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knowledge</title> <meta name="description" content="Search results for: procedural knowledge"> <meta name="keywords" content="procedural knowledge"> <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="procedural knowledge"> <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> 7565</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: procedural knowledge</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7565</span> The Conceptual and Procedural Knowledge of Rational Numbers in Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20teachers" title=" primary school teachers"> primary school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20numbers" title=" rational numbers"> rational numbers</a> </p> <a href="https://publications.waset.org/abstracts/44950/the-conceptual-and-procedural-knowledge-of-rational-numbers-in-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44950.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">328</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">7564</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Numbers and Its Effects on Pupils Achievement of Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raliatu%20Mohammed%20Kashim">Raliatu Mohammed Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers conceptual and procedural knowledge of rational numbers to determine how it effects on pupil’s achievement on rational number. Specifically, primary school teachers’ level of conceptual and procedural knowledge about rational number and its effects on their pupils understanding of rational number in primary school was explored. The study was carried out in Bauchi state of Nigeria, Using a multistage design. The first stage was a descriptive design. The second stage involves a pre-test post-test only quasi experiment design. The population of the study comprises of six mathematics teachers holding the Nigerian Certificate in Education (NCE) teaching primary six and their two hundred and ten pupils in intact class. Two instrument namely Conceptual and Procedural knowledge Test (CPKT) and Rational number Achievement Test (RAT) were used for data collection. Data collected was analyzed using ANCOVA and Scheffe’s Test. The result revealed a significant differences between pupils taught by teachers with high conceptual and procedural knowledge and those target by teachers with low conceptual and procedural knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20numbers" title=" rational numbers"> rational numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=multistage%20design" title=" multistage design "> multistage design </a> </p> <a href="https://publications.waset.org/abstracts/12443/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-numbers-and-its-effects-on-pupils-achievement-of-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12443.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">387</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">7563</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Number and Its Effects on Pupils’ Achievement in Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers’ conceptual and procedural knowledge of rational numbers and its effects on pupil’s achievement in rational numbers. Specifically, primary school teachers’ level of conceptual knowledge about rational numbers, primary school teachers’ level of procedural knowledge about rational numbers, and the effects of teachers conceptual and procedural knowledge on their pupils understanding of rational numbers in primary schools is investigated. The study was carried out in Bauchi metropolis in the Bauchi state of Nigeria. The design of the study was a multi-stage design. The first stage was a descriptive design. The second stage involves a pre-test, post-test only quasi-experimental design. Two instruments were used for the data collection in the study. These were Conceptual and Procedural knowledge test (CPKT) and Rational number achievement test (RAT), the population of the study comprises of three (3) mathematics teachers’ holders of Nigerian Certificate in Education (NCE) teaching primary six and 210 pupils in their intact classes were used for the study. The data collected were analyzed using mean, standard deviation, analysis of variance, analysis of covariance and t- test. The findings indicated that the pupils taught rational number by a teacher that has high conceptual and procedural knowledge understand and perform better than the pupil taught by a teacher who has low conceptual and procedural knowledge of rational number. It is, therefore, recommended that teachers in primary schools should be encouraged to enrich their conceptual knowledge of rational numbers. Also, the superiority performance of teachers in procedural knowledge in rational number should not become an obstruction of understanding. Teachers Conceptual and procedural knowledge of rational numbers should be balanced so that primary school pupils will have a view of better teaching and learning of rational number in our contemporary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual" title="conceptual">conceptual</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20number" title=" rational number"> rational number</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a> </p> <a href="https://publications.waset.org/abstracts/24016/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-number-and-its-effects-on-pupils-achievement-in-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24016.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">452</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">7562</span> Online Teaching and Learning Processes: Declarative and Procedural Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eulalia%20Torras">Eulalia Torras</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreu%20Bellot"> Andreu Bellot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To know whether students’ achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the teaching presence and social presence to the types of knowledge built. The research aim is to analyze the social presence in relation to two types of knowledge, declarative and procedural. Qualitative methodology has been used. The analysis of the contents was based on an observation protocol that included community of enquiry indicators and procedural and declarative knowledge indicators. The research has been conducted in three phases that focused on an observational protocol and indicators, results and conclusions. Results show that the teaching-learning processes have been characterized by the patterns of presence and types of knowledge. Results also show the importance of social presence support provided by the teacher and the students, not only in regard to the nature of the instructional support but also concerning how it is presented to the student and the importance that is attributed to it in the teaching-learning process, that is, what it is that assistance is offered on. In this study, we find that the presence based on procedural guidelines and declarative reflection, the management of shared meaning on the basis of the skills and the evidence of these skills entail patterns of learning. Nevertheless, the importance that the teacher attributes to each support aspect has a bearing on the extent to which the students reflect more on the given task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20processes" title=" teaching and learning processes"> teaching and learning processes</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/44334/online-teaching-and-learning-processes-declarative-and-procedural-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44334.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">216</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">7561</span> Inquiry on the Improvement Teaching Quality in the Classroom with Meta-Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahlan%20Surat">Shahlan Surat</a>, <a href="https://publications.waset.org/abstracts/search?q=Saemah%20Rahman"> Saemah Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Saadiah%20Kummin"> Saadiah Kummin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When teachers reflect and evaluate whether their teaching methods actually have an impact on students’ learning, they will adjust their practices accordingly. This inevitably improves their students’ learning and performance. The approach in meta-teaching can invigorate and create a passion for teaching. It thus helps to increase the commitment and love for the teaching profession. This study was conducted to determine the level of metacognitive thinking of teachers in the process of teaching and learning in the classroom. Metacognitive thinking teachers include the use of metacognitive knowledge which consists of different types of knowledge: declarative, procedural and conditional. The ability of the teachers to plan, monitor and evaluate the teaching process can also be determined. This study was conducted on 377 graduate teachers in Klang Valley, Malaysia. The stratified sampling method was selected for the purpose of this study. The metacognitive teaching inventory consisting of 24 items is called InKePMG (Teacher Indicators of Effectiveness Meta-Teaching). The results showed the level of mean is high for two components of metacognitive knowledge; declarative knowledge (mean = 4.16) and conditional (mean = 4.11) whereas, the mean of procedural knowledge is 4.00 (moderately high). Similarly, the level of knowledge in monitoring (mean = 4.11), evaluating (mean = 4.00) which indicate high score and planning (mean = 4.00) are moderately high score among teachers. In conclusion, this study shows that the planning and procedural knowledge is an important element in improving the quality of teachers teaching in the classroom. Thus, the researcher recommended that further studies should focus on training programs for teachers on metacognitive skills and also on developing creative thinking among teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20thinking%20skills" title="metacognitive thinking skills">metacognitive thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=conditional%20knowledge" title=" conditional knowledge"> conditional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-teaching%20and%20regulation%20of%20cognitive" title=" meta-teaching and regulation of cognitive"> meta-teaching and regulation of cognitive</a> </p> <a href="https://publications.waset.org/abstracts/51180/inquiry-on-the-improvement-teaching-quality-in-the-classroom-with-meta-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51180.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">409</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">7560</span> The Role of Team Efficacy and Coaching on the Relationships between Distributive and Procedural Justice and Job Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoonhee%20Cho">Yoonhee Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Gye-Hoon%20Hong"> Gye-Hoon Hong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the roles of distributive and procedural justice on job engagement. Additionally, the study focuses on whether situational factors such as team efficacy and team leaders’ coaching moderate the relationship between distributive and procedural justice and job engagement. Ordinary linear regression was used to analyze data from seven South Korean Companies (total N=346). Results confirmed the hypothesized model indicating that both distributive and procedural justices were positively related to job engagement of employees. Team efficacy and team leaders’ coaching moderated the relationship between distributive justice and job engagement whereas it brought non-significant result found for procedural justice. The facts that two types of justice and the interactive effects of two situational variables were different implied that different managerial strategies should be used when job engagement was to be enhanced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20justice" title=" distributive justice"> distributive justice</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20engagement" title=" job engagement"> job engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20efficacy" title=" team efficacy"> team efficacy</a> </p> <a href="https://publications.waset.org/abstracts/23699/the-role-of-team-efficacy-and-coaching-on-the-relationships-between-distributive-and-procedural-justice-and-job-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7559</span> Procedural Justice and Work Outcomes in Kuwait Business Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Muhammad">Ali Muhammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop and test a theoretical framework which demonstrates the effect of procedural justice on four work outcomes: effective organizational commitmentو organizational trust, organizational citizenship behaviour, and adherence to rules. The new model attempts to explain how procedural justice effects work outcomes. Data were collected from 267 employees working in nine Kuwaiti business organizations. Structural equation modelling was used to analysis the data. A discussion of issues related to procedural justice is presented, as well as recommendations for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title="procedural justice">procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20organizational%20commitment" title=" affective organizational commitment"> affective organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20citizenship%20behaviour" title=" organizational citizenship behaviour"> organizational citizenship behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20trust" title=" organizational trust"> organizational trust</a>, <a href="https://publications.waset.org/abstracts/search?q=adherence%20to%20rules" title=" adherence to rules"> adherence to rules</a> </p> <a href="https://publications.waset.org/abstracts/60007/procedural-justice-and-work-outcomes-in-kuwait-business-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60007.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">291</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">7558</span> A Comparative Study of Administrative and Political Sciences: Procedural Compliance and Duty Fulfillment in Administrative Lawsuits in China and Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Jia%20Jun">Yan Jia Jun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes procedural compliance and the handling of duty fulfillment applications in administrative lawsuits in China and Singapore. By examining cases such as Nanning Jiangnan District Market Supervision Bureau v. Yan Jiajun, Zhuzhou Tianyuan District Market Supervision Bureau v. Yan Wengao from China, and Tan Seet Eng v. Housing and Development Board (HDB) from Singapore, the study explores how procedural fairness affects litigation outcomes and governance. The paper concludes that both countries face challenges in procedural compliance, but also highlights unique approaches and lessons that can be drawn from each jurisdiction to improve governance, transparency, and legal compliance in administrative processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20law" title="administrative law">administrative law</a>, <a href="https://publications.waset.org/abstracts/search?q=duty%20fulfillment" title=" duty fulfillment"> duty fulfillment</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial%20review" title=" judicial review"> judicial review</a>, <a href="https://publications.waset.org/abstracts/search?q=administrative%20governance" title=" administrative governance"> administrative governance</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20transparency" title=" government transparency"> government transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=China-Singapore%20comparison" title=" China-Singapore comparison"> China-Singapore comparison</a> </p> <a href="https://publications.waset.org/abstracts/192969/a-comparative-study-of-administrative-and-political-sciences-procedural-compliance-and-duty-fulfillment-in-administrative-lawsuits-in-china-and-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192969.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">20</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">7557</span> Looking Elsewhere for Job: Relationship between Procedural Justice and Survivors’ Turnover Intent in Consolidated Nigeria Banks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fasanmi%20Samuel%20Sunday">Fasanmi Samuel Sunday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines the relationship between procedural justice and turnover intent among survivors in a consolidated Nigeria bank. Opinions of eight hundred and eighty five staff of First City Monumental Bank and Finbank who survived the consolidated process were conveniently sampled using battery of tests. Two hypotheses were tested for this study. Results revealed that procedural justice and demographic variables (sex, age, previous banking job experience, and year of work experience) were significantly, independently and jointly influence turnover intent among survivors in consolidated banks in Nigeria. Also, there was a significant relationship between procedural justice and turnover intent among survivors in a consolidated bank in Nigeria. It was recommended that if the workers perceived the process of downsizing to be fair, they tend to reason with their management and coast along with the process rather than increasing in their turnover intent which will eventually drastically reduce the profitability matrix which the banks desired so desperately. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bankers" title="bankers">bankers</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=sex" title=" sex"> sex</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intent" title=" turnover intent"> turnover intent</a> </p> <a href="https://publications.waset.org/abstracts/15576/looking-elsewhere-for-job-relationship-between-procedural-justice-and-survivors-turnover-intent-in-consolidated-nigeria-banks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15576.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">513</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">7556</span> Unravelling the Procedural Obligations of the Administration in the Case Law of the European Court of Human Rights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agne%20Andrijauskaite">Agne Andrijauskaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The observance of procedural rights by administrative authorities is essential for the effective implementation of subjective rights and is part and parcel of the notion of good governance. Whilst a lot of legal scholarship addresses the scope and content of such rights under the European Union legal framework, a very limited attention is given to their application in the case law of European Court of Human Rights (ECtHR) despite its growing engagement with the subject. This paper written as a part of a wider project on the development of pan-European principles of good administration by the Council of Europe aims to fill this lacuna. This will be done by delimiting the scope and extent of individual procedural safeguards through an analysis of the practice of the ECtHR. The right to be heard, the right to access the files and the right to a decision in reasonable time by administrative authorities will be selected as loci classici for the purpose of this article. The results presented in the paper should contribute to the awareness of growing body of ECtHR’s case-law revolving around administrative procedural law and the growing debate on the notion of good governance found therein within academic community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=European%20Court%20of%20Human%20Rights" title="European Court of Human Rights">European Court of Human Rights</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20governance" title=" good governance"> good governance</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20rights" title=" procedural rights"> procedural rights</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20Law" title=" procedural Law"> procedural Law</a> </p> <a href="https://publications.waset.org/abstracts/58721/unravelling-the-procedural-obligations-of-the-administration-in-the-case-law-of-the-european-court-of-human-rights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58721.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">284</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">7555</span> Effect of Educational Information with Video Compact Disc on Anxiety Level in Patients Undergoing Bronchoscopy in Ramathibodi Hospital </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chariya%20Laohavich">Chariya Laohavich</a>, <a href="https://publications.waset.org/abstracts/search?q=Viboon%20Bunsrangsuk"> Viboon Bunsrangsuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Bronchoscopy is a common outpatient procedure. The authors compared the patient anxiety level before and after received video-assisted procedural information. Method: One hundred and twenty patients who never received bronchoscopy and scheduled for elective bronchoscopy at outpatient Bronchosope unit at Ramathibodi Hospital, Mahidol University were randomized into control and intervention group. Video-assisted procedural information was given in intervention group. Pre and post procedural anxiety score were recorded and compared between two groups. Paired T-test was used for statistical analysis. Result: There was statistically significant decrease (p < 0.001) for anxiety score in patients who received video assisted procedural information compare with control group. Conclusion: Video-assisted procedural information should be given to patient who will have bronchoscopy to reduce anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=bronchoscopy" title=" bronchoscopy"> bronchoscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20compact%20disc%20%28VCD%29" title=" video compact disc (VCD)"> video compact disc (VCD)</a> </p> <a href="https://publications.waset.org/abstracts/37459/effect-of-educational-information-with-video-compact-disc-on-anxiety-level-in-patients-undergoing-bronchoscopy-in-ramathibodi-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37459.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">349</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">7554</span> Did Nature of Job Matters - Impact of Perceived Job Autonomy on Turnover Intention in Sales and Marketing Managers: Moderating Effect of Procedural and Distributive Justice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Babar%20Shahzad">Muhammad Babar Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of our study is to investigate the relationship between perceived job autonomy and turnover intention in sales & marketing staff. Perceived job autonomy is considered one of most studied dimension of Job Characteristic Model. But still there is a confusion in scholars about predictive role of perceived job autonomy in turnover intention. In line of more complex research on this relation, we investigated the relationship between perceived job autonomy and turnover intention. Did nature of job have any impact on this relationship. On the call of different authors we take interactive effect of perceived job autonomy and procedural justice on turnover intention. Predictive role of distributive justice to employee outcomes is not deniable. But predictive role of distributive justice will be prone in different contextual influences. Interactive role of distributive justice and perceived job autonomy is also not tested before. We collected date from 279 marketing and sales managers working in financial institution, FMCG industries, Pharamesutical Industry & Bank. Strong and direct negative relation was found in perceived job autonomy, distributive justice & procedural justice on turnover intention. Distributive and procedural justice is also amplifying the negative relationship of perceived job autonomy and turnover intention. Limitation and future direction for research is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20job%20autonomy" title="perceived job autonomy">perceived job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intention" title=" turnover intention"> turnover intention</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20job" title=" distributive job"> distributive job</a> </p> <a href="https://publications.waset.org/abstracts/26402/did-nature-of-job-matters-impact-of-perceived-job-autonomy-on-turnover-intention-in-sales-and-marketing-managers-moderating-effect-of-procedural-and-distributive-justice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26402.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">511</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">7553</span> Teaching for Knowledge Transfer: Best Practices from a Graduate-Level Educational Psychology Distance Learning Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bobby%20Hoffman">Bobby Hoffman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One measure of effective instruction is the ability to solve authentic, real-world problems by effectively transferring and applying classroom and textbook knowledge. While many students can productively earn high grades and learn course content, they are not always able to apply the knowledge they gain. As such, this quasi-experimental study compared the comprehensive exit exam results of learners across instructional modalities who completed a prominent graduate-level educational psychology program. ANCOVA revealed superior knowledge transfer for blended-learning students compared to those who completed distance education and significantly greater transfer of declarative, procedural, and self-regulatory knowledge by the blended-learning students. This paper briefly summarizes the study results while highlighting evidence-based programmatic and course level modifications that were implemented to specifically address the transfer of learning and practical application of educational psychology knowledge. <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=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transfer" title=" knowledge transfer"> knowledge transfer</a> </p> <a href="https://publications.waset.org/abstracts/136938/teaching-for-knowledge-transfer-best-practices-from-a-graduate-level-educational-psychology-distance-learning-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136938.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">177</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">7552</span> Expert and Novice Problem-Solvers Differences: A Discourse for Effective Teaching Delivery in Physics Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Sa%E2%80%99adatu%20Mohammed">Abubakar Sa’adatu Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a study of problem solving differences between expert and novice Problem solvers for effective physics teaching. Significant differences were found both at the conceptual level and at the level of critical thinking, creative thinking and reasoning. It is suggested for a successful solution of a problem, conceptual knowledge alone may not be sufficient. There is the need of the knowledge of how the conceptual knowledge should be applied (problem solving skills). It is hoped that this research might contribute to efforts of exploring ways for students to acquire a powerful conceptual toolkit based on experts like problem solvers approach for effective teaching delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</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=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20ability" title=" reasoning ability"> reasoning ability</a> </p> <a href="https://publications.waset.org/abstracts/37987/expert-and-novice-problem-solvers-differences-a-discourse-for-effective-teaching-delivery-in-physics-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37987.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">299</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">7551</span> EFL Teachers’ Metacognitive Awareness as a Predictor of Their Professional Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeedeh%20Shafiee%20Nahrkhalaji">Saeedeh Shafiee Nahrkhalaji </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive knowledge increases EFL students’ ability to be successful learners. Although this relationship has been investigated by a number of scholars, EFL teachers’ explicit awareness of their cognitive knowledge has not been sufficiently explored. The aim of this study was to examine the role of EFL teachers’ metacognitive knowledge in their pedagogical performance. Furthermore, the role played by years of their academic education and teaching experience was also studied. Fifty female EFL teachers were selected. They completed Metacognitive Awareness Inventory (MAI) that assessed six components of metacognition including procedural knowledge, declarative knowledge, conditional knowledge, planning, evaluating, and management strategies. Near the end of the academic semester, the students of each class filled in ‘the Language Teacher Characteristics Questionnaire’ to evaluate their teachers’ pedagogical performance. Four elements of MAI, declarative knowledge, planning, evaluating, and management strategies were found to be significantly correlated with EFL teachers’ pedagogical success. Significant correlation was also established between metacognitive knowledge and EFL teachers’ years of academic education and teaching experience. The findings obtained from this research have contributing implication for EFL teacher educators. The discussion concludes by setting out directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognotive%20knowledge" title="metacognotive knowledge">metacognotive knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20performance" title=" pedagogical performance"> pedagogical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20characteristics%20questionnaire" title=" language teacher characteristics questionnaire"> language teacher characteristics questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20awareness%20inventory" title=" metacognitive awareness inventory"> metacognitive awareness inventory</a> </p> <a href="https://publications.waset.org/abstracts/6274/efl-teachers-metacognitive-awareness-as-a-predictor-of-their-professional-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7550</span> Perceived Procedural Justice and Organizational Citizenship Behavior: Evidence from a Security Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noa%20Nelson">Noa Nelson</a>, <a href="https://publications.waset.org/abstracts/search?q=Orit%20Appel"> Orit Appel</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Ben-ari"> Rachel Ben-ari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizational Citizenship Behavior (OCB) is voluntary employee behavior that contributes to the organization beyond formal job requirements. It can take different forms, such as helping teammates (OCB toward individuals; hence, OCB-I), or staying after hours to attend a task force (OCB toward the organization; hence, OCB-O). Generally, OCB contributes substantially to organizational climate, goals, productivity, and resilience, so organizations need to understand what encourages it. This is particularly challenging in security organizations. Security work is characterized by high levels of stress and burnout, which is detrimental to OCB, and security organizational design emphasizes formal rules and clear hierarchies, leaving employees with less freedom for voluntary behavior. The current research explored the role of Perceived Procedural Justice (PPJ) in enhancing OCB in a security organization. PPJ refers to how fair decision-making processes are perceived to be. It involves the sense that decision makers are objective, attentive to everyone's interests, respectful in their communications and participatory - allowing individuals a voice in decision processes. Justice perceptions affect motivation, and it was specifically suggested that PPJ creates an attachment to one's organization and personal interest in its success. Accordingly, PPJ had been associated with OCB, but hardly any research tested their association with security organizations. The current research was conducted among prison guards in the Israel Prison Service, to test a correlational and a causal association between PPJ and OCB. It differentiated between perceptions of direct commander procedural justice (CPJ), and perceptions of organization procedural justice (OPJ), hypothesizing that CPJ would relate to OCB-I, while OPJ would relate to OCB-O. In the first study, 336 prison guards (305 male) from 10 different prisons responded to questionnaires measuring their own CPJ, OPJ, OCB-I, and OCB-O. Hierarchical linear regression analyses indicated the significance of commander procedural justice (CPJ): It associated with OCB-I and also associated with OPJ, which, in turn, associated with OCB-O. The second study tested CPJ's causal effects on prison guards' OCB-I and OCB-O; 311 prison guards (275 male) from 14 different prisons read scenarios that described either high or low CPJ, and then evaluated the likelihood of that commander's prison guards performing OCB-I and OCB-O. In this study, CPJ enhanced OCB-O directly. It also contributed to OCB-I, indirectly: CPJ enhanced the motivation for collaboration with the commander, which respondents also evaluated after reading scenarios. Collaboration, in turn, associated with OCB-I. The studies demonstrate that procedural justice, especially commander's PJ, promotes OCB in security work environments. This is important because extraordinary teamwork and motivation are needed to deal with emergency situations and with delicate security challenges. Following the studies, the Israel Prison Service implemented personal procedural justice training for commanders and unit level programs for procedurally just decision processes. From a theoretical perspective, the studies extend the knowledge on PPJ and OCB to security work environments and contribute evidence on PPJ's causal effects. They also call for further research, to understand the mechanisms through which different types of PPJ affect different types of OCB. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20citizenship%20behavior" title="organizational citizenship behavior">organizational citizenship behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20procedural%20justice" title=" perceived procedural justice"> perceived procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=prison%20guards" title=" prison guards"> prison guards</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20organizations" title=" security organizations"> security organizations</a> </p> <a href="https://publications.waset.org/abstracts/90959/perceived-procedural-justice-and-organizational-citizenship-behavior-evidence-from-a-security-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90959.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">221</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">7549</span> The Active Subject and the Victim of Trafficking in Human Beings: Material and Procedural Criminal Law Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrei%20Nastas">Andrei Nastas</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergiu%20Cernomopret"> Sergiu Cernomopret</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research addresses trafficking in human beings, in terms of the active subject and the victim of this crime, through the prism of national and international regulations in material and procedural criminal matters. For the correlative approach of both mentioned aspects, the active subject and the victim of trafficking in human beings, the research addresses both its constituent elements and the way to prevent and combat this phenomenon through criminal proceedings. As follows, trafficking in human beings, from a material criminal point of view, involves two subjects of this crime (active subject - offender and passive subject - victim), while their procedural status differs depending on the case (victim or injured party). The result of the research highlights some clarifications, which find a theoretical-practical basis in the legal provisions, the specialized doctrine, and the judicial practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=victim" title="victim">victim</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20subject" title=" active subject"> active subject</a>, <a href="https://publications.waset.org/abstracts/search?q=abuse" title=" abuse"> abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=injured%20party" title=" injured party"> injured party</a>, <a href="https://publications.waset.org/abstracts/search?q=crime" title=" crime"> crime</a> </p> <a href="https://publications.waset.org/abstracts/148635/the-active-subject-and-the-victim-of-trafficking-in-human-beings-material-and-procedural-criminal-law-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148635.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">130</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">7548</span> Perceived Procedural Justice and Conflict Management in Romantic Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inbal%20Peleg%20Koriat">Inbal Peleg Koriat</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Ben-Ari"> Rachel Ben-Ari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to test individual’s conflict management style in romantic relations as a function of their perception of the extent of procedural justice in their partner behavior, and to what extant this relationship is mediated by the quality of the relations. The research procedure included two studies: The first study was a correlative study with 160 participants in a romantic relation. The goal of the first study was to examine the mediation model with self-report questionnaires. The second study was an experimental study with 241 participants. The study was designed to examine the causal connection between perceived procedural justice (PPJ) and conflict management styles. Study 1 indicated a positive connection between PPJ and collaborative conflict management styles (integrating, compromising and obliging). In contrast, a negative connection was not found between PPJ and non-collaborative conflict management styles (avoiding, and dominating). In addition, perceived quality of the romantic relations was found to mediate the connection between PPJ and collaborative conflict management styles. Study 2 validated the finding of Study 1 by showing that PPJ leads the individual to use compromising and integrating conflict management styles. In contrast to Study 1, Study 2 shows that a low PPJ increases the individual’s tendency to use an avoiding conflict management style. The study contributes to the rather scarce research on PPJ role in conflict management in general and in romantic relations in particular. It can provide new insights into cognitive methods of coping with conflict that encourage transformation in the conflict and a way to grow and develop both individually and as a couple. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management%20style" title="conflict management style">conflict management style</a>, <a href="https://publications.waset.org/abstracts/search?q=marriage" title=" marriage"> marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=romantic%20relations" title=" romantic relations"> romantic relations</a> </p> <a href="https://publications.waset.org/abstracts/54548/perceived-procedural-justice-and-conflict-management-in-romantic-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54548.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">7547</span> Outcomes-Based Qualification Design and Vocational Subject Literacies: How Compositional Fallacy Short-Changes School-Leavers’ Literacy Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Veitch">Rose Veitch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning outcomes-based qualifications have been heralded as the means to raise vocational education and training (VET) standards, meet the needs of the changing workforce, and establish equivalence with existing academic qualifications. Characterized by explicit, measurable performance statements and atomistically specified assessment criteria, the outcomes model has been adopted by many VET systems worldwide since its inception in the United Kingdom in the 1980s. Debate to date centers on how the outcomes model treats knowledge. Flaws have been identified in terms of the overemphasis of end-points, neglect of process and a failure to treat curricula coherently. However, much of this censure has evaluated the outcomes model from a theoretical perspective; to date, there has been scant empirical research to support these criticisms. Various issues therefore remain unaddressed. This study investigates how the outcomes model impacts the teaching of subject literacies. This is of particular concern for subjects on the academic-vocational boundary such as Business Studies, since many of these students progress to higher education in the United Kingdom. This study also explores the extent to which the outcomes model is compatible with borderline vocational subjects. To fully understand if this qualification model is fit for purpose in the 16-18 year-old phase, it is necessary to investigate how teachers interpret their qualification specifications in terms of curriculum, pedagogy and assessment. Of particular concern is the nature of the interaction between the outcomes model and teachers’ understandings of their subject-procedural knowledge, and how this affects their capacity to embed literacy into their teaching. This present study is part of a broader doctoral research project which seeks to understand if and how content-area, disciplinary literacy and genre approaches can be adapted to outcomes-based VET qualifications. This qualitative research investigates the ‘what’ and ‘how’ of literacy embedding from the perspective of in-service teacher development in the 16-18 phase of education. Using ethnographic approaches, it is based on fieldwork carried out in one Further Education college in the United Kingdom. Emergent findings suggest that the outcomes model is not fit for purpose in the context of borderline vocational subjects. It is argued that the outcomes model produces inferior qualifications due to compositional fallacy; the sum of a subject’s components do not add up to the whole. Findings indicate that procedural knowledge, largely unspecified by some outcomes-based qualifications, is where subject-literacies are situated, and that this often gets lost in ‘delivery’. It seems that the outcomes model provokes an atomistic treatment of knowledge amongst teachers, along with the privileging of propositional knowledge over procedural knowledge. In other words, outcomes-based VET is a hostile environment for subject-literacy embedding. It is hoped that this research will produce useful suggestions for how this problem can be ameliorated, and will provide an empirical basis for the potential reforms required to address these issues in vocational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes-based" title=" outcomes-based"> outcomes-based</a>, <a href="https://publications.waset.org/abstracts/search?q=qualification%20design" title=" qualification design"> qualification design</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/192581/outcomes-based-qualification-design-and-vocational-subject-literacies-how-compositional-fallacy-short-changes-school-leavers-literacy-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192581.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">7546</span> The Current Importance of the Rules of Civil Procedure in the Portuguese Legal Order: Between Legalism and Adequation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guilherme%20Gomes">Guilherme Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Lebre%20de%20Freitas"> Jose Lebre de Freitas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rules of Civil Procedure that are defined in the Portuguese Civil Procedure Code of 2013 particularly their articles 552 to 626- represent the model that the legislator thought that would be more suitable for national civil litigation, from the moment the action is brought by the plaintiff to the moment when the sentence is issued. However, procedural legalism is no longer a reality in the Portuguese Civil Procedural Law. According to the article 547 of the code of 2013, the civil judge has a duty to adopt the procedure that better suits the circumstances of the case, whether or not it is the one defined by law. The main goal of our paper is to answer the question whether the formal adequation imposed by this article diminishes the importance of the Portuguese rules of Civil Procedure and their daily application by national civil judges. We will start by explaining the appearance of the abovementioned rules in the Civil Procedure Code of 2013. Then we will analyse, using specific examples that were obtained by the books we read, how the legal procedure defined in the abovementioned code does not suit the circumstances of some specific cases and is totally inefficient in some situations. After that, we will, by using the data obtained in the practical research that we are conducting in the Portuguese civil courts within the scope of our Ph.D. thesis (until now, we have been able to consult 150 civil lawsuits), verify whether and how judges and parties make the procedure more efficient and effective in the case sub judice. In the scope of our research, we have already reached some preliminary findings: 1) despite the fact that the legal procedure does not suit the circumstances of some civil lawsuits, there are only two situations of frequent use of formal adequation (the judge allowing the plaintiff to respond to the procedural exceptions deduced in the written defense and the exemption from prior hearing for the judges who never summon it), 2) the other aspects of procedural adequation (anticipation of the production of expert evidence, waiving of oral argument at the final hearing, written allegations, dismissal of the dispatch on the controversial facts and the examination of witnesses at the domicile of one of the lawyers) are still little used and 3) formal adequation tends to happen by initiative of the judge, as plaintiffs and defendants are afraid of celebrating procedural agreements in most situations. In short, we can say that, in the Portuguese legal order of the 21st century, the flexibility of the legal procedure, as it is defined in the law and applied by procedural subjects, does not affect the importance of the rules of Civil Procedure of the code of 2013. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=casuistic%20adequation" title="casuistic adequation">casuistic adequation</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20procedure%20code%20of%202013" title=" civil procedure code of 2013"> civil procedure code of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20subjects" title=" procedural subjects"> procedural subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=rules%20of%20civil%20procedure" title=" rules of civil procedure"> rules of civil procedure</a> </p> <a href="https://publications.waset.org/abstracts/106643/the-current-importance-of-the-rules-of-civil-procedure-in-the-portuguese-legal-order-between-legalism-and-adequation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106643.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">129</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">7545</span> The Comparative Analysis on Pre-Trial in Relation to the Reform of Pre-Trial in Indonesian Criminal Procedural Code</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Fatahillah%20Akbar">Muhammad Fatahillah Akbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Criminal Procedural Law is established to protect the society from the abuse of authority. To achieve that purpose, the criminal procedural law shall be established in accordance with the laws of human right and the protection of the society. One of the mechanisms to protect human rights and to ensure the compliance of authorities in criminal procedural law is pre-trial mechanism. In many countries, there are various mechanisms of pre-trial. In the recent cases in Indonesia, pre-trial has been an interesting issue. The issue is also addressed by the Constitutional Court Decision Number 21/PUU-XII/2014 which enhance the competence of pre-trial which includes the suspect determination and the legality of seizure and search. Before that decision, some pre-trial decisions have made landmark decision by enhancing the competence of pre-trial, such as the suspect determination case in Budi Gunawan Case and legality of the investigation in Hadi Purnomo Case. These pre-trial cases occurred because the society needs protection even though it is not provided by written legislations, in this matter, The Indonesian Criminal Procedural Code (KUHAP). For instance, a person can be a suspect for unlimited time because the Criminal Procedural Code does not regulate the limit of investigation, so the suspect enactment shall be able to be challenged to protect human rights. Before the Constitutional Court Decision Suspect Determination cannot be challenged so that the society is not fully protected. The Constitutional Court Decision has provided more protections. Nowadays, investigators shall be more careful in conducting the investigation. However, those decisions, including the Constitutional Court Decision are not sufficient for society to be protected by abuse of authority. For example, on 7 March 2017, a single judge, in a Pre-Trial, at the Surabaya District Court, decided that the investigation was unlawful and shall be terminated. This is not regulated according to the Code and also any decisions in pre-trial. It can be seen that the reform of pre-trial is necessary. Hence, this paper aims to examine how pre-trial shall be developed in the future to provide wide access for society to have social justice in criminal justice system. The question will be answered by normative, historical, and comparative approaches. Firstly, the paper will examine the history of pre-trial in Indonesia and also landmark decisions on pre-trial. Then, the lessons learned from other countries regarding to the pre-trial mechanism will be elaborated to show how pre-trial shall be developed and what the competences of a pre-trial are. The focus of all discussions shall be on how the society is protected and provided access to legally complain to the authority. At the end of the paper, the recommendation to reform the pre-trial mechanism will be suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-trial" title="pre-trial">pre-trial</a>, <a href="https://publications.waset.org/abstracts/search?q=criminal%20procedural%20law" title=" criminal procedural law"> criminal procedural law</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a> </p> <a href="https://publications.waset.org/abstracts/86663/the-comparative-analysis-on-pre-trial-in-relation-to-the-reform-of-pre-trial-in-indonesian-criminal-procedural-code" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86663.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">167</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">7544</span> Diagnostic Efficacy and Usefulness of Digital Breast Tomosynthesis (DBT) in Evaluation of Breast Microcalcifications as a Pre-Procedural Study for Stereotactic Biopsy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okhee%20Woo">Okhee Woo</a>, <a href="https://publications.waset.org/abstracts/search?q=Hye%20Seon%20Shin"> Hye Seon Shin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To investigate the diagnostic power of digital breast tomosynthesis (DBT) in evaluation of breast microcalcifications and usefulness as a pre-procedural study for stereotactic biopsy in comparison with full-field digital mammogram (FFDM) and FFDM plus magnification image (FFDM+MAG). Methods and Materials: An IRB approved retrospective observer performance study on DBT, FFDM, and FFDM+MAG was done. Image quality was rated in 5-point scoring system for lesion clarity (1, very indistinct; 2, indistinct; 3, fair; 4, clear; 5, very clear) and compared by Wilcoxon test. Diagnostic power was compared by diagnostic values and AUC with 95% confidence interval. Additionally, procedural report of biopsy was analysed for patient positioning and adequacy of instruments. Results: DBT showed higher lesion clarity (median 5, interquartile range 4-5) than FFDM (3, 2-4, p-value < 0.0001), and no statistically significant difference to FFDM+MAG (4, 4-5, p-value=0.3345). Diagnostic sensitivity and specificity of DBT were 86.4% and 92.5%; FFDM 70.4% and 66.7%; FFDM+MAG 93.8% and 89.6%. The AUCs of DBT (0.88) and FFDM+MAG (0.89) were larger than FFDM (0.59, p-values < 0.0001) but there was no statistically significant difference between DBT and FFDM+MAG (p-value=0.878). In 2 cases with DBT, petit needle could be appropriately prepared; and other 3 without DBT, patient repositioning was needed. Conclusion: DBT showed better image quality and diagnostic values than FFDM and equivalent to FFDM+MAG in the evaluation of breast microcalcifications. Evaluation with DBT as a pre-procedural study for breast stereotactic biopsy can lead to more accurate localization and successful biopsy and also waive the need for additional magnification images. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DBT" title="DBT">DBT</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotactic%20biopsy" title=" stereotactic biopsy"> stereotactic biopsy</a>, <a href="https://publications.waset.org/abstracts/search?q=mammography" title=" mammography"> mammography</a> </p> <a href="https://publications.waset.org/abstracts/82986/diagnostic-efficacy-and-usefulness-of-digital-breast-tomosynthesis-dbt-in-evaluation-of-breast-microcalcifications-as-a-pre-procedural-study-for-stereotactic-biopsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82986.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">304</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">7543</span> Use of Mobile Phone Applications in Teaching Precalculus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay-R.%20Hosana%20Leonidas">Jay-R. Hosana Leonidas</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayson%20A.%20Lucilo"> Jayson A. Lucilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The K-12 Curriculum in the Philippines shed light to mathematics education as it recognizes the use of smartphones/mobile phones as appropriate tools necessary in teaching mathematics. However, there were limited pieces of evidence on the use of these devices in teaching and learning process. This descriptive study developed lessons integrating the use of mobile phone applications with basis on low-level competencies of students in Precalculus and determined its effects on students’ conceptual understanding, procedural skills, and attitudes towards Precalculus. Employing Bring Your Own Device (BYOD) scheme in the study, lessons developed were conducted among Grade 11 Science, Technology, Engineering, and Mathematics (STEM) students at Central Bicol State University of Agriculture for the academic year 2018-2019. This study found that there is a significant difference between the competency levels of students along conceptual understanding and procedural skills prior to and after the conduct of lessons developed. Also, it disclosed that the use of mobile phone applications had positive effects on students’ attitudes towards Precalculus. Thus, the use of mobile phone applications in teaching Precalculus can enrich students’ understanding of concepts and procedural skills (solving and graphing skills) and can increase students’ motivation, self-confidence, and enjoyment in dealing with Precalculus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bring%20your%20own%20device" title="bring your own device">bring your own device</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone%20applications" title=" mobile phone applications"> mobile phone applications</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/120387/use-of-mobile-phone-applications-in-teaching-precalculus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120387.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">163</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">7542</span> Ontology as Knowledge Capture Tool in Organizations: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Margaretha">Maria Margaretha</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Indra%20Sensuse"> Dana Indra Sensuse</a>, <a href="https://publications.waset.org/abstracts/search?q=Lukman"> Lukman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge capture is a step in knowledge life cycle to get knowledge in the organization. Tacit and explicit knowledge are needed to organize in a path, so the organization will be easy to choose which knowledge will be use. There are many challenges to capture knowledge in the organization, such as researcher must know which knowledge has been validated by an expert, how to get tacit knowledge from experts and make it explicit knowledge, and so on. Besides that, the technology will be a reliable tool to help the researcher to capture knowledge. Some paper wrote how ontology in knowledge management can be used for proposed framework to capture and reuse knowledge. Organization has to manage their knowledge, process capture and share will decide their position in the business area. This paper will describe further from literature review about the tool of ontology that will help the organization to capture its knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20capture" title="knowledge capture">knowledge capture</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a> </p> <a href="https://publications.waset.org/abstracts/20921/ontology-as-knowledge-capture-tool-in-organizations-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20921.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">606</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7541</span> The Understanding-Without-Reflection in Psychoanalytic Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanoch%20Yerushalmi">Hanoch Yerushalmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the transformational therapeutic experiences is the therapeutic dyad's immersion in and recovery from shared regressive states that are often provoked by an awakened childhood fear of breakdown. the suggest that the supervisory dyad has parallel transformational experiences―the shared regressive states that follow continuous incomprehension of the unfolding therapeutic reality. Moreover, when the supervisory partners immerse themselves in a shared regressive state, a unique, inclusive, embodied, unsymbolized, and procedural understanding-without-reflection emerges spontaneously. Analytic writers describe such an understanding as unconscious knowledge, and existentialist writers describe it as prereflective consciousness. Before translating this unique understanding into a therapeutic narrative, the supervisor needs to recover from the regressive state and organize it according to discursive and logical analytic principles. From this perspective, the already existing experiential and analytic theoretical knowledge serves as a platform for creating new perceptions and analytic discourses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supervision" title="supervision">supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=existentialism" title=" existentialism"> existentialism</a>, <a href="https://publications.waset.org/abstracts/search?q=prereflective%20consciousness" title=" prereflective consciousness"> prereflective consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=regressive%20states" title=" regressive states"> regressive states</a> </p> <a href="https://publications.waset.org/abstracts/147500/the-understanding-without-reflection-in-psychoanalytic-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147500.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">119</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">7540</span> Knowledge Sharing and Organizational Performance: A System Dynamics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shachi%20Pathak">Shachi Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We are living in knowledge based economy where firms can gain competitive advantage with the help of managing knowledge within the organization. The purpose the study is to develop a conceptual model to explain the relationship between factors affecting knowledge sharing, called as knowledge enablers, in an organization, knowledge sharing activities and organizational performance, using system dynamics approach. This research is important since it will provide better understandings on what are the key knowledge enablers to support knowledge sharing activities, and how knowledge sharing activities will affect the capability of an organization to enhance the performance of the organization. <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%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20dynamics" title=" system dynamics"> system dynamics</a> </p> <a href="https://publications.waset.org/abstracts/36508/knowledge-sharing-and-organizational-performance-a-system-dynamics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36508.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">374</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">7539</span> Progress of Legislation in Post-Colonial, Post-Communist and Socialist Countries for the Intellectual Property Protection of the Autonomous Output of Artificial Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ammar%20Younas">Ammar Younas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is an attempt to explore the legal progression in procedural laws related to “intellectual property protection for the autonomous output of artificial intelligence” in Post-Colonial, Post-Communist and Socialist Countries. An in-depth study of legal progression in Pakistan (Common Law), Uzbekistan (Post-Soviet Civil Law) and China (Socialist Law) has been conducted. A holistic attempt has been made to explore that how the ideological context of the legal systems can impact, not only on substantive components but on the procedural components of the formal laws related to IP Protection of autonomous output of Artificial Intelligence. Moreover, we have tried to shed a light on the prospective IP laws and AI Policy in the countries, which are planning to incorporate the concept of “Digital Personality” in their legal systems. This paper will also address the question: “How far IP of autonomous output of AI can be protected with the introduction of “Non-Human Legal Personality” in legislation?” By using the examples of China, Pakistan and Uzbekistan, a case has been built to highlight the legal progression in General Provisions of Civil Law, Artificial Intelligence Policy of the country and Intellectual Property laws. We have used a range of multi-disciplinary concepts and examined them on the bases of three criteria: accuracy of legal/philosophical presumption, applying to the real time situations and testing on rational falsification tests. It has been observed that the procedural laws are designed in a way that they can be seen correlating with the ideological contexts of these countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title="intellectual property">intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20personality" title=" digital personality"> digital personality</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20progression" title=" legal progression"> legal progression</a> </p> <a href="https://publications.waset.org/abstracts/121728/progress-of-legislation-in-post-colonial-post-communist-and-socialist-countries-for-the-intellectual-property-protection-of-the-autonomous-output-of-artificial-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121728.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">118</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">7538</span> Data Mining As A Tool For Knowledge Management: A Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maram%20Saleh">Maram Saleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge has become an essential resource in today’s economy and become the most important asset of maintaining competition advantage in organizations. The importance of knowledge has made organizations to manage their knowledge assets and resources through all multiple knowledge management stages such as: Knowledge Creation, knowledge storage, knowledge sharing and knowledge use. Researches on data mining are continues growing over recent years on both business and educational fields. Data mining is one of the most important steps of the knowledge discovery in databases process aiming to extract implicit, unknown but useful knowledge and it is considered as significant subfield in knowledge management. Data miming have the great potential to help organizations to focus on extracting the most important information on their data warehouses. Data mining tools and techniques can predict future trends and behaviors, allowing businesses to make proactive, knowledge-driven decisions. This review paper explores the applications of data mining techniques in supporting knowledge management process as an effective knowledge discovery technique. In this paper, we identify the relationship between data mining and knowledge management, and then focus on introducing some application of date mining techniques in knowledge management for some real life domains. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Data%20Mining" title="Data Mining">Data Mining</a>, <a href="https://publications.waset.org/abstracts/search?q=Knowledge%20management" title=" Knowledge management"> Knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=Knowledge%20discovery" title=" Knowledge discovery"> Knowledge discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=Knowledge%20creation." title=" Knowledge creation."> Knowledge creation.</a> </p> <a href="https://publications.waset.org/abstracts/137030/data-mining-as-a-tool-for-knowledge-management-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137030.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">208</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">7537</span> Investigating the Impact of Knowledge Management Components on Employee Productivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javad%20Moghtader%20Kargaran">Javad Moghtader Kargaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, attention to knowledge and management Knowledge as a strategy is very important has taken with economy becoming knowledge-oriented, how and knowing the effective management and integration of different types Knowledge (obvious-implicit) to preserve and create advantage. Competition has become very important. Knowledge is a valuable resource for empowering organizations in the direction of innovation and competition. Due to the importance of human resources in the survival of organizations, extensive efforts are made to empower them. This knowledge can lead to awareness among employees. Employees and the knowledge that is in their minds are very valuable resources for the organization, which must be managed and developed. In fact, the ultimate goal of knowledge management is to increase the intelligence and productivity of employees and the organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=human" title=" human"> human</a> </p> <a href="https://publications.waset.org/abstracts/168685/investigating-the-impact-of-knowledge-management-components-on-employee-productivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7536</span> The Effectiveness of Exchange of Tacit and Explicit Knowledge Using Digital and Face to Face Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delio%20I.%20Castaneda">Delio I. Castaneda</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Toulson"> Paul Toulson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the knowledge sharing effectiveness of two types of knowledge, tacit and explicit, depending on two channels: face to face or digital. Participants were 217 knowledge workers in New Zealand and researchers who attended a knowledge management conference in the United Kingdom. In the study, it was found that digital tools are effective to share explicit knowledge. In addition, digital tools that facilitated dialogue were effective to share tacit knowledge. It was also found that face to face communication was an effective way to share tacit and explicit knowledge. Results of this study contribute to clarify in what cases digital tools are effective to share tacit knowledge. Additionally, even though explicit knowledge can be easily shared using digital tools, this type of knowledge is also possible to be shared through dialogue. Result of this study may support practitioners to redesign programs and activities based on knowledge sharing to make strategies more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20knowledge" title="digital knowledge">digital knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20knowledge" title=" explicit knowledge"> explicit knowledge</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=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a> </p> <a href="https://publications.waset.org/abstracts/80879/the-effectiveness-of-exchange-of-tacit-and-explicit-knowledge-using-digital-and-face-to-face-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80879.pdf" target="_blank" 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