Search results for: linguistic skills
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 3761

Search results for: linguistic skills

2171 Taiwanese Pre-Service Elementary School EFL Teachers’ Perception and Practice of Station Teaching in English Remedial Education

Authors: Chien Chin-Wen

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Collaborative teaching has different teaching models and station teaching is one type of collaborative teaching. Station teaching is not commonly practiced in elementary school English education and introduced in language teacher education programs in Taiwan. In station teaching, each teacher takes a small part of instructional content, working with a small number of students. Students rotate between stations where they receive the assignments and instruction from different teachers. The teachers provide the same content to each group, but the instructional method can vary based upon the needs of each group of students. This study explores thirty-four Taiwanese pre-service elementary school English teachers’ knowledge about station teaching and their competence demonstrated in designing activities for and delivering of station teaching in an English remedial education to six sixth graders in a local elementary school in northern Taiwan. The participants simultaneously enrolled in this Elementary School English Teaching Materials and Methods class, a part of an elementary school teacher education program in a northern Taiwan city. The instructor (Jennifer, pseudonym) in this Elementary School English Teaching Materials and Methods class collaborated with an English teacher (Olivia, pseudonym) in Maureen Elementary School (pseudonym), an urban elementary school in a northwestern Taiwan city. Of Olivia’s students, four male and two female sixth graders needed to have remedial English education. Olivia chose these six elementary school students because they were in the lowest 5 % of their class in terms of their English proficiency. The thirty-four pre-service English teachers signed up for and took turns in teaching these six sixth graders every Thursday afternoon from four to five o’clock for twelve weeks. While three participants signed up as a team and taught these six sixth graders, the last team consisted of only two pre-service teachers. Each team designed a 40-minute lesson plan on the given language focus (words, sentence patterns, dialogue, phonics) of the assigned unit. Data in this study included the KWLA chart, activity designs, and semi-structured interviews. Data collection lasted for four months, from September to December 2014. Data were analyzed as follows. First, all the notes were read and marked with appropriate codes (e.g., I don’t know, co-teaching etc.). Second, tentative categories were labeled (e.g., before, after, process, future implication, etc.). Finally, the data were sorted into topics that reflected the research questions on the basis of their relevance. This study has the following major findings. First of all, the majority of participants knew nothing about station teaching at the beginning of the study. After taking the course Elementary School English Teaching Materials and Methods and after designing and delivering the station teaching in an English remedial education program to six sixth graders, they learned that station teaching is co-teaching, and that it includes activity designs for different stations and students’ rotating from station to station. They demonstrated knowledge and skills in activity designs for vocabulary, sentence patterns, dialogue, and phonics. Moreover, they learned to interact with individual learners and guided them step by step in learning vocabulary, sentence patterns, dialogue, and phonics. However, they were still incompetent in classroom management, time management, English, and designing diverse and meaningful activities for elementary school students at different English proficiency levels. Hence, language teacher education programs are recommended to integrate station teaching to help pre-service teachers be equipped with eight knowledge and competences, including linguistic knowledge, content knowledge, general pedagogical knowledge, curriculum knowledge, knowledge of learners and their characteristics, pedagogical content knowledge, knowledge of education content, and knowledge of education’s ends and purposes.

Keywords: co-teaching, competence, knowledge, pre-service teachers, station teaching

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2170 Critical Thinking in the Moroccan Textbooks of English: Ticket to English as a Case Study

Authors: Mohsine Jebbour

Abstract:

The ultimate aim of this study was to analyze a second-year baccalaureate textbook of English to see to what extent it includes elements of critical thinking. A further purpose was to assess the extent to which the teachers’ teaching practices help students develop some degree of critical thinking. The literature on critical thinking indicated that all the writers agree that critical thinking is skilled and dispositional oriented, and most of the definitions highlight the skill and disposition to select, collect, analyze and evaluate information effectively. In this study, two instruments were used, namely content analysis and questionnaire to ensure validity and reliability. The sample of this study, on the one hand, was a second year textbook of English, namely Ticket to English. The process of collecting data was carried out through designing a checklist to analyze the textbook of English. On the other hand, high school students (second baccalaureate grade) and teachers of English constituted the second sample. Two questionnaires were administered—One was completed by 28 high school teachers (18 males and10 females), and the other was completed by 51 students (26 males and 25 females) from Fez, Morocco. The items of the questionnaire tended to elicit both qualitative and quantitative data. An attempt was made to answer two research questions. One pertained to the extent to which the textbooks of English contain critical thinking elements (Critical thinking skills and dispositions, types of questions, language learning strategies, classroom activities); the second was concerned with whether the teaching practices of teachers of English help improve students’ critical thinking. The results demonstrated that the textbooks of English include elements of critical thinking, and the teachers’ teaching practices help the students develop some degree of critical thinking. Yet, the textbooks do not include problem-solving activities and media analysis and 86% of the teacher-respondents tended to skip activities in the textbooks, mainly the units dealing with Project Work and Study Skills which are necessary for enhancing critical thinking among the students. Therefore, the textbooks need to be designed around additional activities and the teachers are required to cover the units skipped so as to make the teaching of critical thinking effective.

Keywords: critical thinking, language learning strategies, language proficiency, teaching practices

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2169 Evaluation of Public Library Adult Programs: Use of Servqual and Nippa Assessment Standards

Authors: Anna Ching-Yu Wong

Abstract:

This study aims to identify the quality and effectiveness of the adult programs provided by the public library using the ServQUAL Method and the National Library Public Programs Assessment guidelines (NIPPA, June 2019). ServQUAl covers several variables, namely: tangible, reliability, responsiveness, assurance, and empathy. NIPPA guidelines focus on program characteristics, particularly on the outcomes – the level of satisfaction from program participants. The reached populations were adults who participated in library adult programs at a small-town public library in Kansas. This study was designed as quantitative evaluative research which analyzed the quality and effectiveness of the library adult programs by analyzing the role of each factor based on ServQUAL and the NIPPA's library program assessment guidelines. Data were collected from November 2019 to January 2020 using a questionnaire with a Likert Scale. The data obtained were analyzed in a descriptive quantitative manner. The impact of this research can provide information about the quality and effectiveness of existing programs and can be used as input to develop strategies for developing future adult programs. Overall the result of ServQUAL measurement is in very good quality, but still, areas need improvement and emphasis in each variable: Tangible Variables still need improvement in indicators of the temperature and space of the meeting room. Reliability Variable still needs improvement in the timely delivery of the programs. Responsiveness Variable still needs improvement in terms of the ability of the presenters to convey trust and confidence from participants. Assurance Variables still need improvement in the indicator of knowledge and skills of program presenters. Empathy Variable still needs improvement in terms of the presenters' willingness to provide extra assistance. The result of program outcomes measurement based on NIPPA guidelines is very positive. Over 96% of participants indicated that the programs were informative and fun. They learned new knowledge and new skills and would recommend the programs to their friends and families. They believed that together, the library and participants build stronger and healthier communities.

Keywords: ServQual model, ServQual in public libraries, library program assessment, NIPPA library programs assessment

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2168 Using Business Simulations and Game-Based Learning for Enterprise Resource Planning Implementation Training

Authors: Carin Chuang, Kuan-Chou Chen

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An Enterprise Resource Planning (ERP) system is an integrated information system that supports the seamless integration of all the business processes of a company. Implementing an ERP system can increase efficiencies and decrease the costs while helping improve productivity. Many organizations including large, medium and small-sized companies have already adopted an ERP system for decades. Although ERP system can bring competitive advantages to organizations, the lack of proper training approach in ERP implementation is still a major concern. Organizations understand the importance of ERP training to adequately prepare managers and users. The low return on investment, however, for the ERP training makes the training difficult for knowledgeable workers to transfer what is learned in training to the jobs at workplace. Inadequate and inefficient ERP training limits the value realization and success of an ERP system. That is the need to call for a profound change and innovation for ERP training in both workplace at industry and the Information Systems (IS) education in academia. The innovated ERP training approach can improve the users’ knowledge in business processes and hands-on skills in mastering ERP system. It also can be instructed as educational material for IS students in universities. The purpose of the study is to examine the use of ERP simulation games via the ERPsim system to train the IS students in learning ERP implementation. The ERPsim is the business simulation game developed by ERPsim Lab at HEC Montréal, and the game is a real-life SAP (Systems Applications and Products) ERP system. The training uses the ERPsim system as the tool for the Internet-based simulation games and is designed as online student competitions during the class. The competitions involve student teams with the facilitation of instructor and put the students’ business skills to the test via intensive simulation games on a real-world SAP ERP system. The teams run the full business cycle of a manufacturing company while interacting with suppliers, vendors, and customers through sending and receiving orders, delivering products and completing the entire cash-to-cash cycle. To learn a range of business skills, student needs to adopt individual business role and make business decisions around the products and business processes. Based on the training experiences learned from rounds of business simulations, the findings show that learners have reduced risk in making mistakes that help learners build self-confidence in problem-solving. In addition, the learners’ reflections from their mistakes can speculate the root causes of the problems and further improve the efficiency of the training. ERP instructors teaching with the innovative approach report significant improvements in student evaluation, learner motivation, attendance, engagement as well as increased learner technology competency. The findings of the study can provide ERP instructors with guidelines to create an effective learning environment and can be transferred to a variety of other educational fields in which trainers are migrating towards a more active learning approach.

Keywords: business simulations, ERP implementation training, ERPsim, game-based learning, instructional strategy, training innovation

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2167 Developing Educator Cultural Awareness through Critically Reflective Professional Learning Community Collaboration

Authors: Brooke A. Moore

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Developing teachers’ cultural awareness ensures schools are culturally responsive and socially just for diverse and exceptional students. An ideology of ‘normal’ exists in schools, creating boundaries where some students belong and others are marginalized based on difference. It is important that teacher preparation work to create democratic classrooms where teachers foster tolerance of difference and promote critical thinking and social justice. This paper outlines a framework for developing educator cultural awareness through the use of critically reflective professional learning communities (PLCs) drawing from the research on teacher critical reflection, collaborative PLCs, and Engeström’s theory of expansive learning. A case study using the framework was conducted with ten practicing teachers. Participants read and reflected on critical literature to make visible unexamined beliefs, engaged in conversations that pushed them to reflect more deeply and project forward new ideas, and set goals for acting as agents of change in their schools.

Keywords: cultural and linguistic diversity, diversity, special education, teacher beliefs

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2166 Translation, War and Humanitarian Action: A Case Study of the Kindertransporte to Switzerland

Authors: Lisa Mockli, Chelsea Sambells

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By combining the methodologies of history and translation studies, this study will explore the interplay between humanitarian action, politics, and translation within the advertising for a lesser-known Swiss child evacuation project of some 60.000 Belgium and French children to Switzerland for three month periods from 1940 to 1945. Inspired by Descriptive-Explanatory Translation Studies, this project compares Swiss speeches published between May and September 1942 (the termination of the evacuations). Radio broadcasts, leaflets and newspapers will triangulate the data. First, linguistic and content-related differences will be identified and described. Second, based on findings from the Swiss Federal Archives, the evidence from the comparative textual analysis will then be evaluated in order to explore how the speeches were modified, for what purpose, and which key issues were raised during their modification. By exploring these questions, this paper provides new insights into (I) Switzerland’s understanding of Swiss neutrality and humanitarianism during the Second World War, (II) the role of children in war and (III) the role of translation in shaping political discourse and humanitarian action. Moreover, this interdisciplinary approach also demonstrates how scholarly collaboration may help to make some elements of humanitarian action more self-reflexive and effective.

Keywords: children, history, humanitarianism, politics, translation

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2165 An Exploratory Study into the Suggestive Impact of Alaa Al-Aswany's Political Essays

Authors: Valerii Dudin

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With the continuous increase in quantity and importance of the information surrounding our daily lives, it has become crucial to understand what makes information stand out and affect our point of view, regardless of the accuracy of the facts involved. Alaa Al-Aswany’s numerous works have been an inspiration for millions of his readers in Egypt and all across the Arab World. While highly factual, the author’s political essays are both lexically and stylistically rich; they also implement descriptive allusions and proverbs to support the presented opinions. We have undertaken an effort to explore the impact on the individual perception through these political works of the author. In this study, we have overviewed previously made research on similar subjects and through contextual, intertextual, linguistic and corpus analyses we have come to realize the presence of suggestive themes in these works, capable of shaping the reader’s perception regarding a certain topic, specifically targeting the reader’s emotional bias. The findings presented in the study will reveal an overview of such examples of suggestive elements used in the author’s works, as well as various new insights on what can be considered suggestive in the context of modern Arabic printed press.

Keywords: Alaa al-Aswany, cognitive linguistics, political essays, suggestion

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2164 Performance Analysis of Deterministic Stable Election Protocol Using Fuzzy Logic in Wireless Sensor Network

Authors: Sumanpreet Kaur, Harjit Pal Singh, Vikas Khullar

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In Wireless Sensor Network (WSN), the sensor containing motes (nodes) incorporate batteries that can lament at some extent. To upgrade the energy utilization, clustering is one of the prototypical approaches for split sensor motes into a number of clusters where one mote (also called as node) proceeds as a Cluster Head (CH). CH selection is one of the optimization techniques for enlarging stability and network lifespan. Deterministic Stable Election Protocol (DSEP) is an effectual clustering protocol that makes use of three kinds of nodes with dissimilar residual energy for CH election. Fuzzy Logic technology is used to expand energy level of DSEP protocol by using fuzzy inference system. This paper presents protocol DSEP using Fuzzy Logic (DSEP-FL) CH by taking into account four linguistic variables such as energy, concentration, centrality and distance to base station. Simulation results show that our proposed method gives more effective results in term of a lifespan of network and stability as compared to the performance of other clustering protocols.

Keywords: DSEP, fuzzy logic, energy model, WSN

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2163 Nurses' Perception and Core Competencies for Disaster Preparedness: A Study from the Western Region of Turkey

Authors: Gülcan Taşkıran, Ülkü Tatar Baykal

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Aim: To identify nurses’ perceived competencies for disaster preparedness. Background: Recently, the number of disasters has increased worldwide. Since disasters often strike without warning, healthcare providers, especially nurses must be prepared with appropriate competencies for disaster procedures. Nurses’ perceptions of their own competencies for disaster preparedness need to be evaluated to aid in the creation of effective national plans and educational programs. Design: This study was conducted with a descriptive and cross-sectional design. Methods: Nurses’ perceptions were assessed using the 13-item Demographic Profile Questionnaire that is based on previous literature and the 45-item Nurses’ Perception of Core Competencies for Disaster Preparedness Scale (NPCDPS). Data were collected from June to September 2014 from 406 (79.9% return rate) Turkish nurses working in the western region of Turkey. Results: At the end of the study, it was found that out of the nurses whose mean age was 31.27 ± 5.86 and mean of working time was 8.07 ± 6.60 by the time vast majority of the nurses were women (85.7%), married (59.4%), bachelor’s degree holder (88.2%) and service nurses (56.2%). The most potential disaster that nurses think is an earthquake (70.9%) by the time majority of nurses consider having a role as a nurse at every stage of disasters. The mean total point score of nurses’ perception of disaster preparedness was 4.62. The mean total point score of the nurses from the Nurses’ Perception of Core Competencies for Disaster Preparedness Scale was 133.96. When the subscales’ mean scores are examined, the highest average of the mean score is for Technical Skills (44.52), and the lowest is for Critical Thinking Skills (10.47). When the subscales of Nurses’ Perception of Core Competencies for Disaster Preparedness Scale compared with sex, marital status and education level out of independent variable of nurses there is no significant difference (p > 0.05); compared with age group, working years, duty and being with a disaster out of independent variable of nurses there is a significant difference (p ≤ 0.05). Conclusion: Nurses generally perceive themselves as sufficient at a ‘medium level’ in terms of meeting the core competencies that are required for disaster preparedness. Nurses are not adequately prepared for disasters, but they are aware of the need for such preparation and disaster education. Disaster management training should be given to all nurses in their basic education.

Keywords: disaster competencies, disaster management, disaster nursing, disaster preparedness, nursing, nursing administration, Turkish nurses

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2162 Leadership, A Toll to Support Innovations and Inventive Education at Universities

Authors: Peter Balco, Miriam Filipova

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The university education is generally concentrated on acquiring theoretical as well as professional knowledge. The right mix of these knowledges is key in creating innovative as well as inventive solutions. Despite the understanding of their importance by the professional community, these are promoted with problems and misunderstanding. The reason for the failure of many non-traditional, innovative approaches is the ignorance of Leadership in the process of their implementation, ie decision-making. In our paper, we focused on the role of Leadership in the educational process and how this knowledge can support decision-making, the selection of a suitable, optimal solution for practice.

Keywords: leadership, soft skills, innovation, invention, knowledge

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2161 Paradigm Shift of Leadership: Leaders in Information Technology

Authors: Mustafa Hyder, Khalid Mahmood Iraqi, Sameen Mustafa

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They say if the leader limps, all the others will start limping too. Therefore, a very dynamic leadership at all levels within the IT Community is critical to the success of an organization. This paper is an attempt to study the relationship between Information Technology (IT) with leadership and assesses its relevancy in today's fast-paced hi-tech globalized environment. The paper strives to look into the essential qualities and knowledge as needed by today's IT leader, in contrast to essential characteristics common to all the leaders-past, present, and future.

Keywords: leadership, autocratic leaders, characteristics of IT leaders, skills of IT professionals, IT leadership

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2160 Improving Learning Abilities and Inclusion through Movement: The Movi-Mente© Method

Authors: Ivan Traina, Luigi Sangalli, Fabio Tognon, Angelo Lascioli

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Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice.

Keywords: children with disability, learning abilities, inclusion, neuromotor development

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2159 Project Management and International Development: Competencies for International Assignment

Authors: M. P. Leroux, C. Coulombe

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Projects are popular vehicles through which international aid is delivered in developing countries. To achieve their objectives, many northern organizations develop projects with local partner organizations in the developing countries through technical assistance projects. International aid and international development projects precisely have long been criticized for poor results although billions are spent every year. Little empirical research in the field of project management has the focus on knowledge transfer in international development context. This paper focuses particularly on personal dimensions of international assignees participating in project within local team members in the host country. We propose to explore the possible links with a human resource management perspective in order to shed light on the less research problematic of knowledge transfer in development cooperation projects. The process leading to capacity building being far complex, involving multiple dimensions and far from being linear, we propose here to assess if traditional research on expatriate in multinational corporations pertain to the field of project management in developing countries. The following question is addressed: in the context of international development project cooperation, what personal determinants should the selection process focus when looking to fill a technical assistance position in a developing country? To answer that question, we first reviewed the literature on expatriate in the context of inter organizational knowledge transfer. Second, we proposed a theoretical framework combining perspectives of development studies and management to explore if parallels can be draw between traditional international assignment and technical assistance project assignment in developing countries. We conducted an exploratory study using case studies from technical assistance initiatives led in Haiti, a country in Central America. Data were collected from multiple sources following qualitative study research methods. Direct observations in the field were allowed by local leaders of six organization; individual interviews with present and past international assignees, individual interview with local team members, and focus groups were organized in order to triangulate information collected. Contrary from empirical research on knowledge transfer in multinational corporations, results tend to show that technical expertise rank well behind many others characteristics. Results tend to show the importance of soft skills, as a prerequisite to succeed in projects where local team have to collaborate. More importantly, international assignees who were talking knowledge sharing instead of knowledge transfer seemed to feel more satisfied at the end of their mandate than the others. Reciprocally, local team members who perceived to have participated in a project with an expat looking to share instead of aiming to transfer knowledge seemed to describe the results of project in more positive terms than the others. Results obtained from this exploratory study open the way for a promising research agenda in the field of project management. It emphasises the urgent need to achieve a better understanding on the complex set of soft skills project managers or project chiefs would benefit to develop, in particular, the ability to absorb knowledge and the willingness to share one’s knowledge.

Keywords: international assignee, international project cooperation, knowledge transfer, soft skills

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2158 A Board of Comparative Study of Central Secondary Education (CBSE) and Board of Secondry Education Madhya Pradesh BHOPAL (BSEMPB) Hindi Text Books of Class-VI

Authors: Shri Krishna Mishra, Badri Yadav

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Proficient persons should be involved in formulation of the structure of the textbooks so that the topics selected in the Hindi textbooks for Class VII should contribute towards linguistic and literary development of the child and the language of the textbook matches the comprehension level of the student.The topics of tile textbooks should provide good illustrations and suitable exercises. Topics of variety of taste can be included in the textbook to satisfy the inquisitive children. There could be abstracts/hints at the beginning of each lesson. Meanings for difficult words must be given at the end of each topic for convenience of the parents and children as most of them find it difficult and time consuming to use Hindi dictionary. Exercises should be relevant covering the whole topic and the difficulty level should match the maturity level of the students in respect of CBSE Board. The stitching and binding of CBSE prescribed books may be improved to increase durability.

Keywords: comparative study of CBSE and BSEMPB, Central Secondary Education, Board of Secondry Education, BHOPAL

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2157 Roles of Tester in Automated World

Authors: Sagar Mahendrakar

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Testers' roles have changed dramatically as automation continues to revolutionise the software development lifecycle. There's a general belief that manual testing is becoming outdated with the introduction of advanced testing frameworks and tools. This abstract, however, disproves that notion by examining the complex and dynamic role that testers play in automated environments. In this work, we explore the complex duties that testers have when everything is automated. We contend that although automation increases productivity and simplifies monotonous tasks, it cannot completely replace the cognitive abilities and subject-matter knowledge of human testers. Rather, testers shift their focus to higher-value tasks like creating test strategies, designing test cases, and delving into intricate scenarios that are difficult to automate. We also emphasise the critical role that testers play in guaranteeing the precision, thoroughness, and dependability of automated testing. Testers verify the efficacy of automated scripts and pinpoint areas for improvement through rigorous test planning, execution, and result analysis. They play the role of quality defenders, using their analytical and problem-solving abilities to find minute flaws that computerised tests might miss. Furthermore, the abstract emphasises how testing in automated environments is a collaborative process. In order to match testing efforts with business objectives, improve test automation frameworks, and rank testing tasks according to risk, testers work closely with developers, automation engineers, and other stakeholders. Finally, we discuss how testers in the era of automation need to possess a growing skill set. To stay current, testers need to develop skills in scripting languages, test automation tools, and emerging technologies in addition to traditional testing competencies. Soft skills like teamwork, communication, and flexibility are also essential for productive cooperation in cross-functional teams. This abstract clarifies the ongoing importance of testers in automated settings. Testers can use automation to improve software quality and provide outstanding user experiences by accepting their changing role as strategic partners and advocates for quality.

Keywords: testing, QA, automation, leadership

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2156 Teaching Pragmatic Coherence in Literary Text: Analysis of Chimamanda Adichie’s Americanah

Authors: Joy Aworo-Okoroh

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Literary texts are mirrors of a real-life situation. Thus, authors choose the linguistic items that would best encode their intended meanings and messages. However, words mean more than they seem. The meaning of words is not static rather, it is dynamic as they constantly enter into relationships within a context. Literary texts can only be meaningful if all pragmatic cues are identified and interpreted. Drawing upon Teun Van Djik's theory of local pragmatic coherence, it is established that words enter into relations in a text and these relations account for sequential speech acts in the texts. Comprehension of the text is dependent on the interpretation of these relations.To show the relevance of pragmatic coherence in literary text analysis, ten conversations were selected in Americanah in order to give a clear idea of the pragmatic relations used. The conversations were analysed, identifying the speech act and epistemic relations inherent in them. A subtle analysis of the structure of the conversations was also carried out. It was discovered that justification is the most commonly used relation and the meaning of the text is dependent on the interpretation of these instances' pragmatic coherence. The study concludes that to effectively teach literature in English, pragmatic coherence should be incorporated as words mean more than they say.

Keywords: pragmatic coherence, epistemic coherence, speech act, Americanah

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2155 Implementation of Distributor Management Solution and Its Effects on Supply Chain Performance

Authors: Charles Amoatey, Ebenezer Kumah

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Purpose: The purpose of this paper is to assess the effects of implementation of Distributor Management Solution (DMS) on supply chain performance in the Fast Moving Consumer Goods (FMCG) industry in Ghana. Methodology: A purposive sampling approach was used in selecting the respondents for the study. Data was collected from senior management and field supervisors from sales, distribution and customer service units of the case study firm and its channel members. This study made use of systematic literature review and results of survey data analysis to assess how information system has been used to improve supply chain performance. Findings: Results from the study showed that the critical effect factors from implementation of a DMS include (1) Obtain prompt and reliable feedback from the market; (2) Building the capacity and skills levels of employees as well as 3rd Party Agents; (3) Motivated top management to invest in MIS; and (4) Performance improvement in sales route management. The most critical challenges to an effective and sustainable MIS implementation are lack of enough trained IT employees and high barriers to cultural change especially with distributors. The paper recommends consistent investment in IS infrastructure and development of IT skills. Research limitations/implications: This study contributes to the literature by exploring the effects of distribution management solution implementation and supply chain performance in a developing country context. Considering the fact that this study is based on data from only one case study firm and its channel members, generalization of the results should be treated with caution. Practical implications: The findings have confirmed the benefits of implementing a Management Information System. The result should encourage channel members to allocate adequate resources for building MIS capacity to enhance their supply chain performance. Originality/Value: In this paper, the relationship between DMS/MIS implementation and improvement in supply chain performance, in the Ghanaian context, has been established.

Keywords: distributor management solution, fast-moving consumer goods, supply chain management, information systems, Ghana

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2154 Comparing Productivity of the Foreign versus Local Construction Workers Based on Their Level of Technical Training and Cultural Characteristics: Case Study of Kish Island, Iran

Authors: Mansour Rezvani, Mohammad Mahdi Mortaheb

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This study considers the employment of foreign workforce in Kish Free Trade and Industrial Zone and aims to investigate the productivity of foreign construction labours as compared to their local counterpart. Moreover, this study compares work skills and experience of foreign and local Iranian construction workers to optimize construction working conditions. The results and findings have been effectively applied to develop a training program to optimize and promote Iranian workforce productivity and effectiveness in construction industry in comparison with foreign workforce. It is hoped that the accumulated findings contribute to decrease demand for foreign workers and skills shortages in construction sectors. Therefore, job vacancies for local residents in Kish and other looking for job people in main lands will be increased. The method of collecting data has been conducted by distributing a questionnaire and interviewing most foreign construction workers, local Iranian construction works and the project managers of five mega projects in Kish Island including Mica mall, Basak, Persian, Damoon and Sarina mall. All data have been analyzed by SPSS and Excel software. A topic-related survey was conducted through a structured questionnaire including 54 employers, 20 contractors and 13 consultants. About 56 factors were identified. After implementing the context validity test, 52 factors were stated in 52 questions based on five major groups consist of: (1) economical, (2) social and cultural, (3) individual, (4) technical, (5) organizational, environmental and legal. Based on the quantified Relative Importance Index, the ten most important factors, ten less important factors, and three most important categories were identified. To date, there is not any comprehensive study that explores the important critical factors in mega construction projects on Kish Island to identify the major problems to decrease demand for foreign workers.

Keywords: cultural characteristics, foreign worker, local construction workers, productivity, technical training

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2153 Distinguishing Borrowings from Code Mixes: An Analysis of English Lexical Items Used in the Print Media in Sri Lanka

Authors: Chamindi Dilkushi Senaratne

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Borrowing is the morphological, syntactic and (usually) phonological integration of lexical items from one language into the structure of another language. Borrowings show complete linguistic integration and due to the frequency of use become fossilized in the recipient language differentiating them from switches and mixes. Code mixes are different to borrowings. Code mixing takes place when speakers use lexical items in casual conversation to serve a variety of functions. This study presents an analysis of lexical items used in English newspapers in Sri Lanka in 2017 which reveal characteristics of borrowing or code mixes. Both phenomena arise due to language contact. The study will also use data from social media websites that comment on newspaper articles available on the web. The study reiterates that borrowings are distinguishable from code mixes and that they are two different phenomena that occur in language contact situations. The study also shows how existing morphological processes are used to create new vocabulary in language use. The study sheds light into how existing morphological processes are used by the bilingual to be creative, innovative and convey a bilingual identity.

Keywords: borrowing, code mixing, morphological processes

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2152 Integration of an Evidence-Based Medicine Curriculum into Physician Assistant Education: Teaching for Today and the Future

Authors: Martina I. Reinhold, Theresa Bacon-Baguley

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Background: Medical knowledge continuously evolves and to help health care providers to stay up-to-date, evidence-based medicine (EBM) has emerged as a model. The practice of EBM requires new skills of the health care provider, including directed literature searches, the critical evaluation of research studies, and the direct application of the findings to patient care. This paper describes the integration and evaluation of an evidence-based medicine course sequence into a Physician Assistant curriculum. This course sequence teaches students to manage and use the best clinical research evidence to competently practice medicine. A survey was developed to assess the outcomes of the EBM course sequence. Methodology: The cornerstone of the three-semester sequence of EBM are interactive small group discussions that are designed to introduce students to the most clinically applicable skills to identify, manage and use the best clinical research evidence to improve the health of their patients. During the three-semester sequence, the students are assigned each semester to participate in small group discussions that are facilitated by faculty with varying background and expertise. Prior to the start of the first EBM course in the winter semester, PA students complete a knowledge-based survey that was developed by the authors to assess the effectiveness of the course series. The survey consists of 53 Likert scale questions that address the nine objectives for the course series. At the end of the three semester course series, the same survey was given to all students in the program and the results from before, and after the sequence of EBM courses are compared. Specific attention is paid to overall performance of students in the nine course objectives. Results: We find that students from the Class of 2016 and 2017 consistently improve (as measured by percent correct responses on the survey tool) after the EBM course series (Class of 2016: Pre- 62% Post- 75%; Class of 2017: Pre- 61 % Post-70%). The biggest increase in knowledge was observed in the areas of finding and evaluating the evidence, with asking concise clinical questions (Class of 2016: Pre- 61% Post- 81%; Class of 2017: Pre- 61 % Post-75%) and searching the medical database (Class of 2016: Pre- 24% Post- 65%; Class of 2017: Pre- 35 % Post-66 %). Questions requiring students to analyze, evaluate and report on the available clinical evidence regarding diagnosis showed improvement, but to a lesser extend (Class of 2016: Pre- 56% Post- 77%; Class of 2017: Pre- 56 % Post-61%). Conclusions: Outcomes identified that students did gain skills which will allow them to apply EBM principles. In addition, the outcomes of the knowledge-based survey allowed the faculty to focus on areas needing improvement, specifically the translation of best evidence into patient care. To address this area, the clinical faculty developed case scenarios that were incorporated into the lecture and discussion sessions, allowing students to better connect the research studies with patient care. Students commented that ‘class discussion and case examples’ contributed most to their learning and that ‘it was helpful to learn how to develop research questions and how to analyze studies and their significance to a potential client’. As evident by the outcomes, the EBM courses achieved the goals of the course and were well received by the students. 

Keywords: evidence-based medicine, clinical education, assessment tool, physician assistant

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2151 Experience of the Formation of Professional Competence of Students of IT-Specialties

Authors: B. I. Zhumagaliyev, L. Sh. Balgabayeva, G. S. Nabiyeva, B. A. Tulegenova, P. Oralkhan, B. S. Kalenova, S. S. Akhmetov

Abstract:

The article describes an approach to build competence in research of Bachelor and Master, which is now an important feature of modern specialist in the field of engineering. Provides an example of methodical teaching methods with the research aspect, is including the formulation of the problem, the method of conducting experiments, analysis of the results. Implementation of methods allows the student to better consolidate their knowledge and skills at the same time to get research. Knowledge on the part of the media requires some training in the subject area and teaching methods.

Keywords: professional competence, model of it-specialties, teaching methods, educational technology, decision making

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2150 Perceptions and Expectations by Participants of Monitoring and Evaluation Short Course Training Programmes in Africa

Authors: Mokgophana Ramasobana

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Background: At the core of the demand to utilize evidence-based approaches in the policy-making cycle, prioritization of limited financial resources and results driven initiatives is the urgency to develop a cohort of competent Monitoring and Evaluation (M&E) practitioners and public servants. The ongoing strides in the evaluation capacity building (ECB) initiatives are a direct response to produce the highly-sought after M&E skills. Notwithstanding the rapid growth of M&E short courses, participants perceived value and expectation of M&E short courses as a panacea for ECB have not been empirically quantified or measured. The objective of this article is to explicitly illustrate the importance of measuring ECB interventions and understanding what works in ECB and why it works. Objectives: This article illustrates the importance of establishing empirical ECB measurement tools to evaluate ECB interventions in order to ascertain its contribution to the broader evaluation practice. Method: The study was primarily a desktop review of existing literature, juxtaposed by a survey of the participants across the African continent based on the 43 M&E short courses hosted by the Centre for Learning on Evaluation and Results Anglophone Africa (CLEAR-AA) in collaboration with the Department of Planning Monitoring and Evaluation (DPME) Results: The article established that participants perceive short course training as a panacea to improve their M&E practical skill critical to executing their organizational duties. In tandem, participants are likely to demand customized training as opposed to general topics in Evaluation. However, the organizational environments constrain the application of the newly acquired skills. Conclusion: This article aims to contribute to the 'how to' measure ECB interventions discourse and contribute towards the improvement to evaluate ECB interventions. The study finds that participants prefer training courses with longer duration to cover more topics. At the same time, whilst organizations call for customization of programmes, the study found that individual participants demand knowledge of generic and popular evaluation topics.

Keywords: evaluation capacity building, effectiveness and training, monitoring and evaluation (M&E) short course training, perceptions and expectations

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2149 Assessment of Knowledge and Attitude towards End of Life Care among Nurses Working in Tertiary Hospital

Authors: Emni Omar Daw Hussin, Pathmawathi Subramanian, Wong Li Ping

Abstract:

Background: To provide quality care at the end of life, nurses should possess knowledge and skills to provide effective end-of-life care, as well as develop the attitudes and interpersonal competence to provide compassionate care. Aim: This study aimed to assess nurses’ knowledge and attitude towards end of life care and caring for terminal ill patients and to examine relationships among demographic variables and nurse’s knowledge and attitudes toward end of life care and caring for terminal ill patients. Method: a cross-sectional study was conducted at 1 tertiary hospital located in Kuala Lumpur, Malaysia. Self-administrative questionnaire was used to collect data from 553 nurses from over all departments except emergency department, operation theater and outpatient clinic. Two tools were used in this study, the Frommelt’s Attitude Toward Care of the Dying (FATCOD) Scale to assess the nurses’ attitude and End of Life Knowledge Assessment to assess the nurses’ knowledge. Result: the result of this study yielded that, the majority of participants (54.8%) and (54.4%) have less positive attitude and knowledge towards end of life care and caring for terminal ill patients respectively. As well as there is no significant relationship were found between nurses’ ethnicity, religion, and the total score of FATCOD scale; End of Life Knowledge Assessment score. On other hand there is significant relationship among nurses’ age, working experience, level of education, attending any post basic courses and the total score of both FATCOD scale and End of Life Knowledge Assessment. Conclusion: A lack of education and experience and post basic course about end of life care and palliative care may contribute to the negative attitudes and poor knowledge regarding end of life care. Providing sufficient courses about end of life care could enhance the nurses’ knowledge towards end of life care, as well as providing a reflective narrative environment in which nurses can express their personal feelings about death and dying could be a potentially effective approach. Implication for Practice: This study elaborates the need for further research to develop an effective educational programs to enhance nurses’ knowledge and to promote positive attitude towards death and dying, as well as enhance communication skills, and coping strategies.

Keywords: knowledge, attitude, nurse, end of life care

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2148 How Natural Environments Are Being Used by Teachers to Improve Student Learning and Wellbeing in Australia

Authors: Jade Fersterer, Tristan Snell, Mark Rickinson

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This paper is designed to provide a review of the literature concerning the impact of natural environments on student learning and wellbeing in Australia. Specific areas of interest include how child-led and teacher-led pedagogies differ in outdoor learning settings, and the impact of each approach on children’s well-being, behavior, relationships with others as well as educational outcomes. The review will include links to possibilities for future research, including a Ph.D. currently being undertaken in Australia, which aims to fulfill a considerable gap in psychological, educational and outdoor learning research, regarding how natural environments are being used by teachers to improve learning and wellbeing among primary school students. The proposed study aims to understand if children’s experience of learning, 1. in a natural environment, and 2. in a child-led way, can support and strengthen their skills across several areas of development, including those required for positive educational outcomes. Data will be collected from a sample of primary school students and teachers via both quantitative and qualitative methods, including a pre- and post-questionnaire, direct observation, and semi-structured interviews. The study will have valuable implications for the provision of quality education as well as the promotion of good health and wellbeing. The implications of the research will be useful not only for teachers and parents but also for Psychologists working with children and young people in both a school and clinical setting. Understanding the impacts and implications of child-led learning and exposure to natural environments provides the opportunity to build on the current school curriculum. The inclusion of child-led experiences in nature may provide a simple way to build enthusiasm for school and learning, cultivating skills for life and relationships as well as meeting current curriculum requirements and building capacity for ongoing academic pursuits. In addition, understanding the impact of learning in a natural environment on wellbeing will assist in the development and dissemination of an educational model that could help mitigate the negative health outcomes associated with reduced physical activity and decreasing contact with nature among children.

Keywords: child-led learning, educational outcomes, natural environments, wellbeing

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2147 A Model Outlining Feelings vs. Emotions and Why Distinction is Critical

Authors: Brendan Mooney

Abstract:

Context: Feelings and emotions are commonly misunderstood and the terms often used interchangeably, leading to potential negative impacts on individuals' mental well-being and relationships. The distinction between these two fundamentally different experiences of human life is crucial for effective psychological practice and communication. Research Aim: The aim of this study is to outline the disparities between feelings and emotions, emphasising the significance of this differentiation in psychological practice to enhance clients' observation, decision-making, problem-solving, and communication skills. Methodology: This research utilises a conceptual model developed by the author in 2017 based on clinical experience, client observations, and feedback. The model serves to guide effective clinical practice by providing clear definitions and understanding of feelings versus emotions. Case study examples were utilised to support the efficacy of the model. Findings: The study highlights that recognising and expressing feelings rather than emotions is more empowering and conducive to resolving unresolved issues, thereby fostering better psychological well-being and interpersonal relationships. Theoretical Importance: This research underscores the importance of clarifying fundamental definitions related to feelings and emotions in enhancing psychological interventions and preventing various relationship conflicts and individual issues. Data Collection and Analysis Procedures: Data was collected through the author's clinical experience and interactions with clients, informing the development of the Feeling Emotions Mental (FEM) model. Analysis involved synthesising observations and feedback to elucidate the distinctions between feelings and emotions. Questions Addressed: What are the disparities between feelings and emotions? How does the confusion between these two fundamentally different experiences of human life impact individuals' mental well-being and relationships? Why is it essential to differentiate between feelings and emotions in psychological practice? Conclusion: The study advocates for a clear understanding of feelings versus emotions to support clients in addressing unresolved issues and improving their overall psychological functioning and communication skills, thereby preventing potential conflicts and relationship challenges.

Keywords: couples, mental, misinformation, misunderstanding, relationships

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2146 Task-Based Teaching for Developing Communication Skills in Second Language Learners

Authors: Geeta Goyal

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Teaching-learning of English as a second language is a challenge for the learner as well as the teacher. Whereas a student may find it hard and get demotivated while communicating in a language other than mother tongue, a teacher, too, finds it difficult to integrate necessary teaching material in lesson plans to maximize the outcome. Studies reveal that task-based teaching can be useful in diverse contexts in a second language classroom as it helps in creating opportunities for language exposure as per learners' interest and capability levels, which boosts their confidence and learning efficiency. The present study has analysed the impact of various activities carried out in a heterogenous group of second language learners at tertiary level in a semi-urban area in Haryana state of India. Language tasks were specifically planned with a focus on engaging groups of twenty-five students for a period of three weeks. These included language games such as spell-well, cross-naught besides other communicative and interactive tasks like mock-interviews, role plays, sharing experiences, storytelling, simulations, scene-enact, video-clipping, etc. Tools in form of handouts and cue cards were also used as per requirement. This experiment was conducted for ten groups of students taking bachelor’s courses in different streams of humanities, commerce, and sciences. Participants were continuously supervised, monitored, and guided by the respective teacher. Feedback was collected from the students through classroom observations, interviews, and questionnaires. Students' responses revealed that they felt comfortable and got plenty of opportunities to communicate freely without being afraid of making mistakes. It was observed that even slow/timid/shy learners got involved by getting an experience of English language usage in friendly environment. Moreover, it helped the teacher in establishing a trusting relationship with students and encouraged them to do the same with their classmates. The analysis of the data revealed that majority of students demonstrated improvement in their interest and enthusiasm in the class. The study revealed that task-based teaching was an effective method to improve the teaching-learning process under the given conditions.

Keywords: communication skills, English, second language, task-based teaching

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2145 The Achievements and Challenges of Physics Teachers When Implementing Problem-Based Learning: An Exploratory Study Applied to Rural High Schools

Authors: Osman Ali, Jeanne Kriek

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Introduction: The current instructional approach entrenched in memorizing does not assist conceptual understanding in science. Instructional approaches that encourage research, investigation, and experimentation, which depict how scientists work, should be encouraged. One such teaching strategy is problem-based learning (PBL). PBL has many advantages; enhanced self-directed learning and improved problem-solving and critical thinking skills. However, despite many advantages, PBL has challenges. Research confirmed is time-consuming and difficult to formulate ill-structured questions. Professional development interventions are needed for in-service educators to adopt the PBL strategy. The purposively selected educators had to implement PBL in their classrooms after the intervention to develop their practice and then reflect on the implementation. They had to indicate their achievements and challenges. This study differs from previous studies as the rural educators were subjected to implementing PBL in their classrooms and reflected on their experiences, beliefs, and attitudes regarding PBL. Theoretical Framework: The study reinforced Vygotskian sociocultural theory. According to Vygotsky, the development of a child's cognitive is sustained by the interaction between the child and more able peers in his immediate environment. The theory suggests that social interactions in small groups create an opportunity for learners to form concepts and skills on their own better than working individually. PBL emphasized learning in small groups. Research Methodology: An exploratory case study was employed. The reason is that the study was not necessarily for specific conclusive evidence. Non-probability purposive sampling was adopted to choose eight schools from 89 rural public schools. In each school, two educators were approached, teaching physical sciences in grades 10 and 11 (N = 16). The research instruments were questionnaires, interviews, and lesson observation protocol. Two open-ended questionnaires were developed before and after intervention and analyzed thematically. Three themes were identified. The semi-structured interviews and responses were coded and transcribed into three themes. Subsequently, the Reform Teaching Observation Protocol (RTOP) was adopted for lesson observation and was analyzed using five constructs. Results: Evidence from analyzing the questionnaires before and after the intervention shows that participants knew better what was required to develop an ill-structured problem during the implementation. Furthermore, indications from the interviews are that participants had positive views about the PBL strategy. They stated that they only act as facilitators, and learners’ problem-solving and critical thinking skills are enhanced. They suggested a change in curriculum to adopt the PBL strategy. However, most participants may not continue to apply the PBL strategy stating that it is time-consuming and difficult to complete the Annual Teaching Plan (ATP). They complained about materials and equipment and learners' readiness to work. Evidence from RTOP shows that after the intervention, participants learn to encourage exploration and use learners' questions and comments to determine the direction and focus of classroom discussions.

Keywords: problem-solving, self-directed, critical thinking, intervention

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2144 The Effect of a Theoretical and Practical Training Program on Student Teachers’ Acquisition of Objectivity in Self-Assessments

Authors: Zilungile Sosibo

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Constructivism in teacher education is growing tremendously in both the developed and developing world. Proponents of constructivism emphasize active engagement of students in the teaching and learning process. In an effort to keep students engaged while they learn to learn, teachers use a variety of methods to incorporate constructivism in the teaching-learning situations. One area that has a potential for realizing constructivism in the classroom is self-assessment. Sadly, students are rarely involved in the assessment of their work. Instead, the most knowing teacher dominates this process. Student involvement in self-assessments has a potential to teach student teachers to become objective assessors of their students’ work by the time they become credentialed. This is important, as objectivity in assessments is a much-needed skill in the classroom contexts within which teachers deal with students from diverse backgrounds and in which biased assessments should be avoided at all cost. The purpose of the study presented in this paper was to investigate whether student teachers acquired the skills of administering self-assessments objectively after they had been immersed in a formal training program and participated in four sets of self-assessments. The objectives were to determine the extent to which they had mastered the skills of objective self-assessments, their growth and development in this area, and the challenges they encountered in administering self-assessments objectively. The research question was: To what extent did student teachers acquire objectivity in self-assessments after their theoretical and practical engagement in this activity? Data were collected from student teachers through participant observation and semi-structured interviews. The design was a qualitative case study. The sample consisted of 39 final-year student teachers enrolled in a Bachelor of Education teacher education program at a university in South Africa. Results revealed that the formal training program and participation in self-assessments had a minimal effect on students’ acquisition of objectivity in self-assessments, due to the factors associated with self-aggrandizement and hegemony, the latter resulting from gender, religious and racial differences. These results have serious implications for the need to incorporate self-assessments in the teacher-education curriculum, as well as for extended formal training programs for student teachers on assessment in general.

Keywords: objectivity, self-assessment, student teachers, teacher education curriculum

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2143 Toward a Measure of Appropriateness of User Interfaces Adaptations Solutions

Authors: Abderrahim Siam, Ramdane Maamri, Zaidi Sahnoun

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The development of adaptive user interfaces (UI) presents for a long time an important research area in which researcher attempt to call upon the full resources and skills of several disciplines. The adaptive UI community holds a thorough knowledge regarding the adaptation of UIs with users and with contexts of use. Several solutions, models, formalisms, techniques, and mechanisms were proposed to develop adaptive UI. In this paper, we propose an approach based on the fuzzy set theory for modeling the concept of the appropriateness of different solutions of UI adaptation with different situations for which interactive systems have to adapt their UIs.

Keywords: adaptive user interfaces, adaptation solution’s appropriateness, fuzzy sets

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2142 An Appraisal of the Design, Content, Approaches and Materials of the K-12 Grade 8 English Curriculum by Language Teachers, Supervisors and Teacher-Trainers

Authors: G. Infante Dennis, S. Balinas Elvira, C. Valencia Yolanda, Cunanan

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This paper examined the feed-backs, concerns, and insights of the teachers, supervisors, and teacher-trainers on the nature and qualities of the K-12 grade 8 design, content, approaches, and materials. Specifically, it sought to achieve the following objectives: 1) to describe the critical nature and qualities of the design, content, teaching-learning-and-evaluation approaches, and the materials to be utilized in the implementation of the grade 8 curriculum; 2) to extract the possible challenges relevant to the implementation of the design, content, teaching-learning-and-evaluation approaches, and the materials of the grade 8 curriculum in terms of the linguistic and technical competence of the teachers, readiness to implement, willingness to implement, and capability to make relevant adaptations; 3) to present essential demands on the successful and meaningful implementation of the grade 8 curriculum in terms of teacher-related factors, school-related factors, and student-related concerns.

Keywords: curriculum reforms, K-12, teacher-training, language teaching, learning

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