms of supervision satisfaction, 47% were very satisfied, 28% were satisfied, 18% were OK, and 6% were dissatisfied. It is worth noting that the results of this study show that full-time intern counseling psychologists said that they are under pressure to accept supervision (30%). It is recommended that the internship system should standardize the qualification review and evaluation of internship institutions to facilitate institutional control. Furthermore, the personal difficulties of full-time intern psychologists need to be discussed with the internship institution and supervisor from time to time to jointly assist them in completing their professional studies stably and successfully. Finally, it is recommended that future researchers can use the interview method provided by the author to strengthen their understanding of the supervision experience of full-time intern counseling psychologists, so that in the future, this study can provide relevant specific and feasible suggestions for counseling practitioners and future researchers' reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=full-time%20intern%20counseling%20psychologist" title="full-time intern counseling psychologist">full-time intern counseling psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision%20experience" title=" supervision experience"> supervision experience</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20intership" title=" full-time intership"> full-time intership</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/192639/a-survey-on-the-supervision-experience-of-full-time-intern-counseling-psychologist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192639.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">21</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">2497</span> Hip Resurfacing Makes for Easier Surgery with Better Functional Outcomes at Time of Revision: A Case Controlled Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20O.%20Onafowokan">O. O. Onafowokan</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Anderson"> K. Anderson</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20R.%20Norton"> M. R. Norton</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20G.%20Middleton"> R. G. Middleton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Revision total hip arthroplasty (THA) is known to be a challenging procedure with potential for poor outcomes. Due to its lack of metaphyseal encroachment, hip resurfacing arthroplasty (HRA) is classified as a bone conserving procedure. Although the literature postulates that this is an advantage at time of revision surgery, there is no evidence to either support or refute this claim. We identified 129 hips that had undergone HRA and 129 controls undergoing first revision THA. We recorded the clinical assessment and survivorship of implants in a multi-surgeon, single centre, retrospective case control series for both arms. These were matched for age and sex. Data collected included demographics, indications for surgery, Oxford Hip Score (OHS), length of surgery, length of hospital stay, blood transfusion, implant complexity and further surgical procedures. Significance was taken as p < 0.05. Mean follow up was 7.5 years (1 to 15). There was a significant 6 point difference in postoperative OHS in favour of the revision resurfacing group (p=0.0001). The revision HRA group recorded 48 minutes less length of surgery (p<0.0001), 2 days less in length of hospital stay (p=0.018), a reduced need for blood transfusion (p=0.0001), a need for less complexity in revision implants (p=0.001) and a reduced probability of further surgery being required (P=0.003). Whilst we acknowledge the limitations of this study our results suggest that, in contrast to THA, the bone conservation element of HRA may make for a less traumatic revision procedure with better functional outcomes. Use of HRA has seen a dramatic decline as a result of concerns regarding metallosis. However, this information remains of relevance when counselling young active patients about their arthroplasty options and may become pertinent in the future if the promise of ceramic hip resurfacing is ever realized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hip%20resurfacing" title="hip resurfacing">hip resurfacing</a>, <a href="https://publications.waset.org/abstracts/search?q=metallosis" title=" metallosis"> metallosis</a>, <a href="https://publications.waset.org/abstracts/search?q=revision%20surgery" title=" revision surgery"> revision surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20hip%20arthroplasty" title=" total hip arthroplasty"> total hip arthroplasty</a> </p> <a href="https://publications.waset.org/abstracts/155848/hip-resurfacing-makes-for-easier-surgery-with-better-functional-outcomes-at-time-of-revision-a-case-controlled-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155848.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">88</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">2496</span> Modernization of Translation Studies Curriculum at Higher Education Level in Armenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Vahanyan">A. Vahanyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper touches upon the problem of revision and modernization of the current curriculum on translation studies at the Armenian Higher Education Institutions (HEIs). In the contemporary world where quality and speed of services provided are mostly valued, certain higher education centers in Armenia though do not demonstrate enough flexibility in terms of the revision and amendment of courses taught. This issue is present for various curricula at the university level and Translation Studies related curriculum, in particular. Technological innovations that are of great help for translators have been long ago smoothly implemented into the global Translation Industry. According to the European Master's in Translation (EMT) framework, translation service provision comprises linguistic, intercultural, information mining, thematic, and technological competencies. Therefore, to form the competencies mentioned above, the curriculum should be seriously restructured to meet the modern education and job market requirements, relevant courses should be proposed. New courses, in particular, should focus on the formation of technological competences. These suggestions have been made upon the author’s research of the problem across various HEIs in Armenia. The updated curricula should include courses aimed at familiarization with various computer-assisted translation (CAT) tools (MemoQ, Trados, OmegaT, Wordfast, etc.) in the translation process, creation of glossaries and termbases compatible with different platforms), which will ensure consistency in translation of similar texts and speeding up the translation process itself. Another aspect that may be strengthened via curriculum modification is the introduction of interdisciplinary and Project-Based Learning courses, which will enable info mining and thematic competences, which are of great importance as well. Of course, the amendment of the existing curriculum with the mentioned courses will require corresponding faculty development via training, workshops, and seminars. Finally, the provision of extensive internship with translation agencies is strongly recommended as it will ensure the synthesis of theoretical background and practical skills highly required for the specific area. Summing up, restructuring and modernization of the existing curricula on Translation Studies should focus on three major aspects, i.e., introduction of new courses that meet the global quality standards of education, professional development for faculty, and integration of extensive internship supervised by experts in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=modernization" title=" modernization"> modernization</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20literacy" title=" technical literacy"> technical literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title=" translation studies"> translation studies</a> </p> <a href="https://publications.waset.org/abstracts/129207/modernization-of-translation-studies-curriculum-at-higher-education-level-in-armenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129207.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">2495</span> Development of Mobile Application for Internship Program Management Using the Concept of Model View Controller (MVC) Pattern</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, especially for the last 5 years, mobile devices, mobile applications and mobile users, through the deployment of wireless communication and mobile phone cellular network, all these components are growing significantly bigger and stronger. They are being integrated into each other to create multiple purposes and pervasive deployments into every business and non-business sector such as education, medicine, traveling, finance, real estate and many more. Objective of this study was to develop a mobile application for seniors or last-year students who enroll the internship program at each tertiary school (undergraduate school) and do onsite practice at real field sties, real organizations and real workspaces. During the internship session, all students as the interns are required to exercise, drilling and training onsite with specific locations and specific tasks or may be some assignments from their supervisor. Their work spaces are both private and government corporates and enterprises. This mobile application is developed under schema of a transactional processing system that enables users to keep daily work or practice log, monitor true working locations and ability to follow daily tasks of each trainee. Moreover, it provides useful guidance from each intern’s advisor, in case of emergency. Finally, it can summarize all transactional data then calculate each internship cumulated hours from the field practice session for each individual intern. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <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=Android%20OS" title=" Android OS"> Android OS</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone%20devices" title=" smart phone devices"> smart phone devices</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20transactional%20processing%20system" title=" mobile transactional processing system"> mobile transactional processing system</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20and%20monitoring" title=" guidance and monitoring"> guidance and monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20students" title=" senior students"> senior students</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20view%20controller%20%28MVC%29" title=" model view controller (MVC)"> model view controller (MVC)</a> </p> <a href="https://publications.waset.org/abstracts/10554/development-of-mobile-application-for-internship-program-management-using-the-concept-of-model-view-controller-mvc-pattern" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10554.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">315</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">2494</span> The Portuguese Framework of the Professional Internship without Public Funds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lambelho">Ana Lambelho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an economic crisis such as the one that shook (and still shake) Europe, one does not question the importance of the measures that encourage the hiring and integration of young people into the labour market. In the mentioned context, enterprises tend to reduce the cost of labour and to seek flexible contracting instruments. The professional internships allow innovation and creativity at low cost, because, as they are not labour contracts, the enterprises do not have to respect the minimum standards related to wages, working time duration and so on. In Portugal, we observe a widespread existence of training contracts in which the trainee worked several hours without salary or was paid below the legally prescribed for the function and the work period. For this reason, under the tripartite agreement for a new system of regulation of labour relations, employment policies and social protection, between the Government and the social partners, in June 2008, foresaw a prohibition of professional internships unpaid and the legal regulation of the mandatory internships for access to an activity. The first Act about private internship contracts, i.e., internships without public funding was embodied in the Decree-Law N. 66/2011, of 1<sup>st</sup> June. This work is dedicated to the study of the legal regime of the internship contract in Portugal, by analysing the problems brought by the new set of rules and especially those which remains unresolved. In fact, we can conclude that the number of situations covered by the Act is much lower than what was expected, because of the exclusion of the mandatory internship for access to a profession when the activity is developed autonomously. Since the majority of the activities can be developed both autonomously or subordinated, it is quite easy to out of the Act requirements and, so, out of the protection that it confers to the intern. In order to complete this study, we considered not only the mentioned legal Act, but also the few doctrine and jurisprudence about the theme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intern" title="intern">intern</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20contact" title=" internship contact"> internship contact</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20law" title=" labour law"> labour law</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/40142/the-portuguese-framework-of-the-professional-internship-without-public-funds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40142.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">310</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">2493</span> Revising Our Ideas on Revisions: Non-Contact Bridging Plate Fixation of Vancouver B1 and B2 Periprosthetic Femoral Fractures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Ayeko">S. Ayeko</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Milton"> J. Milton</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Hughes"> C. Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Anderson"> K. Anderson</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20G.%20Middleton"> R. G. Middleton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Periprosthetic femoral fractures (PFF) in association with hip hemiarthroplasty or total hip arthroplasty is a common and serious complication. In the Vancouver Classification system algorithm, B1 fractures should be treated with Open Reduction and Internal Fixation (ORIF) and preferentially revised in combination with ORIF if B2 or B3. This study aims to assess patient outcomes after plate osteosynthesis alone for Vancouver B1 and B2 fractures. The main outcome is the 1-year re-revision rate, and secondary outcomes are 30-day and 1-year mortality. Method: This is a retrospective single-centre case-series review from January 2016 to June 2021. Vancouver B1 and B2, non-malignancy fractures in adults over 18 years of age treated with polyaxial Non-Contact Bridging plate osteosynthesis, have been included. Outcomes were gathered from electronic notes and radiographs. Results: There were 50 B1 and 64 B2 fractures. 26 B2 fractures were managed with ORIF and revision, 39 ORIF alone. Of the revision group, one died within 30 days (3.8%), one at one year (3.8%), and two were revised within one year (7.7). Of the B2 ORIF group, three died within 30-day mortality (7.96%), eight at one year (21.1%), and 0 were revised in 1 year. Conclusion: This study has demonstrated that satisfactory outcomes can be achieved with ORIF, excluding revision in the management of B2 fractures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arthroplasty" title="arthroplasty">arthroplasty</a>, <a href="https://publications.waset.org/abstracts/search?q=bridging%20plate" title=" bridging plate"> bridging plate</a>, <a href="https://publications.waset.org/abstracts/search?q=periprosthetic%20fracture" title=" periprosthetic fracture"> periprosthetic fracture</a>, <a href="https://publications.waset.org/abstracts/search?q=revision%20surgery" title=" revision surgery"> revision surgery</a> </p> <a href="https://publications.waset.org/abstracts/155838/revising-our-ideas-on-revisions-non-contact-bridging-plate-fixation-of-vancouver-b1-and-b2-periprosthetic-femoral-fractures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155838.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">101</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">2492</span> Corporate Social Responsibility and Students’ Job Performance: A Case Study of Silpakorn University’s Internship Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naritphol%20Boonyakiat">Naritphol Boonyakiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to investigate the relationship between corporate social responsibility and students’ job performance of the Silpakorn University’s internship program within various organizations. The goal of this study is to fill the literature gap by gaining an understanding of corporate social responsibility that fundamentally relate to students’ job performance within the organizations. Thus, this study will focus on the outcomes that derive from selected employers’ qualitative assessment and evaluation forms from various companies. The results represent the perceptions of students towards the corporate social responsibility aspects and their job performance evaluation from the employers in various organizations. The findings indicate that corporate social responsibility has significant effects on students’ job performance. This study may assist us in gaining a better understanding of the integrated aspects of university and workplace environments to discover how to allocate optimally university’s resources and management approaches to gain benefits from corporate social responsibility practices toward students’ job performance within an organizational setting. Therefore, there is good reason to believe that the findings can contribute to research in the area of CSR and students’ job performance as an essential aspect of long-term success sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20program" title=" internship program"> internship program</a> </p> <a href="https://publications.waset.org/abstracts/7634/corporate-social-responsibility-and-students-job-performance-a-case-study-of-silpakorn-universitys-internship-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7634.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">377</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">2491</span> Efficacy of In-Situ Surgical vs. Needle Revision on Late Failed Trabeculectomy Blebs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xie%20Xiaobin">Xie Xiaobin</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Yan"> Zhang Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shi%20Yipeng"> Shi Yipeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Sun%20Wenying"> Sun Wenying</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20Shuang"> Chen Shuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Cai%20Zhipeng"> Cai Zhipeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Hong"> Zhang Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Lixia"> Zhang Lixia</a>, <a href="https://publications.waset.org/abstracts/search?q=Xie%20Like"> Xie Like</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The objective of this research is to compare the efficacy of the late in-situ surgical revision augmented with continuous infusion and needle revision on failed trabeculectomy blebs. Methods From December 2018 to December 2021, a prospective randomized controlled trial was performed on 44 glaucoma patients with failed bleb ≥ 6months with medically uncontrolled in Eye Hospital, China Academy of Chinese Medical Sciences. They were randomly divided into two groups. 22 eyes of 22 patients underwent the late in-situ surgical revision with continuous anterior chamber infusion in the study group, and 22 of 22 patients were treated with needle revision in the control group. Main outcome measures include preoperative and postoperative intraocular pressure (IOP), the number of anti-glaucoma medicines, the operation success rate, and the postoperative complications. Results The postoperative IOP values decreased significantly from the baseline in both groups (both P<0.05). IOP was significantly lower in the study group than in the control group at one week, 1, and 3 months postoperatively (all P<0.05). IOP reductions in the study group were substantially more prominent than in the control group at all postoperative time points (all P<0.05). The complete success rate in the study group was significantly higher than in the control group (71.4% vs. 33.3%, P<0.05), while the complete failure rate was significantly lower in the study group (0% vs. 28.5%, P<0.05). According to Cox’s proportional hazards regression analysis, high IOP at baseline was independently associated with increased risks of complete failure (adjusted hazard ratio=1.141, 95% confidence interval=1.021-1.276, P<0.05). There was no significant difference in the incidence of postoperative complications between the two groups (P>0.05). Conclusion: Both in-situ surgical and needle revision have acceptable success rates and safety for the late failed trabeculectomy blebs, while the former is likely to have a higher level of efficacy over the latter. Needle revision may be insufficient for eyes with low target IOP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=glaucoma" title="glaucoma">glaucoma</a>, <a href="https://publications.waset.org/abstracts/search?q=trabeculectomy%20blebs" title=" trabeculectomy blebs"> trabeculectomy blebs</a>, <a href="https://publications.waset.org/abstracts/search?q=in-situ%20surgical%20revision" title=" in-situ surgical revision"> in-situ surgical revision</a>, <a href="https://publications.waset.org/abstracts/search?q=needle%20revision" title=" needle revision"> needle revision</a> </p> <a href="https://publications.waset.org/abstracts/151168/efficacy-of-in-situ-surgical-vs-needle-revision-on-late-failed-trabeculectomy-blebs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151168.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">84</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">2490</span> Design, Development, and Implementation of the Pediatric Physical Therapy Senior Clinical Internship Telerehabilitation Program of de la Salle Medical and Health Sciences Institute: The Pandemic Impetus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Cecilia%20D.%20Licuan">Ma. Cecilia D. Licuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic situation continues to affect the lives of many people, including children with disabilities and their families, globally, especially in developing countries like the Philippines. The operations of health programs, industries, and economic sectors, as well as academic training institutions, are still challenged in terms of operations and delivery of services. The academic community of the Physical Therapy program is not spared by this circumstance. The restriction posted by the quarantine policies nearly terminated the onsite delivery of training programs for the senior internship level, which challenged the academic institutions to implement flexible learning programs to ensure the continuity of the instructional and learning processes with full consideration of safety and compliance to health protocols. This study aimed to develop a benchmark model that can be used by tertiary-level health institutions in the implementation of the Pediatric Senior Clinical Internship Training Program using Telerehabilitation. It is a descriptive-qualitative paper that utilized documentary analysis and focused on explaining the design, development, and implementation processes used by De La Salle Medical and Health Sciences Institute – College of Rehabilitation Sciences (DLSMHSI-CRS) Physical Therapy Department in its Pediatric Cluster Senior Clinical Internship Training Program covering the pandemic years spanning from the academic year 2020- 2021 to present anchored on needs analysis based on documentary reviews. Results of the study yielded the determination of the Pediatric Telerehabilitation Model; declaration of developed training program outcomes and thrusts and content; explanation of the process integral to the training program’s pedagogy in implementation; and the evaluation procedures conducted for the program. Since the study did not involve human participants, ethical considerations on the use of documents for review were done upon the endorsement of the management of the DLSMHSI-CRS to conduct the study. This paper presents the big picture of how a tertiary-level health sciences institution in the Philippines embraced the senior clinical internship challenges through the operations of its telerehabilitation program. It specifically presents the design, development and implementation processes used by De La Salle Medical and Health Sciences Institute – College of Rehabilitation Sciences Physical Therapy Department in its Pediatric Cluster Senior Clinical Internship Training Program, which can serve as a benchmark model for other institutions as they continue to serve their stakeholders amidst the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pediatric%20physical%20therapy" title="pediatric physical therapy">pediatric physical therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=telerehabilitation" title=" telerehabilitation"> telerehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20internship" title=" clinical internship"> clinical internship</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/149513/design-development-and-implementation-of-the-pediatric-physical-therapy-senior-clinical-internship-telerehabilitation-program-of-de-la-salle-medical-and-health-sciences-institute-the-pandemic-impetus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149513.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">124</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">2489</span> The Innovative Use of the EPOSTL Descriptors Related to the Language Portfolio for Master Course Student-Teachers of Yerevan Brusov State University of Languages and Social Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susanna%20Asatryan">Susanna Asatryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author will introduce the Language Portfolio for master course student-teachers of Yerevan Brusov State University of Languages and Social Sciences The overall aim of the Portfolio is to serve as a visual didactic tool for the pedagogical internship of master students in specialization “A Foreign Language Teacher of High Schools and Professional Educational Institutions”, based on the principles and fundamentals of the EPOSTL. The author will present the parts of the Portfolio, including the programme, goal and objectives of student-teacher’s internship, content and organization, expected outputs and the principles of the student’s self-assessment, based on Can-do philosophy suggested by the EPOSTL. The Language Portfolio for master course student-teachers outlines the distinctive stages of their scientific-pedagogical internship. In Lesson Observation and Teaching section student teachers present thematic planning of the syllabus course, including individual lesson plan-description and analysis of the lesson. In Realization of the Scientific-Pedagogical Research section student-teachers introduce the plan of their research work, its goal, objectives, steps of procedure and outcomes. In Educational Activity section student-teachers analyze the educational sides of the lesson, they introduce the plan of the extracurricular activity, provide psycho-pedagogical description of the group or the whole class, and outline extracurricular entertainments. In the Dossier the student-teachers store up the entire instructional “product” during their pedagogical internship: e.g. samples of surveys, tests, recordings, videos, posters, postcards, pupils’ poems, photos, pictures, etc. The author’s presentation will also cover the Self Assessment Checklist, which highlights the main didactic competences of student-teachers, extracted from the EPOSTL. The Self Assessment Checklist is introduced with some innovations, taking into consideration the local educational objectives that Armenian students come across with. The students’ feedback on the use of the Portfolio will also be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20observation" title=" lesson observation"> lesson observation</a>, <a href="https://publications.waset.org/abstracts/search?q=can-do%20philosophy" title=" can-do philosophy"> can-do philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/40528/the-innovative-use-of-the-epostl-descriptors-related-to-the-language-portfolio-for-master-course-student-teachers-of-yerevan-brusov-state-university-of-languages-and-social-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40528.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">242</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">2488</span> Importance of Internship in Technical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Vishalakshi">R. Vishalakshi</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chaithra"> P. Chaithra</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Dakshayini"> M. Dakshayini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An engineering degree is not a ticket that automatically provides a job. The competition for good jobs is going steep as the global economy and outsourcing is increasing. It is not sufficient to be simply more qualified. In this competitive world, it is important to stand out from everyone else. Going to college and getting a degree is the foremost important step. At the same time, students should be competent enough to face this technically growing and challenging world. So the classroom learning can be greatly enhanced by working with real-time applications. In this paper, we discuss how it can be realized by getting internships with the companies, where students actually get an opportunity to work in real work environment with live problems along with co-workers. Also presents case studies of how the practical industry work experience helps them in constructing their future carrier path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=real%20work%20environment" title="real work environment">real work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20work%20experience" title=" industry work experience"> industry work experience</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/19454/importance-of-internship-in-technical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19454.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">447</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">2487</span> The Impact of Corporate Social Responsibility and Knowledge Management Factors on Students’ Job Performance: A Case Study of Silpakorn University’s Internship Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naritphol%20Boonjyakiat">Naritphol Boonjyakiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to investigate the effects of corporate social responsibility and knowledge management factors on students’ job performance of the Silpakorn University’s internship program within various organizations. The goal of this study is to fill the literature gap by gaining an understanding of corporate social responsibility and the knowledge management factors that fundamentally relate to students’ job performance within the organizations. Thus, this study will focus on the outcomes that were derived from a set of secondary data that were obtained using a Silpakorn university’s data base of 200 students and selected employer assessment and evaluation forms from the companies. The results represent the perceptions of students towards the corporate social responsibility aspects and knowledge management factors within the university and their job performance evaluation from the employers in various organizations. The findings indicate that corporate social responsibility and knowledge management have significant effects on students’ job performance. This study may assist us in gaining a better understanding of the integrated aspects of university and workplace environments to discover how to optimally allocate university’s resources and management approaches to gain benefits from corporate social responsibility and knowledge management practices toward students’ job performance within an organizational experience settings. Therefore, there is a sufficient reason to believe that the findings can contribute to research in the area of CSR, KM, and job performance as essential aspect of involved stakeholder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20program" title=" internship program"> internship program</a> </p> <a href="https://publications.waset.org/abstracts/5694/the-impact-of-corporate-social-responsibility-and-knowledge-management-factors-on-students-job-performance-a-case-study-of-silpakorn-universitys-internship-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2486</span> The Urbanistic Initiative of Architecture Students to Intensify the Socio-Economic and Spatial Development of Small Settlements in Tatarstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karina%20Rashidovna%20Nabiullina">Karina Rashidovna Nabiullina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2016, the ‘Beautiful Country’ innovative project was implemented in the Republic of Tatarstan (Russia). This project started at the initiative of architecture students majoring in city planning during their summer internship. As a part of the internship, the students had to study the layout and the lifestyle of Tatarstan towns. All the projects were presented to the Ministry of Construction of Tatarstan, which allowed the settlement authorities to receive the government funding for their implementation. This initiative, from the public discussion of the projects to their implementation, was welcomed by the local communities, evoked local patriotism, created new jobs as a part of the projects' implementation, and improved the architectural environment of the settlements. The projects initiated by the students became the ‘Big Projects’ for these small settlements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adapted%20graphic%20language" title="adapted graphic language">adapted graphic language</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20territorial%20development" title=" complex territorial development"> complex territorial development</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20of%20local%20resources" title=" identity of local resources"> identity of local resources</a>, <a href="https://publications.waset.org/abstracts/search?q=overcoming%20stagnation" title=" overcoming stagnation"> overcoming stagnation</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a> </p> <a href="https://publications.waset.org/abstracts/67771/the-urbanistic-initiative-of-architecture-students-to-intensify-the-socio-economic-and-spatial-development-of-small-settlements-in-tatarstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2485</span> The Need for a More Defined Role for Psychologists in Adult Consultation Liaison Services in Hospital Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Violante">Ana Violante</a>, <a href="https://publications.waset.org/abstracts/search?q=Jodie%20Maccarrone"> Jodie Maccarrone</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Fimiani"> Maria Fimiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, over 30 million people are hospitalized annually for conditions that require acute, 24-hour, supervised care. The experience of hospitalization can be traumatic, exposing the patient to loss of control, autonomy, and productivity. Furthermore, 40% of patients admitted to hospitals for general medical illness have a comorbid psychiatric diagnosis. Research suggests individuals admitted with psychiatric comorbidities experience poorer health outcomes, higher utilization rates and increased overall cost of care. Empirical work suggests hospital settings that include a consultation liaison (CL) service report reduced length of stay, lower costs per patient, improved medical staff and patient satisfaction and reduced readmission after 180 days. Despite the overall positive impact CL services can have on patient care, it is estimated that only 1% - 2.8% of hospital admits receive these services, and most research has been conducted by the field of psychiatry. Health psychologists could play an important role in increasing access to this valuable service, though the extent to which health psychologists participate in CL settings is not well known. Objective: Outline the preliminary findings from an empirical study to understand how many APPIC internship training programs offer adult consultation liaison rotations within inpatient hospital settings nationally, as well as describe the specific nature of these training experiences. Research Method/Design: Data was exported into Excel from the 2022-2023 APPIC Directory categorized as “health psychology” sites. It initially returned a total of 537 health training programs out 1518 total programs (35% of all APPIC programs). A full review included a quantitative and qualitative comprehensive review of the APPIC program summary, the site website, and program brochures. The quantitative review extracted the number of training positions; amount of stipend; location or state of program, patient, population, and rotation. The qualitative review examined the nature of the training experience. Results: 29 (5%) of all APPIC health psychology internship training programs (2%) respectively of all APPIC training internship programs offering internship CL training were identified. Of the 29 internship training programs, 16 were exclusively within a pediatric setting (55%), 11 were exclusively within an adult setting (38%), and two were a mix of pediatric and adult settings (7%). CL training sites were located to 19 states, offering a total of 153 positions nationally, with Florida containing the largest number of programs (4). Only six programs offered 12-month training opportunities while the rest offered CL as a major (6 month) to minor (3-4 month) rotation. The program’s stipend for CL training positions ranged from $25,000 to $62,400, with an average of $32,056. Conclusions: These preliminary findings suggest CL training and services are currently limited. Training opportunities that do exist are mostly limited to minor, short rotations and governed by psychiatry. Health psychologists are well-positioned to better define the role of psychology in consultation liaison services and enhance and formalize existing training protocols. Future research should explore in more detail empirical outcomes of CL services that employ psychology and delineate the contributions of psychology from psychiatry and other disciplines within an inpatient hospital setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consultation%20liaison" title="consultation liaison">consultation liaison</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20psychology" title=" health psychology"> health psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital%20setting" title=" hospital setting"> hospital setting</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/165586/the-need-for-a-more-defined-role-for-psychologists-in-adult-consultation-liaison-services-in-hospital-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165586.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">74</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">2484</span> Academic Education and Internship towards Architecture Professional Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sawsan%20Saridar%20masri">Sawsan Saridar masri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Arnaouty"> Hisham Arnaouty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture both defines and is defined by social, cultural, political and financial constraints: this is where the discipline and the profession of architecture meet. This mutual sway evolves wherever interferences in the built environment are thought-out and can be strengthened or weakened by the many ways in which the practice of architecture can be undertaken. The more familiar we are about the concerns and factors that control what can be made, the greater the opportunities to propose and make appropriate architectures. Apparently, the criteria in any qualification policy should permit flexibility of approach and will – for reasons including cultural choice, political issues, and son on – vary significantly from country to country. However the weighting of the various criteria have to ensure adequate standards both in educational system as in the professional training. This paper develops, deepens and questions about the regulatory entry routes to the professional practice of architecture in the Arab world. It is also intended to provide an informed basis about strategies for conventional and unconventional models of practice in preparation for the next stages of architect’s work experience and professional experience. With the objective of promoting the implementation of adequate built environment in the practice of architecture, a comprehensive analysis of various pathways of access to the profession are selected as case studies, encompassing examples from across the world. The review of such case studies allows the creation of a comprehensive picture in relation to the conditions for qualification of practitioners of the built environment at the level of the Middle Eastern countries and the Arab World. Such investigation considers the following aspects: professional title and domain of practice, accreditation of courses, internship and professional training, professional examination and continuing professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title=" professional practice"> professional practice</a> </p> <a href="https://publications.waset.org/abstracts/34635/academic-education-and-internship-towards-architecture-professional-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34635.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">546</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">2483</span> Applying Bowen’s Theory to Intern Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to theoretically apply Bowen’s understanding of triangulation and triads to school psychology intern supervision so that it can assist in the conceptualization of the dynamics of intern supervision and provide some key methods to address common issues. The school psychology internship is the capstone experience for the school psychologist in training. It involves three key participants whose relationships will determine the success of the internship.  To understand the potential effect, Bowen’s family systems theory can be applied to the supervision relationship. He describes a way to resolve stress between two people by triangulating or binging in a third person. He applies this to a nuclear family, but school psychology intern supervision requires the marriage of an intern, field supervisor, and university supervisor; thus, setting all up for possible triangulation. The consequences of triangulation can apply to standards and requirements, direct supervision, and intern evaluation. Strategies from family systems theory to decrease the negative impact of supervision triangulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20systems%20theory" title="family systems theory">family systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20supervision" title=" intern supervision"> intern supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20psychology%20training" title=" school psychology training"> school psychology training</a>, <a href="https://publications.waset.org/abstracts/search?q=triangulation" title=" triangulation"> triangulation</a> </p> <a href="https://publications.waset.org/abstracts/125889/applying-bowens-theory-to-intern-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125889.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">125</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">2482</span> The Effect of Self and Peer Assessment Activities in Second Language Writing: A Washback Effect Study on the Writing Growth during the Revision Phase in the Writing Process: Learners’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musbah%20Abdussayed">Musbah Abdussayed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The washback effect refers to the influence of assessment on teaching and learning, and this washback effect can either be positive or negative. This study implemented, sequentially, self-assessment (SA) and peer assessment (PA) and examined the washback effect of self and peer assessment (SPA) activities on the writing growth during the revision phase in the writing process. Twenty advanced Arabic as a second language learners from a private school in the USA participated in the study. The participants composed and then revised a short Arabic story as a part of a midterm grade. Qualitative data was collected, analyzed, and synthesized from ten interviews with the learners and from the twenty learners’ post-reflective journals. The findings indicate positive washback effects on the learners’ writing growth. The PA activity enhanced descriptions and meaning, promoted creativity, and improved textual coherence, whereas the SA activity led to detecting editing issues. Furthermore, both SPA activities had washback effects in common, including helping the learners meet the writing genre conventions and developing metacognitive awareness. However, the findings also demonstrate negative washback effects on the learners’ attitudes during the revision phase in the writing process, including bias toward self-evaluation during the SA activity and reluctance to rate peers’ writing performance during the PA activity. The findings suggest that self-and peer assessment activities are essential teaching and learning tools that can be utilized sequentially to help learners tackle multiple writing areas during the revision phase in the writing process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20assessment" title="self assessment">self assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=washback%20effect" title=" washback effect"> washback effect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20writing" title=" second language writing"> second language writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20process" title=" writing process"> writing process</a> </p> <a href="https://publications.waset.org/abstracts/170652/the-effect-of-self-and-peer-assessment-activities-in-second-language-writing-a-washback-effect-study-on-the-writing-growth-during-the-revision-phase-in-the-writing-process-learners-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170652.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">68</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">2481</span> Cup-Cage Construct for Treatment of Severe Acetabular Bone Loss in Revision Total Hip Arthroplasty: Midterm Clinical and Radiographic Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faran%20Chaudhry">Faran Chaudhry</a>, <a href="https://publications.waset.org/abstracts/search?q=Anser%20Daud"> Anser Daud</a>, <a href="https://publications.waset.org/abstracts/search?q=Doris%20Braunstein"> Doris Braunstein</a>, <a href="https://publications.waset.org/abstracts/search?q=Oleg%20Safir"> Oleg Safir</a>, <a href="https://publications.waset.org/abstracts/search?q=Allan%20Gross"> Allan Gross</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Kuzyk"> Paul Kuzyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Acetabular reconstruction in the context of massive acetabular bone loss is challenging. In rare scenarios where the extent of bone loss precludes shell placement (cup-cage), reconstruction at our center consisted of a cage combined with highly porous metal augments. This study evaluates survivorship, complications, and functional outcomes using this technique. Methods: A total of 131 cup-cage implants (129 patients) were included in our retrospective review of revisions of total hip arthroplasty from January 2003 to January 2022. Among these cases, 100/131 (76.3%) were women, the mean age at surgery time was 68.7 years (range, 29.0 to 92.0; SD, 12.4), and the mean follow-up was 7.7 years (range, 0.02 to 20.3; SD, 5.1). Kaplan-Meier survivorship analysis was conducted with failure defined as revision surgery and/or failure of the cup-cage reconstruction. Results: A total of 30 implants (23%) reached the study endpoint involving all-cause revision. Overall survivorship was 74.8% at 10 years and 69.8% at 15 years. Reasons for revision included infection 12/131 (9.1%), dislocation 10/131 (7.6%), aseptic loosening of cup and/or cage 5/131 (3.8%), and aseptic loosening of the femoral stem 2/131 (1.5%). The mean LLD improved from 12.2 ± 15.9 mm to 3.9 ± 11.8 (p<0.05). The horizontal and vertical hip centres on plain film radiographs were significantly improved (p<0.05). Functionally, there was a decrease in the number of patients requiring the use of gait aids, with fewer patients (34, 25.9%) using a cane, walker, or wheelchair post-operatively compared to pre-operatively (58, 44%). There was a significant increase in the number of independent ambulators from 24 to 47 (36%). Conclusion: The cup-cage construct is a reliable treatment option for the treatment of various acetabular defects. There are favourable survivorship, clinical and radiographic outcomes, with a satisfactory complication rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=revision%20total%20hip%20arthroplasty" title="revision total hip arthroplasty">revision total hip arthroplasty</a>, <a href="https://publications.waset.org/abstracts/search?q=acetabular%20defect" title=" acetabular defect"> acetabular defect</a>, <a href="https://publications.waset.org/abstracts/search?q=pelvic%20discontinuity" title=" pelvic discontinuity"> pelvic discontinuity</a>, <a href="https://publications.waset.org/abstracts/search?q=trabecular%20metal%20augment" title=" trabecular metal augment"> trabecular metal augment</a>, <a href="https://publications.waset.org/abstracts/search?q=cup-cage" title=" cup-cage"> cup-cage</a> </p> <a href="https://publications.waset.org/abstracts/179286/cup-cage-construct-for-treatment-of-severe-acetabular-bone-loss-in-revision-total-hip-arthroplasty-midterm-clinical-and-radiographic-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179286.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">2480</span> Revision of Arthroplasty in Rheumatoid and Osteoarthritis: Methotrexate and Radiographic Lucency in RA Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mike%20T.%20Wei">Mike T. Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Douglas%20N.%20Mintz"> Douglas N. Mintz</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20A.%20Mandl"> Lisa A. Mandl</a>, <a href="https://publications.waset.org/abstracts/search?q=Arielle%20W.%20Fein"> Arielle W. Fein</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayme%20C.%20Burket"> Jayme C. Burket</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuo-Yu%20Lee"> Yuo-Yu Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Ti%20Huang"> Wei-Ti Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivian%20P.%20Bykerk"> Vivian P. Bykerk</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20P.%20Figgie"> Mark P. Figgie</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20F.%20Di%20Carlo"> Edward F. Di Carlo</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruce%20N.%20Cronstein"> Bruce N. Cronstein</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20M.%20Goodman"> Susan M. Goodman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background/Purpose: Rheumatoid arthritis (RA) patients have excellent total hip arthroplasty (THA) survival, and methotrexate (MTX), an anti-inflammatory disease modifying drug which may affect bone reabsorption, may play a role. The purpose of this study is to determine the diagnosis leading to revision THA (rTHA) in RA patients and to assess the association of radiographic lucency with MTX use. Methods: All patients with validated diagnosis of RA in the institution’s THA registry undergoing rTHA from May 2007 - February 2011 were eligible. Diagnosis leading to rTHA and medication use was determined by chart review. Osteolysis was evaluated on available radiographs by measuring maximum lucency in each Gruen zone. Differences within RA patients with/without MTX in osteolysis, demographics, and medications were assessed with chi-squared, Fisher's exact tests or Mann-Whitney U tests as appropriate. The error rate for multiple comparisons of lucency in the different Gruen zones was corrected via false discovery rate methods. A secondary analysis was performed to determine differences in diagnoses leading to revision between RA and matched OA controls (2:1 match by sex age +/- 5 years). OA exclusion criteria included presence of rheumatic diseases, use of MTX, and lack of records. Results: 51 RA rTHA were identified and compared with 103 OA. Mean age for RA was 57.7 v 59.4 years for OA (p = 0.240). 82.4% RA were female v 83.5% OA (p = 0.859). RA had lower BMI than OA (25.5 v 28.2; p = 0.166). There was no difference in diagnosis leading to rTHA, including infection (RA 3.9 v OA 6.8%; p = 0.719) or dislocation (RA 23.5 v OA 23.3%; p = 0.975). There was no significant difference in the length of time the implant was in before revision: RA 11.0 v OA 8.8 years (p = 0.060). Among RA with/without MTX, there was no difference in use of biologics (30.0 v 43.3%, p = 0.283), steroids (47.6 v 50.0%, p = 0.867) or bisphosphonates (23.8 v 33.3%, p = 0.543). There was no difference in rTHA diagnosis with/without MTX, including loosening (52.4 v 56.7%, p = 0.762). There was no significant difference in lucencies with MTX use in any Gruen zone. Patients with MTX had femoral stem subsidence of 3.7mm v no subsidence without MTX (p = 0.006). Conclusion: There was no difference in the diagnosis leading to rTHR in RA and OA, although RA trended longer prior to rTHA. In this small retrospective study, there were no significant differences associated with MTX exposure or radiographic lucency among RA patients. The significance of subsidence is not clear. Further study of arthroplasty survival in RA patients is warranted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hip%20arthroplasty" title="hip arthroplasty">hip arthroplasty</a>, <a href="https://publications.waset.org/abstracts/search?q=methotrexate" title=" methotrexate"> methotrexate</a>, <a href="https://publications.waset.org/abstracts/search?q=revision%20arthroplasty" title=" revision arthroplasty"> revision arthroplasty</a>, <a href="https://publications.waset.org/abstracts/search?q=rheumatoid%20arthritis" title=" rheumatoid arthritis"> rheumatoid arthritis</a> </p> <a href="https://publications.waset.org/abstracts/42197/revision-of-arthroplasty-in-rheumatoid-and-osteoarthritis-methotrexate-and-radiographic-lucency-in-ra-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42197.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">247</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">2479</span> EU Regulation 868/04: Report of a Unilateral Approach on Unfair Subsidisation and Unfair Pricing Practices and Its Failure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Trimarchi">Andrea Trimarchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is designed to provide a comprehensive overview on the EU Regulation No. 868/2004 concerning protection against subsidisation and unfair pricing practices regarding non-EU carriers and causing injury to Community air carriers. The analysis will focus, at first, on the exegetical scrutiny of the legal categories encompassed by the Regulation. In addition to that, while considering the peculiarities of such legal instrument, the attention will be addressed on the assessment on its effectiveness. The Regulation, indeed, having received lots of criticism, is in need of a profound revision. In this context, the present work will try to take into account the policy alternatives. In light of the failure of Regulation 868, which is to be seen as the expression of a unilateral and regional approach, there would seem to be the necessity for the aviation sector to reconsider the topic of subsidisation and unfair pricing practices in a more international oriented manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-EU%20airlines" title="non-EU airlines">non-EU airlines</a>, <a href="https://publications.waset.org/abstracts/search?q=aviation" title=" aviation"> aviation</a>, <a href="https://publications.waset.org/abstracts/search?q=subisidisation" title=" subisidisation"> subisidisation</a>, <a href="https://publications.waset.org/abstracts/search?q=unfair" title=" unfair"> unfair</a> </p> <a href="https://publications.waset.org/abstracts/52130/eu-regulation-86804-report-of-a-unilateral-approach-on-unfair-subsidisation-and-unfair-pricing-practices-and-its-failure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52130.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">344</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">2478</span> An Historical Revision of Change and Configuration Management Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Expedito%20Pinto%20De%20Paula%20Junior">Expedito Pinto De Paula Junior</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current systems such as artificial satellites, airplanes, automobiles, turbines, power systems and air traffic controls are becoming increasingly more complex and/or highly integrated as defined in SAE-ARP-4754A (Society Automotive Engineering - Certification considerations for highly-integrated or complex aircraft systems standard). Among other processes, the development of such systems requires careful Change and Configuration Management (CCM) to establish and maintain product integrity. Understand the maturity of CCM process based in historical approach is crucial for better implementation in hardware and software lifecycle. The sense of work organization, in all fields of development is directly related to the order and interrelation of the parties, changes in time, and record of these changes. Generally, is observed that engineers, administrators and managers invest more time in technical activities than in organization of work. More these professionals are focused in solving complex problems with a purely technical bias. CCM process is fundamental for development, production and operation of new products specially in the safety critical systems. The objective of this paper is open a discussion about the historical revision based in standards focus of CCM around the world in order to understand and reflect the importance across the years, the contribution of this process for technology evolution, to understand the mature of organizations in the system lifecycle project and the benefits of CCM to avoid errors and mistakes during the Lifecycle Product. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changes" title="changes">changes</a>, <a href="https://publications.waset.org/abstracts/search?q=configuration%20management" title=" configuration management"> configuration management</a>, <a href="https://publications.waset.org/abstracts/search?q=historical" title=" historical"> historical</a>, <a href="https://publications.waset.org/abstracts/search?q=revision" title=" revision"> revision</a> </p> <a href="https://publications.waset.org/abstracts/133427/an-historical-revision-of-change-and-configuration-management-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133427.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">201</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">2477</span> Arthroscopic Assisted Fibertape Technique For Recurrent MPFL Reconstruction - Case Series Done In The UK Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naufal%20Ahmed">Naufal Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lwin"> Michael Lwin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: MPFL reconstructions are ideally performed with au-tografts like gracilis semitendinosus tendon, which may be associated with donor site morbidity and complications. In this case series, we have tried to use fiber tape, which avoids the above complications and also keeps the graft virgin. This kind of synthetic graft has been used successfully in rotator cuffs and ACJ reconstructions with good results. Materials and methods: It was a retrospective data analysis of 45 patients who underwent this procedure from 2014-2020 under a single consultant in a DGH . These patiens have been followed up at 6 weeks, 6 months, 1 year, and 1 ½ years with clinical assessment and KOOS scores. We compared the results with the NJR and also with the Belgium report and was found to be satisfactory and comparable with them. Surgical technique : We used Arthrex fiber tape for the reconstruction of MPFL . Initially, two parallel holes drilled over sup aspect of the patella with help of an image intensifier, and then fiber wire passed through them from the medial to the lateral side and back to the medial side. The fiber wire was attached to the schottle point on the femoral side, giving a good extra articular internal brac-ing to the MPFL. All patients were scoped before the procedure, and the final tightening over the femoral side was done directly under vision to see the position of the patella. Results: We had 45 MPFL reconstructions along with 4 additional procedures 1 ACLR, 2 ACL REPAIR, 1 TTT advancement ( revision MPFL ). There were 14 males and 31 females, and their average age was 25 (13-55 ). We did not have any donor site morbidity, no infection, no fractures, no recurrent dislocations, no reoperations yet. Conclusion: Fiber tape is a feasible and appropriate option for MPFL reconstruction. We haven’t seen any re -operation in our 5 year follow up. This technique avoids the use of autograft, which can be used in the future if needed for revision surgeries. We don’t lose anything by following this simple novel technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arthroscopy" title="arthroscopy">arthroscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=fibertape" title=" fibertape"> fibertape</a>, <a href="https://publications.waset.org/abstracts/search?q=MPFL%20reconstruction" title=" MPFL reconstruction"> MPFL reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=recurrent%20patella%20dislocation" title=" recurrent patella dislocation"> recurrent patella dislocation</a> </p> <a href="https://publications.waset.org/abstracts/146458/arthroscopic-assisted-fibertape-technique-for-recurrent-mpfl-reconstruction-case-series-done-in-the-uk-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146458.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">139</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">2476</span> Integrating Cooperative Education Experience into Engineering Curriculum: An Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20Lok-Wang%20Ma">Robin Lok-Wang Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Center/Unit for Industry Engagement and Collaboration, as well as Internship, play a significant role at university. In general, the Center serves as the official interface between the industry and the School or Department to cultivate students’ early exposure to professional experience. The missions of the Center are not limited to provide a communication channel and collaborative platform for the industries and the university but also to assist students to build up their career paths early while still in the university. In recent years, a cooperative education experience (commonly known as a co-op) has been strongly advocated for students to make the school-to-work transition. The nature of the co-op program is not only consistent with the internships/final year design projects, but it is also more industrial-oriented with academic support from faculty at the university. The purpose of this paper is to describe an approach to how cooperative education experience can be integrated into Engineering Curriculum. It provides a mutual understanding and exchange of ideas for the approach between the university and the industry. A suggested format in terms of timeline, duration, selection of candidates, students, and companies’ expectations for the co-op program is described. Also, feedbacks from employers/industries show that a longer-term co-op program is well suited for students compared with a short-term internship. To this end, it provides a new insight into collaboration and/or partnership between the university and the industries to prepare professional work-ready graduates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20education" title="cooperative education">cooperative education</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/153626/integrating-cooperative-education-experience-into-engineering-curriculum-an-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153626.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">95</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">2475</span> Accounting as Economic and Religious Reality: Reveal Religious Values Through the Photographs in Annual Report of Islamic Bank</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahasanica%20Nariswari%20Pratiwi">Rahasanica Nariswari Pratiwi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maulana%20Syaiful%20Haq"> Maulana Syaiful Haq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of accounting in Islamic Banking is not only as economic reality but also as religious reality. Religious reality constructed by religious value in annual report of Islamic Bank. Thus, the purpose of this paper is to understand and analyze the existence of religious values by form of photographs in annual report, and to analyze the reason of religious values disclosure in annual report. Ontologically, this study is build on a belief that annual report is a communication media to show the ways Islamic Banks express adherence to sharia principle. The research has done by analyzing the photographs in annual report of Bank Syariah Mandiri (BSM), Bank Muamalat Indonesia (BMI), Bank Nasional Indonesia (BNI) Syariah, Bank Rakyat Indonesia (BRI) Syariah, and Bank Central Asia (BCA) Syariah in Indonesia. This study is qualitative research, was carried out within interpretive paradigm using semiotic approach. By employing semiotic analysis, this research showed that annual report of Islamic Bank in Indonesia contained religious value by the form of its photographs. The results of this study also show that photographs in annual report of Islamic Banks in this research contained religious values. Furthermore, this study concludes that Islamic banks actually expressed religious reality and make them different from the other bank’s annual report which focuses only on economic reality. This indicates Islamic Banks obidience existence about responsibility, not only to the stakeholders but also to the society and Allah. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20banking" title="Islamic banking">Islamic banking</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotics" title=" semiotics"> semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting" title=" accounting"> accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=annual%20report" title=" annual report"> annual report</a> </p> <a href="https://publications.waset.org/abstracts/31430/accounting-as-economic-and-religious-reality-reveal-religious-values-through-the-photographs-in-annual-report-of-islamic-bank" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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