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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="practice research"> <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> 27221</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: practice research</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27221</span> The Significance of ‘Practice’ in Art Research: Indian and Western Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukta%20Avachat-Shirke">Mukta Avachat-Shirke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of manifestation in art has been studied deeply by various Indian and Western philosophers through times. In the art of painting, ‘Practice’ is always considered as techniques or making and ‘Theory’ is related to intelligence or the ‘conceptual.' The question about the significance of ‘Practice’ in artistic research has been a topic of debate. The aim of this qualitative study is to find the relevance of practice and theory while creating artworks. This study analyzes the thoughts and philosophy of Abhinavgupta, Hegel, and Croce to find a new perspective for looking at practice and theory within artistic research. With the method of grounded theory, the study attempts to establish the importance of both in artistic research. It discusses the issues like stages of creating art, role of tacit knowledge and importance of the decision-making the ability of the artist. This comparative analysis of these three philosophers along with the present systems can be used as a point of reference for further developments in the pedagogy of art research and artists, to understand the psychology and to follow the process of creativity effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20research" title="artistic research">artistic research</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20philosophy" title=" Indian philosophy"> Indian philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20Philosophy" title=" Western Philosophy"> Western Philosophy</a> </p> <a href="https://publications.waset.org/abstracts/60647/the-significance-of-practice-in-art-research-indian-and-western-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60647.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">27220</span> Creative Art Practice in Response to Climate Change: How Art Transforms and Frames New Approaches to Speculative Ecological and Sustainable Futures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenwen%20Liu">Wenwen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Burton"> Robert Burton</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20McKeown"> Simon McKeown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change is seriously threatening human security and development, leading to global warming and economic, political, and social chaos. Many artists have created visual responses that challenge perceptions on climate change, actively guiding people to think about the climate issues and potential crises after urban industrialization and explore positive solutions. This project is an interdisciplinary and intertextual study where art practice is informed by culture, philosophy, psychology, ecology, and science. By correlating theory and artistic practice, it studies how art practice creates a new way of understanding climate issues and uses art as a way of exploring speculative futures. In the context of practical-based research, arts-based practice as research and creative practice as interdisciplinary research are applied alternately to seek the original solution and new knowledge. Through creative art practice, this project has established new visual ways of looking at climate change and has developed it into a new model to generate more possibilities, an alternative social imagination. It not only encourages people to think and find a sustainable speculative future conducive to all species but also proves that people have the ability to realize positive futures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title="climate change">climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20practice%20as%20interdisciplinary%20research" title=" creative practice as interdisciplinary research"> creative practice as interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=arts-based%20practice%20as%20research" title=" arts-based practice as research"> arts-based practice as research</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20art%20practice" title=" creative art practice"> creative art practice</a>, <a href="https://publications.waset.org/abstracts/search?q=speculative%20future" title=" speculative future"> speculative future</a> </p> <a href="https://publications.waset.org/abstracts/152999/creative-art-practice-in-response-to-climate-change-how-art-transforms-and-frames-new-approaches-to-speculative-ecological-and-sustainable-futures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152999.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">280</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">27219</span> Children's Literature As Pedagogy: Lessons For Literacy Practice </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Curtin">Alicia Curtin</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathy%20Hall"> Kathy Hall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores research and practice shared on a masters University module entitled Children's Literature as Pedagogy. Issues explored include the meaning of childhood and literature; the definition of what counts as text, textual and literacy practice for children and adolescents. A sociocultural framework is used to define literacy practice from this perspective and student voice and experience remains central. Lessons from classroom experience and the use of innovative, multi modal and non traditional texts and pedagogical approaches are offered as examples of innovative and inclusive pedagogy in the field of literacy practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20traditional" title="non traditional">non traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a> </p> <a href="https://publications.waset.org/abstracts/81246/childrens-literature-as-pedagogy-lessons-for-literacy-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81246.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">585</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">27218</span> Classroom Readiness of Open and Distance Learning Student Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20C.%20du%20Plessis">E. C. du Plessis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching practice is a major component of teacher education and the preparation of teachers for the real-life classroom throughout the world. Learning is seen as a constructive process, whether it is classroom based or takes place by means of distance education. Blending theory and practice with effective education in distance context as part of situated learning is crucial. Therefore, the aim of this research was to determine distance education student teachers' classroom readiness on completion of the teaching practice modules of their Postgraduate Certificate in Education (PGCE) course. A qualitative research approach was used for the collection, analysis, and interpretation of data. A total of 15 student teachers enrolled at the College of Education of an ODL (Open and Distance Learning) institution were selected and volunteered to participate in the research. In the light of the results of the research, it is recommended that more attention is given to the interaction between mentor teachers, academic lecturers, and student teachers, as well as the expectations and responsibilities of these role-players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title="communities of practice">communities of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor%20teachers" title=" mentor teachers"> mentor teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20and%20distance%20learning" title=" open and distance learning"> open and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum" title=" practicum"> practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teachers" title=" student teachers"> student teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a> </p> <a href="https://publications.waset.org/abstracts/126103/classroom-readiness-of-open-and-distance-learning-student-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126103.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">27217</span> A Case Study on EFL Teachers’ Experience with Reflective Practice in a Professional Development Course in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20dialogue%20reflections" title="Collaborative dialogue reflections">Collaborative dialogue reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title=" continuous professional development"> continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20journals" title=" reflection journals"> reflection journals</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20reflective%20practice" title=" teacher reflective practice"> teacher reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/145115/a-case-study-on-efl-teachers-experience-with-reflective-practice-in-a-professional-development-course-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27216</span> Social Work in Rehabilitation: Improving Practice Through Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Poglajen%20Andrej">Poglajen Andrej</a>, <a href="https://publications.waset.org/abstracts/search?q=Male%C4%8Dihar%20%C5%A0pela"> Malečihar Špela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work in rehabilitation needs constant development and embetterment of its practitioners. This became even more evident during the covid pandemic at times when outside sources of help, care and support were non-existent, or the access to such sources was severely limited. Social workers are, at our core, researchers of the rehabilitated world – from a personal and intrapersonal to a systematic perspective. This is also why a method of research was used in order to see if clinical social work practice can be further improved. The first stage of research showcased how action research and social work practice share many of the core values, whereas the Implementation of the new behaviour principle was severely lacking and thus became the main focus of the follow-up research. Twenty randomly selected case files of clinical social work practice in rehabilitation were qualitatively analyzed and potential benefits of action research on practice were assessed in the process of intervention while also getting feedback of the usefulness by the patients themselves using pre and post evaluation forms where a mixed-method approach was used. Implementation of new behaviour principle was recognized as a potential, improving factor of clinical social work practice in most analyzed cases, while it wasn’t deemed necessary in all of them. Potential improvements of newly implemented behaviour span across different areas of life and were also noted in the feedback from the rehabilitates. Despite the benefits of practice embetterment, the inclusion and focus on Implementation of new behaviour principle also caused additional workload, lack of time and stressful situations for the practitioners, which showcased the need to address certain systemic obstacles in the context of social work in healthcare in Slovenia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/142511/social-work-in-rehabilitation-improving-practice-through-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27215</span> Introduction of a Model of Students' Practice in Social Work Education: Case of Republic of Srpska</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesna%20%C5%A0u%C4%87ur-Janjetovi%C4%87">Vesna Šućur-Janjetović</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Rakanovi%C4%87%20Radonji%C4%87"> Andrea Rakanović Radonjić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Department of Social Work of the Faculty of Political Sciences, University of Banja Luka is the only School of Social Work in the Republic of Srpska (entity of Bosnia and Herzegovina). This Department has been implementing students’ practice as mandatory module since it was established in year 2000. As of 2006, the University of Banja Luka initiated the transformation of the education system in accordance with the Bologna Agreement. The Department of Social Work adopted a new Curriculum that anticipated 120 hours of Students’ practice. After ten years, a new process of changing and improving the Curriculum has been initiated, and research was conducted, in order to meet both the needs of practice and academic standards in the field of social work education. From 2006-2016 students were evaluating their practice experience under the mentor’s supervision. These evaluations were subject to the evaluation process of current Curriculum, including students practice module. Additional research was designed in order to assess the opinions of certified mentors on specific aspects of students’ practice, the needs of practice and possibilities for improving the education for social workers. Special research instruments were designed for the purpose of this research. All mentors were graduated social works working in all fields where social work services are provided (social welfare sector, health, education, non-government sector etc.). The third dimension of the research was a qualitative analysis of curriculums of Schools of Social Work in the region of Southeast Europe. This paper represents the results of the research, conclusions and consequences that led towards the improvement of Students’ practice and Curriculum of the Department of Social Work. The new Model anticipates 300 hours of Students’ practice, divided in three years of study, with different and specific learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Republic%20of%20Srpska" title=" Republic of Srpska"> Republic of Srpska</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20practice" title=" students’ practice"> students’ practice</a> </p> <a href="https://publications.waset.org/abstracts/68886/introduction-of-a-model-of-students-practice-in-social-work-education-case-of-republic-of-srpska" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68886.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">277</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">27214</span> Artificial Intelligence and the Next Generation Journalistic Practice: Prospects, Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shola%20Abidemi%20Olabode">Shola Abidemi Olabode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The technological revolution over the years has impacted journalistic practice. As a matter of fact, journalistic practice has evolved alongside technologies of every generation transforming news and reporting, entertainment, and politics. Alongside these developments, the emergence of new kinds of risks and harms associated with generative AI has become rife with implications for media and journalism. Despite their numerous benefits for research and development, generative AI technologies like ChatGPT introduce new practical, ethical, and regulatory complexities in the practice of media and journalism. This paper presents a preliminary overview of the new kinds of challenges and issues for journalism and media practice in the era of generative AI, the implications for Nigeria, and invites a consideration of methods to mitigate the evolving complexity. It draws mainly on desk-based research underscoring the literature in both developed and developing non-western contexts as a contribution to knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI" title="AI">AI</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20harms" title=" online harms"> online harms</a> </p> <a href="https://publications.waset.org/abstracts/170414/artificial-intelligence-and-the-next-generation-journalistic-practice-prospects-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170414.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">80</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">27213</span> Learning through Reflective Practice of Nursing Students in the Delivery Room: A Qualitative Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeranan%20Wisanskoonwong">Peeranan Wisanskoonwong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumitta%20Sawangtook"> Sumitta Sawangtook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practicum in Midwifery II is the subject that affects most students to be stressed and anxious because they lack of experiences and self-confidence in delivery baby. This study is a qualitative research. That research objectives were (1) to study learning through reflective practice of nursing students (2) to explain the effects of learning through reflective practice of nursing students in the delivery room. The selected key informant method was criterion-based selection. Thirty-two of fourth-year nursing students in Kuakarun Faculty of nursing who practiced in Delivery room at Taksin Hospital in academic year 2014 were selected. Data collection was data triangulation which consisted of in-depth interview, group discussion and reading students’ reflective practice journal. The research instruments were students’ reflective practice journal, semi-structured questionnaires for in-depth interview, group discussion. Data analysis was thematic analysis. The research result found that: The learning method through reflective practice of nursing students in the delivery room were (1) reflective practice journal (2) dialogue (3) critical thinking and problem solving (4) incident analysis (5) self-criticism (6) observation and evaluation of practice. There were eight issues that students learned through their reflective practice were that (1) students' ethics and morality. (2) students' knowledge and comprehension (3) creative thinking of students (4) communications and collaboration (5) experiential learning of students (6) students’memories and impressions (7) students’experience in delivery baby (8) self-learning of students. Learning through reflective practice supported students’ awareness in improving knowledge and learning continuously and systematically. It helped to adjust the attitude to learning and leadership to be careful which help develop their skills, including critical thinking and understand themselves and understand others. Recommendation for applying research results: midwifery and nursing lecturers can apply these results to be a guide for development their clinical teaching in delivery rooms and other wards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=birth" title=" birth"> birth</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/38585/learning-through-reflective-practice-of-nursing-students-in-the-delivery-room-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38585.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">280</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">27212</span> Attitude of Staff Nurses on Nursing Research and Its Utilization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20N.%20Shashidhara">Y. N. Shashidhara</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Shakuntala"> B. S. Shakuntala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Nursing practice is undergoing tremendous changes and challenges. In order to meet social challenges and needs, nursing practice must be research based. Research is needed to evaluate the effectiveness of nursing treatment modalities, to determine the impact of nursing care on the health of the patients or to test the theory of nursing practice. Objective of the study to explore the attitude of staff nurses on Nursing research and its utilization Methodology: The descriptive study design was adopted and 300 staff nurses were selected by systematic random sampling technique from eight hospitals. The attitude on nursing research was assessed by validated and reliable self-administered attitude scale which consists of 40 items. Results: The overall attitude mean score 130.2 (SD 11.5) regarding attitude on Nursing research and its utilization. Some of the findings are the majority of staff nurses (51% agreed and 18.3% strongly agreed) that they have all the motivation to use research findings if they get support. Nearly 25.3 percent of staff nurses agreed and 10.7 percent strongly agreed that they do not have time to conduct research. The majority of staff nurses 53.7 percent agreed that research will help in updating Nursing profession. Nearly 32.6 percent of staff nurses agreed and 20.5 percent strongly agreed that being able to use will make them better nurses. About 45.3 percent and 17.3 percent agreed and strongly agreed that knowledge gained through experience is more useful than research. Most (40%) of nurses agreed that thy do not have the authority to change the patient care practice. The majority of staff nurses (45.7 percent agreed and 13 percent strongly agreed) feel the research will consume their personal time. Majority, 50 percent of staff nurses agreed and 16.7 percent strongly agreed that to conduct and utilize research findings requires financial support. Majority 50 percent of staff nurses agreed and 12 percent strongly agreed that physicians will cooperate and value nursing research findings. Majority 67.3 percent of staff nurses had moderate positive and 32.7 percent of staff nurses had highly positive attitude towards Nursing research and its utilization. Conclusion: With this study we understanding that, the staff nurses have positive attitude regarding nursing research. If the nurses are supported and motivated for research utilization we can improve the patient care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nurses" title="nurses">nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20research" title=" nursing research"> nursing research</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20utilization" title=" research utilization"> research utilization</a> </p> <a href="https://publications.waset.org/abstracts/40652/attitude-of-staff-nurses-on-nursing-research-and-its-utilization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40652.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">260</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">27211</span> Effect of Reflective Practices on the Performance of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madiha%20Zahid">Madiha Zahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Afifa%20Khanam"> Afifa Khanam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the effect of reflective teaching practices on prospective teachers’ performance. Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An action research was conducted by the researcher. All prospective teachers of sixth semester in a women university’s teacher education program were the population of the study. From 40 students, 20 students were taken as experimental group, and the rest of 20 students were taken as control group. During the action research a cyclic process of producing a module, training teachers for the reflective practices and then observing them during their class for reflective practice was done by the researchers. The research used a set of rubrics and checklists for assessing prospective teachers’ performance during their class. Finally, the module was modified with the help of findings. It was found that the training has improved the performance of teachers as they revised and modified their teaching strategies through reflective practice. However, they were not able to train their students for reflective practice as per expectation. The study has implications for teacher training programs to include reflective practice modules as part of their course work for making them better teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title="reflective practices">reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teacher" title=" prospective teacher"> prospective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=effect" title=" effect"> effect</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/90210/effect-of-reflective-practices-on-the-performance-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90210.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">174</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">27210</span> Communities of Practice as a Training Model for Professional Development of In-Service Teachers: Analyzing the Sharing of Knowledge by Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panagiotis%20%20Kosmas">Panagiotis Kosmas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of new technologies in education inspires practitioners to approach teaching from a different angle with the aim to professionally develop and improve teaching practices. Online communities of practice among teachers seem to be a trend associated with the integration efforts for a modern and pioneering educational system and training program. This study attempted to explore the participation in online communities of practice and the sharing of knowledge between teachers with aims to explore teachers' incentives to participate in such a community of practice. The study aims to contribute to international research, bringing in global debate new concerns and issues related to the professional learning of current educators. One official online community was used as a case study for the purposes of research. The data collection was conducted from the content analysis of online portal, by questionnaire in 184 community members and interviews with ten active users of the portal. The findings revealed that sharing of knowledge is a key motivation of members of a community. Also, the active learning and community participation seem to be essential factors for the success of an online community of practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title="communities of practice">communities of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=sharing%20knowledge" title=" sharing knowledge"> sharing knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/62569/communities-of-practice-as-a-training-model-for-professional-development-of-in-service-teachers-analyzing-the-sharing-of-knowledge-by-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27209</span> The Construction of Research-Oriented/Practice-Oriented Engineering Testing and Measurement Technology Course under the Condition of New Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=He%20Lingsong">He Lingsong</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Junfeng"> Wang Junfeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Qiong"> Tan Qiong</a>, <a href="https://publications.waset.org/abstracts/search?q=Xu%20Jiang"> Xu Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper describes efforts on reconstruction methods of engineering testing and measurement technology course by applying new techniques and applications. Firstly, flipped classroom was introduced. In-class time was used for in-depth discussions and interactions while theory concept teaching was done by self-study course outside of class. Secondly, two hands-on practices of technique applications, including the program design of MATLAB Signal Analysis and the measurement application of Arduino sensor, have been covered in class. Class was transformed from an instructor-centered teaching process into an active student-centered learning process, consisting of the pre-class massive open online course (MOOC), in-class discussion and after-class practice. The third is to change sole written homework to the research-oriented application practice assignments, so as to enhance the breadth and depth of the course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=testing%20and%20measurement" title="testing and measurement">testing and measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=research-oriented%20learning" title=" research-oriented learning"> research-oriented learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practice-oriented%20learning" title=" practice-oriented learning"> practice-oriented learning</a> </p> <a href="https://publications.waset.org/abstracts/103102/the-construction-of-research-orientedpractice-oriented-engineering-testing-and-measurement-technology-course-under-the-condition-of-new-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103102.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">147</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">27208</span> Teacher Professional Development with Collaborative Action Research: Teachers' Responses to Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumaya%20Saqr">Sumaya Saqr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although many teachers regard academic research as the inclusive domain of academic researchers, teachers should contribute to the body of research guiding their own practice. Drawing on the qualitative analysis of 20 teachers’ reflection journals and interviews, this case study sheds light on the personal and professional benefits of teachers’ applications of collaborative action research in English language teaching context. The findings reveal that several aspects of teacher identity and classroom practice were changed. The present paper aspires to reveal the way in which collaborative action research process, as a learner-centered approach to staff development, would help teachers to become more independent and professionally autonomous and hence effecting change that is far greater than its initial purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=change" title="change">change</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title=" collaborative action research"> collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20and%20professional%20benefits" title=" personal and professional benefits"> personal and professional benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/101423/teacher-professional-development-with-collaborative-action-research-teachers-responses-to-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27207</span> Implementation Of Evidence Based Nursing Practice And Associated Factors Among Nurses Working In Jimma Zone Public Hospitals, Southwest Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Hoyiso">Dawit Hoyiso</a>, <a href="https://publications.waset.org/abstracts/search?q=Abinet%20Arega"> Abinet Arega</a>, <a href="https://publications.waset.org/abstracts/search?q=Terefe%20Markos"> Terefe Markos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: - In spite of all the various programs and strategies to promote the use of research finding there is still gap between theory and practice. Difference in outcomes, health inequalities, and poorly performing health service continue to present a challenge to all nurses. A number of studies from various countries have reported that nurses’ experience of evidence-based practice is low. In Ethiopia there is an information gap on the extent of evidence based nursing practice and its associated factors. Objective: - the study aims to assess the implementation of evidence based nursing practice and associated factors among nurses in Jimma zone public hospitals. Method: - Institution based cross-sectional study was conducted from March 1-30/2015. A total of 333 sampled nurses for quantitative and 8 in-depth interview of key informants were involved in the study. Semi-structured questionnaire was adapted from funk’s BARRIER scale and Friedman’s test. Multivariable Linear regression was used to determine significance of association between dependent and independent variables. Pretest was done on 17 nurses of Bedele hospital. Ethical issue was secured. Result:-Of 333 distributed questionnaires 302 were completed, giving 90.6% response rate. Of 302 participants 245 were involved in EBP activities to different level (from seldom to often). About forty five(18.4%) of the respondents had implemented evidence based practice to low level (sometimes), one hundred three (42 %) of respondents had implemented evidence based practice to medium level and ninety seven (39.6 %) of respondents had implemented evidence based practice to high level(often). The first greatest perceived barrier was setting characteristic (mean score=26.60±7.08). Knowledge about research evidence was positively associated with implementation of evidence based nursing practice (β=0.76, P=0.008). Similarly, Place where the respondent graduated was positively associated with implementation of evidence based nursing practice (β=2.270, P=0.047). Also availability of information resources was positively associated with implementation of evidence based practice (β=0.67, P= 0.006). Conclusion: -Even though larger portion of nurses in this study were involved in evidence-based practice whereas small number of participants had implemented frequently. Evidence-based nursing practice was positively associated with knowledge of research, place where respondents graduated, and the availability of information resources. Organizational factors were found to be the greatest perceived barrier. Intervention programs on awareness creation, training, resource provision, and curriculum issues to improve implementation of evidence based nursing practice by stakeholders are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title="evidence based practice">evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20practice" title=" nursing practice"> nursing practice</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20utilization" title=" research utilization"> research utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/165502/implementation-of-evidence-based-nursing-practice-and-associated-factors-among-nurses-working-in-jimma-zone-public-hospitals-southwest-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165502.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">27206</span> Educational Practices and Brain Based Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dur-E-%20Shahwar">Dur-E- Shahwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much attention has been given to ‘bridging the gap’ between neuroscience and educational practice. In order to gain a better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain-based learning approach, focusing on boundary-spanning actors, boundary objects, and boundary work. In 26 semi-structured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain-based learning and of each other. This leads us to argue that there are increased prospects for a neuro-scientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=explore" title=" explore"> explore</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentalist" title=" mentalist"> mentalist</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a> </p> <a href="https://publications.waset.org/abstracts/45675/educational-practices-and-brain-based-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45675.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">337</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">27205</span> Competency Based Talent Acquisition: Concept, Practice, and Model, with Reference to Indian Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manasi%20V.%20Shah">Manasi V. Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations, in the competitive era, are participating in the competency act. They have discerned that, strategically researched and defined competencies when put up on the shelf, can help in achieving business goals. The research focuses on critical elements of competency-based talent acquisition process from practical vantage, with significant experience in a variety of business settings. The research is exploratory and descriptive in nature. The research conduct and outcome is the hinge on with reference to Indian Industries. It elaborates about the concept, practice and a brief model that human resource practitioner can use for effective talent acquisition process, which in turn would be in alignment with business performance. The research helps to present a prudent understanding of recruiting and selecting apt human capital, that can fit in a given job role and has action oriented competency based assessment approach for measuring the probable success of a job incumbent in a given job role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20based%20talent%20acquisition" title="competency based talent acquisition">competency based talent acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20concept" title=" talent acquisition concept"> talent acquisition concept</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20practice" title=" talent acquisition practice"> talent acquisition practice</a> </p> <a href="https://publications.waset.org/abstracts/61639/competency-based-talent-acquisition-concept-practice-and-model-with-reference-to-indian-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61639.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">311</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">27204</span> Exploring the Dualistic Nature of Design: Integrative Perspectives and Methodological Approaches in Design Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joni%20Agung%20Sudarmanto">Joni Agung Sudarmanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of design has historically been elusive and characterized by its fluidity, leading to divergent viewpoints on its fundamental nature. Guy Julier views design as inherent in material culture, while Sanders sees it as a collective endeavor focusing on the outcome. Design's dualistic nature, procedural and outcome-oriented, spans various domains, including objects, individuals, and the environment. This comprehensive view of design challenges the notion that design practice is distinct from research, highlighting their shared exploratory nature. The article explores methodological techniques in design research and the three prevalent approaches: "into design," "through design," and "for design." The contradictory meanings of design arise from its etymology and its duality as both process and result, leading to its integrative nature across objects, humans, and the environment. The parallels between design and research activities, underscoring their exploratory and knowledge-generating nature, are situated within creative research, challenging the perception of design practice as separate from research endeavors. The "into design" approach encourages interdisciplinary collaboration, enriching design research with diverse perspectives. The "through design" approach bridges theory and practice, producing more practical outcomes. The "for design" approach supports specific design solutions, providing designers with valuable guidance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dualistic%20nature%20of%20design" title="dualistic nature of design">dualistic nature of design</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20perspectives" title=" integrative perspectives"> integrative perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20approaches" title=" methodological approaches"> methodological approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20research" title=" design research"> design research</a> </p> <a href="https://publications.waset.org/abstracts/174843/exploring-the-dualistic-nature-of-design-integrative-perspectives-and-methodological-approaches-in-design-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174843.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">71</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">27203</span> Classifications of Neuroscientific-Radiological Findings on “Practicing” in Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicitas%20Pielsticker">Felicitas Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Pielsticker"> Christoph Pielsticker</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Witzke"> Ingo Witzke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many people know ‘Mathematics needs practice!’ statement or similar ones from their mathematics lessons. It seems important to practice when learning mathematics. At the same time, it also seems important to practice how to learn mathematics. This paper places neuroscientific-radiological findings on “practicing” while learning mathematics in a context of mathematics education. To accomplish this, we use a literature-based discussion of our case study on practice. We want to describe neuroscientific-radiological findings in the context of mathematics education and point out stimulating connections between both perspectives. From a connective perspective we expect incentives that lead discussions in future research in the field of mathematics education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20magnetic%20resonance%20imaging" title="functional magnetic resonance imaging">functional magnetic resonance imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20learning" title=" mathematics learning"> mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=practicing" title=" practicing"> practicing</a> </p> <a href="https://publications.waset.org/abstracts/132925/classifications-of-neuroscientific-radiological-findings-on-practicing-in-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132925.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">340</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">27202</span> Search for New Design Elements in Time-Honoured Shops in Tainan — On Curriculum Practice about Culture Creative Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Ling%20Huang">Ya-Ling Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming-Chun%20Tsai"> Ming-Chun Tsai</a>, <a href="https://publications.waset.org/abstracts/search?q=Fan%20Hsu"> Fan Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kai-Ru%20Hsieh"> Kai-Ru Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper mainly discusses the research and practice process of a laboratory curriculum by leading students to perform field investigation into time-honoured shops that have existed for more than 50 years in the downtown area of Tainan, Taiwan, and then search again for design elements and completing the design. The participants are juniors from the Department of Visual Communication Design, Kun Shan University. The duration of research and practice is two months. Operators of these shops are invited to jointly appraise the final achievements. 9 works out of 27 are chosen for final exhibition and commercialization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture%20creative%20industry" title="culture creative industry">culture creative industry</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication%20design" title=" visual communication design"> visual communication design</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20experimental" title=" curriculum experimental"> curriculum experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title=" visual arts"> visual arts</a> </p> <a href="https://publications.waset.org/abstracts/7338/search-for-new-design-elements-in-time-honoured-shops-in-tainan-on-curriculum-practice-about-culture-creative-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7338.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">355</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">27201</span> Relationship between Deliberate Practice of Dribbling and Self-Regulatory Behavior of Male Basketball Players </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daud%20Abdia">Daud Abdia</a>, <a href="https://publications.waset.org/abstracts/search?q=Aqsa%20Shamim"> Aqsa Shamim</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Tabassum"> Farhan Tabassum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to achieve specific goals, basketball players have to use different skills to enhance their motivation, one such skill is deliberate practice. The aim of this study was to explore the relationship between deliberate practice of dribbling and self-regulatory behavior of male basketball players. For this purpose, a sample of 108 basketball players using stratified sampling was taken from public and private sector universities. Sample was divided into two groups that are experimental (n=54) and control group (n=54) using comparative experimental design. Experimental group was involved in the training of deliberate practice of dribbling for 5 weeks. Amounts of weekly practice activity and Self-Regulation of Learning Self-Report Scale (SRL-SRS) were used for self-regulatory behavior to collect data after the deliberate practice. The reliability of amounts of weekly practice activity was found to be 0.852, whereas SRL-SRS was found to be 0.890. The results of the study indicated a strong positive correlation between deliberate practice of dribbling and self-regulatory behavior (r=0.755, n=54, p=.000). Whereas, paired sample t-test; t(53)=1.37, p < 0.005 shows statistically significant improvement in the self-regulatory behavior after the training program of deliberate practice from 3.02 ± 0.64m to 3.21 ± 0.75m (p < 0.005). It was concluded that in order to enhance the self-regulatory behavior of basketball players we should work on the deliberate practice of the players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-regulatory%20behavior" title="self-regulatory behavior">self-regulatory behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberate%20practice" title=" deliberate practice"> deliberate practice</a>, <a href="https://publications.waset.org/abstracts/search?q=dribbling" title=" dribbling"> dribbling</a>, <a href="https://publications.waset.org/abstracts/search?q=basketball" title=" basketball"> basketball</a> </p> <a href="https://publications.waset.org/abstracts/111243/relationship-between-deliberate-practice-of-dribbling-and-self-regulatory-behavior-of-male-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27200</span> Engaging Educators, Parents, and the Education Stakeholders in Enhancing Curriculum Practice in Grade R Mathematics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seipati%20Baloyi-Mothibedi">Seipati Baloyi-Mothibedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Setlalentoa"> Wendy Setlalentoa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently scholars have shown much interest in the engagement and involvement of educational stakeholders in early childhood development (ECD) research, which has yielded positive results for ECD globally, especially in South Africa. Realising this gap, this study reports on the establishment of the research group comprising teachers, parents, and education stakeholders, which aimed to enhance curriculum practice in a grade R mathematics class. We adopted bricolage as a theoretical lens, mainly for its multi-layered, multi-methodological, multi-perspectival, and metatheoretical benefits to make sense in reviewing the literature as well as the empirical part of the study. A participatory action research (PAR) study using collaborative information sessions, meetings, workshops, and as well transcend movements were employed in order to engage the team to have first-hand information in enhancing curriculum practice in a grade R mathematics class was conducted. We adopted audiovisuals, photo voices, and lesson demonstrations to generate the data. The generated data were transcribed into texts that were further analysed using three levels based on the spoken or written texts and social and discursive practices. At the end of the discourses, the findings showed that engagement, involvement, and inclusion of different education stakeholders were instrumental in enhancing curriculum practice in a grade R mathematics class for the highest attainment. From the findings, we developed a strategy for engagement and involvement of teachers, parents, and the education stakeholders in enhancing curriculum practice in grade R mathematics class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=involvement" title=" involvement"> involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20practice" title=" curriculum practice"> curriculum practice</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20R" title=" grade R"> grade R</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20class" title=" mathematics class"> mathematics class</a> </p> <a href="https://publications.waset.org/abstracts/155283/engaging-educators-parents-and-the-education-stakeholders-in-enhancing-curriculum-practice-in-grade-r-mathematics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155283.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27199</span> An Excellent Adventure: The Stories of National Tertiary Teaching Excellence Award Winners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claire%20Goode">Claire Goode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a doctoral research project using narrative inquiry to investigate the stories of twelve national Tertiary Teaching Excellence Award winners in New Zealand. Preliminary findings highlight awardees’ views on their identity, their professional practice, and on what they consider to be excellence in tertiary teaching. The research also reports on common themes in the personal qualities that awardees describe, and on what these nationally recognised educators would like to see in place around Tertiary Teacher Development. Educators, mentors, trainers, and curriculum designers can gain a deeper understanding of what teaching excellence looks like, and of how teachers perceive their own practice and their impact on others. This may enable different interventions to develop best practice from staff, and to raise standards. It is hoped too that, by reflecting on the stories of teachers who have been recognised for ‘excellence’, educators will relate to and recognise elements of their own practice, and will feel motivated and inspired to share these with their peers and the wider academic community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20identity" title="academic identity">academic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20excellence" title=" teaching excellence"> teaching excellence</a> </p> <a href="https://publications.waset.org/abstracts/123403/an-excellent-adventure-the-stories-of-national-tertiary-teaching-excellence-award-winners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123403.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">122</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">27198</span> Students’ and Clinical Supervisors’ Experiences of Occupational Therapy Practice Education: A Structured Critical Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamad%20Alhamad">Hamad Alhamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Catriona%20Khamisha"> Catriona Khamisha</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Green"> Emma Green</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Robb"> Yvonne Robb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Practice education is a key component of occupational therapy education. This critical review aimed to explore students’ and clinical supervisors’ experiences of practice education, and to make recommendations for research. Method: The literature was systematically searched using five databases. Qualitative, quantitative and mixed methods studies were included. Critical Appraisal Skills Programme checklist for qualitative studies and Mixed Methods Assessment Tool for quantitative and mixed methods studies were used to assess study quality. Findings: Twenty-two studies with high quality scores were included: 16 qualitative, 3 quantitative and 3 mixed methods. Studies were conducted in Australia, Canada, USA and UK. During practice education, students learned professional skills, practical skills, clinical skills and problem-solving skills, and improved confidence and creativity. Supervisors had an opportunity to reflect on their practice and get experience of supervising students. However, clear objectives and expectations for students, and sufficient theoretical knowledge, preparation and resources for supervisors were required. Conclusion: Practice education provides different skills and experiences, necessary to become competent professionals; but some areas of practice education need to improve. Studies in non-western countries are needed to explore the perspectives of students and clinical supervisors in different cultures, to ensure the practice education models adopted are relevant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title="occupational therapy">occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20education" title=" practice education"> practice education</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork" title=" fieldwork"> fieldwork</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20supervisors" title=" clinical supervisors"> clinical supervisors</a> </p> <a href="https://publications.waset.org/abstracts/90262/students-and-clinical-supervisors-experiences-of-occupational-therapy-practice-education-a-structured-critical-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90262.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">203</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">27197</span> Managing the Cloud Procurement Process: Findings from a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Jede">Andreas Jede</a>, <a href="https://publications.waset.org/abstracts/search?q=Frank%20Teuteberg"> Frank Teuteberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cloud computing (CC) has already gained overall appreciation in research and practice. Whereas the willingness to integrate cloud services in various IT environments is still unbroken, the previous CC procurement processes run mostly in an unorganized and non-standardized way. In practice, a sufficiently specific, yet applicable business process for the important acquisition phase is often lacking. And research does not appropriately remedy this deficiency yet. Therefore, this paper introduces a field-tested approach for CC procurement. Based on an extensive literature review and augmented by expert interviews, we designed a model that is validated and further refined through an in-depth real-life case study. For the detailed process description, we apply the event-driven process chain notation (EPC). The gained valuable insights into the case study may help CC research to shift to a more socio-technical area. For practice, next to giving useful organizational instructions we will provide extended checklists and lessons learned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20procurement%20process" title="cloud procurement process">cloud procurement process</a>, <a href="https://publications.waset.org/abstracts/search?q=IT-organization" title=" IT-organization"> IT-organization</a>, <a href="https://publications.waset.org/abstracts/search?q=event-driven%20process%20chain" title=" event-driven process chain"> event-driven process chain</a>, <a href="https://publications.waset.org/abstracts/search?q=in-depth%20case%20study" title=" in-depth case study"> in-depth case study</a> </p> <a href="https://publications.waset.org/abstracts/18165/managing-the-cloud-procurement-process-findings-from-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27196</span> Fractal: Formative Reflective Assessment and Critical Thinking in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yannis%20Stavrakakis">Yannis Stavrakakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon"> Damian Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20scenarios" title=" ethical scenarios"> ethical scenarios</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/153272/fractal-formative-reflective-assessment-and-critical-thinking-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27195</span> Effect of Acoustical Performance Detection and Evaluation in Music Practice Rooms on Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsu-Hui%20Cheng">Hsu-Hui Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Peng-Chian%20Chen"> Peng-Chian Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Yuan%20Chang"> Shu-Yuan Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jie-Ying%20Zhang"> Jie-Ying Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Activities in the music practice rooms range from playing, listening, rehearsing to music performing. The good room acoustics in a music practice room enables a music teacher to teach more effectively subtle concepts such as intonation, articulation, balance, dynamics and tone production. A poor acoustical environment would deeply affect the development of basic musical skills of music students. Practicing in the music practice room is an essential daily activity for music students; consequently, music practice rooms are very important facilities in a music school or department. The purpose of this survey is to measure and analyze the acoustic condition of piano practice rooms at the department of music in Zhaoqing University and accordingly apply a more effective teaching method to music students. The volume of the music practice room is approximately 25 m³, and it has existing curtains and some wood hole sound-absorbing panels. When all small music practice rooms are in constant use for teaching, it was found that the values of the background noise at 45, 46, 42, 46, 45 dB(A) in the small music practice room ( the doors and windows were close), respectively. The noise levels in the small music practice room to higher than standard levels (35dB(A)). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustical%20performance" title="acoustical performance">acoustical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20practice%20room" title=" music practice room"> music practice room</a>, <a href="https://publications.waset.org/abstracts/search?q=noise%20level" title=" noise level"> noise level</a>, <a href="https://publications.waset.org/abstracts/search?q=piano%20room" title=" piano room"> piano room</a> </p> <a href="https://publications.waset.org/abstracts/138088/effect-of-acoustical-performance-detection-and-evaluation-in-music-practice-rooms-on-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138088.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">226</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">27194</span> A Shared Space: A Pioneering Approach to Interprofessional Education in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20L.%20Ulloa">Maria L. Ulloa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20M.%20Crawford"> Ruth M. Crawford</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Kelly"> Stephanie Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Joey%20Domdom"> Joey Domdom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades health and social service delivery have become more collaborative and interdisciplinary. Emerging trends suggest the need for an integrative and interprofessional approach to meet the challenges faced by professionals navigating the complexities of health and social service practice environments. Terms such as multidisciplinary practice, interprofessional collaboration, interprofessional education and transprofessional practice have become the common language used across a range of social services and health providers in western democratic systems. In Aotearoa New Zealand, one example of an interprofessional collaborative approach to curriculum design and delivery in health and social service is the development of an innovative Masters of Professional Practice programme. This qualification is the result of a strategic partnership between two tertiary institutions – Whitireia New Zealand (NZ) and the Wellington Institute of Technology (Weltec) in Wellington. The Master of Professional Practice programme was designed and delivered from the perspective of a collaborative, interprofessional and relational approach. Teachers and students in the programme come from a diverse range of cultural, professional and personal backgrounds and are engaged in courses using a blended learning approach that incorporates the values and pedagogies of interprofessional education. Students are actively engaged in professional practice while undertaking the programme. This presentation describes the themes of exploratory qualitative formative observations of engagement in class and online, student assessments, student research projects, as well as qualitative interviews with the programme teaching staff. These formative findings reveal the development of critical practice skills around the common themes of the programme: research and evidence based practice, education, leadership, working with diversity and advancing critical reflection of professional identities and interprofessional practice. This presentation will provide evidence of enhanced learning experiences in higher education and learning in multi-disciplinary contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20research" title=" exploratory research"> exploratory research</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title=" interprofessional education"> interprofessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title=" professional identity"> professional identity</a> </p> <a href="https://publications.waset.org/abstracts/59047/a-shared-space-a-pioneering-approach-to-interprofessional-education-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59047.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">302</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">27193</span> Delay Studies in Construction: Synthesis, Critical Evaluation, and the Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alsehaimi">Abdullah Alsehaimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over decades, there have been many studies of delay in construction, and this type of study continues to be popular in construction management research. A synthesis and critical evaluation of delay studies in developing countries reveals that poor project management is cited as one of the main causes of delay. However, despite such consensus, most of the previous studies fall short in providing clear recommendations demonstrating how project management practice could be improved. Moreover, the majority of recommendations are general and not devoted to solving the difficulties associated with particular delay causes. This paper aims to demonstrate that the root cause of this state of affairs is that typical research into delay tends to be descriptive and explanatory, making it inadequate for solving persistent managerial problems in construction. It is contended that many problems in construction could be mitigated via alternative research approaches, i.e. action and constructive research. Such prescriptive research methods can assist in the development and implementation of innovative tools tackling managerial problems of construction, including that of delay. In so doing, those methods will better connect research and practice, and thus strengthen the relevance of academic construction management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20delay" title="construction delay">construction delay</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20research" title=" constructive research"> constructive research</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a> </p> <a href="https://publications.waset.org/abstracts/1588/delay-studies-in-construction-synthesis-critical-evaluation-and-the-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1588.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">423</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">27192</span> International Marketing in Business Practice of Small and Medium-Sized Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Matu%C5%A1%C3%ADnsk%C3%A1">K. Matušínská</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Bednar%C4%8D%C3%ADk"> Z. Bednarčík</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Klepek"> M. Klepek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines international marketing in business practice of Czech exporting small and medium-sized enterprises (SMEs) with regard to the strategic perspectives. Research was focused on Czech exporting SMEs from Moravian-Silesia region and their behaviour on international markets. For purpose of collecting data, a questionnaire was given to 262 SMEs involved in international business. Statistics utilized in this research included frequency, mean, percentage, and chi-square test. Data were analysed by Statistical Package for the Social Sciences software. The research analysis disclosed that there is certain space for improvement in strategic marketing especially in marketing research, perception of cultural and social differences, product adaptation and usage of marketing communication tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20marketing" title="international marketing">international marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20mix" title=" marketing mix"> marketing mix</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20research" title=" marketing research"> marketing research</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20and%20medium-sized%20enterprises" title=" small and medium-sized enterprises"> small and medium-sized enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20marketing" title=" strategic marketing"> strategic marketing</a> </p> <a href="https://publications.waset.org/abstracts/6412/international-marketing-in-business-practice-of-small-and-medium-sized-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6412.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">330</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice%20research&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=practice%20research&page=3">3</a></li> <li class="page-item"><a class="page-link" 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