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graduate</title> <meta name="description" content="Search results for: female graduate"> <meta name="keywords" content="female graduate"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="female graduate"> <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> 3001</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: female graduate</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3001</span> Employers’ Perspective on Female Graduate Employability in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitope%20Faloye">Temitope Faloye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s changing job market economy, most employers of labor want employees who are employable and possess relevant skills. Graduates need to possess generic skills due to the continually changing nature of the job market, which requires adaptive coping strategies. Most employers of labor complain that graduates are not employable, which is one of the major factors causing a high rate of graduate unemployment in Nigeria. However, the number of unemployed females is higher than that of unemployed males; hence gender difference is linked to the employability of graduates. The human capital theory is considered an appropriate theory for this study. A qualitative approach will be used to provide answers to the research questions. Therefore, the research study aims to investigate the employers’ perspective on female graduate employability in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20employability" title="graduate employability">graduate employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20unemployment" title=" graduate unemployment"> graduate unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/140586/employers-perspective-on-female-graduate-employability-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140586.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">183</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">3000</span> The Challenge of Graduate Unemployment in Nigeria: The Role of Entrepreneurship Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunday%20Ose%20Ugadu">Sunday Ose Ugadu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unemployment, especially graduate unemployment is, for now, the greatest problem facing Nigeria as a nation. It is responsible for most of the other ills of the country, including kidnapping, armed robbery, youth restiveness, thuggery, to mention but a few. More and more people in Nigeria are now losing confidence in the prospect of tertiary education as an instrument par excellence for effecting national development. This paper, therefore, critically examined the problem of graduate unemployment in Nigeria. It briefly traced the history of university education in Nigeria. The rate and causes of graduate unemployment in Nigeria were also discussed. Previous attempts made by the government to solve the problem of unemployment were highlighted. The paper also harped on the prospect of entrepreneurship education as an instrument for fighting graduate unemployment identifying obstacles to entrepreneurship education in Nigeria. The paper drew conclusion, and major recommendation made was a call for converting the National Youth Service Corps Scheme in Nigeria to entrepreneurship and skills acquisition scheme as soon as possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate" title="graduate">graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development "> national development </a> </p> <a href="https://publications.waset.org/abstracts/126452/the-challenge-of-graduate-unemployment-in-nigeria-the-role-of-entrepreneurship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126452.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">189</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">2999</span> Entrepreneurship Education as a Pre-Requisite for Graduate Entrepreneurship: A Study of Graduate Entrepreneurs in Yenagoa City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurotimi%20M.%20Fems">Kurotimi M. Fems</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20D.%20W.%20Poazi"> Francis D. W. Poazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Opigo"> Helen Opigo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concepts of entrepreneurship education together with graduate entrepreneurship have taken centre stage in many countries as a 21<sup>st</sup> century strategy for economic growth and development. Entrepreneurship education has been viewed as a pre-requisite tool for a more effective and successful business operation. This paper seeks to verify if entrepreneurship education is pre-requisite to graduate entrepreneurship, and to ascertain if such other factors as the need for achievement, competence and experience etc. also play a foundational role in the choice of a graduate becoming an entrepreneur. The scope of the research study is entrepreneurs within Yenagoa metropolis in Bayelsa state, Nigeria. The sample target is graduates engaged in entrepreneurship activities (graduates who own and run businesses). Stratified sampling technique was used and 101 responses were obtained from a total of 300 questionnaires issued. Bar chart, tables and percentages were used to analyze the collected data. The findings revealed that personality traits, situational circumstance, need for achievement and experience/competence were the foundational factors stimulating graduate entrepreneurs to engage in entrepreneurial pursuits. Of all, personality trait showed the highest score with 73 (73%) out of 101 entrepreneurs agreeing. Experience/Competence and situational circumstances followed behind with 66 (65%) and 63 (62.4%), respectively. Entrepreneurship education revealed the least score with 33 (32.3%) out of 101 participating entrepreneurs. All hope, however, is not lost, as this shows that something can be done to increase the impact of entrepreneurship education on graduate entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Creative%20destruction" title="Creative destruction">Creative destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20entrepreneurship" title=" graduate entrepreneurship"> graduate entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-requisite" title=" pre-requisite"> pre-requisite</a> </p> <a href="https://publications.waset.org/abstracts/70618/entrepreneurship-education-as-a-pre-requisite-for-graduate-entrepreneurship-a-study-of-graduate-entrepreneurs-in-yenagoa-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70618.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">307</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">2998</span> Knowledge Management to Develop the Graduate Study Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuen-arom%20Janthimachai-amorn">Chuen-arom Janthimachai-amorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Chirawadee%20Harnrittha"> Chirawadee Harnrittha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the factors facilitating the knowledge management to develop the graduate study programs to achieve success and to identify the approaches in developing the graduate study programs in the Rajbhat Suansunantha University. The 10 respondents were the administrators, the faculty, and the personnel of its Graduate School. The research methodology was based on Pla-too Model of the Knowledge Management Institute (KMI) by allocating the knowledge indicators, the knowledge creation and search, knowledge systematization, knowledge processing and filtering, knowledge access, knowledge sharing and exchanges and learning. The results revealed that major success factors were knowledge indicators, evident knowledge management planning, knowledge exchange and strong solidarity of the team and systematic and tenacious access of knowledge. The approaches allowing the researchers to critically develop the graduate study programs were the environmental data analyses, the local needs and general situations, data analyses of the previous programs, cost analyses of the resources, and the identification of the structure and the purposes to develop the new programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program%20development" title="program development">program development</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=graduate%20study%20programs" title=" graduate study programs"> graduate study programs</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajbhat%20Suansunantha%20University" title=" Rajbhat Suansunantha University"> Rajbhat Suansunantha University</a> </p> <a href="https://publications.waset.org/abstracts/11980/knowledge-management-to-develop-the-graduate-study-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2997</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.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">265</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">2996</span> Research Attitude: Its Factor Structure and Determinants in the Graduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Lynn%20S.%20Montemayor">Janet Lynn S. Montemayor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dropping survivability and rising drop-out rate in the graduate school is attributed to the demands that come along with research-related requirements. Graduate students tend to withdraw from their studies when confronted with such requirements. This act of succumbing to the challenge is primarily due to a negative mindset. An understanding of students’ view towards research is essential for teachers in facilitating research activities in the graduate school. This study aimed to develop a tool that accurately measures attitude towards research. Psychometric properties of the Research Attitude Inventory (RAIn) was assessed. A pool of items (k=50) was initially constructed and was administered to a development sample composed of Masters and Doctorate degree students (n=159). Results show that the RAIn is a reliable measure of research attitude (k=41, αmax = 0.894). Principal component analysis using orthogonal rotation with Kaiser normalization identified four underlying factors of research attitude, namely predisposition, purpose, perspective, and preparation. Research attitude among the respondents was analyzed using this measure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20education" title="graduate education">graduate education</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20attitude" title=" research attitude"> research attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/82401/research-attitude-its-factor-structure-and-determinants-in-the-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82401.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">2995</span> Gender Inequality in the Nigerian Labour Market as a Cause of Unemployment among Female Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitope%20Faloye">Temitope Faloye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The absence of equity and transparency in Nigeria's economic system has resulted in unemployment. Women’s unemployment rate remains higher because women's range of jobs is often narrower due to discriminatory attitudes of employers and gender segregation in the labor market. Gender inequality is one of the strong factors of unemployment, especially in developing countries like Nigeria, where the female gender is marginalized in the labor force market. However, gender equality in terms of labor market access and employment condition has not yet been attained. Feminist theory is considered as an appropriate theory for this study. The study will use a mixed-method design, collecting qualitative and quantitative data to provide answers to the research questions. Therefore, the research study aims to investigate the present situation of gender inequality in the Nigerian labor market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=unemployment" title="unemployment">unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20inequality" title=" gender inequality"> gender inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20market" title=" labor market"> labor market</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20graduate" title=" female graduate"> female graduate</a> </p> <a href="https://publications.waset.org/abstracts/140827/gender-inequality-in-the-nigerian-labour-market-as-a-cause-of-unemployment-among-female-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140827.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">243</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">2994</span> Diversity Strands in Library and Information Science Graduate Curricula </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bibi%20Alajmi">Bibi Alajmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Israa%20%20Alshammari"> Israa Alshammari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates diversity strands covered in courses offered by library and information sciences (LIS) graduate programs. It aims to identify the extent to which these programs prepare students to work in diverse communities. Information was collected from 17 ALA-accredited MLIS programs. Diversity-related topics were identified and categorized. The methodology consisted of content analysis of course syllabi. The findings show that coverage of diversity-related content in LIS graduate curricula is increasing at a slow but significant rate, and is often a low priority. Apart from LIS graduate courses for future librarians and information professionals in public libraries, school libraries, and museums providing services to young adults and children, there is not enough interest in the provision of services to diverse communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/113740/diversity-strands-in-library-and-information-science-graduate-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113740.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">148</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">2993</span> Threshold Competency of Students in Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the survey research, designed to find out the threshold competency of graduate students in terms of knowledge excellency and professional skills proficiency based on Thai Qualifications Framework for Higher Education (TQF). The sample group consisted of 240 students. The results were collected by stratified sampling, using study programs for each stage. The results were analysed and calculated by computer program. Statistics used during analysing were percentage, mean, and standard deviation. From the study, the threshold competency of graduate students were in very high score range in both overall and specific category. The top category which received the most score was interpersonal skills and responsibility, following by ethics and morality, knowledge and skills, and numerical communication and information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold%20competency" title="threshold competency">threshold competency</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a> </p> <a href="https://publications.waset.org/abstracts/5476/threshold-competency-of-students-in-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5476.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">402</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">2992</span> English Language Teaching Graduate Students' Use of Discussion Moves in Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamzegul%20Koca">Gamzegul Koca</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20%20Eveyik-Aydin"> Evrim Eveyik-Aydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genre and discipline-specific knowledge of academic discourse in writing has long been acknowledged as being a core skill to achieve formidable tasks that are expected of graduate students in academic settings. Genre analysis approaches can be adopted to unveil the challenges encountered in these tasks to be able to take instructional actions addressing the aspects of graduate writing that need improvement. In an attempt to find genre-specific academic writing needs of Turkish students enrolled in a graduate program in ELT, this study examines the rhetorical structure of discussion sections of research articles written during the course load stage of their graduate studies. The 35.437-word specialized corpus of graduate papers compiled for the purpose of the study includes discussions of 58 unpublished reports of empirical studies, 31 written in MA courses and 27 in Ph.D. courses by a total of 44 graduate students. The study does sentence-based move structure analysis using the framework developed by Eveyik-Aydın, Karabacak and Akyel in a corpus-based study that analyzed the discussion moves of expert writers in published articles in ELT journals indexed by Social Sciences Citation. The coding of 1577 sentences by three graders using this framework revealed that while the graduate papers included the same moves used in published articles, the rhetorical structure of MA and Ph.D. papers showed considerable differences in terms of the frequency of occurrence of main discussion moves, including interpretation of the results and drawing implications. The implications of these findings will be discussed with respect to the needs of graduate writers and the expectations of discourse community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussion%20moves" title="discussion moves">discussion moves</a>, <a href="https://publications.waset.org/abstracts/search?q=genre-specific%20rhetorical%20structure" title=" genre-specific rhetorical structure"> genre-specific rhetorical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=move%20analysis" title=" move analysis"> move analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20specialized%20corpus%20of%20graduate%20papers" title=" the specialized corpus of graduate papers"> the specialized corpus of graduate papers</a> </p> <a href="https://publications.waset.org/abstracts/93714/english-language-teaching-graduate-students-use-of-discussion-moves-in-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93714.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">166</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">2991</span> Entrepreneurship Education: A Pre-Requisite for Graduate Entrepreneurship, a Study of Entrepreneurs in Yenagoa City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurotimi%20M.%20Fems">Kurotimi M. Fems</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20D.%20W.%20Poazi"> Francis D. W. Poazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Opigo"> Helen Opigo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship education and graduate entrepreneurship have taken centre stage in many countries as a 21st century strategy for economic growth and development. Entrepreneurship education has been viewed as a pre-requisite tool for a more effective and successful business operation. The purpose of this study is to ascertain if entrepreneurship education is a foundational requirement for graduate entrepreneurial engagement or, if other factors such as personality trait, need for achievement, situational circumstances or experience and competence played a more vital role in stimulating graduate entrepreneurial engagement. The scope of the research study is entrepreneurs within Yenagoa metropolis in Bayelsa state, Nigeria. The sample target is graduates engaged in entrepreneurship activities (graduates who own and run businesses). Stratified sampling technique was used and 101 responses were gotten from a total of 300 questionnaires issued. Bar chart, tables, and percentages were used to analyze the data collected. Findings: The findings revealed that personality traits, situational circumstance, need for achievement and experience/competence were the foundational factors stimulating graduate entrepreneurs to engage in entrepreneurial pursuits. Of all, personality trait showed the highest score with 73 (73%) out of 101 entrepreneurs agreeing. Experience/Competence and situational circumstances followed behind with 66 (65%) and 63 (62.4%) respectively. Entrepreneurship education revealed the least score with 33 (32.3%) out of 101 participating entrepreneurs. All hope, however, is not lost, as this shows that something can be done to increase the impact of entrepreneurship education on graduate entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20destruction" title="creative destruction">creative destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20entrepreneurship" title=" graduate entrepreneurship"> graduate entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-requisite" title=" pre-requisite"> pre-requisite</a> </p> <a href="https://publications.waset.org/abstracts/66584/entrepreneurship-education-a-pre-requisite-for-graduate-entrepreneurship-a-study-of-entrepreneurs-in-yenagoa-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2990</span> Organisational Culture and the Role of the Mental Health Nurse: An Ethnography of the New Graduate Nurse Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary-Ellen%20Hooper">Mary-Ellen Hooper</a>, <a href="https://publications.waset.org/abstracts/search?q=Graeme%20Browne"> Graeme Browne</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Paul%20O%27Brien"> Anthony Paul O'Brien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It has been reported that the experience of the organisational workplace culture for new graduate mental health nurses plays an important role in their attraction and retention to the discipline. Additionally, other research indicates that a negative workplace culture contributes to their dissatisfaction and attrition rate. Method: An ethnographic research design was applied to explore the subcultural experiences of new graduate nurses as they encounter mental health nursing. Data was collected between April and September 2017 across 6 separate Australian, NSW, mental health units. Data comprised of semi-structured interviews (n=24) and 31 episodes of field observation (62 hours). A total number of 26 new graduate and recent graduate nurses participated in the study – 14 new graduate nurses and 12 recently graduated nurses. Results: A key finding from this study was the New Graduate difficulty in articulating the role the of mental health nurse. Participants described a dichotomy between their ideological view of the mental health nurse and the reality of clinical practice. The participants’ ideological view of the mental health nurse involved providing holistic and individualised care within a flexible framework. Participants, however, described feeling powerless to change the recovery practices within the mental health service(s) because of their low status within the hierarchy. Resulting in participants choosing to fit into the existing culture, or considering leaving the field altogether. Conclusion: An incongruence between the values and ideals of an organisational culture and the reality shock of practice are shown to contribute to role ambiguity within its members. New graduate nurses entering the culture of mental health nursing describe role ambiguity resulting in dissatisfaction with practice. The culture and philosophy inherent to a service are posited to be crucial in creating positive experiences for graduate nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nurse" title=" mental health nurse"> mental health nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing%20role" title=" mental health nursing role"> mental health nursing role</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20graduate%20nurse" title=" new graduate nurse"> new graduate nurse</a> </p> <a href="https://publications.waset.org/abstracts/93238/organisational-culture-and-the-role-of-the-mental-health-nurse-an-ethnography-of-the-new-graduate-nurse-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93238.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">153</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">2989</span> Tradition and Modernity in Translation Studies: The Case of Undergraduate and Graduate Programs at Unicamp, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erica%20Lima">Erica Lima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Brazil, considering the (little) age of translation studies, it can be argued that the University of Campinas is traditionally an important place for graduate studies in translation. The story is told from the accreditation for the Masters, in 1987, and the Doctoral program, in 1993, within the Graduate Program in Applied Linguistics. Since the beginning, the program boasted cutting-edge research, with theoretical reflections on various aspects, and with different methodological trends. However, on the one hand, the graduate studies development was continuously growing, but on the other, it is not what was observed in the undergraduate degree program. Currently, there are only a few disciplines of Translation Theory and Practice, which does not seem to respond to student aspirations. The objective of this paper is to present the characteristics of the university’s graduate program as something profitable, considering the concern in relating the research to the historical moment in which we are living, with research conducted in a socially compromised environment and committed to the impact that it will cause ethically and socially, as well as to question the undergraduate program paths. The objective is also to discuss and propose changes, considering the limited scope currently achieved. In light of the information age, in which we have an avalanche of information, we believe that the training of translators in the undergraduate degree should be reviewed, with the goal of retracing current paths and following others that are consistent with our historical period, marked by virtual and real, by the shuffling of borders and languages, the need for new language policies, greater inclusion, and more acceptance of others. We conclude that we need new proposals for the development of the translator in an undergraduate program, and also present suggestions to be implemented in the graduate program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20Brazilian%20program" title="graduate Brazilian program">graduate Brazilian program</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20Brazilian%20program" title=" undergraduate Brazilian program"> undergraduate Brazilian program</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%E2%80%99s%20education" title=" translator’s education"> translator’s education</a>, <a href="https://publications.waset.org/abstracts/search?q=Unicamp" title=" Unicamp"> Unicamp</a> </p> <a href="https://publications.waset.org/abstracts/65780/tradition-and-modernity-in-translation-studies-the-case-of-undergraduate-and-graduate-programs-at-unicamp-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65780.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">334</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">2988</span> A Study of Safety of Data Storage Devices of Graduate Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komol%20Phaisarn">Komol Phaisarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Natcha%20Wattanaprapa"> Natcha Wattanaprapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a survey research with an objective to study the safety of data storage devices of graduate students of academic year 2013, Suan Sunandha Rajabhat University. Data were collected by questionnaire on the safety of data storage devices according to CIA principle. A sample size of 81 was drawn from population by purposive sampling method. The results show that most of the graduate students of academic year 2013 at Suan Sunandha Rajabhat University use handy drive to store their data and the safety level of the devices is at good level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=storage%20devices" title=" storage devices"> storage devices</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20students" title=" graduate students"> graduate students</a> </p> <a href="https://publications.waset.org/abstracts/11721/a-study-of-safety-of-data-storage-devices-of-graduate-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11721.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">353</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">2987</span> Entrepreneurship Education as an Enhancement of Skills for Graduate Employability: The Case of the University of Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akumeyam%20Elvis%20Akum">Akumeyam Elvis Akum</a>, <a href="https://publications.waset.org/abstracts/search?q=Njanjo%20Thecla%20Anyongo%20Mukete"> Njanjo Thecla Anyongo Mukete</a>, <a href="https://publications.waset.org/abstracts/search?q=Fonkeng%20George%20Epah"> Fonkeng George Epah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the goal of higher education is to enhance graduate employability skills. Paradoxically, Cameroon’s graduate employability rate is far below the graduation rate. This worrisome situation caused the researcher to hypothesize that the teaching and learning experiences account for this increasing disparity. The study sought to investigate the effect on graduate employability of the teaching of organizational, problem-solving, innovation, and risk management skills on graduate employability. The study adopted a descriptive survey design with a quantitative approach. Data was collected by quantitative techniques from a random sample of 385 graduates using closed-ended structured questionnaire. Generally, findings revealed that entrepreneurship education does not sufficiently enhance graduate employability in the University of Buea. Specifically, the teaching of organizational skills does not significantly enhance their employability, as an average of 55% of graduates indicated that the course did not sufficiently help them develop skills for planning, management of limited resources, collaboration, and the setting of priorities. Also, 60% of the respondents indicated that the teaching of problem-solving skills does not significantly enhance graduate employability at the University of Buea. Contrarily, 57% of the respondents agreed that through their experiences in entrepreneurship education, their innovation skills were improved. The study recommended that a practical approach to teaching should be adopted, with attention to societal needs. A framework to ensure the teaching of entrepreneurship to students at the undergraduate level is recommended, such that those who do not continue with university studies after their Bachelor’s degree would have acquired the needed skills for employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20skills" title=" innovative skills"> innovative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills" title=" organizational skills"> organizational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20skills" title=" risk management skills"> risk management skills</a> </p> <a href="https://publications.waset.org/abstracts/176485/entrepreneurship-education-as-an-enhancement-of-skills-for-graduate-employability-the-case-of-the-university-of-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176485.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">81</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">2986</span> Antecedent Factors Affecting Evaluation of Quality of Students at Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a survey research designed to evaluate the quality of graduate students and factors influencing their quality. The sample group consists of 240 students. The data are collected from stratified sampling and are analyzed and calculated by instant computer program. Statistics used are percentage, mean, standard deviation, Pearson correlation coefficient, Cramer’s V and logistic regression analysis. It is found that the graduate students’ opinions regarding their characteristics according to the Thai Qualifications Framework for Higher Education (TQF) are at high score range both overall and specific category. The top categories that received the top score are interpersonal skills and responsibility, ethics and morals, knowledge, cognitive skills, numerical analysis with communication and information technology skills, respectively. On the other hand, factors affecting the quality of graduate students are cognitive skills, numerical analysis with communication and information technology, knowledge, interpersonal skills and responsibility, ethics and morals, and career regarding sales/business, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation" title="student quality evaluation">student quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a> </p> <a href="https://publications.waset.org/abstracts/10598/antecedent-factors-affecting-evaluation-of-quality-of-students-at-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10598.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">2985</span> Research Trends in Early Childhood Education Graduate Theses: A Content Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seden%20Demirta%C5%9F">Seden Demirtaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Feyza%20Tantekin%20Erden"> Feyza Tantekin Erden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of research in early childhood education is growing all around the world. This study aims to investigate research trends in graduate theses written in Turkey in the area of early childhood education. Descriptive, contextual and methodological aspects of graduate theses were analyzed to investigate the trends. A sample of the study consisted of 1000 graduate theses (n= 1000) including both MS theses and Ph.D. dissertations. Theses and dissertations were obtained from the thesis database of Council of Higher Education (CoHE). An investigation form was developed by the researcher to analyze graduate theses. The investigation forms validated by expert opinion from early childhood education department. To enhance the reliability of the investigation form, inter-coder agreement was measured by Cohen’s Kappa value (.86). Data were gathered via using the investigation form, and content analysis method was used to analyze the data. Results of the analysis were presented by descriptive statistics and frequency tables. Analysis of the study is on-going and preliminary results of the study show that master theses related to early childhood education have started to be written in 1986, and the number of the theses has increased gradually. In most of the studies, sample group consisted of children especially in between 5-6 age group. Child development, activities (applied in daily curriculum of preschools) and teaching methods are the mostly examined concepts in graduate theses. Qualitative and quantitative research methods were referred equally by researchers in these theses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title="content analysis">content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20thesis" title=" graduate thesis"> graduate thesis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20trends" title=" research trends"> research trends</a> </p> <a href="https://publications.waset.org/abstracts/54111/research-trends-in-early-childhood-education-graduate-theses-a-content-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54111.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">270</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">2984</span> Exploring the Subculture of New Graduate Nurses’ Everyday Experience in Mental Health Nursing: An Ethnography </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary-Ellen%20Hooper">Mary-Ellen Hooper</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Paul%20O%27Brien"> Anthony Paul O'Brien</a>, <a href="https://publications.waset.org/abstracts/search?q=Graeme%20Browne"> Graeme Browne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It has been proposed that negative experiences in mental health nursing increase the risk of attrition for newly graduated nurses. The risk of nurse attrition is of particular concern with current nurse shortages worldwide continuing to rise. The purpose of this study was to identify and explore the qualitative experiences of new graduate nurses as they enter mental health services in their first year of clinical practice. Method: An ethnographic research design was utilized in order to explore the sub-cultural experiences of new graduate nurses. Which included 31 separate episodes of field observation (62 hours) and (n=24) semi-structured interviews. A total number of 26 new graduates and recently graduated nurses participated in this study – 14 new graduate nurses and 12 recently graduate nurses. Data collection was conducted across 6 separate Australian, NSW, mental health units from April until September 2017. Results: A major theme emerging from the research is the new graduate nurses experience of communication in their nursing role, particularly within the context of the multidisciplinary team, and the barriers to sharing information related to care. This presentation describes the thematic structure of the major theme 'communication' in the context of the everyday experience of the New Graduate mental health nurse's participation in their chosen nursing discipline. The participants described diminished communication as a negative experience affecting their envisioned notion of holistic care, which they had associated with the role of the mental health nurse. Conclusion: The relationship between nurses and members of the multidisciplinary team plays a key role in the communication of patient care, patient-centeredness and inter-professional collaboration, potentially affecting the role of the mental health nurse, satisfaction of new graduate nurses, and patient care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing" title=" mental health nursing"> mental health nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20team" title=" multidisciplinary team"> multidisciplinary team</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20graduate%20nurse" title=" new graduate nurse"> new graduate nurse</a> </p> <a href="https://publications.waset.org/abstracts/93240/exploring-the-subculture-of-new-graduate-nurses-everyday-experience-in-mental-health-nursing-an-ethnography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2983</span> Language Transfer in Graduate Candidates’ Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erika%20Mart%C3%ADnez%20Lugo">Erika Martínez Lugo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Candidates to some graduate studies are asked to write essays in English to prove their competence to write essays and to do it in English. In the present study, language transfer (LT) in 15 written essays is identified, documented, analyzed, and classified. The essays were written in 2019, and the graduate program is a Masters in Modern Languages in a North-Western Mexican city border with USA. This study is of interest since it is important to determine whether or not some errors have been fossilized and have become mistakes, or if it is part of the candidates’ interlanguage. The results show that most language transfer is negative and syntactic, where the influence of candidates L1 (Spanish) is evident in their use of L2 (English). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title="language transfer">language transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title=" cross-linguistic influence"> cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title=" interlanguage"> interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20vs%20mistake" title=" error vs mistake"> error vs mistake</a> </p> <a href="https://publications.waset.org/abstracts/142460/language-transfer-in-graduate-candidates-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2982</span> Turkish Graduate Students' Perceptions of Drop Out Issues in Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harun%20Bozna">Harun Bozna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> MOOC (massive open online course) is a groundbreaking education platform and a current buzzword in higher education. Although MOOCs offer many appreciated learning experiences to learners from various universities and institutions, they have considerably higher dropout rates than traditional education. Only about 10% of the learners who enroll in MOOCs actually complete the course. In this case, perceptions of participants and a comprehensive analysis of MOOCs have become an essential part of the research in this area. This study aims to explore the MOOCs in detail for better understanding its content, purpose and primarily drop out issues. The researcher conducted an online questionnaire to get perceptions of graduate students on their learning experiences in MOOCs and arranged a semi- structured oral interview with some participants. The participants are Turkish graduate level students doing their MA and Ph.D. in various programs. The findings show that participants are more likely to drop out courses due to lack of time and lack of pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=drop%20out" title=" drop out"> drop out</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students" title=" perception of graduate students"> perception of graduate students</a> </p> <a href="https://publications.waset.org/abstracts/64464/turkish-graduate-students-perceptions-of-drop-out-issues-in-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64464.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">240</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">2981</span> A National Survey of Clinical Psychology Graduate Student Attitudes toward Psychotherapy Treatment Manuals: A Replication Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Bergstr%C3%B6m">B. Bergström</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ladd"> A. Ladd</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jones"> A. Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Rosso"> L. Rosso</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Michael"> P. Michael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitudes toward treatment manuals serve as a meaningful predictor of general attitudes toward evidence-based practice. Despite demonstrating high effectiveness in treating many mental disorders, manualized treatments have been underutilized by practitioners. Thus, one can assess the state of the field regarding the adoption of evidence-based practices by surveying practitioner attitudes towards manualized treatments. This study is an adapted replication that assesses psychology graduate student attitudes towards manualized treatments, as a general marker for attitudes towards evidence-based practice. Training programs provide future clinicians with the foundation for critical skills in clinical practice. Research demonstrates that post-graduate continuing education has little to no effect on clinical practice; thus, graduate programs serve as the primary, and often final platform for all future practice. However, there are little empirical data identifying the attitudes and training of graduate students in utilizing manualized treatments. The empirical analysis of this study indicates an increase in positive attitudes among graduate student attitudes towards manualized treatments (within the United States), when compared to past surveys of professional psychologists. Findings from this study may inform graduate programs of barriers for students in developing positive attitudes toward manualized treatments and evidence-based practice. This study also serves as a preliminary predictor of the state-of-the field, in regards to professional psychologists attitudes towards evidence-based practice, if attitudes remain stable. This study indicates that the attitudes toward utilizing evidence-based practices, such as treatment manuals, has become more positive since year 2000. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20therapy" title="exposure therapy">exposure therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=manualized%20treatments" title=" manualized treatments"> manualized treatments</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20attitudes" title=" student attitudes"> student attitudes</a> </p> <a href="https://publications.waset.org/abstracts/102967/a-national-survey-of-clinical-psychology-graduate-student-attitudes-toward-psychotherapy-treatment-manuals-a-replication-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2980</span> Going the Distance – Building Peer Support during a Time of Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Gray">Lisa Gray</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Kronner"> Henry Kronner</a>, <a href="https://publications.waset.org/abstracts/search?q=Tameca%20Harris-Jackson"> Tameca Harris-Jackson</a>, <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Sodhi"> Mimi Sodhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Gerritsen-McKane"> Ruth Gerritsen-McKane</a>, <a href="https://publications.waset.org/abstracts/search?q=Donette%20Considine"> Donette Considine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The MSW Peer Mentorship Program (PMP) was developed as one of several approaches to foster student success. The key purposes of the PMP are to help new graduate students transition to a graduate program, facilitate relationship building between students, grow and sustain student satisfaction, and build a strong connection to the MSW program. This pilot program also serves as an additional source of support for students during the era of the Covid-19 pandemic. Further, the long-term goals of the program are to assist in student retention. Preliminary findings suggest that both mentors and mentees enrolled in PMP find the peer mentoring relationship to have a positive impact on their graduate learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covid-19" title="covid-19">covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/134516/going-the-distance-building-peer-support-during-a-time-of-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2979</span> Conceptualizing Notions of Poverty in Graduate Social Work Education: Contextualizing the Formation of the ‘Social Worker’ Subjectivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Carrothers">Emily Carrothers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research takes a critical look at the development of the social worker subjectivity, particularly in Canada. Through an interrogation of required graduate course texts, this paper explicates the discursive formation, orientation, and maintenance of the social worker subject and the conceptualizations of poverty in graduate social work education. This research aims to advance understandings of power and ideology in social work graduate texts and formations of particular dominant constructions of poverty and social worker subjectivity. Guiding questions for this inquiry include: What are social workers being oriented to? What are social workers being oriented away from? How is poverty theorized, discussed and/or attached to social location in social work education? And, how are social workers implicated in contesting or reinforcing poverty? Using critical discourse analysis, 6 texts were analyzed with a particular focus on ways in which notions of poverty are discursively represented and ways in which notions of the formation of the social worker were approached. This revealed that discursively underpinning social work in anti-oppressive practice (AOP) can work to reify hierarchal structures of power that orient social workers away from structural poverty reduction strategies and towards punitive interactions with those that experience poverty and multiple forms of marginalization. This highlights that the social worker subjectivity is formed in opposition to the client, with graduate texts constructing the social worker as an expert in client’s lives and experiences even more so than the client. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada" title="Canada">Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=subjectivity" title=" subjectivity"> subjectivity</a> </p> <a href="https://publications.waset.org/abstracts/101780/conceptualizing-notions-of-poverty-in-graduate-social-work-education-contextualizing-the-formation-of-the-social-worker-subjectivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101780.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">161</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">2978</span> Different Approaches to Teaching a Database Course to Undergraduate and Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samah%20Senbel">Samah Senbel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Database Design is a fundamental part of the Computer Science and Information technology curricula in any school, as well as in the study of management, business administration, and data analytics. In this study, we compare the performance of two groups of students studying the same database design and implementation course at Sacred Heart University in the fall of 2018. Both courses used the same textbook and were taught by the same professor, one for seven graduate students and one for 26 undergraduate students (juniors). The undergraduate students were aged around 20 years old with little work experience, while the graduate students averaged 35 years old and all were employed in computer-related or management-related jobs. The textbook used was 'Database Systems, Design, Implementation, and Management' by Coronel and Morris, and the course was designed to follow the textbook roughly a chapter per week. The first 6 weeks covered the design aspect of a database, followed by a paper exam. The next 6 weeks covered the implementation aspect of the database using SQL followed by a lab exam. Since the undergraduate students are on a 16 week semester, we spend the last three weeks of the course covering NoSQL. This part of the course was not included in this study. After the course was over, we analyze the results of the two groups of students. An interesting discrepancy was observed: In the database design part of the course, the average grade of the graduate students was 92%, while that of the undergraduate students was 77% for the same exam. In the implementation part of the course, we observe the opposite: the average grade of the graduate students was 65% while that of the undergraduate students was 73%. The overall grades were quite similar: the graduate average was 78% and that of the undergraduates was 75%. Based on these results, we concluded that having both classes follow the same time schedule was not beneficial, and an adjustment is needed. The graduates could spend less time on design and the undergraduates would benefit from more design time. In the fall of 2019, 30 students registered for the undergraduate course and 15 students registered for the graduate course. To test our conclusion, the undergraduates spend about 67% of time (eight classes) on the design part of the course and 33% (four classes) on the implementation part, using the exact exams as the previous year. This resulted in an improvement in their average grades on the design part from 77% to 83% and also their implementation average grade from 73% to 79%. In conclusion, we recommend using two separate schedules for teaching the database design course. For undergraduate students, it is important to spend more time on the design part rather than the implementation part of the course. While for the older graduate students, we recommend spending more time on the implementation part, as it seems that is the part they struggle with, even though they have a higher understanding of the design component of databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20design" title=" database design"> database design</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20and%20undergraduate%20students" title=" graduate and undergraduate students"> graduate and undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/123395/different-approaches-to-teaching-a-database-course-to-undergraduate-and-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2977</span> Gender Difference in the Use of Request Strategies by Urdu/Punjabi Native Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muzaffar%20Hussain">Muzaffar Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Requests strategies are considered as a part of the speech acts, which are frequently used in everyday communication. Each language provides speech acts to the speakers; therefore, the selection of appropriate form seems more culture-specific rather than language. The present paper investigates the gender-based difference in the use of request strategies by native speakers of Urdu/Punjabi male and female who are learning English as a second language. The data for the present study were collected from 68 graduate students, who are learning English as an L2 in Pakistan. They were given an online close-ended questionnaire, based on Discourse Completion Test (DCT). After analyzing the data, it was found that the L1 male Urdu/Punjabi speakers were inclined to use more direct request strategies while the female Urdu/Punjabi speakers used indirect request strategies. This paper also found that in some situations female participants used more direct strategies than male participants. The present study concludes that the use of request strategies is influenced by culture, social status, and power distribution in a society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20variation" title="gender variation">gender variation</a>, <a href="https://publications.waset.org/abstracts/search?q=request%20strategies" title=" request strategies"> request strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=face-threatening" title=" face-threatening"> face-threatening</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20pragmatics" title=" second language pragmatics"> second language pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20competence" title=" language competence"> language competence</a> </p> <a href="https://publications.waset.org/abstracts/88631/gender-difference-in-the-use-of-request-strategies-by-urdupunjabi-native-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88631.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">189</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">2976</span> The Approach of Male and Female Spectators about the Presence of Female Spectators in Sport Stadiums of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Boroumand%20Devlagh">Mohammad Reza Boroumand Devlagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mohammad%20Hosein%20Razavi"> Seyed Mohammad Hosein Razavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Ahmadi"> Fatemeh Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azam%20Fazli%20Darzi"> Azam Fazli Darzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of female presence in Iran stadiums has long been considered and debated by governmental experts and authorities, however, no conclusion is yielded yet. Thus, the present study has been done with the aim of investigating the approach of male and female spectators about the presence of female spectators in Iranian stadiums. The statistical population of the study includes all male and female spectators who have not experienced the live watching of male championship matches in stadiums. 224 subjects from the statistical population have selected through stratified random sampling as the sample of the study. For data collection, researcher-made questionnaire has been used whose validity has been confirmed by the university professors and its reliability has been studied and confirmed through an preliminary study. (r= 0.81). Data analysis has been done using descriptive and referential statistics in P< 0.05. The results of the study showed that male and female were meaningfully agreed with the female presence in stadiums and there is no meaningful difference between male and female approaches concerning the female spectators’ presence in sport stadiums of Iran (sig= 0.867). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=male" title="male">male</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20spectators" title=" female spectators"> female spectators</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20stadiums" title=" sport stadiums"> sport stadiums</a>, <a href="https://publications.waset.org/abstracts/search?q=population" title=" population "> population </a> </p> <a href="https://publications.waset.org/abstracts/24578/the-approach-of-male-and-female-spectators-about-the-presence-of-female-spectators-in-sport-stadiums-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24578.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">547</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">2975</span> Literature Review of Female Migrant Entrepreneurship Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dike%20Ike">Dike Ike</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Migrants foster innovation and economic development in host nations through their entrepreneurial activities. Female migrant entrepreneurship is gaining more attention from the research community, with several studies being conducted in the field. This paper presents a standalone (scoping) systematic literature review of academic literature related to female migrant entrepreneurship and focuses on their entrepreneurial experiences, strategies, outcomes, resources, and context. For this purpose, 13 articles published in research journals are studied based on their (a) objective, (b) research methods. Based on the review, several gaps in the literature were identified, and suggestions were made to fill the gaps in future research to expand the scientific knowledge on female migrant entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship" title="female migrant entrepreneurship">female migrant entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20literature%20review" title=" systematic literature review"> systematic literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20outcomes" title=" female migrant entrepreneurship outcomes"> female migrant entrepreneurship outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20experiences" title=" female migrant entrepreneurship experiences"> female migrant entrepreneurship experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20strategies" title=" female migrant entrepreneurship strategies"> female migrant entrepreneurship strategies</a> </p> <a href="https://publications.waset.org/abstracts/146888/literature-review-of-female-migrant-entrepreneurship-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146888.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">128</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">2974</span> Guide to the Development of the Intensive English Program for Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyawan%20Sunasuan">Piyawan Sunasuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Thiranan%20Pansuppawat"> Thiranan Pansuppawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mananya%20Manaratchasak"> Mananya Manaratchasak</a>, <a href="https://publications.waset.org/abstracts/search?q=Maream%20Nillapun"> Maream Nillapun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to guide the development of the intensive English program for graduate students. The objectives are 1) to study the English skills in which needed for the graduate students and 2) to study the potential of the current course with the expected proficiency level. The samples are 46 graduate students enrolled in the ENG 102 and ENG 103 courses of the school year of 2019/2020 in semester one from the Silpakorn University, Sanamchandra Palace Campus, and two teachers. The researchers use 1) student survey, 2) teacher interview, and 3) focus group discussion among selected students. The data is analyzed by calculating the mean (x̅), the standard deviation, and document analysis. The findings show that nine skills are in the need of the course development; 1) academic writing 2) occupational purpose writing 3) communicative reading 4) occupational purpose reading 5) academic speaking 6) occupational purpose speaking 7) occupational purpose listening 8) academic listening and 9) communicative listening. The current course does not meet the expectation on a high level but has potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20purposes" title="English for academic purposes">English for academic purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20communication" title=" English for communication"> English for communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20occupational%20purposes" title=" English for occupational purposes"> English for occupational purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20English" title=" intensive English"> intensive English</a> </p> <a href="https://publications.waset.org/abstracts/117395/guide-to-the-development-of-the-intensive-english-program-for-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2973</span> Utilization of CD-ROM Database as a Storage and Retrieval System by Students of Nasarawa State University Keffi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suleiman%20Musa">Suleiman Musa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The utilization of CD-ROM as a storage and retrieval system by Nasarawa State University Keffi (NSUK) Library is crucial in preserving and dissemination of information to students and staff. This study investigated the utilization of CD-ROM Database storage and retrieval system by students of NUSK. Data was generated using structure questionnaire. One thousand and fifty two (1052) respondents were randomly selected among post-graduate and under-graduate students. Eight hundred and ten (810) questionnaires were returned, but only five hundred and ninety three (593) questionnaires were well completed and useful. The study found that post-graduate students use CD-ROM Databases more often than the under-graduate students in NSUK. The result of the study revealed that knowledge about CD-ROM Database 33.22% got it through library staff. 29.69% use CD-ROM once a month. Large number of users 45.70% purposely uses CD-ROM Databases for study and research. In fact, lack of users’ orientation amount to 58.35% of problems faced, while 31.20% lack of trained staff make it more difficult for utilization of CD-ROM Database. Major numbers of users 38.28% are neither satisfied nor dissatisfied, while a good number of them 27.99% are satisfied. Then 1.52% is highly dissatisfied but could not give reasons why. However, to ensure effective utilization of CD-ROM Database storage and retrieval system by students of NSUK, the following recommendations are made: effort should be made to encourage under-graduate in using CD-ROM Database. The institution should conduct orientation/induction course for students on CD-ROM Databases in the library. There is need for NSUK to produce in house databases on their CD-ROM for easy access by users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=utilization" title="utilization">utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=CD-ROM%20databases" title=" CD-ROM databases"> CD-ROM databases</a>, <a href="https://publications.waset.org/abstracts/search?q=storage" title=" storage"> storage</a>, <a href="https://publications.waset.org/abstracts/search?q=retrieval" title=" retrieval"> retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/14420/utilization-of-cd-rom-database-as-a-storage-and-retrieval-system-by-students-of-nasarawa-state-university-keffi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14420.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">445</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">2972</span> Experiences during the First Year of Practice among New Nurses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chanya%20Thanomlikhit">Chanya Thanomlikhit</a>, <a href="https://publications.waset.org/abstracts/search?q=Pataraporn%20Kheawwan"> Pataraporn Kheawwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Transition from student to staff nurse can be difficult for nurses beginning their nursing profession. Objective: The purpose of this study was to explore the transition experiences during the first year of practice among new nurses in Thailand. Methods: A descriptive design using a survey questionnaire was used. One hundred seventy-eight new graduate nurses from one tertiary hospital in Thailand participated in this study. Data were collected using paper-and-pencil format of the Revised Casey-Fink Graduate Nurse Experience Survey. Results: Participants reported three types of difficulties they were experiencing during the first year of practice including role expectation, lack of confidence, and workload. New nurses reported uncomfortable to perform high risk skills such as code/emergency, ventilator care, EKG, and chest tube care. Organizing, prioritizing and communication were rated as difficult tasks during 12-month transition period. New nurses satisfied the benefit package they received from the institution, however, salary was lowest satisfied. Conclusion: Results inform transition program development for new nurses. Initiative of systems that support for the graduate nurse during the first year of practice is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20graduate%20nurse" title="new graduate nurse">new graduate nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20residency%20program" title=" nurse residency program"> nurse residency program</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20education" title=" clinical education"> clinical education</a> </p> <a href="https://publications.waset.org/abstracts/67295/experiences-during-the-first-year-of-practice-among-new-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light 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