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internship</title> <meta name="description" content="Search results for: internship"> <meta name="keywords" content="internship"> <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 navbar-toggler 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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="internship"> <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> 58</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: internship</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Assessment on Communication Students’ Internship Performances from the Employers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yesuselvi%20Manickam">Yesuselvi Manickam</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Soon%20Chin"> Tan Soon Chin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internship is a supervised and structured learning experience related to one’s field of study or career goal. Internship allows students to obtain work experience and the opportunity to apply skills learned during university. Internship is a valuable learning experience for students; however, literature on employer assessment is scarce on Malaysian student’s internship experience. This study focuses on employer’s perspective on student’s performances during their three months of internship. The results are based on the descriptive analysis of 45 sets of question gathered from the on-site supervisors of the interns. The survey of 45 on-site supervisor’s feedback was collected through postal mail. It was found that, interns have not met their on-site supervisor’s expectations in many areas. The significance of this study is employer’s assessment on the internship shall be used as feedback to improve on ways how to prepare students for their internship and employments in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employers%20perspective" title="employers perspective">employers perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20learning" title=" structured learning"> structured learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20performances" title=" student’s performances"> student’s performances</a> </p> <a href="https://publications.waset.org/abstracts/38643/assessment-on-communication-students-internship-performances-from-the-employers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Efficacy of Educational Program on the Performance of Internship Nursing Students Regarding Electronic Fetal Monitoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Abd%20El-Razek">Aida Abd El-Razek</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyaa%20Salman%20Madian"> Alyaa Salman Madian</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamila%20Gaber%20Ayoub"> Gamila Gaber Ayoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Electronic fetal monitoring is an obstetric technology that helps to record any changes in fetal heart rate and uterine activity. The aim of this study was to determine the efficacy of educational programs on the performance of internship nursing students regarding electronic fetal monitoring in obstetrics and gynecology departments. Design: A quasi-experimental research design (pre- and post-test) was used. Sample: A convenient sample of all internship nursing students (180 internship nursing students) from the Faculty of Nursing at Menoufia University during the academic year 2022-2023). The instruments of this study were a structured, self-administered interview questionnaire consisting of two parts: the socio-demographic characteristics of the study participants and an assessment of internship nursing students’ knowledge regarding electronic fetal monitoring (pre- and post-test). Observational checklist to assess internship nursing students’ performance regarding EFM. Results: There were highly statistically significant differences between the internship nurses' students’ knowledge and performance on the pretest and posttest. Conclusion: An educational program on electronic fetal monitoring carries a vital value for enhancing internship nursing students’ knowledge and performance, which ultimately leads to improved maternal and fetal outcomes. Recommendation: Regular educational programs and workshops about electronic fetal monitoring should be encouraged for all maternity nurses and internship nursing students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program" title="educational program">educational program</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20nursing%20students" title=" internship nursing students"> internship nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a> </p> <a href="https://publications.waset.org/abstracts/185431/efficacy-of-educational-program-on-the-performance-of-internship-nursing-students-regarding-electronic-fetal-monitoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> The Revised Completion of Student Internship Report by Goal Mapping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faizah%20Herman">Faizah Herman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the attitudes and behavior of goal mapping performed by the student in completing the internship report revised on time. The approach is phenomenological research with qualitative methods. Data sources include observation, interviews and questionnaires, focus group discussions. Research subject 5 students who have completed the internship report revisions in a timely manner. The analysis technique is an interactive model of Miles&Huberman data analysis techniques. The results showed that the students have a goal of mapping that includes the ultimate goal, formulate goals by identifying what are the things that need to be done, action to be taken and what kind of support is needed from the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=goal%20mapping" title="goal mapping">goal mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=revision%20internship%20report" title=" revision internship report"> revision internship report</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Brawijaya" title=" Brawijaya"> Brawijaya</a> </p> <a href="https://publications.waset.org/abstracts/5083/the-revised-completion-of-student-internship-report-by-goal-mapping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Positive Outcomes of Internship for Students Majoring in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irina%20Peterburgsky">Irina Peterburgsky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have been working on finding internship positions for our math and computer science majors. Among many other positive outcomes of internship for students majoring in mathematics, there are: students see new applications of mathematics to real life and see new scientific problems; they learn new methods, tools, etc. that they have not seen in their classes; they appreciate the power of mathematics that increases their interest in learning mathematics; they make decisions to take more advanced math courses; students understand better what their potentials, strong points, and limitations are; learn what work ethic is; learn how to work as a member of a team at a workplace; understand better how to offer their help and how to ask for help; start building their professional relationship; build self-confidence as young professionals, and what is the most important - they get a better understanding of their goals in their future professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20outcoms%20for%20students" title=" positive outcoms for students"> positive outcoms for students</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/142713/positive-outcomes-of-internship-for-students-majoring-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> The Study of Internship Performances: Comparison of Information Technology Interns towards Students’ Types and Background Profiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internship program is a compulsory course of many undergraduate programs in Thailand. It gives opportunities to a lot of senior students as interns to practice their working skills in the real organizations and also gives chances for interns to face real-world working problems. Interns also learn how to solve those problems by direct and indirect experiences. This program in many schools is a well-structured course with a contract or agreement made with real business organizations. Moreover, this program also offers opportunities for interns to get jobs after completing it from where the internship program takes place. Interns also learn how to work as a team and how to associate with other colleagues, trainers, and superiors of each organization in term of social hierarchy, self-responsibility, and self-disciplinary. This research focuses on senior students of Suan Sunandha Rajabhat University, Thailand whose studying major is information technology program. They practiced their working skills or took internship programs in the real business sector or real operating organizations in 2015-2016. Interns are categorized in to two types: normal program and special program. For special program, students study in weekday evening from Monday to Friday or Weekend and most of them work full-time or part-time job. For normal program, students study in weekday working hours and most of them do not work. The differences of these characters and the outcomes of internship performance were studied and analyzed in this research. This work applied some statistical analytics to find out whether the internship performance of each intern type has different performances statistically or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=intern" title=" intern"> intern</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20student" title=" senior student"> senior student</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology%20program" title=" information technology program"> information technology program</a> </p> <a href="https://publications.waset.org/abstracts/52935/the-study-of-internship-performances-comparison-of-information-technology-interns-towards-students-types-and-background-profiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> An Empirical Study of Students’ Learning Attitude, Problem-solving Skills and Learning Engagement in an Online Internship Course During Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=PB%20Venkataraman">PB Venkataraman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of the real-life problems are ill-structured. They do not have a single solution but many competing solutions. The solution paths are non-linear and ambiguous, and the problem definition itself is many times a challenge. Students of professional education learn to solve such problems through internships. The current pandemic situation has constrained on-site internship opportunities; thus the students have no option but to pursue this learning online. This research assessed the learning gain of four undergraduate students in engineering as they undertook an online internship in an organisation over a period of eight weeks. A clinical interview at the end of the internship provided the primary data to assess the team’s problem-solving skills using a tested rubric. In addition to this, change in their learning attitudes were assessed through a pre-post study using a repurposed CLASS instrument for Electrical Engineering. Analysis of CLASS data indicated a shift in the sophistication of their learning attitude. A learning engagement survey adopting a 6-point Likert scale showed active participation and motivation in learning. We hope this new research will stimulate educators to exploit online internships even beyond the time of pandemic as more and more business operations are transforming into virtual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ill-structured%20problems" title="ill-structured problems">ill-structured problems</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitudes" title=" learning attitudes"> learning attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/139960/an-empirical-study-of-students-learning-attitude-problem-solving-skills-and-learning-engagement-in-an-online-internship-course-during-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> A Survey on the Supervision Experience of Full-Time Intern Counseling Psychologist</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szu-Fan%20Chen">Szu-Fan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng-Tseng%20Lin"> Cheng-Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting-Chia%20Lien"> Ting-Chia Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study mainly focuses on understanding the current supervision experience of full-time intern counseling psychologists in Taiwan. This study took 197 full-time intern counseling psychologists as the research subjects, including 146 women (74%) and 51 men (26%). In terms of internship sites, the largest number of internships are in school sites (59%), followed by community sites (30%), and fewer in medical fields or corporate sites (only 11%). In addition, a survey was conducted on whether the subjects had full-time jobs before full-time internship. 42% did not have full-time workers, and 48% had full-time workers. However, among those who had full-time workers, 28% were engaged in work related to psychological counseling. 20% are engaged in work unrelated to psychological counseling. In the sample of this study, each person interviewed on average 2.68 internship institutions in total, and the current internship unit is the 2.29th institution interviewed. All (100%) full-time intern psychologists have entered into individual internship contracts with internship institutions. In terms of professional supervisor candidates, a total of 178 (90%) supervisors were appointed by internal personnel of the institution, and a total of 19 (10%) were hired as supervisors from outside the institution. Regarding the form of supervision, it is mostly conducted through individual supervision (98%), and up to 60% is conducted through discussion of written/oral case reports. In terms of supervision satisfaction, 47% were very satisfied, 28% were satisfied, 18% were OK, and 6% were dissatisfied. It is worth noting that the results of this study show that full-time intern counseling psychologists said that they are under pressure to accept supervision (30%). It is recommended that the internship system should standardize the qualification review and evaluation of internship institutions to facilitate institutional control. Furthermore, the personal difficulties of full-time intern psychologists need to be discussed with the internship institution and supervisor from time to time to jointly assist them in completing their professional studies stably and successfully. Finally, it is recommended that future researchers can use the interview method provided by the author to strengthen their understanding of the supervision experience of full-time intern counseling psychologists, so that in the future, this study can provide relevant specific and feasible suggestions for counseling practitioners and future researchers' reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=full-time%20intern%20counseling%20psychologist" title="full-time intern counseling psychologist">full-time intern counseling psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision%20experience" title=" supervision experience"> supervision experience</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20intership" title=" full-time intership"> full-time intership</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/192639/a-survey-on-the-supervision-experience-of-full-time-intern-counseling-psychologist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> Development of Mobile Application for Internship Program Management Using the Concept of Model View Controller (MVC) Pattern</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shutchapol%20Chopvitayakun">Shutchapol Chopvitayakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, especially for the last 5 years, mobile devices, mobile applications and mobile users, through the deployment of wireless communication and mobile phone cellular network, all these components are growing significantly bigger and stronger. They are being integrated into each other to create multiple purposes and pervasive deployments into every business and non-business sector such as education, medicine, traveling, finance, real estate and many more. Objective of this study was to develop a mobile application for seniors or last-year students who enroll the internship program at each tertiary school (undergraduate school) and do onsite practice at real field sties, real organizations and real workspaces. During the internship session, all students as the interns are required to exercise, drilling and training onsite with specific locations and specific tasks or may be some assignments from their supervisor. Their work spaces are both private and government corporates and enterprises. This mobile application is developed under schema of a transactional processing system that enables users to keep daily work or practice log, monitor true working locations and ability to follow daily tasks of each trainee. Moreover, it provides useful guidance from each intern’s advisor, in case of emergency. Finally, it can summarize all transactional data then calculate each internship cumulated hours from the field practice session for each individual intern. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=Android%20OS" title=" Android OS"> Android OS</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone%20devices" title=" smart phone devices"> smart phone devices</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20transactional%20processing%20system" title=" mobile transactional processing system"> mobile transactional processing system</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20and%20monitoring" title=" guidance and monitoring"> guidance and monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20students" title=" senior students"> senior students</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20view%20controller%20%28MVC%29" title=" model view controller (MVC)"> model view controller (MVC)</a> </p> <a href="https://publications.waset.org/abstracts/10554/development-of-mobile-application-for-internship-program-management-using-the-concept-of-model-view-controller-mvc-pattern" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> The Portuguese Framework of the Professional Internship without Public Funds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lambelho">Ana Lambelho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an economic crisis such as the one that shook (and still shake) Europe, one does not question the importance of the measures that encourage the hiring and integration of young people into the labour market. In the mentioned context, enterprises tend to reduce the cost of labour and to seek flexible contracting instruments. The professional internships allow innovation and creativity at low cost, because, as they are not labour contracts, the enterprises do not have to respect the minimum standards related to wages, working time duration and so on. In Portugal, we observe a widespread existence of training contracts in which the trainee worked several hours without salary or was paid below the legally prescribed for the function and the work period. For this reason, under the tripartite agreement for a new system of regulation of labour relations, employment policies and social protection, between the Government and the social partners, in June 2008, foresaw a prohibition of professional internships unpaid and the legal regulation of the mandatory internships for access to an activity. The first Act about private internship contracts, i.e., internships without public funding was embodied in the Decree-Law N. 66/2011, of 1<sup>st</sup> June. This work is dedicated to the study of the legal regime of the internship contract in Portugal, by analysing the problems brought by the new set of rules and especially those which remains unresolved. In fact, we can conclude that the number of situations covered by the Act is much lower than what was expected, because of the exclusion of the mandatory internship for access to a profession when the activity is developed autonomously. Since the majority of the activities can be developed both autonomously or subordinated, it is quite easy to out of the Act requirements and, so, out of the protection that it confers to the intern. In order to complete this study, we considered not only the mentioned legal Act, but also the few doctrine and jurisprudence about the theme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intern" title="intern">intern</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20contact" title=" internship contact"> internship contact</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20law" title=" labour law"> labour law</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/40142/the-portuguese-framework-of-the-professional-internship-without-public-funds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Corporate Social Responsibility and Students’ Job Performance: A Case Study of Silpakorn University’s Internship Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naritphol%20Boonyakiat">Naritphol Boonyakiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to investigate the relationship between corporate social responsibility and students’ job performance of the Silpakorn University’s internship program within various organizations. The goal of this study is to fill the literature gap by gaining an understanding of corporate social responsibility that fundamentally relate to students’ job performance within the organizations. Thus, this study will focus on the outcomes that derive from selected employers’ qualitative assessment and evaluation forms from various companies. The results represent the perceptions of students towards the corporate social responsibility aspects and their job performance evaluation from the employers in various organizations. The findings indicate that corporate social responsibility has significant effects on students’ job performance. This study may assist us in gaining a better understanding of the integrated aspects of university and workplace environments to discover how to allocate optimally university’s resources and management approaches to gain benefits from corporate social responsibility practices toward students’ job performance within an organizational setting. Therefore, there is good reason to believe that the findings can contribute to research in the area of CSR and students’ job performance as an essential aspect of long-term success sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20program" title=" internship program"> internship program</a> </p> <a href="https://publications.waset.org/abstracts/7634/corporate-social-responsibility-and-students-job-performance-a-case-study-of-silpakorn-universitys-internship-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> Design, Development, and Implementation of the Pediatric Physical Therapy Senior Clinical Internship Telerehabilitation Program of de la Salle Medical and Health Sciences Institute: The Pandemic Impetus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Cecilia%20D.%20Licuan">Ma. Cecilia D. Licuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic situation continues to affect the lives of many people, including children with disabilities and their families, globally, especially in developing countries like the Philippines. The operations of health programs, industries, and economic sectors, as well as academic training institutions, are still challenged in terms of operations and delivery of services. The academic community of the Physical Therapy program is not spared by this circumstance. The restriction posted by the quarantine policies nearly terminated the onsite delivery of training programs for the senior internship level, which challenged the academic institutions to implement flexible learning programs to ensure the continuity of the instructional and learning processes with full consideration of safety and compliance to health protocols. This study aimed to develop a benchmark model that can be used by tertiary-level health institutions in the implementation of the Pediatric Senior Clinical Internship Training Program using Telerehabilitation. It is a descriptive-qualitative paper that utilized documentary analysis and focused on explaining the design, development, and implementation processes used by De La Salle Medical and Health Sciences Institute – College of Rehabilitation Sciences (DLSMHSI-CRS) Physical Therapy Department in its Pediatric Cluster Senior Clinical Internship Training Program covering the pandemic years spanning from the academic year 2020- 2021 to present anchored on needs analysis based on documentary reviews. Results of the study yielded the determination of the Pediatric Telerehabilitation Model; declaration of developed training program outcomes and thrusts and content; explanation of the process integral to the training program’s pedagogy in implementation; and the evaluation procedures conducted for the program. Since the study did not involve human participants, ethical considerations on the use of documents for review were done upon the endorsement of the management of the DLSMHSI-CRS to conduct the study. This paper presents the big picture of how a tertiary-level health sciences institution in the Philippines embraced the senior clinical internship challenges through the operations of its telerehabilitation program. It specifically presents the design, development and implementation processes used by De La Salle Medical and Health Sciences Institute – College of Rehabilitation Sciences Physical Therapy Department in its Pediatric Cluster Senior Clinical Internship Training Program, which can serve as a benchmark model for other institutions as they continue to serve their stakeholders amidst the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pediatric%20physical%20therapy" title="pediatric physical therapy">pediatric physical therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=telerehabilitation" title=" telerehabilitation"> telerehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20internship" title=" clinical internship"> clinical internship</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/149513/design-development-and-implementation-of-the-pediatric-physical-therapy-senior-clinical-internship-telerehabilitation-program-of-de-la-salle-medical-and-health-sciences-institute-the-pandemic-impetus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> The Innovative Use of the EPOSTL Descriptors Related to the Language Portfolio for Master Course Student-Teachers of Yerevan Brusov State University of Languages and Social Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susanna%20Asatryan">Susanna Asatryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author will introduce the Language Portfolio for master course student-teachers of Yerevan Brusov State University of Languages and Social Sciences The overall aim of the Portfolio is to serve as a visual didactic tool for the pedagogical internship of master students in specialization “A Foreign Language Teacher of High Schools and Professional Educational Institutions”, based on the principles and fundamentals of the EPOSTL. The author will present the parts of the Portfolio, including the programme, goal and objectives of student-teacher’s internship, content and organization, expected outputs and the principles of the student’s self-assessment, based on Can-do philosophy suggested by the EPOSTL. The Language Portfolio for master course student-teachers outlines the distinctive stages of their scientific-pedagogical internship. In Lesson Observation and Teaching section student teachers present thematic planning of the syllabus course, including individual lesson plan-description and analysis of the lesson. In Realization of the Scientific-Pedagogical Research section student-teachers introduce the plan of their research work, its goal, objectives, steps of procedure and outcomes. In Educational Activity section student-teachers analyze the educational sides of the lesson, they introduce the plan of the extracurricular activity, provide psycho-pedagogical description of the group or the whole class, and outline extracurricular entertainments. In the Dossier the student-teachers store up the entire instructional “product” during their pedagogical internship: e.g. samples of surveys, tests, recordings, videos, posters, postcards, pupils’ poems, photos, pictures, etc. The author’s presentation will also cover the Self Assessment Checklist, which highlights the main didactic competences of student-teachers, extracted from the EPOSTL. The Self Assessment Checklist is introduced with some innovations, taking into consideration the local educational objectives that Armenian students come across with. The students’ feedback on the use of the Portfolio will also be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20observation" title=" lesson observation"> lesson observation</a>, <a href="https://publications.waset.org/abstracts/search?q=can-do%20philosophy" title=" can-do philosophy"> can-do philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/40528/the-innovative-use-of-the-epostl-descriptors-related-to-the-language-portfolio-for-master-course-student-teachers-of-yerevan-brusov-state-university-of-languages-and-social-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Importance of Internship in Technical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Vishalakshi">R. Vishalakshi</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chaithra"> P. Chaithra</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Dakshayini"> M. Dakshayini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An engineering degree is not a ticket that automatically provides a job. The competition for good jobs is going steep as the global economy and outsourcing is increasing. It is not sufficient to be simply more qualified. In this competitive world, it is important to stand out from everyone else. Going to college and getting a degree is the foremost important step. At the same time, students should be competent enough to face this technically growing and challenging world. So the classroom learning can be greatly enhanced by working with real-time applications. In this paper, we discuss how it can be realized by getting internships with the companies, where students actually get an opportunity to work in real work environment with live problems along with co-workers. Also presents case studies of how the practical industry work experience helps them in constructing their future carrier path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=real%20work%20environment" title="real work environment">real work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20work%20experience" title=" industry work experience"> industry work experience</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/19454/importance-of-internship-in-technical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">447</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> The Impact of Corporate Social Responsibility and Knowledge Management Factors on Students’ Job Performance: A Case Study of Silpakorn University’s Internship Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naritphol%20Boonjyakiat">Naritphol Boonjyakiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to investigate the effects of corporate social responsibility and knowledge management factors on students’ job performance of the Silpakorn University’s internship program within various organizations. The goal of this study is to fill the literature gap by gaining an understanding of corporate social responsibility and the knowledge management factors that fundamentally relate to students’ job performance within the organizations. Thus, this study will focus on the outcomes that were derived from a set of secondary data that were obtained using a Silpakorn university’s data base of 200 students and selected employer assessment and evaluation forms from the companies. The results represent the perceptions of students towards the corporate social responsibility aspects and knowledge management factors within the university and their job performance evaluation from the employers in various organizations. The findings indicate that corporate social responsibility and knowledge management have significant effects on students’ job performance. This study may assist us in gaining a better understanding of the integrated aspects of university and workplace environments to discover how to optimally allocate university’s resources and management approaches to gain benefits from corporate social responsibility and knowledge management practices toward students’ job performance within an organizational experience settings. Therefore, there is a sufficient reason to believe that the findings can contribute to research in the area of CSR, KM, and job performance as essential aspect of involved stakeholder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20program" title=" internship program"> internship program</a> </p> <a href="https://publications.waset.org/abstracts/5694/the-impact-of-corporate-social-responsibility-and-knowledge-management-factors-on-students-job-performance-a-case-study-of-silpakorn-universitys-internship-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> The Urbanistic Initiative of Architecture Students to Intensify the Socio-Economic and Spatial Development of Small Settlements in Tatarstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karina%20Rashidovna%20Nabiullina">Karina Rashidovna Nabiullina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2016, the ‘Beautiful Country’ innovative project was implemented in the Republic of Tatarstan (Russia). This project started at the initiative of architecture students majoring in city planning during their summer internship. As a part of the internship, the students had to study the layout and the lifestyle of Tatarstan towns. All the projects were presented to the Ministry of Construction of Tatarstan, which allowed the settlement authorities to receive the government funding for their implementation. This initiative, from the public discussion of the projects to their implementation, was welcomed by the local communities, evoked local patriotism, created new jobs as a part of the projects' implementation, and improved the architectural environment of the settlements. The projects initiated by the students became the ‘Big Projects’ for these small settlements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adapted%20graphic%20language" title="adapted graphic language">adapted graphic language</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20territorial%20development" title=" complex territorial development"> complex territorial development</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20of%20local%20resources" title=" identity of local resources"> identity of local resources</a>, <a href="https://publications.waset.org/abstracts/search?q=overcoming%20stagnation" title=" overcoming stagnation"> overcoming stagnation</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a> </p> <a href="https://publications.waset.org/abstracts/67771/the-urbanistic-initiative-of-architecture-students-to-intensify-the-socio-economic-and-spatial-development-of-small-settlements-in-tatarstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Academic Education and Internship towards Architecture Professional Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sawsan%20Saridar%20masri">Sawsan Saridar masri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Arnaouty"> Hisham Arnaouty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture both defines and is defined by social, cultural, political and financial constraints: this is where the discipline and the profession of architecture meet. This mutual sway evolves wherever interferences in the built environment are thought-out and can be strengthened or weakened by the many ways in which the practice of architecture can be undertaken. The more familiar we are about the concerns and factors that control what can be made, the greater the opportunities to propose and make appropriate architectures. Apparently, the criteria in any qualification policy should permit flexibility of approach and will – for reasons including cultural choice, political issues, and son on – vary significantly from country to country. However the weighting of the various criteria have to ensure adequate standards both in educational system as in the professional training. This paper develops, deepens and questions about the regulatory entry routes to the professional practice of architecture in the Arab world. It is also intended to provide an informed basis about strategies for conventional and unconventional models of practice in preparation for the next stages of architect’s work experience and professional experience. With the objective of promoting the implementation of adequate built environment in the practice of architecture, a comprehensive analysis of various pathways of access to the profession are selected as case studies, encompassing examples from across the world. The review of such case studies allows the creation of a comprehensive picture in relation to the conditions for qualification of practitioners of the built environment at the level of the Middle Eastern countries and the Arab World. Such investigation considers the following aspects: professional title and domain of practice, accreditation of courses, internship and professional training, professional examination and continuing professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=internship" title=" internship"> internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title=" professional practice"> professional practice</a> </p> <a href="https://publications.waset.org/abstracts/34635/academic-education-and-internship-towards-architecture-professional-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">546</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Applying Bowen’s Theory to Intern Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to theoretically apply Bowen’s understanding of triangulation and triads to school psychology intern supervision so that it can assist in the conceptualization of the dynamics of intern supervision and provide some key methods to address common issues. The school psychology internship is the capstone experience for the school psychologist in training. It involves three key participants whose relationships will determine the success of the internship.  To understand the potential effect, Bowen’s family systems theory can be applied to the supervision relationship. He describes a way to resolve stress between two people by triangulating or binging in a third person. He applies this to a nuclear family, but school psychology intern supervision requires the marriage of an intern, field supervisor, and university supervisor; thus, setting all up for possible triangulation. The consequences of triangulation can apply to standards and requirements, direct supervision, and intern evaluation. Strategies from family systems theory to decrease the negative impact of supervision triangulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20systems%20theory" title="family systems theory">family systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20supervision" title=" intern supervision"> intern supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20psychology%20training" title=" school psychology training"> school psychology training</a>, <a href="https://publications.waset.org/abstracts/search?q=triangulation" title=" triangulation"> triangulation</a> </p> <a href="https://publications.waset.org/abstracts/125889/applying-bowens-theory-to-intern-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</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">41</span> Integrating Cooperative Education Experience into Engineering Curriculum: An Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20Lok-Wang%20Ma">Robin Lok-Wang Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Center/Unit for Industry Engagement and Collaboration, as well as Internship, play a significant role at university. In general, the Center serves as the official interface between the industry and the School or Department to cultivate students’ early exposure to professional experience. The missions of the Center are not limited to provide a communication channel and collaborative platform for the industries and the university but also to assist students to build up their career paths early while still in the university. In recent years, a cooperative education experience (commonly known as a co-op) has been strongly advocated for students to make the school-to-work transition. The nature of the co-op program is not only consistent with the internships/final year design projects, but it is also more industrial-oriented with academic support from faculty at the university. The purpose of this paper is to describe an approach to how cooperative education experience can be integrated into Engineering Curriculum. It provides a mutual understanding and exchange of ideas for the approach between the university and the industry. A suggested format in terms of timeline, duration, selection of candidates, students, and companies’ expectations for the co-op program is described. Also, feedbacks from employers/industries show that a longer-term co-op program is well suited for students compared with a short-term internship. To this end, it provides a new insight into collaboration and/or partnership between the university and the industries to prepare professional work-ready graduates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20education" title="cooperative education">cooperative education</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/153626/integrating-cooperative-education-experience-into-engineering-curriculum-an-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> The Need for a More Defined Role for Psychologists in Adult Consultation Liaison Services in Hospital Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Violante">Ana Violante</a>, <a href="https://publications.waset.org/abstracts/search?q=Jodie%20Maccarrone"> Jodie Maccarrone</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Fimiani"> Maria Fimiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, over 30 million people are hospitalized annually for conditions that require acute, 24-hour, supervised care. The experience of hospitalization can be traumatic, exposing the patient to loss of control, autonomy, and productivity. Furthermore, 40% of patients admitted to hospitals for general medical illness have a comorbid psychiatric diagnosis. Research suggests individuals admitted with psychiatric comorbidities experience poorer health outcomes, higher utilization rates and increased overall cost of care. Empirical work suggests hospital settings that include a consultation liaison (CL) service report reduced length of stay, lower costs per patient, improved medical staff and patient satisfaction and reduced readmission after 180 days. Despite the overall positive impact CL services can have on patient care, it is estimated that only 1% - 2.8% of hospital admits receive these services, and most research has been conducted by the field of psychiatry. Health psychologists could play an important role in increasing access to this valuable service, though the extent to which health psychologists participate in CL settings is not well known. Objective: Outline the preliminary findings from an empirical study to understand how many APPIC internship training programs offer adult consultation liaison rotations within inpatient hospital settings nationally, as well as describe the specific nature of these training experiences. Research Method/Design: Data was exported into Excel from the 2022-2023 APPIC Directory categorized as “health psychology” sites. It initially returned a total of 537 health training programs out 1518 total programs (35% of all APPIC programs). A full review included a quantitative and qualitative comprehensive review of the APPIC program summary, the site website, and program brochures. The quantitative review extracted the number of training positions; amount of stipend; location or state of program, patient, population, and rotation. The qualitative review examined the nature of the training experience. Results: 29 (5%) of all APPIC health psychology internship training programs (2%) respectively of all APPIC training internship programs offering internship CL training were identified. Of the 29 internship training programs, 16 were exclusively within a pediatric setting (55%), 11 were exclusively within an adult setting (38%), and two were a mix of pediatric and adult settings (7%). CL training sites were located to 19 states, offering a total of 153 positions nationally, with Florida containing the largest number of programs (4). Only six programs offered 12-month training opportunities while the rest offered CL as a major (6 month) to minor (3-4 month) rotation. The program’s stipend for CL training positions ranged from $25,000 to $62,400, with an average of $32,056. Conclusions: These preliminary findings suggest CL training and services are currently limited. Training opportunities that do exist are mostly limited to minor, short rotations and governed by psychiatry. Health psychologists are well-positioned to better define the role of psychology in consultation liaison services and enhance and formalize existing training protocols. Future research should explore in more detail empirical outcomes of CL services that employ psychology and delineate the contributions of psychology from psychiatry and other disciplines within an inpatient hospital setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consultation%20liaison" title="consultation liaison">consultation liaison</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20psychology" title=" health psychology"> health psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital%20setting" title=" hospital setting"> hospital setting</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/165586/the-need-for-a-more-defined-role-for-psychologists-in-adult-consultation-liaison-services-in-hospital-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Prevalence and Risk Factors of Musculoskeletal Disorders among Physical Therapist's Seniors versus Internship Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20H.%20Bekhet">A. H. Bekhet</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Helmy"> N. Helmy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Physical therapists are knowledgeable in treatment and prevention of musculoskeletal injuries; however, they have occupational musculoskeletal injuries because Physical therapy profession requires effort that may lead to work-related musculoskeletal disorders. No previous studies among physical therapists have been reported in Egypt. We aim to assess the prevalence and risk factors of musculoskeletal disorders among physical therapist’s seniors versus internship students. Method: We conducted a cross-sectional study in faculty of physical therapy Cairo university Prevalence and risk factors of musculoskeletal injuries were assessed using self-administered questionnaire with closed-ended questions. Seniors therapist was defined as a physical therapist with more than 5 years of work experience. Data were analyzed using SPSS 22.0 for Windows. Results: The study included 106 physical therapists (Junior = 72; senior = 34), the mean age of senior therapists was 30.1 (SD 6.3) years and junior therapists were 22.8 (SD 2.4). Female subjects constituted 83.9% of the studied sample. The mean hours of contact with patients was higher among junior therapists 6.4 (SD 2.6) vs. 5.7 (SD 2.1) among senior therapists. The prevalence of a musculoskeletal injury, once or more in their lifetime, was significantly higher among senior therapists (86% vs. 66.7%; p = 0.04). The highest risk factor in increasing the symptoms of the injury among junior therapists was maintaining a position for a prolonged period of time at 28% while performing manual therapy techniques was the highest risk factor among senior therapists at 32%. 53% of senior therapists have limited their patient contact time as a result of their injury in comparison to 25% of junior therapists (p = 0.09). Conclusion: the presented study shows that the prevalence of musculoskeletal injuries, once or more in their lifetime, is significantly higher among senior therapists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20injuries" title="musculoskeletal injuries">musculoskeletal injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20injuries" title=" occupational injuries"> occupational injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20therapists" title=" physical therapists"> physical therapists</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20related%20disorders" title=" work related disorders"> work related disorders</a> </p> <a href="https://publications.waset.org/abstracts/48824/prevalence-and-risk-factors-of-musculoskeletal-disorders-among-physical-therapists-seniors-versus-internship-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48824.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">292</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">38</span> An Exploration of the Association Between the Physical Activity and Academic Performance in Internship Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ashraf">Ali Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghazaleh%20Aghaee"> Ghazaleh Aghaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Samimian"> Sedigheh Samimian</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohaya%20Farzin"> Mohaya Farzin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: Previous studies have indicated the positive effect of physical activity and sports on different aspects of health, such as muscle endurance and sleep cycle. However, in university students, particularly medical students, who have limited time and a stressful lifestyle, there have been limited studies exploring this matter with proven statistical results. In this regard, this study aims to find out how regular physical activity can influence the academic performance of medical students during their internship period. Methods: This was a descriptive-analytical study. Overall, 160 medical students (including 80 women and 88 men) voluntarily participated in the study. The Baecke Physical Activity Questionnaire was applied to determine the student’s physical activity levels. The student's academic performance was determined based on their total average academic scores. The data were analyzed in SPSS version 16 software using the independent t-test, Pearson correlation, and linear regression. Results: The average age of the students was 26.0±1.5 years. Eighty-eight students (52.4%) were male, and 142 (84.5%) were single. The student's mean total average academic score was 16.2±1.2, and their average physical activity score was 8.3±1.1. The student's average academic score was not associated with their gender (P=0.427), marital status (P=0.645), and age (P=0.320). However, married students had a significantly lower physical activity level compared to single students (P=0.020). The results indicated a significant positive correlation between student's physical activity levels and average academic scores (r=+0.410 and P<0.001). This correlation was independent of the student’s age, gender, and marital status based on the regression analysis. Conclusion: The results of the current study suggested that the physical activity level in medical students was low to moderate in most cases, and there was a significant direct relationship between student’s physical activity level and academic performance, independent of age, gender, and marital status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise" title="exercise">exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/185959/an-exploration-of-the-association-between-the-physical-activity-and-academic-performance-in-internship-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185959.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">46</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">37</span> Integrating Human Rights into Countering Violent Extremism: A Comparative Analysis of Women Without Borders and Hedayah Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Portia%20Muehlbauer">Portia Muehlbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the evolving landscape of preventing and countering violent extremism (PCVE) by delving into the growing importance of integrating human rights principles into violence prevention strategies on the local, community level. This study sheds light on the underlying theoretical frameworks of violent extremism and the influence of gender while investigating the intersection between human rights preservation and violent extremism prevention. To gain practical insight, the research focuses on two prominent international non-governmental organizations, Women without Borders (WwB) and Hedayah, and their distinct PCVE initiatives. WwB adopts a gender-sensitive approach, implementing parental education programs that empower mothers in at-risk communities to prevent the spread of violent extremism. In contrast, Hedayah takes an indirect route, employing capacity building programs that enhance the capabilities of educators, social workers, and psychologists in early intervention, rehabilitation and reintegration efforts. Qualitative data for this comparative analysis was collected through an extensive four-month internship at WwB during the fall of 2020, a three-month internship at Hedayah in the spring of 2021, a thought-provoking semi-structured interview with the executive director of WwB, personal field notes, and a comprehensive discourse analysis of the prevailing literature on human rights considerations in PCVE practices. This study examines the merits and challenges of integrating human rights into PCVE programming through the lens of both organizations, WwB and Hedayah. The findings of this study will inform policymakers, practitioners, and researchers on the intricate relationship between human rights protection and effective PCVE strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preventing%20and%20countering%20violent%20extremism" title="preventing and countering violent extremism">preventing and countering violent extremism</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=counterterrorism" title=" counterterrorism"> counterterrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=peacebuilding" title=" peacebuilding"> peacebuilding</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20building%20programs" title=" capacity building programs"> capacity building programs</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20studies" title=" gender studies"> gender studies</a> </p> <a href="https://publications.waset.org/abstracts/170298/integrating-human-rights-into-countering-violent-extremism-a-comparative-analysis-of-women-without-borders-and-hedayah-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170298.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">62</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">36</span> Evaluating Perceived Usability of ProxTalker App Using Arabic Standard Usability Scale: A Student's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20AlBustan">S. AlBustan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20AlGhannam"> B. AlGhannam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This oral presentation discusses a proposal for a study that evaluates the usability of an evidence based application named ProxTalker App. The significance of this study will inform administration and faculty staff at the Department of Communication Sciences Disorders (CDS), College of Life Sciences, Kuwait University whether the app is a suitable tool to use for CDS students. A case study will be used involving a sample of CDS students taking practicum and internship courses during the academic year 2018/2019. The study will follow a process used by previous study. The process of calculating SUS is well documented and will be followed. ProxTalker App is an alternative and augmentative tool that speech language pathologist (SLP) can use to customize boards for their clients. SLPs can customize different boards using this app for various activities. A board can be created by the SLP to improve and support receptive and expressive language. Using technology to support therapy can aid SLPs to integrate this ProxTalker App as part of their clients therapy. Supported tools, games and motivation are some advantages of incorporating apps during therapy sessions. A quantitative methodology will be used. It involves the utilization of a standard tool that was the was adapted to the Arabic language to accommodate native Arabic language users. The tool that will be utilized in this research is the Arabic Standard Usability Scale (A-SUS) questionnaire which is an adoption of System Usability Scale (SUS). Standard usability questionnaires are reliable, valid and their process is properly documented. This study builds upon the development of A-SUS, which is a psychometrically evaluated questionnaire that targets Arabic native speakers. Results of the usability will give preliminary indication of whether the ProxTalker App under investigation is appropriate to be integrated within the practicum and internship curriculum of CDS. The results of this study will inform the CDS department of this specific app is an appropriate tool to be used for our specific students within our environment because usability depends on the product, environment, and users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=A-SUS" title="A-SUS">A-SUS</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20disorders%20practicum" title=" communication disorders practicum"> communication disorders practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20app" title=" evidence based app"> evidence based app</a>, <a href="https://publications.waset.org/abstracts/search?q=Standard%20Usability%20Scale" title=" Standard Usability Scale"> Standard Usability Scale</a> </p> <a href="https://publications.waset.org/abstracts/97087/evaluating-perceived-usability-of-proxtalker-app-using-arabic-standard-usability-scale-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97087.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">156</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">35</span> Modernization of Translation Studies Curriculum at Higher Education Level in Armenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Vahanyan">A. Vahanyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper touches upon the problem of revision and modernization of the current curriculum on translation studies at the Armenian Higher Education Institutions (HEIs). In the contemporary world where quality and speed of services provided are mostly valued, certain higher education centers in Armenia though do not demonstrate enough flexibility in terms of the revision and amendment of courses taught. This issue is present for various curricula at the university level and Translation Studies related curriculum, in particular. Technological innovations that are of great help for translators have been long ago smoothly implemented into the global Translation Industry. According to the European Master's in Translation (EMT) framework, translation service provision comprises linguistic, intercultural, information mining, thematic, and technological competencies. Therefore, to form the competencies mentioned above, the curriculum should be seriously restructured to meet the modern education and job market requirements, relevant courses should be proposed. New courses, in particular, should focus on the formation of technological competences. These suggestions have been made upon the author’s research of the problem across various HEIs in Armenia. The updated curricula should include courses aimed at familiarization with various computer-assisted translation (CAT) tools (MemoQ, Trados, OmegaT, Wordfast, etc.) in the translation process, creation of glossaries and termbases compatible with different platforms), which will ensure consistency in translation of similar texts and speeding up the translation process itself. Another aspect that may be strengthened via curriculum modification is the introduction of interdisciplinary and Project-Based Learning courses, which will enable info mining and thematic competences, which are of great importance as well. Of course, the amendment of the existing curriculum with the mentioned courses will require corresponding faculty development via training, workshops, and seminars. Finally, the provision of extensive internship with translation agencies is strongly recommended as it will ensure the synthesis of theoretical background and practical skills highly required for the specific area. Summing up, restructuring and modernization of the existing curricula on Translation Studies should focus on three major aspects, i.e., introduction of new courses that meet the global quality standards of education, professional development for faculty, and integration of extensive internship supervised by experts in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=modernization" title=" modernization"> modernization</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20literacy" title=" technical literacy"> technical literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title=" translation studies"> translation studies</a> </p> <a href="https://publications.waset.org/abstracts/129207/modernization-of-translation-studies-curriculum-at-higher-education-level-in-armenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Site-based Internship Experiences: From Research to Implementation and Community Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20Sundvall">Jamie Sundvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Jennings"> Lisa Jennings</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Site based field internship learning (SBL) is an educational approach within a Master’s of Social Work (MSW) university field placement department that promotes a more streamlined approach to the integration of theory and evidence based practices for social work students. The SBL model is founded on research in the field, consideration of current work force needs, United States national trends of MSW graduate skill and knowledge deficits, educational trends in students pursing a master’s degree in social work, and current social problems that require unique problem solving skills. This study explores the use of site-based learning in a hybrid social work program. In this setting, site based learning pairs online education courses and social work field education to create training opportunities for social work students within their own community and cultural context. Students engage in coursework in an online setting with both synchronous and asynchronous features that facilitate development of core competencies for MSW students. Through the SBL model, students are then partnered with faculty in a virtual course room and a university vetted site within their community. The study explores how this model of learning creates community partnerships, through which students engage in a learning loop to develop social work skills, while preparing students to address current community, social, and global issues with the engagement of technology. The goal of SBL is to more effectively equip social work students for practice according to current workforce demands, provide access to education and care to populations who have limited access, and create self-sustainable partnerships. Further, the model helps students learn integration of evidence based practices and helps instructors more effectively teach integration of ethics into practice. The study found that the SBL model increases the influence and professional relevance of the social work profession, and ultimately facilitates stronger approaches to integrating theory into practice. Current implementation of the practice in the United States will be presented in the study. dditionally, future research conceptualization of SBL models will be presented, in order to collaborate on advancing best approaches of translating theory into practice, according to the current needs of the profession and needs of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork" title=" fieldwork"> fieldwork</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=site-based%20learning" title=" site-based learning"> site-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/96368/site-based-internship-experiences-from-research-to-implementation-and-community-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Social Work Students’ Reflection of Their Field Internship: A Study of Dhofar Region in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reem%20Abuiyada">Reem Abuiyada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is an attempt to review the pursuance of social-work field practice run by the department of social work, Dhofar University, situated in Dhofar region, Sultanate of Oman. It assesses the students’ engagement in social work in local community training that equips them to practice their allocated tasks and management skills that in turn made them more educated in fieldwork concepts, and especially in helping to overcome the challenges experienced by the Omani community to bring them positive changes. Besides, this paper evaluates the efficacy of fieldwork practice from the students' standpoints in higher education. And, it assumes the fact that this practice helped the students in giving equal significance to academic instruction, preparing for them to face the futuristic professions in an effective way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20field%20training" title="social work field training">social work field training</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhofar%20University" title=" Dhofar University"> Dhofar University</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/141495/social-work-students-reflection-of-their-field-internship-a-study-of-dhofar-region-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141495.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">191</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">32</span> Human Capital Mobility of a Skilled Workforce: A Need for a Future of Europe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiron-Tudor%20Adriana">Tiron-Tudor Adriana</a>, <a href="https://publications.waset.org/abstracts/search?q=Farcas%20Teodora%20Viorica"> Farcas Teodora Viorica</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciolomic%20Ioana%20Andreea"> Ciolomic Ioana Andreea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of human capital mobility inside Europe is still an open one. Even though there were created some tools in order to better move from one country to another to work and study the number of the people doing this is very low because of various factors presented in this paper. The "rethinking educational" agenda of the European Commission has open the floor for new projects which can create steps towards a European language for skills and competences, qualifications. One of these projects is the Partnership for Exchange of experience in Student on-the-job Training. As part of this project, we are interested to see the situation of the human capital inside EU and the elements that were created until now to support this mobility. Also, the main objective of the project is to make a comparison between the four countries involved in PEST project (Romania, Hungary, Finland, and Estonia), at the education and internship level. The results are helpful for the follow of the project, for identifying where changes can be done and need to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECVET" title="ECVET">ECVET</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital%20mobility" title=" human capital mobility"> human capital mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership%20exchange" title=" partnership exchange"> partnership exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20on%20the%20job%20mobility" title=" students on the job mobility"> students on the job mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training" title=" vocational education and training"> vocational education and training</a> </p> <a href="https://publications.waset.org/abstracts/26907/human-capital-mobility-of-a-skilled-workforce-a-need-for-a-future-of-europe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26907.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">31</span> Mechanisms in Regulating Language Practices in Electronics Engineering: A Program Plan for Outcomes-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Analiza%20Acu%C3%B1a-Villacorte">Analiza Acuña-Villacorte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The underlying principle behind the harmonization in international education does not solely aim for the comparability but also the compatibility of outputs produced. The international standard in the different professions particularly in engineering defines the required graduate attributes to attain suitable qualifications and recognitions. This study described the language practices of the Electronics Engineering students of Bulacan State University, Philippines who will be deployed for their internship program. The purpose of the study was achieved by determining the language proficiency of the students in terms of speaking, listening, reading, and writing, and checking the adherence of the University to the commitment of intensifying community building for the Association of Southeast Asian Nation Vision 2020. The analysis of variance of the variables defined the significance between the causal variables and dependent variables. Thus, this study identified the mechanism that would regulate language practices in the Electronics Engineering program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20practices" title=" language practices"> language practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanisms" title=" mechanisms"> mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes-based%20education" title=" outcomes-based education"> outcomes-based education</a> </p> <a href="https://publications.waset.org/abstracts/52228/mechanisms-in-regulating-language-practices-in-electronics-engineering-a-program-plan-for-outcomes-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52228.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">296</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">30</span> Clinical Psychology Interns' Lived Experience with Suicidal Clients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaine%20Llantos%20Elayda">Elaine Llantos Elayda</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Mark%20S.%20Distor"> John Mark S. Distor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the lived experiences of clinical psychology interns' who have encountered suicidal clients during their internship. Employing qualitative phenomenological investigation, semi-structured interviews were conducted and analyzed using interpretative phenomenological analysis (IPA). The study employed purposive sampling to gather valuable data. The results highlighted that those encounters with suicidal clients triggered various reactions among interns, leading to self-doubt and a sense of unpreparedness in handling such cases. Many interns struggled with managing their own emotions, especially when clients' traumas mirrored their own experiences. The study emphasized the importance of a robust support system in helping interns cope with the challenges of their work. Supervision and professional support played critical roles in interns' development, providing guidance and enhancing their confidence in managing distressing situations. Despite the challenges, the interns found purpose in witnessing significant client progress and emphasized the importance of self-care and ongoing training to prepare future clinicians for similar experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polytechnic%20university%20of%20the%20Philippines" title="polytechnic university of the Philippines">polytechnic university of the Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20psychology%20interns" title=" clinical psychology interns"> clinical psychology interns</a>, <a href="https://publications.waset.org/abstracts/search?q=suicidal%20clients" title=" suicidal clients"> suicidal clients</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20psychology%20training" title=" clinical psychology training"> clinical psychology training</a> </p> <a href="https://publications.waset.org/abstracts/189419/clinical-psychology-interns-lived-experience-with-suicidal-clients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189419.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">28</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">29</span> Motivations, Perceptions, and Aspirations concerning Teaching as a Career for High School Students from Racially/Ethnically Diverse Backgrounds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%20Ok%20Kang">Mi Ok Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the factors that motivate urban high school students from racially/ethnically diverse backgrounds to choose teaching as a future career. It draws on in-depth interviews with high school students of color living in an urban downtown located in an intermountain area in the U.S. Using the factors influencing teaching choice (FIT-Choice) model, this study examines the motivations, mobility experiences, and aspirations of participating high school students who self-identified as Latino/a, Tongan, and Chinese. The study identifies influential factors -both challenges and strengthening effects- that high school students of color experience in their career decision making. The study concludes that self-perceptions of teaching abilities, parental support, social connections, job security, and prior work with children during the internship in K-12 classroom motivated them to be a teacher. Limitations such as financial struggles of parents, the low social status of teaching career, and the low salary and benefit packages in the U.S. are among the factors that cause students to waver in or doubt their career choice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20development" title="career development">career development</a>, <a href="https://publications.waset.org/abstracts/search?q=diversifying%20teaching%20force" title=" diversifying teaching force"> diversifying teaching force</a>, <a href="https://publications.waset.org/abstracts/search?q=FIT-Choice" title=" FIT-Choice"> FIT-Choice</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students%20of%20color" title=" high school students of color"> high school students of color</a> </p> <a href="https://publications.waset.org/abstracts/51378/motivations-perceptions-and-aspirations-concerning-teaching-as-a-career-for-high-school-students-from-raciallyethnically-diverse-backgrounds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51378.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> <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=internship&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=internship&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 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