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students</title> <meta name="description" content="Search results for: master students"> <meta name="keywords" content="master students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="master students"> <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> 6506</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: master students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6416</span> Perception of Authorities in Social Support by Students under the Conditions of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20Zolnova">Jarmila Zolnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebenarova"> Lucia Hrebenarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkova"> Veronika Palkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interconnections between supportive sources of authorities at school and students have been proved. Lacking research in this field in Slovakia translates into absenting perception of social support by students with special educational needs. The aim of this paper (presented by the poster) is to reveal and interpret the perception of frequency and importance of authorities at school from students' perspective. The sample included 718 students aged 10 years and 1 month on average. Eighty nine students of this count were students with special educational needs. Data were obtained from the Child and Adolescent Social Support Scale (CASSS) for students. Mutual relations between teachers acting as the source of support and students were not significant. Neither was significant the support of other school employees. Both groups of students assessed the frequency and importance of social support from teachers more positively than the support from other school employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intact%20student" title="intact student">intact student</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogue" title=" pedagogue"> pedagogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20employee" title=" school employee"> school employee</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support "> social support </a> </p> <a href="https://publications.waset.org/abstracts/40722/perception-of-authorities-in-social-support-by-students-under-the-conditions-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6415</span> Subjective Well-being, Beliefs, and Lifestyles of First Year University Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaili%20C.%20Zhang">Kaili C. Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental well-being is an integral part of university students’ overall well-being and has been a matter of increasing concern in the UK. This study addressed the impact of university experience on students by investigating the changes students experience in their beliefs, lifestyles, and well-being during their first year of study, as well as the factors contributing to such changes. Using a longitudinal two-wave mixed method design, this project identified importantfactors that contribute to or inhibit these changes. Implications for universities across the UK are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyles" title=" lifestyles"> lifestyles</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/144367/subjective-well-being-beliefs-and-lifestyles-of-first-year-university-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144367.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">198</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">6414</span> Mapping the Future: Participatory Master Planning for Pioneer Village Tourism in Cibubuan, Sumedang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarojini%20Imran">Sarojini Imran</a>, <a href="https://publications.waset.org/abstracts/search?q=Riza%20Firmansyah"> Riza Firmansyah</a>, <a href="https://publications.waset.org/abstracts/search?q=Aula%20Ramadhan"> Aula Ramadhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chudamul%20Furqon"> Chudamul Furqon</a>, <a href="https://publications.waset.org/abstracts/search?q=Achfriyatama%20Oktariflandi"> Achfriyatama Oktariflandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article delves into the participatory approach in formulating a master plan for the development of pioneer village tourism in Cibubuan, Sumedang. We explore the process of participatory mapping that involves the active participation of the local community in planning and envisioning the future of village tourism. This research considers the positive impact that arises when the community takes an active role in designing a master plan that benefits the local economy while preserving culture and the environment. The results of this research reveal that the participatory approach can create a more accurate and community-responsive mapping that aligns with the aspirations of the people in Cibubuan Village. It also provides a deep insight into how community-developed mapping can guide the development of sustainable tourism. By offering a deeper understanding of the participatory role in village tourism development planning, this article provides essential insights for stakeholders and researchers in this field. We hope this article will inspire more communities to adopt a participatory approach in planning the future of their village tourism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participatory%20masterplan" title="participatory masterplan">participatory masterplan</a>, <a href="https://publications.waset.org/abstracts/search?q=pioneer%20village%20tourism" title=" pioneer village tourism"> pioneer village tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20tourism" title=" sustainable tourism"> sustainable tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20engagement" title=" community engagement"> community engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=Cibubuan%20Village" title=" Cibubuan Village"> Cibubuan Village</a> </p> <a href="https://publications.waset.org/abstracts/172770/mapping-the-future-participatory-master-planning-for-pioneer-village-tourism-in-cibubuan-sumedang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172770.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">6413</span> Financial Literacy in Greek High-School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20A.%20Tzora">Vasiliki A. Tzora</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20D.%20Philippas"> Nikolaos D. Philippas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper measures the financial literacy of youth in Greece derived from the examined aspects of financial knowledge, behaviours, and attitudes that high school students performed. The findings reveal that less than half of participant high school students have an acceptable level of financial literacy. Also, students who are in the top of their class cohort exhibit higher levels of financial literacy. We also find that the father’s education level has a significant effect on financial literacy. Students who keep records of their income and expenses are likely to show better levels of financial literacy than students who do not. Students’ perception/estimation of their parents’ income changes is also related to their levels of financial literacy. We conclude that financial education initiatives should be embedded in schools in order to embrace the young generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20knowledge" title=" financial knowledge"> financial knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behaviour" title=" financial behaviour"> financial behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20attitude" title=" financial attitude"> financial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20wellbeing" title=" financial wellbeing"> financial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=15-year-old%20students" title=" 15-year-old students"> 15-year-old students</a> </p> <a href="https://publications.waset.org/abstracts/150518/financial-literacy-in-greek-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150518.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">142</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">6412</span> Design of Visual Repository, Constraint and Process Modeling Tool Based on Eclipse Plug-Ins</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rushiraj%20Heshi">Rushiraj Heshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Smriti%20Bhandari"> Smriti Bhandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Master Data Management requires creation of Central repository, applying constraints on Repository and designing processes to manage data. Designing of Repository, constraints on repository and business processes is very tedious and time consuming task for large Enterprise. Hence Visual Repository, constraints and Process (Workflow) modeling is the most critical step in Master Data Management.In this paper, we realize a Visual Modeling tool for implementing Repositories, Constraints and Processes based on Eclipse Plugin using GMF/EMF which follows principles of Model Driven Engineering (MDE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EMF" title="EMF">EMF</a>, <a href="https://publications.waset.org/abstracts/search?q=GMF" title=" GMF"> GMF</a>, <a href="https://publications.waset.org/abstracts/search?q=GEF" title=" GEF"> GEF</a>, <a href="https://publications.waset.org/abstracts/search?q=repository" title=" repository"> repository</a>, <a href="https://publications.waset.org/abstracts/search?q=constraint" title=" constraint"> constraint</a>, <a href="https://publications.waset.org/abstracts/search?q=process" title=" process"> process</a> </p> <a href="https://publications.waset.org/abstracts/21745/design-of-visual-repository-constraint-and-process-modeling-tool-based-on-eclipse-plug-ins" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">497</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6411</span> Analyzing Students’ Preferences for Academic Advising: Cases of Two Institutions in Greater Tokyo in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megumi%20Yamasaki">Megumi Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Eiko%20Shimizu"> Eiko Shimizu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term academic advisor system first appeared in 2012 in Japan. After ten years, it is not yet functioning. One of Japanese college students’ characteristics is that they choose an institution but may not be interested in a major and want to earn a degree for a career. When the university encourages students to develop competencies as well as students to set personal goals during college life, it is critical to support students develop self-directed attitudes and advocacy skills. This paper will analyze the students’ current stage and how academic advising supports their development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20advising" title="academic advising">academic advising</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20development" title=" student development"> student development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed" title=" self-directed"> self-directed</a>, <a href="https://publications.waset.org/abstracts/search?q=self-advocacy" title=" self-advocacy"> self-advocacy</a> </p> <a href="https://publications.waset.org/abstracts/152899/analyzing-students-preferences-for-academic-advising-cases-of-two-institutions-in-greater-tokyo-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152899.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">6410</span> Experience of the Formation of Professional Competence of Students of IT-Specialties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20I.%20Zhumagaliyev">B. I. Zhumagaliyev</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Sh.%20Balgabayeva"> L. Sh. Balgabayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20S.%20Nabiyeva"> G. S. Nabiyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20Tulegenova"> B. A. Tulegenova</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Oralkhan"> P. Oralkhan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kalenova"> B. S. Kalenova</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Akhmetov"> S. S. Akhmetov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article describes an approach to build competence in research of Bachelor and Master, which is now an important feature of modern specialist in the field of engineering. Provides an example of methodical teaching methods with the research aspect, is including the formulation of the problem, the method of conducting experiments, analysis of the results. Implementation of methods allows the student to better consolidate their knowledge and skills at the same time to get research. Knowledge on the part of the media requires some training in the subject area and teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20competence" title="professional competence">professional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20of%20it-specialties" title=" model of it-specialties"> model of it-specialties</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a> </p> <a href="https://publications.waset.org/abstracts/8556/experience-of-the-formation-of-professional-competence-of-students-of-it-specialties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8556.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">437</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">6409</span> High School Students’ Seismic Risk Perception and Preparedness in Shavar, Dhaka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Lutfur%20Rahman">Mohammad Lutfur Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School students of Dhaka are in extreme risk of natural disasters. However, the study on assessment of the real scenario of high school students about perceptions of earthquake is very little. The purpose of this cross-sectional study is to assess the seismic risk perception and preparedness levels about earthquake among high school students in Shavar, Dhaka. A questionnaire was developed, and data collection was done about a group of high school students in seven classrooms. The author uses a method of surveying high school students to identify and describe the factors that influence their knowledge and perceptions about earthquake. This study examines gender and grade differences in perceived risk and communication behavior in response to the earthquake. Female students’ preparation, participation, and communication with family are more frequent than that of male students. Female students have been found to be more likely to learn about a disaster than male students. Higher grade students have more awareness but less preparedness about earthquake than that of the younger one. This research concludes that irrespective of grades, high school students are vulnerable to earthquake due to the lack of a seismic education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake" title=" earthquake"> earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic" title=" seismic"> seismic</a> </p> <a href="https://publications.waset.org/abstracts/100942/high-school-students-seismic-risk-perception-and-preparedness-in-shavar-dhaka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100942.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">6408</span> Social Media Utilisation and Addiction among Students in Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kolawole%20Akinjide%20Aramide">Kolawole Akinjide Aramide</a>, <a href="https://publications.waset.org/abstracts/search?q=Razaq%20Oyewo"> Razaq Oyewo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates social media utilisation and addiction among students in Nigerian universities. Three hundred and twenty seven (327) students were randomly selected across five selected universities in Nigeria but only 215 provided useful responses for the study. The study revealed regular use of social media for the purpose of communicating and connecting with friends only while Picassa, Twitter, Flickr, Youtube, MySpace, Blogger, Linkedln and LibraryThing were found to top the list of social media being used on regular basis by the students. The level of social media addiction among the students was found to be low. A significant difference was established between undergraduate and postgraduate students’ utilization of social media as the undergraduate students were found to utilise social media more than the postgraduate students. However, no significant difference was found in the level of addiction to social media between the undergraduate and postgraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media%20utilisation" title="social media utilisation">social media utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20addiction" title=" social media addiction"> social media addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20students" title=" Nigerian students"> Nigerian students</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities "> universities </a> </p> <a href="https://publications.waset.org/abstracts/8797/social-media-utilisation-and-addiction-among-students-in-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8797.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">506</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">6407</span> Reviewers’ Perception of the Studio Jury System: How They View its Value in Architecture and Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20M.%20Bender">Diane M. Bender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In architecture and design education, students learn and understand their discipline through lecture courses and within studios. A studio is where the instructor works closely with students to help them understand design by doing design work. The final jury is the culmination of the studio learning experience. It’s value and significance are rarely questioned. Students present their work before their peers, instructors, and invited reviewers, known as jurors. These jurors are recognized experts who add a breadth of feedback to students mostly in the form of a verbal critique of the work. Since the design review or jury has been a common element of studio education for centuries, jurors themselves have been instructed in this format. Therefore, they understand its value from both a student and a juror perspective. To better understand how these reviewers see the value of a studio review, a survey was distributed to reviewers at a multi-disciplinary design school within the United States. Five design disciplines were involved in this case study: architecture, graphic design, industrial design, interior design, and landscape architecture. Respondents (n=108) provided written comments about their perceived value of the studio review system. The average respondent was male (64%), between 40-49 years of age, and has attained a master’s degree. Qualitative analysis with thematic coding revealed several themes. Reviewers view the final jury as important because it provides a variety of perspectives from unbiased external practitioners and prepares students for similar presentation challenges they will experience in professional practice. They also see it as a way to validate the assessment and evaluation of students by faculty. In addition, they see a personal benefit for themselves and their firm – the ability to network with fellow jurors, professors, and students (i.e., future colleagues). Respondents also provided additional feedback about the jury system and studio education in general. Typical responses included a desire for earlier engagement with students; a better explanation from the instructor about the project parameters, rubrics/grading, and guidelines for juror involvement; a way to balance giving encouraging feedback versus overly critical comments; and providing training for jurors prior to reviews. While this study focused on the studio review, the findings are equally applicable to other disciplines. Suggestions will be provided on how to improve the preparation of guests in the learning process and how their interaction can positively influence student engagement. <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=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=jury" title=" jury"> jury</a>, <a href="https://publications.waset.org/abstracts/search?q=studio" title=" studio"> studio</a> </p> <a href="https://publications.waset.org/abstracts/173065/reviewers-perception-of-the-studio-jury-system-how-they-view-its-value-in-architecture-and-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173065.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">65</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">6406</span> An Empirical Study of the International Financial Reporting Standards Education in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20McCaskill">Angela McCaskill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accounting graduates in most United States universities are not being adequately taught International Financial Reporting Standards (IFRS). As such they are not prepared with the knowledge and skills necessary to remain competitive in international businesses. One of the reasons behind the ill preparation is the lack of specific international accounting instruction available in the U.S. This paper explores the importance of IFRS education through the lenses of graduate accounting majors. The paper specifically explores graduate accounting major’s preparedness in IFRS based on their recent completion of a Master in Accountancy degree where IFRS had been integrated. The data for the study was collected via face-to face and telephone/Skype interviews and questionnaires. After the interview the participants also agreed to answer two supplementary questions. The participants were to determine the amounts that should be reported on the balance sheet under (1) IFRS and (2) U.S. GAAP. These questions intended to test their knowledge of both sets of standards. The sample consisted of on-line and brick and mortar university students enrolled in their graduate program during the period from spring semester 2016 to summer semester 2016. This study shows that a separate course should be devoted to teaching IFRS and convergence related issues. There is a direct correlation between the knowledge level of those students taking an IFRS course and the successful completion of the supplementary questions compared to those who only had IFRS instruction mixed into their U.S. GAAP based instruction. Students who took an international accounting course were better prepared for the IFRS conversion than those who did not have a separate course. Academically, universities need to take a deeper look into the needs of their students and do better at incorporating international standards in their curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20education" title="accounting education">accounting education</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20accounting%20standards" title=" global accounting standards"> global accounting standards</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20accounting" title=" international accounting"> international accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=IFRS%20and%20U.S.%20GAAP%20convergence" title=" IFRS and U.S. GAAP convergence"> IFRS and U.S. GAAP convergence</a>, <a href="https://publications.waset.org/abstracts/search?q=IFRS" title=" IFRS"> IFRS</a>, <a href="https://publications.waset.org/abstracts/search?q=U.S.%20GAAP" title=" U.S. GAAP"> U.S. GAAP</a> </p> <a href="https://publications.waset.org/abstracts/70789/an-empirical-study-of-the-international-financial-reporting-standards-education-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70789.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">259</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">6405</span> Violence and Unintentional Injuries among Secondary School Students in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malakeh%20Zuhdi%20Malak">Malakeh Zuhdi Malak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Taher%20Kalaldeh"> Mahmoud Taher Kalaldeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Jordan, no available data exists regarding violence and unintentional injuries among secondary school students aged 15-19 years. The purpose of this study was to assess the violence and unintentional injuries among those students, and to compare these two behaviors between male and female students. A descriptive cross-sectional design was carried out on randomly selected eight comprehensive secondary schools (four schools for females and four schools for males) from the public school educational directorate located in Amman. A modified Arabic version of the General School Health Survey questionnaire was used to measure violence and unintentional injuries. A sample of 750 secondary school students was studied. The findings showed that 26.8 % of students had been physically attacked. Overall, 43.3 % of students had been involved in a physical fight and 20.1% of them had been bullied. Overall, 45.3% of students were seriously injured. There was a difference between male and female students regarding to physical attack, physical fight, and serious injuries. In conclusion, it is necessary to develop effective training program in life skills for students that functions to reduce risk-taking behaviors that often leading to violence and unintentional injuries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title="secondary school students">secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=unintentional%20injuries" title=" unintentional injuries"> unintentional injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a> </p> <a href="https://publications.waset.org/abstracts/26417/violence-and-unintentional-injuries-among-secondary-school-students-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6404</span> The Relationship between Class Attendance and Performance of Industrial Engineering Students Enrolled for a Statistics Subject at the University of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tshaudi%20Motsima">Tshaudi Motsima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Class attendance is key at all levels of education. At tertiary level many students develop a tendency of not attending all classes without being aware of the repercussions of not attending all classes. It is important for all students to attend all classes as they can receive first-hand information and they can benefit more. The student who attends classes is likely to perform better academically than the student who does not. The aim of this paper is to assess the relationship between class attendance and academic performance of industrial engineering students. The data for this study were collected through the attendance register of students and the other data were accessed from the Integrated Tertiary Software and the Higher Education Data Analyzer Portal. Data analysis was conducted on a sample of 93 students. The results revealed that students with medium predicate scores (OR = 3.8; p = 0.027) and students with low predicate scores (OR = 21.4, p < 0.001) were significantly likely to attend less than 80% of the classes as compared to students with high predicate scores. Students with examination performance of less than 50% were likely to attend less than 80% of classes than students with examination performance of 50% and above, but the differences were not statistically significant (OR = 1.3; p = 0.750). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20attendance" title="class attendance">class attendance</a>, <a href="https://publications.waset.org/abstracts/search?q=examination%20performance" title=" examination performance"> examination performance</a>, <a href="https://publications.waset.org/abstracts/search?q=final%20outcome" title=" final outcome"> final outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20regression" title=" logistic regression"> logistic regression</a> </p> <a href="https://publications.waset.org/abstracts/120712/the-relationship-between-class-attendance-and-performance-of-industrial-engineering-students-enrolled-for-a-statistics-subject-at-the-university-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6403</span> Malaysian Students' Identity in Seminars by Observing, Interviewing and Conducting Focus Group Discussion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zurina%20Khairuddin">Zurina Khairuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to explore the identities constructed and negotiated by Malaysian students in the UK and Malaysia when they interact in seminars. The study utilised classroom observation, interview and focus group discussion to collect the data. The participants of this study are the first year Malaysian students studying in the UK and Malaysia. The data collected was analysed utilising a combination of Conversation Analysis and framework. This study postulates that Malaysian students in the UK construct and negotiate flexible and different identities depending on the contexts they were in. It also shows that most Malaysian students in the UK and Malaysia are similar in the identities they construct and negotiate. This study suggests implications and recommendations for Malaysian students in the UK and Malaysia, and other stakeholders such as UK and Malaysian academic community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conversation%20analysis" title="conversation analysis">conversation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20patterns" title=" interaction patterns"> interaction patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20students" title=" Malaysian students"> Malaysian students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20identity" title=" students' identity"> students' identity</a> </p> <a href="https://publications.waset.org/abstracts/88885/malaysian-students-identity-in-seminars-by-observing-interviewing-and-conducting-focus-group-discussion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6402</span> The Relevance of Sustainability Skills for International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Panko">Mary Panko</a>, <a href="https://publications.waset.org/abstracts/search?q=Rashika%20Sharma"> Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title="education for sustainability">education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/76378/the-relevance-of-sustainability-skills-for-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76378.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">308</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">6401</span> Postgraduate Supervision Relationship: Practices, Challenges, and Strategies of Stakeholders in the Côte d’Ivoire University System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aku%C3%A9l%C3%A9%20Radha%20Kondo">Akuélé Radha Kondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathrin%20Heitz-Tokpa"> Kathrin Heitz-Tokpa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassirou%20Bonfoh"> Bassirou Bonfoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Akindes"> Francis Akindes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate supervision contributes significantly to a student’s academic career, a supervisor’s promotion, and a university’s reputation. Despite this, the length of graduation in the Côte d’Ivoire University system is beyond the normal duration, two years for a master's and three years for a PhD. The paper analyses supervision practices regarding the challenges and strategies mobilised by students, supervisors, and administration staff to manage various relationships. Using a qualitative research design, this study was conducted at three public universities in Côte d’Ivoire. Data were generated from thirty-two postgraduate students, seventeen supervisors, and four administration staff through semi-structured interviews. Data were analysed using content analysis and presented thematically. Findings revealed delegated supervision and co-supervision, two types of supervision relationship practices. Students pointed out that feedback is often delayed from their supervisors in delegation supervision. However, they acknowledged receiving input and scientific guidance. All students believed that their role is to be proactive, not to wait to receive everything from the supervisor, and need to be more autonomous and hardworking. They developed strategies related to these qualities. Supervisors were considered to guide, give advice, control, motivate, provide critical feedback, and validate the work. The administration was rather absent in monitoring supervision delays. Major challenges were related to the supervision relationships and access to the research funds. The study showed that more engagement of the main supervisor, administration monitoring, and secured funding would reduce the time and increase the completion rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%B4te%20d%E2%80%99Ivoire" title="Côte d’Ivoire">Côte d’Ivoire</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20supervision" title=" postgraduate supervision"> postgraduate supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/157696/postgraduate-supervision-relationship-practices-challenges-and-strategies-of-stakeholders-in-the-cote-divoire-university-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157696.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">97</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">6400</span> Perceptions of Chinese Top-up Students Transitioning through a Regional UK University: A Longitudinal Study Using the U-Curve Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xianghan%20O%27Dea">Xianghan O'Dea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article argues an urgent need to better understand the personal experiences of Chinese top-up students studying in the UK since the number of Chinese students taking year-long top-up programmes in the UK has risen rapidly in recent years. This lack of knowledge could potentially have implications for the reputation of some UK institutions and also the attractiveness of the UK higher education sector to future international students. This longitudinal study explored the academic and social experiences of twelve Chinese top-up students in a UK institution in-depth and revealed that the students felt their experiences were influenced significantly by their surrounding contexts at the macro and meso levels, which, however, have been largely overlooked in existing research. This article suggests the importance of improving the communications between the partner institutions in China and the UK, and also providing sufficient pre-departure and after arrival support to Chinese top-up students at the institutional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=articulation%20agreements" title="articulation agreements">articulation agreements</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20top-up%20students" title=" Chinese top-up students"> Chinese top-up students</a>, <a href="https://publications.waset.org/abstracts/search?q=top-up%20programmes" title=" top-up programmes"> top-up programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=U-curve" title=" U-curve"> U-curve</a> </p> <a href="https://publications.waset.org/abstracts/133738/perceptions-of-chinese-top-up-students-transitioning-through-a-regional-uk-university-a-longitudinal-study-using-the-u-curve-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6399</span> Investigating the Influence of Critical Thinking Skills on Learning Achievement among Higher Education Students in Foreign Language Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Fanaei">Mostafa Fanaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahram%20R.%20Sistani"> Shahram R. Sistani</a>, <a href="https://publications.waset.org/abstracts/search?q=Athare%20Nazri-Panjaki"> Athare Nazri-Panjaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Critical thinking skills are increasingly recognized as vital for academic success, particularly in higher education. This study examines the influence of critical thinking on learning achievement among undergraduate and master's students enrolled in foreign language programs. By investigating this correlation, educators can gain valuable insights into optimizing teaching methodologies and enhancing academic outcomes. Methods: This cross-sectional study involved 150 students from the Shahid Bahonar University of Kerman, recruited via random sampling. Participants completed the Critical Thinking Questionnaire (CThQ), assessing dimensions such as analysis, evaluation, creation, remembering, understanding, and application. Academic performance was measured using the students' GPA (0-20). Results: The participants' mean age was 21.46 ± 5.2 years, with 62.15% being female. The mean scores for critical thinking subscales were as follows: Analyzing (13.2 ± 3.5), Evaluating (12.8 ± 3.4), Creating (18.6 ± 4.8), Remembering (9.4 ± 2.1), Understanding (12.9 ± 3.3), and Applying (12.5 ± 3.2). The overall critical thinking score was 79.4 ± 18.1, and the average GPA was 15.7 ± 2.4. Significant positive correlations were found between GPA and several critical thinking subscales: Analyzing (r = 0.45, p = 0.013), Creating (r = 0.52, p < 0.001), Remembering (r = 0.29, p = 0.021), Understanding (r = 0.41, p = 0.002), and the overall CThQ score (r = 0.54, p = 0.043). Conclusion: The study demonstrates a significant positive relationship between critical thinking skills and learning achievement in foreign language programs. Enhancing critical thinking skills through educational interventions could potentially improve academic performance. Further research is recommended to explore the underlying mechanisms and long-term impacts of critical thinking on academic success. <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=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20programs" title=" foreign language programs"> foreign language programs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/186570/investigating-the-influence-of-critical-thinking-skills-on-learning-achievement-among-higher-education-students-in-foreign-language-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186570.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">38</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">6398</span> Metropolitan Governance in Statutory Plan Making Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vibhore%20Bakshi">Vibhore Bakshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper is a step towards understanding the role of governance in the plan preparation process. It addresses the complexities of the peri-urban, historical constructions, politics and policies of sustainability, and legislative frameworks. The paper reflects on the Delhi NCT as one of the classical cases that have happened to witness different structural changes in the master plan around 1981, 2001, 2021, and Proposed Draft 2041. The Delhi Landsat imageries for 1989 and 2018 show an increase in the built-up areas around the periphery of NCT. The peri-urbanization has been a result of increasing in-migration to peri–urban areas of Delhi. The built-up extraction for years 1981, 1991, 2001, 2011, and 2018 highlights the growing peri-urbanization on scarce land therefore, it becomes equally important to research the history of the land and its legislative measures. It is interesting to understand the streaks of changes that have occurred in the land of Delhi in accordance with the different master plans and land legislative policies. The process of masterplan process in Delhi has experienced a lot of complexities in juxtaposition to other metropolitan regions of the world. The paper identifies the shortcomings in the current master planning process approach in regard to the stage of the planning process, traditional planning approach, and lagging ICT-based interventions. The metropolitan governance systems across the globe and India depict diversity in the organizational setup and varied dissemination of functions. It addresses the complexity of the peri-urban, historical constructions, politics and policies of sustainability, and legislative frameworks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=governance" title="governance">governance</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20provisions" title=" land provisions"> land provisions</a>, <a href="https://publications.waset.org/abstracts/search?q=built-up%20areas" title=" built-up areas"> built-up areas</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20migration" title=" in migration"> in migration</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20up%20extraction" title=" built up extraction"> built up extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=master%20planning%20process" title=" master planning process"> master planning process</a>, <a href="https://publications.waset.org/abstracts/search?q=legislative%20policies" title=" legislative policies"> legislative policies</a>, <a href="https://publications.waset.org/abstracts/search?q=metropolitan%20governance%20systems" title=" metropolitan governance systems"> metropolitan governance systems</a> </p> <a href="https://publications.waset.org/abstracts/141492/metropolitan-governance-in-statutory-plan-making-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6397</span> A Study to Assess the Employment Ambitions of Graduating Students from College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20George">J. George</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Al%20Mutairi"> M. Al Mutairi</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Aljuryyad"> W. Aljuryyad</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Alhussanan"> A. Alhussanan</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Alkashan"> A. Alkashan</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Aldoghiri"> T. Aldoghiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Alamari"> Z. Alamari</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Albakr"> A. Albakr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Students make plans for their career and are keen in exploring options of employment in those carriers. They make their employment choice based on their desires and preferences. This study aims to identify if students of King Saud Bin Abdulaziz for Health Sciences, College of Applied Medical Sciences after obtaining appropriate education prefer to work as clinicians, university faculty, or full-time researchers. There are limited studies in Saudi Arabia exploring the university student’s employment choices and preferences. This study would help employers to build the required job positions and prevent misleading employers from opening undesired positions in the job market. Methodology: The study included 394 students from third and fourth years both male and female among the eighth programs of college of applied medical sciences, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh campus. A prospective quantitative cross-sectional study was conducted; data were collected by distributing a seven item questionnaire and analyzed using SPSS. Results: Among the participants, 358 (90.9%) of them chose one of the three listed career choices, 263 (66.8%) decided to work as hospital staff after their education, 75 students (19.0%) chose to work as a faculty member in a university after obtaining appropriate degree, 20 students (5.1%) preferred to work as full-time researcher after obtaining appropriate degree, the remaining 36 students (9.1%) had different career goals, such as obtaining a master degree after graduating, to obtain a bachelor of medicine and bachelor in surgery degree, and working in the private sector. The most recurrent reason behind the participants' choice was "career goal", where 276 (70.1%) chose it as a reason. Conclusion: The findings of the study showed that most student’s preferred to work in hospitals as clinicians, followed by choice of working as a faculty in a university, the least choice was to be working as full-time researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=College%20of%20Applied%20Medical%20Sciences" title="College of Applied Medical Sciences">College of Applied Medical Sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=employment%20ambitions" title=" employment ambitions"> employment ambitions</a>, <a href="https://publications.waset.org/abstracts/search?q=graduating%20students" title=" graduating students"> graduating students</a>, <a href="https://publications.waset.org/abstracts/search?q=King%20Saud%20bin%20Abdulaziz%20University%20for%20Health%20Sciences" title=" King Saud bin Abdulaziz University for Health Sciences"> King Saud bin Abdulaziz University for Health Sciences</a> </p> <a href="https://publications.waset.org/abstracts/112959/a-study-to-assess-the-employment-ambitions-of-graduating-students-from-college-of-applied-medical-sciences-king-saud-bin-abdulaziz-university-for-health-sciences-riyadh-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112959.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">162</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">6396</span> Survey Investigation of Perceptions of Technologists among Primary Students: Stereotypes, Diversity, and Their Use of Science, Technology, Engineering, and Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tian%20Luo">Tian Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20Mui%20Winnie%20So"> Wing Mui Winnie So</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gaining career awareness in STEM is an important educational outcome in STEM education. While many studies focused on students’ understanding of scientists and engineers, very few studies explore students’ perceptions of technologists as a group of STEM professionals. In this study, 300 valid surveys which include drawing task and follow-up questions about technologist were collected from 4th to 6th grade students. The results showed that 75.1% of the students draw a technologist as a male and 19.3% draw a technologist as a female. Most students believe that technologists use math, science or engineering in their work and can name a few categories of technologists. The drawings also showed that students tend to present technologists as people who work with a computer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20%28Science" title="STEM (Science">STEM (Science</a>, <a href="https://publications.waset.org/abstracts/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Engineering" title=" Engineering"> Engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20Mathematics%29%20education" title=" and Mathematics) education"> and Mathematics) education</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20students" title=" elementary students"> elementary students</a>, <a href="https://publications.waset.org/abstracts/search?q=technologist" title=" technologist"> technologist</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20careers" title=" STEM careers"> STEM careers</a> </p> <a href="https://publications.waset.org/abstracts/87535/survey-investigation-of-perceptions-of-technologists-among-primary-students-stereotypes-diversity-and-their-use-of-science-technology-engineering-and-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87535.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">255</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">6395</span> Inequalities in Higher Education and Students’ Perceptions of Factors Influencing Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Violetta%20Parutis">Violetta Parutis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study aims to answer the following research questions: i) What are the factors that students perceive as relevant to a) promoting and b) preventing good grades? ii) How does socio-economic status (SES) feature in those beliefs? We conducted in-depth interviews with 19 first- and second-year undergraduates of varying SES at a research-intensive university in the UK. The interviews yielded eight factors that students perceived as promoting and six perceived as preventing good grades. The findings suggested one significant difference between the beliefs of low and high SES students in that low SES students perceive themselves to be at a greater disadvantage to their peers while high SES students do not have such beliefs. This could have knock-on effects on their performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20beliefs" title=" students’ beliefs"> students’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/83518/inequalities-in-higher-education-and-students-perceptions-of-factors-influencing-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83518.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">179</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">6394</span> The Comparison of Depression Level of Male Athlete Students with Non-Athlete Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Hossein%20Alavi">Seyed Hossein Alavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Farshad%20Ghazalian"> Farshad Ghazalian</a>, <a href="https://publications.waset.org/abstracts/search?q=Soghra%20%20Jamshidi"> Soghra Jamshidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was done with the purpose of considering mental health and general purpose of describing and comparing depression level of athlete and non-athlete male students educational year of 2012 Research method in this study in proportion to the selective title, descriptive method is causative – comparative. Research samples were selected randomly from B.A students of different fields including 500 students. Average mean of research samples was between 20 to 25 years. Data collection tool is questionnaire of depression measurement of Aroun Beck (B.D.I) that analyzes and measures 21 aspects of depression in 6 ranges. Operation related to analysis of statistical data to extraction of results was done by SPSS software. To extraction of research obtained by comparison of depression level mean, show that the hypothesis of the research (H_1) based on the existence of the significance scientific difference was supported and showed that there’s a significance difference between depression level of athlete male students in comparison with depression level of non-athlete male students. Thus, depression level of athlete male students was lower in comparison with depression level of non-athlete male students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=athlete%20students" title=" athlete students"> athlete students</a>, <a href="https://publications.waset.org/abstracts/search?q=non-athlete%20students" title=" non-athlete students"> non-athlete students</a> </p> <a href="https://publications.waset.org/abstracts/6829/the-comparison-of-depression-level-of-male-athlete-students-with-non-athlete-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6829.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">479</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">6393</span> Familiarity with Nursing and Description of Nurses Duties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narges%20Solaymani">Narges Solaymani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> medical training of patients. Nursing is a very important profession in the societies of the world. Although in the past, all caregivers of the sick and disabled were called nurses, nowadays, a nurse is a person who has a university education in this field. There are nurses in bachelor's, master's, and doctoral degrees in nursing. New courses have been launched in the master's degree based on duty-oriented nurses. A nurse cannot have an independent treatment center but is a member of the treatment team in established treatment centers such as hospitals, clinics, or offices. Nurses can establish counseling centers and provide nursing services at home. According to the standards, the number of nurses should be three times the number of doctors or twice the number of hospital beds, or there should be three nurses for every thousand people. Also, international standards show that in the internal and surgical department, every 4 to 6 patients should have a nurse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurse" title="Nurse">Nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=Intensive%20Care" title=" Intensive Care"> Intensive Care</a>, <a href="https://publications.waset.org/abstracts/search?q=CPR" title=" CPR"> CPR</a>, <a href="https://publications.waset.org/abstracts/search?q=Bandage" title=" Bandage"> Bandage</a> </p> <a href="https://publications.waset.org/abstracts/174451/familiarity-with-nursing-and-description-of-nurses-duties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174451.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">75</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">6392</span> Practical Ways to Acquire the Arabic Language through Electronic Means</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hondozi%20Jahja">Hondozi Jahja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an obvious need to learn Arabic language and teach it to other speakers through the new curricula. The idea is to bridge the gap between theory and practice. To that end, we have sought to offer some means of help to master the Arabic language, in addition to our efforts to apply these means, enriching the culture of the student and develop his vocabulary. There is no doubt that taking care of the practical aspect of the grammar was our constant goal, and this particular aspect is what builds the student’s positive values and refine his taste and develop his language. In addressing these issues, we have adopted a school-based approach based primarily on the active and positive participation of the student. The theoretical linguistic issues - in our opinion - are not a primary goal, but the goal is to be used them by students through speaking and applying them. Among the objectives of this research is to establish the basic language skills of the students using new means that help the student to acquire these skills and apply them in various subjects of interest in his progress and development. Unfortunately, some of our students consider the grammar as ‘difficult’, ‘complex’ and ‘heavy’ in itself. This is one of the obstacles that stand in the way of their desired results. As a consequence, they end up talking – mumbling - about the difficulties they face in applying those rules. Therefore, some of our students finish their university studies and are unable to express what they feel using language correctly. For this purpose, we have sought in this research to follow a new integrated approach, which is to study the grammar of the language through modern means of the consolidation of the principle of functional language, and that the rule implies to control tongues and linguistic expressions properly. This research is a result of a practical experience as a teacher of Arabic language for non-native speakers at the ‘Hassan Pristina’ University, located in Pristina, the capital of Kosovo and at the Qatar Training Center since its establishment in 2012. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arabic" title="arabic">arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20methods" title=" applied methods"> applied methods</a>, <a href="https://publications.waset.org/abstracts/search?q=acquire" title=" acquire"> acquire</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/68450/practical-ways-to-acquire-the-arabic-language-through-electronic-means" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68450.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">158</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">6391</span> Decision-Making, Student Empathy, and Cold War Historical Events: A Case Study of Abstract Thinking through Content-Centered Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeffrey%20M.%20Byford">Jeffrey M. Byford</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The conceptualized theory of decision making on historical events often does not conform to uniform beliefs among students. When presented the opportunity, many students have differing opinions and rationales associated with historical events and outcomes. The intent of this paper was to provide students with the economic, social and political dilemmas associated with the autonomy of East Berlin. Students ranked seven possible actions from the most to least acceptable. In addition, students were required to provide both positive and negative factors for each decision and relative ranking. Results from this activity suggested that while most students chose a financial action towards West Berlin, some students had trouble justifying their actions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content-centered%20learning" title="content-centered learning">content-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20war" title=" cold war"> cold war</a>, <a href="https://publications.waset.org/abstracts/search?q=Berlin" title=" Berlin"> Berlin</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a> </p> <a href="https://publications.waset.org/abstracts/18348/decision-making-student-empathy-and-cold-war-historical-events-a-case-study-of-abstract-thinking-through-content-centered-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18348.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">455</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">6390</span> Factors Affecting Happiness Learning of Students of Faculty of Management Science, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somtop%20Keawchuer">Somtop Keawchuer </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research are to compare the satisfaction of students, towards the happiness learning, sorted by their personal profiles, and to figure out the factors that affect the students’ happiness learning. This paper used survey method to collect data from 362 students. The survey was mainly conducted in the Faculty of Management Science, Suan Sunandha Rajabhat University, including 3,443 students. The statistics used for interpreting the results included the frequencies, percentages, standard deviations and One-way ANOVA. The findings revealed that the students are aware and satisfaction that all the factors in 3 categories (knowledge, skill and attitude) influence the happiness learning at the highest levels. The comparison of the satisfaction levels of the students toward their happiness learning leads to the results that the students with different genders, ages, years of study, and majors of the study have the similar satisfaction at the high level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title=" learning satisfaction"> learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Faculty%20of%20Management%20Science" title=" Faculty of Management Science"> Faculty of Management Science</a> </p> <a href="https://publications.waset.org/abstracts/8128/factors-affecting-happiness-learning-of-students-of-faculty-of-management-science-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8128.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">6389</span> The Efficacy of a Student Designed and Led Near Peer Anatomy Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Heads">Mark Heads</a>, <a href="https://publications.waset.org/abstracts/search?q=Carrie%20Adamson"> Carrie Adamson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction This study evaluated the educational merits of the teaching activities of ‘Sheffield Anatomy Society,’ a student society with minimal faculty oversight which delivers near peer teaching in a range of formats to support students in their revision. Near peer, teaching is defined as teaching delivered by more senior students who have themselves recently completed the course content. This study was conducted between early April and late May 2022. This programme aims to improve student knowledge of anatomy, increase student confidence in their anatomy learning and cultivate a sense of community. The sessions were delivered by more senior medical students and by medical students undertaking an intercalated Master's degree in Human Anatomy with Education. Background: The majority of studies concerning near peer teaching focus on faculty designed programmes. Few studies have examined entirely student led near peer teaching of anatomy. Existing studies have been favourable but have limited qualitative examination of the benefits and weaknesses of near peer teaching. Various drawbacks have been proposed in the literature but not extensively investigated in practice. This study examines student led near peer anatomy teaching across a range of formats and considers these proposed criticisms. Methods: The teaching series consisted of 11 online lectures, a small group teaching session, two in person mock spotter examinations, and an online mock examination. Feedback forms were given for each session, and follow up interviews were conducted. Thematic analysis utilising an interpretivist epistemology was conducted on the feedback form responses and interview transcripts. Findings: 207 first year medical students, 34 second year biomedical science students, and 12 third year biomedical science students completed one or more feedback forms following these sessions, with 875 responses being collected in total. Six interviews were conducted. 99.5% of respondents said that they would recommend these sessions to other students. The quantitative results ranged from a mean of 4.6-4.8/5 per session when asked to rate how useful the students found it. Qualitative: analysis yielded numerous strengths and some weaknesses of the programme. The most commonly cited strength was that students found the explanations readily comprehensible. Students also praised the interactive nature of the sessions, with students frequently saying they felt more able to engage with interactive elements and ask questions in these sessions than in faculty teaching. Students did, however, raise some issues. The most common drawback students mentioned was a desire for more help preparing for their examinations, especially more examination style questions. Criticisms of the teaching itself were less prominent and typically reflected time constraints and limited resources. Conclusions : This study suggests student organised near peer teaching, utilising interactive online lectures, small group teaching, and mock examinations, can be an effective method for supporting students studying anatomy. Students reported improvements in their knowledge as a result of the sessions, greater confidence approaching their examinations, and this programme has helped foster an environment where students feel able to ask questions outside of sessions and even get involved with teaching themselves the following academic year. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=near%20peer%20teaching" title=" near peer teaching"> near peer teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy%20teaching" title=" anatomy teaching"> anatomy teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/164705/the-efficacy-of-a-student-designed-and-led-near-peer-anatomy-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164705.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">65</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">6388</span> The Attitude of Students towards the Use of the Social Networks in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmjeid%20Aljerawi">Abdulmjeid Aljerawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the students' attitudes towards the use of social networking in education. Due to the nature of the study, and on the basis of its problem, objectives, and questions, the researcher used the descriptive approach. An appropriate questionnaire was prepared and validity and reliability were ensured. The questionnaire was then applied to the study sample of 434 students from King Saud University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title="social networks">social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/3121/the-attitude-of-students-towards-the-use-of-the-social-networks-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3121.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">278</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">6387</span> Assessing Narcissism in Students of Psychology: An Administered Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahiti%20Ganduri">Sahiti Ganduri</a>, <a href="https://publications.waset.org/abstracts/search?q=Kavya%20Sreenivasan"> Kavya Sreenivasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Venya%20Lankala"> Venya Lankala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The narcissistic personality is a condition that causes individuals to have an inflated perception of self, giving themselves higher self-importance. It is necessary and interesting to study narcissistic traits in students of different majors. This can be a crucial environmental or psychosocial marker/indicator of narcissism which can also be of substantial importance in the field of education. This study focuses on identifying narcissism in students of psychology background. The narcissistic personality inventory was administered to 114 psychology students of different universities (public and private) in India. The results of our study provided evidence of the fact that narcissistic traits are higher in male psychology students as compared to female psychology students. Further, this paper has provided evidence that narcissistic traits are higher in leaders as compared to non-leaders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=disorder" title=" disorder"> disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=narcissistic%20personality" title=" narcissistic personality"> narcissistic personality</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=traits" title=" traits"> traits</a> </p> <a href="https://publications.waset.org/abstracts/140372/assessing-narcissism-in-students-of-psychology-an-administered-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140372.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">223</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=master%20students&page=3" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=master%20students&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=master%20students&page=2">2</a></li> <li class="page-item"><a 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