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assessment theory</title> <meta name="description" content="Search results for: knowledge assessment theory"> <meta name="keywords" content="knowledge assessment theory"> <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="knowledge assessment theory"> <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> 16319</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: knowledge assessment theory</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16319</span> Inferring Cognitive Skill in Concept Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rania%20A.%20Aboalela">Rania A. Aboalela</a>, <a href="https://publications.waset.org/abstracts/search?q=Javed%20I.%20Khan"> Javed I. Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a learning assessment theory of Cognitive Skill in Concept Space (CS2) to measure the assessed knowledge in terms of cognitive skill levels of the concepts. The cognitive skill levels refer to levels such as if a student has acquired the state at the level of understanding, or applying, or analyzing, etc. The theory is comprised of three constructions: Graph paradigm of a semantic/ ontological scheme, the concept states of the theory and the assessment analytics which is the process to estimate the sets of concept state at a certain skill level. Concept state means if a student has already learned, or is ready to learn, or is not ready to learn a certain skill level. The experiment is conducted to prove the validation of the theory CS2. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skill%20levels" title="cognitive skill levels">cognitive skill levels</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20states" title=" concept states"> concept states</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20space" title=" concept space"> concept space</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20assessment%20theory" title=" knowledge assessment theory"> knowledge assessment theory</a> </p> <a href="https://publications.waset.org/abstracts/48845/inferring-cognitive-skill-in-concept-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16318</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.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">248</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">16317</span> Knowledge Loss Risk Assessment for Departing Employees: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saleem%20Ullah%20Khan%20Sumbal">Muhammad Saleem Ullah Khan Sumbal</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Tsui"> Eric Tsui</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricky%20Cheong"> Ricky Cheong</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20See%20To"> Eric See To</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations are posed to a threat of valuable knowledge loss when employees leave either due to retirement, resignation, job change or because of disabilities e.g. death, etc. Due to changing economic conditions, globalization, and aging workforce, organizations are facing challenges regarding retention of valuable knowledge. On the one hand, large number of employees are going to retire in the organizations whereas on the other hand, younger generation does not want to work in a company for a long time and there is an increasing trend of frequent job change among the new generation. Because of these factors, organizations need to make sure that they capture the knowledge of employee before (s)he walks out of the door. The first step in this process is to know what type of knowledge employee possesses and whether this knowledge is important for the organization. Researchers reveal in the literature that despite the serious consequences of knowledge loss in terms of organizational productivity and competitive advantage, there has not been much work done in the area of knowledge loss assessment of departing employees. An important step in the knowledge retention process is to determine the critical ‘at risk’ knowledge. Thus, knowledge loss risk assessment is a process by which organizations can gauge the importance of knowledge of the departing employee. The purpose of this study is to explore this topic of knowledge loss risk assessment by conducting a qualitative study in oil and gas sector. By engaging in dialogues with managers and executives of the organizations through in-depth interviews and adopting a grounded methodology approach, the research will explore; i) Are there any measures adopted by organizations to assess the risk of knowledge loss from departing employees? ii) Which factors are crucial for knowledge loss assessment in the organizations? iii) How can we prioritize the employees for knowledge retention according to their criticality? Grounded theory approach is used when there is not much knowledge available in the area under research and thus new knowledge is generated about the topic through an in-depth exploration of the topic by using methods such as interviews and using a systematic approach to analyze the data. The outcome of the study will generate a model for the risk of knowledge loss through factors such as the likelihood of knowledge loss, the consequence/impact of knowledge loss and quality of the knowledge loss of departing employees. Initial results show that knowledge loss assessment is quite crucial for the organizations and it helps in determining what types of knowledge employees possess e.g. organizations knowledge, subject matter expertise or relationships knowledge. Based on that, it can be assessed which employee is more important for the organizations and how to prioritize the knowledge retention process for departing employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20loss" title="knowledge loss">knowledge loss</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=departing%20employees" title=" departing employees"> departing employees</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong%20organizations" title=" Hong Kong organizations"> Hong Kong organizations</a> </p> <a href="https://publications.waset.org/abstracts/56642/knowledge-loss-risk-assessment-for-departing-employees-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56642.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">408</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">16316</span> Sustainable Enterprise Theory: A Starting Point for Reporting Sustainable Business Values </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arne%20Fagerstrom">Arne Fagerstrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Gary%20Cunningham"> Gary Cunningham</a>, <a href="https://publications.waset.org/abstracts/search?q=Fredrik%20Hartwig"> Fredrik Hartwig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a theory of sustainable enterprises, sustainable enterprise theory (SET), is developed. The sustainable enterprise theory can only be a valid theory if knowledge about life and nature is complete. Knowledge limitations should not stop enterprises from doing business with a goal of better long-term life on earth. Life demands stewardship of the resources used during one’s lifetime. This paper develops a model influenced by (the classical) enterprise theory and resource theory that includes more than money in the business activities of an enterprise. The sustainable enterprise theory is then used in an analysis of accountability and in discussions about sustainable businesses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20business" title="sustainable business">sustainable business</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20reporting" title=" sustainability reporting"> sustainability reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20values" title=" sustainable values"> sustainable values</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20the%20firm" title=" theory of the firm"> theory of the firm</a> </p> <a href="https://publications.waset.org/abstracts/81453/sustainable-enterprise-theory-a-starting-point-for-reporting-sustainable-business-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81453.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">580</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">16315</span> The Role of Piaget's Theory in Conjecture via Analogical Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supratman%20Ahman%20Maedi">Supratman Ahman Maedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction of knowledge is the goal of learning. The purpose of this research is to know how the role of Piaget theory in allegation via analogy reasoning. This study uses Think out loads when troubleshooting. To explore conjecturing via analogical reasoning is given the question of open analogy. The result: conjecture via analogical reasoning has been done by students in the construction of knowledge, in conjecture there are differences in thinking flow depending on the basic knowledge of the students, in the construction of knowledge occurs assimilation and accommodation problems, strategies and relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analogical%20reasoning" title="analogical reasoning">analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=conjecturing" title=" conjecturing"> conjecturing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=Piaget%27s%20theory" title=" Piaget's theory"> Piaget's theory</a> </p> <a href="https://publications.waset.org/abstracts/76360/the-role-of-piagets-theory-in-conjecture-via-analogical-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16314</span> Using Diagnostic Assessment as a Learning and Teaching Approach to Identify Learning Gaps at a Polytechnic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijayan%20Narayananayar">Vijayan Narayananayar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identifying learning gaps is crucial in ensuring learners have the necessary knowledge and skills to succeed. The Learning and Teaching (L&T) approach requires tutors to identify gaps in knowledge and improvise learning activities to close them. One approach to identifying learning gaps is through diagnostic assessment, which uses well-structured questions and answer options. The paper focuses on the use of diagnostic assessment as a learning and teaching approach in a foundational module at a polytechnic. The study used diagnostic assessment over two semesters, including the COVID and post-COVID semesters, to identify gaps in learning. The design of the diagnostic activity, pedagogical intervention, and survey responses completed by learners were analyzed. Results showed that diagnostic assessment can be an effective tool for identifying learning gaps and designing interventions to address them. Additionally, the use of diagnostic assessment provides an opportunity for tutors to engage with learners on a one-to-one basis, tailoring teaching to individual needs. The paper also discusses the design of diagnostic questions and answer options, including characteristics that need to be considered in achieving the target of identifying learning gaps. The implications of using diagnostic assessment as a learning and teaching approach include bridging the gap between theory and practice, and ensuring learners are equipped with skills necessary for their future careers. This paper can be useful in helping educators and practitioners to incorporate diagnostic assessment into their L&T approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20%26%20teaching" title=" learning & teaching"> learning & teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title=" diagnostic assessment"> diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=analytics" title=" analytics"> analytics</a> </p> <a href="https://publications.waset.org/abstracts/164580/using-diagnostic-assessment-as-a-learning-and-teaching-approach-to-identify-learning-gaps-at-a-polytechnic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164580.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">111</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">16313</span> The Continuing Professional Development of the Assessment through Research-Based Learning in Higher Education of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Junpeng">P. Junpeng</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tungkasamit"> A. Tungkasamit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research-based learning is the key for the national research universities of Thailand. The indicator reflects the success of the study in assessing the learning outcomes of students. The development of the lecturers is the most important mechanism in driving. Nowadays the lecturers lack the knowledge and skills of assessment for learning. Therefore, this study aims to develop the knowledge and skills for lecturer’s assessment through research-based learning in higher education. The target group were lecturers who teach in higher education from Khon Kaen University of Thailand. This study was a research and development involved the concept of continuing professional development. Research was conducted in 3 phases: 1) to inspire one’s thought, to accomplish both knowledge and skill, 2) to focus on changes, and 3) to reflect the changes as well as suggest the guidelines for development. The results showed that the lecturers enhanced their knowledge and skill in assessment and emphasized on assessment for learning rather than assessment of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research-based%20nexus" title="research-based nexus">research-based nexus</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title=" assessment for learning"> assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/11707/the-continuing-professional-development-of-the-assessment-through-research-based-learning-in-higher-education-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11707.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">363</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">16312</span> Background Knowledge and Reading Comprehension in ELT Classes: A Pedagogical Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Davoud%20Ansari%20Kejal">Davoud Ansari Kejal</a>, <a href="https://publications.waset.org/abstracts/search?q=Meysam%20Sabour"> Meysam Sabour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For long, there has been a belief that a reader can easily comprehend a text if he is strong enough in vocabulary and grammatical knowledge but there was no account for the ability of understanding different subjects based on readers’ understanding of the surrounding world which is called world background knowledge. This paper attempts to investigate the reading comprehension process applying the schema theory as an influential factor in comprehending texts, in order to prove the important role of background knowledge in reading comprehension. Based on the discussion, some teaching methods are suggested for employing world background knowledge for an elaborated teaching of reading comprehension in an active learning environment in EFL classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=background%20knowledge" title="background knowledge">background knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=schema%20theory" title=" schema theory"> schema theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20classes" title=" ELT classes"> ELT classes</a> </p> <a href="https://publications.waset.org/abstracts/6277/background-knowledge-and-reading-comprehension-in-elt-classes-a-pedagogical-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16311</span> Assessment of Nurses’ Knowledge of the Glasgow Coma Scale in a Saudi Tertiary Care Hospital: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roaa%20Al%20Sharif">Roaa Al Sharif</a>, <a href="https://publications.waset.org/abstracts/search?q=Salsabil%20Abo%20Al-Azayem"> Salsabil Abo Al-Azayem</a>, <a href="https://publications.waset.org/abstracts/search?q=Nimah%20Alsomali"> Nimah Alsomali</a>, <a href="https://publications.waset.org/abstracts/search?q=Wjoud%20Alsaeed"> Wjoud Alsaeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nawal%20Alshammari"> Nawal Alshammari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulaziz%20Alwatban"> Abdulaziz Alwatban</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaseen%20Alrabae"> Yaseen Alrabae</a>, <a href="https://publications.waset.org/abstracts/search?q=Razan%20Orfali"> Razan Orfali</a>, <a href="https://publications.waset.org/abstracts/search?q=Faisal%20Alqarni"> Faisal Alqarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Alrasheedi"> Ahmad Alrasheedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> from various countries have revealed that nurses possess only a basic understanding of the GCS. Regarding this matter, limited knowledge is available about the situation in Saudi Arabia. Overall, the available research suggests that there is room for improvement in the knowledge of the GCS among nurses in Saudi Arabia. Further training and education programs may be beneficial in enhancing nurses' understanding and application of the GCS in clinical practice. Objective: To determine the level of knowledge and competence in assessing the GCS among staff nurses and to identify factors that might influence their knowledge at King Fahd Medical City in Riyadh, Saudi Arabia. Methods: A descriptive, cross-sectional survey involving 199 KFMC staff nurses was conducted. Nurses were provided with a structured questionnaire, and data were collected and analyzed using SPSS version 16, employing descriptive statistics and Chi-square tests. Results: The majority, 81.4% of nurses, had an average level of knowledge in assessing the Glasgow Coma Scale (GCS). The mean score for measuring the level of knowledge among staff nurses in GCS assessment was 8.8 ± 1.826. Overall, 13.6% of respondents demonstrated good knowledge of the GCS, scoring between 11 and 15 points, while only 5% of nurses exhibited poor knowledge of the GCS assessment. There was a significant correlation between knowledge and nurses' departments (χ2(2) = 19.184, p < 0.001). χ2(2) = 19.184," representing a Chi-square statistic with 2 degrees of freedom used to test the association between categorical variables in the data analysis. Conclusion: The findings indicate that knowledge of GCS assessment among staff nurses in a single center in Saudi Arabia is moderate. Therefore, there is a need for continuous education programs to enhance their competence in using this assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Glasgow%20Coma%20Scale" title="Glasgow Coma Scale">Glasgow Coma Scale</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20injury" title=" brain injury"> brain injury</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses%E2%80%99%20knowledge%20assessment" title=" nurses’ knowledge assessment"> nurses’ knowledge assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20education%20programs" title=" continuous education programs"> continuous education programs</a> </p> <a href="https://publications.waset.org/abstracts/191899/assessment-of-nurses-knowledge-of-the-glasgow-coma-scale-in-a-saudi-tertiary-care-hospital-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191899.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">22</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">16310</span> Knowledge Transfer and the Translation of Technical Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alaoui">Ahmed Alaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper contributes to the ongoing debate as to the relevance of translation studies to professional practitioners. It exposes the various misconceptions permeating the links between theory and practice in the translation landscape in the Arab World. It is a thesis of this paper that specialization in translation should be redefined; taking account of the fact, that specialized knowledge alone is neither crucial nor sufficient in technical translation. It should be tested against the readability of the translated text, the appropriateness of its style and the usability of its content by end-users to carry out their intended tasks. The paper also proposes a preliminary model to establish a working link between theory and practice from the perspective of professional trainers and practitioners, calling for the latter to participate in the production of knowledge in a systematic fashion. While this proposal is driven by a rather intuitive conviction, a research line is needed to specify the methodological moves to establish the mediation strategies that would relate the components in the model of knowledge transfer proposed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transfer" title="knowledge transfer">knowledge transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=misconceptions" title=" misconceptions"> misconceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=specialized%20texts" title=" specialized texts"> specialized texts</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20theory" title=" translation theory"> translation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20practice" title=" translation practice"> translation practice</a> </p> <a href="https://publications.waset.org/abstracts/38233/knowledge-transfer-and-the-translation-of-technical-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16309</span> A Mixed Method Approach Investigating EFL Teachers' Beliefs and Practices towards Classroom-Based Assessment in Saudi Higher Educational Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mashael%20AlSalem">Mashael AlSalem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research into language assessment has expanded in recent years, few if any studies to date have targeted the nature of thought processes used by teachers when constructing classroom-based assessment. This study reports on teachers’ conceptions of English grammar assessment and their classroom assessment practices in their Saudi higher educational facilities. A mixed-method approach using both qualitative and quantitative research instruments was employed to elicit teachers’ perceptions of English grammar assessment and their relationship to their current practices. Participants of the study included EFL teachers from 4 different educational facilities: King Saudi University, Princess Noura University, Imam Mouhamed Islamic University, and Institute of Public Administration. Data collection involved questionnaire (N=100), semi-structured interviews (N=30), retrospective thinking (N=20), and document analysis (N=20). Activity theory is used as an interpretive framework to explore and investigate the entire system of constructing classroom-based assessment. Preliminary findings reveal several similarities and differences between the participants’ stated beliefs and their current practices of assessing English grammar. Findings also showed that teacher participant’s beliefs about how English grammar should be assessed are influenced mostly by prior learning experience as well as their teaching instruction practices. Their practices, on the other hand, was more guided by educational policies and lack of teacher training in the field of assessment, among other factors. This research makes a significant contribution to knowledge in three different areas: it enriches the literature on language teacher cognition; it builds on the body of research on language classroom assessment, and it expands on the possibilities to use AC to investigate the relationship between teachers’ beliefs and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20theory" title="activity theory">activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom-based%20assessment" title=" classroom-based assessment"> classroom-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20cognition" title=" language teacher cognition"> language teacher cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20method%20approach" title=" mixed method approach"> mixed method approach</a> </p> <a href="https://publications.waset.org/abstracts/112665/a-mixed-method-approach-investigating-efl-teachers-beliefs-and-practices-towards-classroom-based-assessment-in-saudi-higher-educational-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112665.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">132</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">16308</span> Teachers’ Reactions, Learning, Organizational Support, and Use of Lesson Study for Transformative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melaku%20Takele%20Abate">Melaku Takele Abate</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbi%20Lemma%20Wodajo"> Abbi Lemma Wodajo</a>, <a href="https://publications.waset.org/abstracts/search?q=Adula%20Bekele%20Hunde"> Adula Bekele Hunde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at exploring mathematics teachers' reactions, learning, school leaders’ support, and use of the Lesson Study for Transformative Assessment (LSforTA) program ideas in practice. The LSforTA program was new, and therefore, a local and grounded approach was needed to examine teachers’ knowledge and skills acquired using LSforTA. So, a design-based research approach was selected to evaluate and refine the LSforTA approach. The results showed that LSforTA increased teachers' knowledge and use of different levels of mathematics assessment tasks. The program positively affected teachers' practices of transformative assessment and enhanced their knowledge and skills in assessing students in a transformative way. The paper concludes how the LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title="classroom assessment">classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20practices" title=" feedback practices"> feedback practices</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a> </p> <a href="https://publications.waset.org/abstracts/182062/teachers-reactions-learning-organizational-support-and-use-of-lesson-study-for-transformative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182062.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">55</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">16307</span> A Model of Empowerment Evaluation of Knowledge Management in Private Banks Using Fuzzy Inference System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazanin%20Pilevari">Nazanin Pilevari</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamyar%20Mahmoodi"> Kamyar Mahmoodi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to provide a model based on fuzzy inference system for evaluating empowerment of Knowledge management. The first prototype of the research was developed based on the study of literature. In the next step, experts were provided with these models and after implementing consensus-based reform, the views of Fuzzy Delphi experts and techniques, components and Index research model were finalized. Culture, structure, IT and leadership were considered as dimensions of empowerment. Then, In order to collect and extract data for fuzzy inference system based on knowledge and Experience, the experts were interviewed. The values obtained from designed fuzzy inference system, made review and assessment of the organization's empowerment of Knowledge management possible. After the design and validation of systems to measure indexes ,empowerment of Knowledge management and inputs into fuzzy inference) in the AYANDEH Bank, a questionnaire was used. In the case of this bank, the system output indicates that the status of empowerment of Knowledge management, culture, organizational structure and leadership are at the moderate level and information technology empowerment are relatively high. Based on these results, the status of knowledge management empowerment in AYANDE Bank, was moderate. Eventually, some suggestions for improving the current situation of banks were provided. According to studies of research history, the use of powerful tools in Fuzzy Inference System for assessment of Knowledge management and knowledge management empowerment such an assessment in the field of banking, are the innovation of this Research. <p class="card-text"><strong>Keywords:</strong> <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=knowledge%20management%20empowerment" title=" knowledge management empowerment"> knowledge management empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20inference%20system" title=" fuzzy inference system"> fuzzy inference system</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20Delphi" title=" fuzzy Delphi"> fuzzy Delphi</a> </p> <a href="https://publications.waset.org/abstracts/72815/a-model-of-empowerment-evaluation-of-knowledge-management-in-private-banks-using-fuzzy-inference-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72815.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">359</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">16306</span> A Propose of Personnel Assessment Method Including a Two-Way Assessment for Evaluating Evaluators and Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shunsuke%20Saito">Shunsuke Saito</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuho%20Yoshimoto"> Kazuho Yoshimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunichi%20Ohmori"> Shunichi Ohmori</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirawadee%20Arunyanart"> Sirawadee Arunyanart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we suggest a mechanism of assessment that rater and Ratee (or employees) to convince. There are many problems exist in the personnel assessment. In particular, we were focusing on the three. (1) Raters are not sufficiently recognized assessment point. (2) Ratee are not convinced by the mechanism of assessment. (3) Raters (or Evaluators) and ratees have empathy. We suggest 1: Setting of "understanding of the assessment points." 2: Setting of "relative assessment ability." 3: Proposal of two-way assessment mechanism to solve these problems. As a prerequisite, it is assumed that there are multiple raters. This is because has been a growing importance of multi-faceted assessment. In this model, it determines the weight of each assessment point evaluators by the degree of understanding and assessment ability of raters and ratee. We used the ANP (Analytic Network Process) is a theory that an extension of the decision-making technique AHP (Analytic Hierarchy Process). ANP can be to address the problem of forming a network and assessment of Two-Way is possible. We apply this technique personnel assessment, the weights of rater of each point can be reasonably determined. We suggest absolute assessment for Two-Way assessment by ANP. We have verified that the consent of the two approaches is higher than conventional mechanism. Also, human resources consultant we got a comment about the application of the practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personnel%20evaluation" title="personnel evaluation">personnel evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=pairwise%20comparison" title=" pairwise comparison"> pairwise comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20network%20process%20%28ANP%29" title=" analytic network process (ANP)"> analytic network process (ANP)</a>, <a href="https://publications.waset.org/abstracts/search?q=two-ways" title=" two-ways"> two-ways</a> </p> <a href="https://publications.waset.org/abstracts/39660/a-propose-of-personnel-assessment-method-including-a-two-way-assessment-for-evaluating-evaluators-and-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39660.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">382</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">16305</span> Support of Knowledge Sharing in Manufacturing Companies: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zuzana%20Crhov%C3%A1">Zuzana Crhová</a>, <a href="https://publications.waset.org/abstracts/search?q=Karel%20Kolman"> Karel Kolman</a>, <a href="https://publications.waset.org/abstracts/search?q=Drahom%C3%ADra%20Pavelkov%C3%A1"> Drahomíra Pavelková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge is considered as an important asset which can help organizations to create competitive advantage. The necessity of taking care of these assets is more important in these days – in days of turbulent changes in business environment. Knowledge could facilitate adaption to constant changes. The aim of this paper is to describe how the knowledge sharing can be supported in the manufacturing companies. The methods of case studies and grounded theory were used to present information gained by carrying out semi-structured interviews. Results show that knowledge sharing is supported in very similar ways in respondent companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a> </p> <a href="https://publications.waset.org/abstracts/19868/support-of-knowledge-sharing-in-manufacturing-companies-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19868.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">449</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">16304</span> Development of Active Learning Calculus Course for Biomedical Program </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Bouniaev">Mikhail Bouniaev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reviews design and implementation of a Calculus Course required for the Biomedical Competency Based Program developed as a joint project between The University of Texas Rio Grande Valley, and the University of Texas’ Institute for Transformational Learning, from the theoretical perspective as presented in scholarly work on active learning, formative assessment, and on-line teaching. Following a four stage curriculum development process (objective, content, delivery, and assessment), and theoretical recommendations that guarantee effectiveness and efficiency of assessment in active learning, we discuss the practical recommendations on how to incorporate a strong formative assessment component to address disciplines’ needs, and students’ major needs. In design and implementation of this project, we used Constructivism and Stage-by-Stage Development of Mental Actions Theory recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=calculus" title=" calculus"> calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20demand" title=" cognitive demand"> cognitive demand</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=stage-by-stage%20development%20of%20mental%20action%20theory" title=" stage-by-stage development of mental action theory"> stage-by-stage development of mental action theory</a> </p> <a href="https://publications.waset.org/abstracts/73453/development-of-active-learning-calculus-course-for-biomedical-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73453.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">360</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">16303</span> Remote Training with Self-Assessment in Electrical Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoja%20Raud">Zoja Raud</a>, <a href="https://publications.waset.org/abstracts/search?q=Valery%20Vodovozov"> Valery Vodovozov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focuses on the distance laboratory organisation for training the electrical engineering staff and students in the fields of electrical drive and power electronics. To support online knowledge acquisition and professional enhancement, new challenges in remote education based on an active learning approach with self-assessment have been emerged by the authors. Following the literature review and explanation of the improved assessment methodology, the concept and technological basis of the labs arrangement are presented. To decrease the gap between the distance study of the up-to-date equipment and other educational activities in electrical engineering, the improvements in the following-up the learners’ progress and feedback composition are introduced. An authoring methodology that helps to personalise knowledge acquisition and enlarge Web-based possibilities is described. Educational management based on self-assessment is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20training" title="advanced training">advanced training</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20laboratory" title=" remote laboratory"> remote laboratory</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/38148/remote-training-with-self-assessment-in-electrical-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38148.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">327</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">16302</span> Information and Cooperativity in Fiction: The Pragmatics of David Baboulene’s “Knowledge Gaps”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cara%20DiGirolamo">Cara DiGirolamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In his 2017 Ph.D. thesis, script doctor David Baboulene presented a theory of fiction in which differences in the knowledge states between participants in a literary experience, including reader, author, and characters, create many story elements, among them suspense, expectations, subtext, theme, metaphor, and allegory. This theory can be adjusted and modeled by incorporating a formal pragmatic approach that understands narrative as a speech act with a conversational function. This approach requires both the Speaker and the Listener to be understood as participants in the discourse. It also uses theories of cooperativity and the QUD to identify the existence of implicit questions. This approach predicts that what an effective literary narrative must do: provide a conversational context early in the story so the reader can engage with the text as a conversational participant. In addition, this model incorporates schema theory. Schema theory is a cognitive model for learning and processing information about the world and transforming it into functional knowledge. Using this approach can extend the QUD model. Instead of describing conversation as a form of information gathering restricted to question-answer sets, the QUD can include knowledge modeling and understanding as a possible outcome of a conversation. With this model, Baboulene’s “Knowledge Gaps” can provide real insight into storytelling as a conversational move, and extend the QUD to be able to simply and effectively apply to a more diverse set of conversational interactions and also to narrative texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature" title="literature">literature</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a>, <a href="https://publications.waset.org/abstracts/search?q=QUD" title=" QUD"> QUD</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20theory" title=" literary theory"> literary theory</a> </p> <a href="https://publications.waset.org/abstracts/194938/information-and-cooperativity-in-fiction-the-pragmatics-of-david-baboulenes-knowledge-gaps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194938.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">2</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">16301</span> Juvenile Justice in Maryland: The Evidence Based Approach to Youth with History of Victimization and Trauma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Wasileski">Gabriela Wasileski</a>, <a href="https://publications.waset.org/abstracts/search?q=Debra%20L.%20Stanley"> Debra L. Stanley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maryland efforts to decrease the juvenile criminality and recidivism shifts towards evidence based sentencing. While in theory the evidence based sentencing has an impact on the reduction of juvenile delinquency and drug abuse; the assessment of juveniles’ risk and needs usually lacks crucial information about juvenile’s prior victimization. The Maryland Comprehensive Assessment and Service Planning (MCASP) Initiative is the primary tool for developing and delivering a treatment service plan for juveniles at risk. Even though it consists of evidence-based screening and assessment instruments very little is currently known regarding the effectiveness and the impact of the assessment in general. In keeping with Maryland’s priority to develop successful evidence-based recidivism reduction programs, this study examined results of assessments based on MCASP using a representative sample of the juveniles at risk and their assessment results. Specifically, it examined: (1) the results of the assessments in an electronic database (2) areas of need that are more frequent among delinquent youth in a system/agency, (3) the overall progress of youth in an agency’s care (4) the impact of child victimization and trauma experiences reported in the assessment. The project will identify challenges regarding the use of MCASP in Maryland, and will provide a knowledge base to support future research and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvenile%20Justice" title="Juvenile Justice">Juvenile Justice</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20risk%20and%20need" title=" assessment of risk and need"> assessment of risk and need</a>, <a href="https://publications.waset.org/abstracts/search?q=victimization%20and%20crime" title=" victimization and crime"> victimization and crime</a>, <a href="https://publications.waset.org/abstracts/search?q=recidivism" title=" recidivism"> recidivism</a> </p> <a href="https://publications.waset.org/abstracts/65735/juvenile-justice-in-maryland-the-evidence-based-approach-to-youth-with-history-of-victimization-and-trauma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65735.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">318</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">16300</span> Some Discrepancies between Experimentally-Based Theory of Toxic Metals Combined Action and Actual Approaches to Occupational and Environmental Health Risk Assessment and Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilzira%20A.%20Minigalieva">Ilzira A. Minigalieva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of cumulative health risks associated with the widely observed combined exposures to two or more metals and their compounds on the organism in industrial or general environment, as well as respective regulatory and technical risk management decision-making have presumably the theoretical and experimental toxicology of mixtures as their reliable scientific basis. Analysis of relevant literature and our own experience proves, however, that there is no full match between these different practices. Moreover, some of the contradictions between them are of a fundamental nature. This unsatisfactory state of things may be explained not only by unavoidable simplifications characteristic of the methodologies of risk assessment and permissible exposure standards setting but also by the extreme intrinsic complexity of the combined toxicity theory, the most essential issues of which are considered and briefly discussed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=toxic%20metals" title="toxic metals">toxic metals</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticles" title=" nanoparticles"> nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=typology%20of%20combined%20toxicity" title=" typology of combined toxicity"> typology of combined toxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20risk%20assessment%20and%20management" title=" health risk assessment and management"> health risk assessment and management</a> </p> <a href="https://publications.waset.org/abstracts/82039/some-discrepancies-between-experimentally-based-theory-of-toxic-metals-combined-action-and-actual-approaches-to-occupational-and-environmental-health-risk-assessment-and-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82039.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">325</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">16299</span> Multiple Intelligence Theory with a View to Designing a Classroom for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phalaunnaphat%20Siriwongs">Phalaunnaphat Siriwongs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The classroom of the 21st century is an ever-changing forum for new and innovative thoughts and ideas. With increasing technology and opportunity, students have rapid access to information that only decades ago would have taken weeks to obtain. Unfortunately, new techniques and technology are not a cure for the fundamental problems that have plagued the classroom ever since education was established. Class size has been an issue long debated in academia. While it is difficult to pinpoint an exact number, it is clear that in this case, more does not mean better. By looking into the success and pitfalls of classroom size, the true advantages of smaller classes becomes clear. Previously, one class was comprised of 50 students. Since they were seventeen- and eighteen-year-old students, it was sometimes quite difficult for them to stay focused. To help students understand and gain much knowledge, a researcher introduced “The Theory of Multiple Intelligence” and this, in fact, enabled students to learn according to their own learning preferences no matter how they were being taught. In this lesson, the researcher designed a cycle of learning activities involving all intelligences so that everyone had equal opportunities to learn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligences" title="multiple intelligences">multiple intelligences</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20play" title=" role play"> role play</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20assessment" title=" performance assessment"> performance assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/11712/multiple-intelligence-theory-with-a-view-to-designing-a-classroom-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11712.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">283</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">16298</span> Mismatch of Heavy Equipment Repairer Student’s Skills and Employer’s Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bolormaa%20Dalanbayar">Bolormaa Dalanbayar</a>, <a href="https://publications.waset.org/abstracts/search?q=Batsaikhan%20Ulaankhuu"> Batsaikhan Ulaankhuu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayarmaa%20Tsogtbaatar"> Bayarmaa Tsogtbaatar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we surveyed employers and students to identify compliance between employers' needs and student self-assessment of skills. Employers' survey consisted of fifteen questions to determine employers' assessment of the knowledge and skills of graduates in heavy equipment repairer's programs from four TVET schools. We also compared a survey questionnaire with Liebherr brands' job duty requirements, which determines the training needs and qualification level of their new workers. The study shows more than 76% of employers assessed professional knowledge as sufficient, more than 47% of employers assessed vocational skills as sufficient and more than 43% of employers rated attitudes as sufficient. Therefore, we can state there is a skill mismatch between the employer's assessment and students' self-assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skill%20mismatch" title="skill mismatch">skill mismatch</a>, <a href="https://publications.waset.org/abstracts/search?q=employers%20needs" title=" employers needs"> employers needs</a>, <a href="https://publications.waset.org/abstracts/search?q=competence-based%20curriculum" title=" competence-based curriculum"> competence-based curriculum</a> </p> <a href="https://publications.waset.org/abstracts/186265/mismatch-of-heavy-equipment-repairer-students-skills-and-employers-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186265.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">30</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">16297</span> Understanding Knowledge Sharing and Its Effect on Creative Performance from a Dyadic Relationship Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fan%20Wei">Fan Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Tang%20Yipeng"> Tang Yipeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge sharing is of great value to organizational performance and innovation ability. However, the mainstream research has focused largely on the impact of knowledge sharing at the team level on individuals and teams. There is a lack of empirical studies on how employees interact in the exchange of knowledge and its effect on employees’ own creative performance. Based on communication accommodation theory and social exchange theory, this article explores the construction of an employee knowledge interaction mechanism under the moderating of social status and introduces the leader's creativity expectation as a moderating variable to explore its cross-level moderating effect on employee knowledge sharing and their own creative performance. An empirical test was conducted on 36 teaching and research teams in the two primary schools, and the results showed that: (1) Explicit/tacit knowledge of employees is positively correlated with acquisition of explicit/tacit knowledge; (2) Colleagues’ evaluations of employees’ social status play a moderating role between the employees’ explicit/tacit knowledge and the acquisition of explicit/tacit knowledge. (3) The leadership creativity expectation positively regulates the relationship between the employees' explicit knowledge acquisition and creative performance. This research helps to open the "black box" of the interpersonal interaction mechanism of knowledge sharing and also provides an important theoretical basis and practical guidance for organizational managers to effectively stimulate employee knowledge sharing and creative performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title="knowledge sharing">knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20interaction" title=" knowledge interaction"> knowledge interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20status" title=" social status"> social status</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20creativity%20expectations" title=" leadership creativity expectations"> leadership creativity expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20performance" title=" creative performance"> creative performance</a> </p> <a href="https://publications.waset.org/abstracts/147763/understanding-knowledge-sharing-and-its-effect-on-creative-performance-from-a-dyadic-relationship-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16296</span> Assessment of Academic Knowledge Transfer Channels in Field of Environment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jagul%20Huma%20Lashari">Jagul Huma Lashari</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabella%20Bhutto"> Arabella Bhutto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Last few years have shown increased an interest of researchers in knowledge and technology transfer. However, facts show fewer types of knowledge transfer practices in the developing countries. This article focuses on assessment transfer channels of academic research produced by highly qualified academicians working in universities in Sindh offering degrees in field of an Environment in Sindh Pakistan. The academic field has been chosen because in field of the environment there is alarming need of research into practice for sustainable development. Using case study approach; in this research qualitative interviews have been conducted from PhD faculty members working in the universities offering degrees in field of environment. Obtained data is analyzed using descriptive statistics and chi-square test with the help of statistical packages for social sciences (SPSS). Research explored 31 channels of academic knowledge transfer from detailed review of literature and exploratory interviews with participants. Identified knowledge transfer channels have been grouped together in 6 groups of knowledge transfer channels; As knowledge transfer through publications, networking, mobility of researchers, joint research, intellectual property and co-operations. Results revealed that academic knowledge have been transferred through publications, networking, and co-operation. However, less number of academic knowledge has been transferred through groups of knowledge transfer channels such as Intellectual Property and joint research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environment" title="environment">environment</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20knowledge" title=" research knowledge"> research knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20channels" title=" transfer channels"> transfer channels</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/40397/assessment-of-academic-knowledge-transfer-channels-in-field-of-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40397.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">336</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">16295</span> Investigating the Interaction of Individuals' Knowledge Sharing Constructs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eugene%20Okyere-Kwakye">Eugene Okyere-Kwakye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge sharing is a practice where individuals commonly exchange both tacit and explicit knowledge to jointly create a new knowledge. Knowledge management literature vividly express that knowledge sharing is the keystone and perhaps it is the most important aspect of knowledge management. To enhance the understanding of knowledge sharing domain, this study is aimed to investigate some factors that could influence employee’s attitude and behaviour to share their knowledge. The researchers employed the social exchange theory as a theoretical foundation for this study. Three essential factors namely: Trust, mutual reciprocity and perceived enjoyment that could influence knowledge sharing behaviour has been incorporated into a research model. To empirically validate this model, data was collected from one hundred and twenty respondents. The multiple regression analysis was employed to analyse the data. The results indicate that perceived enjoyment and trust have a significant influence on knowledge sharing. Surprisingly, mutual reciprocity did not influence knowledge sharing. The paper concludes by highlight the practical implications of the findings and areas for future research to consider. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20enjoyment" title="perceived enjoyment">perceived enjoyment</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/4311/investigating-the-interaction-of-individuals-knowledge-sharing-constructs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4311.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">16294</span> Q-Test of Undergraduate Epistemology and Scientific Thought: Development and Testing of an Assessment of Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The QUEST is an assessment of scientific epistemic beliefs and was developed to measure students’ intellectual development in regards to beliefs about knowledge and knowing. The QUEST utilizes Q-sort methodology, which requires participants to rate the degree to which statements describe them personally. As a measure of personal theories of knowledge, the QUEST instrument is described with the Q-sort distribution and scoring explained. A preliminary demonstration of the QUEST assessment is described with two samples of undergraduate students (novice/lower division compared to advanced/upper division students) being assessed and their average QUEST scores compared. The usefulness of an assessment of epistemology is discussed in terms of the principle that assessment tends to drive educational practice and university mission. The critical need for university and academic programs to focus on development of students’ scientific epistemology is briefly discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20epistemology" title="scientific epistemology">scientific epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Q-sort%20method" title=" Q-sort method"> Q-sort method</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20undergraduates" title=" STEM undergraduates"> STEM undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/45315/q-test-of-undergraduate-epistemology-and-scientific-thought-development-and-testing-of-an-assessment-of-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45315.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">378</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">16293</span> [Keynote Speech]: An Overview on the Effectiveness of Critical Thinking on Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solehah%20Yaacob">Solehah Yaacob</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focuses on revisiting the effectiveness of Critical Thinking in human mind capability as a major faculty in human life. The tool used as a measurement of this knowledge ability consists of several processes including experience and education background. To emphasize the `Overview` concept, the researcher highlights two major aspects of philosophical approach, they are; Divine Revelation Concept and Modern Scientific Theory. The research compares between the both parties to introduce the Divine Revelation into Modern Scientific theory. An analytical and critical study of the both concepts become the methodology of the discussion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual" title=" intellectual"> intellectual</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/63564/keynote-speech-an-overview-on-the-effectiveness-of-critical-thinking-on-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63564.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">438</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">16292</span> Kazakh Language Assessment in a New Multilingual Kazakhstan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karlygash%20Adamova">Karlygash Adamova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is focused on the KazTest as one of the most important high-stakes tests and the key tool in Kazakh language assessment. The research will also include the brief introduction to the language policy in Kazakhstan. Particularly, it is going to be changed significantly and turn from bilingualism (Kazakh, Russian) to multilingual policy (three languages - Kazakh, Russian, English). Therefore, the current status of the abovementioned languages will be described. Due to the various educational reforms in the country, the language evaluation system should also be improved and moderated. The research will present the most significant test of Kazakhstan – the KazTest, which is aimed to evaluate the Kazakh language proficiency. Assessment is an ongoing process that encompasses a wide area of knowledge upon the productive performance of the learners. Test is widely defined as a standardized or standard method of research, testing, diagnostics, verification, etc. The two most important characteristics of any test, as the main element of the assessment - validity and reliability - will also be described in this paper. Therefore, the preparation and design of the test, which is assumed to be an indicator of knowledge, and it is highly important to take into account all these properties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title="multilingualism">multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20assessment" title=" language assessment"> language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a> </p> <a href="https://publications.waset.org/abstracts/121447/kazakh-language-assessment-in-a-new-multilingual-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121447.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">136</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">16291</span> Determining the Target Level of Knowledge of English as a Foreign Language in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zorana%20Z.%20Jurinjak">Zorana Z. Jurinjak</a>, <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20B.%20Luki%C4%87"> Nataša B. Lukić</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20G.%20Alexopoulos"> Christos G. Alexopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although in the last few decades, English as a foreign language has been a compulsory subject in almost all colleges and universities in Serbia, students who enter the first year come with different levels of knowledge, which is immense task and a burden on teachers not only which literature and how to conduct classes in heterogeneous groups but also how to evaluate and assess the progress.This paper aims to discuss the issue of determining the target level of knowledge of English as a foreign language in higher education in Serbia due to the great need for these levels to equalize. The research was conducted at several colleges and universities where first-year students took a placement test, and we also carried out a review and comparison of the literature used in teaching English in those schools. We hope that this research will not only raise the awareness of those in charge when making curriculums, but also that ways will be found to assimilate these differences in knowledge and establish the criteria in assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=levels%20of%20knowledge" title=" levels of knowledge"> levels of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/193446/determining-the-target-level-of-knowledge-of-english-as-a-foreign-language-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193446.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">11</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">16290</span> Applied Theory Building to Achieve Success in Iran Municipalities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Morteza%20Rahiminejad">Morteza Rahiminejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are over 1200 cities and municipalities all around Iran, including 30 mega cities, which municipal organizations, Interior ministries, and city councils supervise. Even so, there has been neither any research about the process of success nor performance assessment in municipalities. In this research an attempt is made to build a comprehensive theory (or model) to show the reasons or success process among the local governments. The present research is based on the contingency approach in which the relevant circumstances are important, and both environment and situations call for their own management methods. The methodology of research is grounded theory, which uses Atlas.ti software as a tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=success" title="success">success</a>, <a href="https://publications.waset.org/abstracts/search?q=municipality" title=" municipality"> municipality</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20building" title=" theory building"> theory building</a> </p> <a href="https://publications.waset.org/abstracts/186603/applied-theory-building-to-achieve-success-in-iran-municipalities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186603.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">37</span> </span> </div> </div> <ul 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