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profitability assessment</title> <meta name="description" content="Search results for: profitability assessment"> <meta name="keywords" content="profitability assessment"> <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 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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="profitability assessment"> <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> 6081</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: profitability assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5991</span> Information Technology Service Management System Measurement Using ISO20000-1 and ISO15504-8</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imam%20Asrowardi">Imam Asrowardi</a>, <a href="https://publications.waset.org/abstracts/search?q=Septafiansyah%20Dwi%20Putra"> Septafiansyah Dwi Putra</a>, <a href="https://publications.waset.org/abstracts/search?q=Eko%20Subyantoro"> Eko Subyantoro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Process assessments can improve IT service management system (IT SMS) processes but the assessment method is not always transparent. This paper outlines a project to develop a solution- mediated process assessment tool to enable transparent and objective SMS process assessment. Using the international standards for SMS and process assessment, the tool is being developed following the International standard approach in collaboration and evaluate by expert judgment from committee members and ITSM practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=SMS" title="SMS">SMS</a>, <a href="https://publications.waset.org/abstracts/search?q=tools%20evaluation" title=" tools evaluation"> tools evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=ITIL" title=" ITIL"> ITIL</a>, <a href="https://publications.waset.org/abstracts/search?q=ISO%20service" title=" ISO service"> ISO service</a> </p> <a href="https://publications.waset.org/abstracts/69733/information-technology-service-management-system-measurement-using-iso20000-1-and-iso15504-8" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69733.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">480</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">5990</span> The Impact of Financial Risk on Banks’ Financial Performance: A Comparative Study of Islamic Banks and Conventional Banks in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Yousaf%20Safi%20Mohibullah%20Afghan">Mohammad Yousaf Safi Mohibullah Afghan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study made on Islamic and conventional banks scrutinizes the risks interconnected with credit and liquidity on the productivity performance of Islamic and conventional banks that operate in Pakistan. Among the banks, only 4 Islamic and 18 conventional banks have been selected to enrich the result of our study on Islamic banks performance in connection to conventional banks. The selection of the banks to the panel is based on collecting quarterly unbalanced data ranges from the first quarter of 2007 to the last quarter of 2017. The data are collected from the Bank’s web sites and State Bank of Pakistan. The data collection is carried out based on Delta-method test. The mentioned test is used to find out the empirical results. In the study, while collecting data on the banks, the return on assets and return on equity have been major factors that are used assignificant proxies in determining the profitability of the banks. Moreover, another major proxy is used in measuring credit and liquidity risks, the loan loss provision to total loan and the ratio of liquid assets to total liability. Meanwhile, with consideration to the previous literature, some other variables such as bank size, bank capital, bank branches, and bank employees have been used to tentatively control the impact of those factors whose direct and indirect effects on profitability is understood. In conclusion, the study emphasizes that credit risk affects return on asset and return on equity positively, and there is no significant difference in term of credit risk between Islamic and conventional banks. Similarly, the liquidity risk has a significant impact on the bank’s profitability, though the marginal effect of liquidity risk is higher for Islamic banks than conventional banks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=islamic%20%26%20conventional%20banks" title="islamic & conventional banks">islamic & conventional banks</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20return%20on%20equity" title=" performance return on equity"> performance return on equity</a>, <a href="https://publications.waset.org/abstracts/search?q=return%20on%20assets" title=" return on assets"> return on assets</a>, <a href="https://publications.waset.org/abstracts/search?q=pakistan%20banking%20sectors" title=" pakistan banking sectors"> pakistan banking sectors</a>, <a href="https://publications.waset.org/abstracts/search?q=profitibility" title=" profitibility"> profitibility</a> </p> <a href="https://publications.waset.org/abstracts/164448/the-impact-of-financial-risk-on-banks-financial-performance-a-comparative-study-of-islamic-banks-and-conventional-banks-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5989</span> Factors Related to Teachers’ Analysis of Classroom Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hussain%20A.%20Alkharusi">Hussain A. Alkharusi</a>, <a href="https://publications.waset.org/abstracts/search?q=Said%20S.%20Aldhafri"> Said S. Aldhafri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilal%20Z.%20Alnabhani"> Hilal Z. Alnabhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Muna%20Alkalbani"> Muna Alkalbani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analysing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analysing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20assessment" title="analysis of assessment">analysis of assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title=" classroom assessment"> classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20teachers" title=" in-service teachers"> in-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-competence" title=" self-competence"> self-competence</a> </p> <a href="https://publications.waset.org/abstracts/4950/factors-related-to-teachers-analysis-of-classroom-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5988</span> Alignment between Understanding and Assessment Practice among Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte%20Moh">Eftah Bte Moh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hj%20Abdullah%20Izazol%20Binti%20Idris"> Hj Abdullah Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd.%20Aziz%20Bin%20Abd.%20Shukor"> Abd. Aziz Bin Abd. Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the alignment of understanding and assessment practices among secondary school teachers. The study was carried out using quantitative descriptive study. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak, Malaysia. Data were obtained from 164 respondents who answered Expectation Alignment Understanding and Practices of School Assessment (PEKDAPS) questionnaire. The data were analysed using SPSS 17.0 +. The Cronbach alpha value obtained through PEKDAPS questionnaire pilot study was 0.86. The results showed that teachers' performance in PEKDAPS based on the mean value was less than 3, which means that perfect alignment does not occur between the understanding and practices of school assessment. Two major PEKDAPS sub-constructs of articulation across grade and age and usability of the system were higher than the moderate alignment of the understanding and practices of school assessment (Min=2.0). The content was focused on PEKDAPs sub-constructs which showed lower than the moderate alignment of the understanding and practices of school assessment (Min=2.0). Another two PEKDAPS sub-constructs of transparency and fairness and the pedagogical implications showed moderate alignment (2.0). The implications of the study is that teachers need to fully understand the importance of alignment among components of assessment, learning and teaching and learning objectives as strategies to achieve quality assessment process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment" title="school based assessment">school based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=alignment" title=" alignment"> alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title=" assessment practices"> assessment practices</a> </p> <a href="https://publications.waset.org/abstracts/15941/alignment-between-understanding-and-assessment-practice-among-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15941.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">460</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">5987</span> The Assessment of Bilingual Students: How Bilingual Can It Really Be?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serge%20Lacroix">Serge Lacroix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed study looks at the psychoeducational assessment of bilingual students, in English and French in this case. It will be the opportunity to look at language of assessment and specifically how certain tests can be administered in one language and others in another language. It is also a look into the questioning of the validity of the test scores that are obtained as well as the quality and generalizability of the conclusions that can be drawn. Bilingualism and multiculturalism, although in constant expansion, is not considered in norms development and remains a poorly understood factor when it is at play in the context of a psychoeducational assessment. Student placement, diagnoses, accurate measures of intelligence and achievement are all impacted by the quality of the assessment procedure. The same is true for questionnaires administered to parents and self-reports completed by bilingual students who, more often than not, are assessed in a language that is not their primary one or are compared to monolinguals not dealing with the same challenges or the same skills. Results show that students, when offered to work in a bilingual fashion, chooses to do so in a significant proportion. Recommendations will be offered to support educators aiming at expanding their skills when confronted with multilingual students in an assessment context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20assessment" title="psychoeducational assessment">psychoeducational assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a> </p> <a href="https://publications.waset.org/abstracts/23566/the-assessment-of-bilingual-students-how-bilingual-can-it-really-be" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23566.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">454</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">5986</span> Assessment Environmental and Economic of Yerba Mate as a Feed Additive on Feedlot Lamb</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danny%20Alexander%20R.%20Moreno">Danny Alexander R. Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20L.%20Sartorello"> Gustavo L. Sartorello</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuli%20Andrea%20P.%20Bermudez"> Yuli Andrea P. Bermudez</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20R.%20Lobo"> Richard R. Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ives%20Claudio%20S.%20Bueno"> Ives Claudio S. Bueno</a>, <a href="https://publications.waset.org/abstracts/search?q=Augusto%20H.%20Gameiro"> Augusto H. Gameiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Meat production is a significant sector for Brazil's economy; however, the agricultural segment has suffered censure regarding the negative impacts on the environment, which consequently results in climate change. Therefore, it is essential the implementation of nutritional strategies that can improve the environmental performance of livestock. This research aimed to estimate the environmental impact and profitability of the use of yerba mate extract (Ilex paraguariensis) as an additive in the feeding of feedlot lamb. Thirty-six castrated male lambs (average weight of 23.90 ± 3.67 kg and average age of 75 days) were randomly assigned to four experimental diets with different levels of inclusion of yerba mate extract (0, 1, 2, and 4 %) based on dry matter. The animals were confined for fifty-three days and fed with 60:40 corn silage to concentrate ratio. As an indicator of environmental impact, the carbon footprint (CF) was measured as kg of CO₂ equivalent (CO₂-eq) per kg of body weight produced (BWP). The greenhouse gas (GHG) emissions such as methane (CH₄) generated from enteric fermentation, were calculated using the sulfur hexafluoride gas tracer (SF₆) technique; while the CH₄, nitrous oxide (N₂O - emissions generated by feces and urine), and carbon dioxide (CO₂ - emissions generated by concentrate and silage processing) were estimated using the Intergovernmental Panel on Climate Change (IPCC) methodology. To estimate profitability, the gross margin was used, which is the total revenue minus the total cost; the latter is composed of the purchase of animals and food. The boundaries of this study considered only the lamb fattening system. The enteric CH₄ emission from the lamb was the largest source of on-farm GHG emissions (47%-50%), followed by CH₄ and N₂O emissions from manure (10%-20%) and CO₂ emission from the concentrate, silage, and fossil energy (17%-5%). The treatment that generated the least environmental impact was the group with 4% of yerba mate extract (YME), which showed a 3% reduction in total GHG emissions in relation to the control (1462.5 and 1505.5 kg CO₂-eq, respectively). However, the scenario with 1% YME showed an increase in emissions of 7% compared to the control group. In relation to CF, the treatment with 4% YME had the lowest value (4.1 kg CO₂-eq/kg LW) compared with the other groups. Nevertheless, although the 4% YME inclusion scenario showed the lowest CF, the gross margin decreased by 36% compared to the control group (0% YME), due to the cost of YME as a food additive. The results showed that the extract has the potential for use in reducing GHG. However, the cost of implementing this input as a mitigation strategy increased the production cost. Therefore, it is important to develop political strategies that help reduce the acquisition costs of input that contribute to the search for the environmental and economic benefit of the livestock sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meat%20production" title="meat production">meat production</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20additives" title=" natural additives"> natural additives</a>, <a href="https://publications.waset.org/abstracts/search?q=profitability" title=" profitability"> profitability</a>, <a href="https://publications.waset.org/abstracts/search?q=sheep" title=" sheep"> sheep</a> </p> <a href="https://publications.waset.org/abstracts/124642/assessment-environmental-and-economic-of-yerba-mate-as-a-feed-additive-on-feedlot-lamb" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124642.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">139</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">5985</span> Effect of Inventory Management on Financial Performance: Evidence from Nigerian Conglomerate Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adamu%20Danlami%20Ahmed">Adamu Danlami Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inventory management is the determinant of effective and efficient work for any manager. This study looked at the relationship between inventory management and financial performance. The population of the study comprises all conglomerate quoted companies in the Nigerian Stock Exchange market as at 31<sup>st</sup> December 2010. The scope of the study covered the period from 2010 to 2014. Descriptive, Pearson correlation and multiple regressions are used to analyze the data. It was found that inventory management is significantly related to the profitability of the company. This entails that an efficient management of the inventory cycle will enhance the profitability of the company. Also, lack of proper management of it will hinder the financial performance of organizations. Based on the results, it was recommended that a conglomerate company should try to see that inventories are kept to a minimum, as well as make sure the proper checks are maintained to make sure only needed inventories are in the store. As well as to keep track of the movement of goods, in order to avoid unnecessary delay of finished and work in progress (WIP) goods in the store and warehouse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=finished%20goods" title="finished goods">finished goods</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20in%20progress" title=" work in progress"> work in progress</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=inventory" title=" inventory"> inventory</a> </p> <a href="https://publications.waset.org/abstracts/54433/effect-of-inventory-management-on-financial-performance-evidence-from-nigerian-conglomerate-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54433.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">232</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">5984</span> Comparative Analysis of Integrated and Non-Integrated Fish Farming in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20G.%20Abiona">B. G. Abiona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compared profitability analysis of integrated and non-integrated fish farming in Ogun State, Nigeria. Primary data were collected using interview guide. Random sampling techniques was used to select 133 non-integrated fish farmers (NIFF) and 216 integrated fish farmers (IFF) (n = 349) from the study area. Data were analyzed using Chi-square, T-test and Pearson Product moment correlation. Results showed that 92.5% of NIFF was male compared to IFF (90.7%). Also, 96.8% of IFF and 79.7% of NIFF were married. The mean ages of sampled farmers were 44 years (NIFF) and 46 years (IFF) while the mean fish farming experiences were 4 years (NIFF) and 5 years (IFF). Also, the average net profit per year of integrated fish farmers was ₦162,550 compared to NIFF (₦61,638). The chi-square analyses showed that knowledge of fish farming had significant relationship with respondents sex (χ2 = 9.44, df = 2, p < 0.05), age (r = 0.20, p< 0.05) and farming experience (r = p = 0.05). Significant differences exist between integrated and non-integrated fish farming, considering their knowledge of fish farming (t = 21.5, χ = 43.01, p < 0.05). The study concluded that IFF are more profitable compared to NIFF. It was recommended that private investors and NGOs should sponsor short training and courses which will enhance efficiency of fish farming to boost productivity among fish farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=profitability%20analysis" title="profitability analysis">profitability analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=farms" title=" farms"> farms</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/7469/comparative-analysis-of-integrated-and-non-integrated-fish-farming-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7469.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">336</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">5983</span> The Continuing Professional Development of the Assessment through Research-Based Learning in Higher Education of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Junpeng">P. Junpeng</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tungkasamit"> A. Tungkasamit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research-based learning is the key for the national research universities of Thailand. The indicator reflects the success of the study in assessing the learning outcomes of students. The development of the lecturers is the most important mechanism in driving. Nowadays the lecturers lack the knowledge and skills of assessment for learning. Therefore, this study aims to develop the knowledge and skills for lecturer’s assessment through research-based learning in higher education. The target group were lecturers who teach in higher education from Khon Kaen University of Thailand. This study was a research and development involved the concept of continuing professional development. Research was conducted in 3 phases: 1) to inspire one’s thought, to accomplish both knowledge and skill, 2) to focus on changes, and 3) to reflect the changes as well as suggest the guidelines for development. The results showed that the lecturers enhanced their knowledge and skill in assessment and emphasized on assessment for learning rather than assessment of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research-based%20nexus" title="research-based nexus">research-based nexus</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title=" assessment for learning"> assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/11707/the-continuing-professional-development-of-the-assessment-through-research-based-learning-in-higher-education-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11707.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">363</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">5982</span> Using Diagnostic Assessment as a Learning and Teaching Approach to Identify Learning Gaps at a Polytechnic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijayan%20Narayananayar">Vijayan Narayananayar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identifying learning gaps is crucial in ensuring learners have the necessary knowledge and skills to succeed. The Learning and Teaching (L&T) approach requires tutors to identify gaps in knowledge and improvise learning activities to close them. One approach to identifying learning gaps is through diagnostic assessment, which uses well-structured questions and answer options. The paper focuses on the use of diagnostic assessment as a learning and teaching approach in a foundational module at a polytechnic. The study used diagnostic assessment over two semesters, including the COVID and post-COVID semesters, to identify gaps in learning. The design of the diagnostic activity, pedagogical intervention, and survey responses completed by learners were analyzed. Results showed that diagnostic assessment can be an effective tool for identifying learning gaps and designing interventions to address them. Additionally, the use of diagnostic assessment provides an opportunity for tutors to engage with learners on a one-to-one basis, tailoring teaching to individual needs. The paper also discusses the design of diagnostic questions and answer options, including characteristics that need to be considered in achieving the target of identifying learning gaps. The implications of using diagnostic assessment as a learning and teaching approach include bridging the gap between theory and practice, and ensuring learners are equipped with skills necessary for their future careers. This paper can be useful in helping educators and practitioners to incorporate diagnostic assessment into their L&T approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20%26%20teaching" title=" learning & teaching"> learning & teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title=" diagnostic assessment"> diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=analytics" title=" analytics"> analytics</a> </p> <a href="https://publications.waset.org/abstracts/164580/using-diagnostic-assessment-as-a-learning-and-teaching-approach-to-identify-learning-gaps-at-a-polytechnic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164580.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">111</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">5981</span> A Programming Assessment Software Artefact Enhanced with the Help of Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Romeo%20A.%20Botes">Romeo A. Botes</a>, <a href="https://publications.waset.org/abstracts/search?q=Imelda%20Smit"> Imelda Smit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demands of an ever changing and complex higher education environment, along with the profile of modern learners challenge current approaches to assessment and feedback. More learners enter the education system every year. The younger generation expects immediate feedback. At the same time, feedback should be meaningful. The assessment of practical activities in programming poses a particular problem, since both lecturers and learners in the information and computer science discipline acknowledge that paper-based assessment for programming subjects lacks meaningful real-life testing. At the same time, feedback lacks promptness, consistency, comprehensiveness and individualisation. Most of these aspects may be addressed by modern, technology-assisted assessment. The focus of this paper is the continuous development of an artefact that is used to assist the lecturer in the assessment and feedback of practical programming activities in a senior database programming class. The artefact was developed using three Design Science Research cycles. The first implementation allowed one programming activity submission per assessment intervention. This pilot provided valuable insight into the obstacles regarding the implementation of this type of assessment tool. A second implementation improved the initial version to allow multiple programming activity submissions per assessment. The focus of this version is on providing scaffold feedback to the learner – allowing improvement with each subsequent submission. It also has a built-in capability to provide the lecturer with information regarding the key problem areas of each assessment intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=programming" title="programming">programming</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-aided%20assessment" title=" computer-aided assessment"> computer-aided assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-assisted%20assessment" title=" technology-assisted assessment"> technology-assisted assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20assessment%20software" title=" programming assessment software"> programming assessment software</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20science%20research" title=" design science research"> design science research</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-method" title=" mixed-method"> mixed-method</a> </p> <a href="https://publications.waset.org/abstracts/57620/a-programming-assessment-software-artefact-enhanced-with-the-help-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5980</span> Review of Assessment of Integrated Information System (IIS) in Organisation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariya%20Salihu%20Ingawa">Mariya Salihu Ingawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sani%20Suleiman%20Isah"> Sani Suleiman Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of Integrated Information System (IIS) in organisation is an important initiative to enable the Information System (IS) managers, as well as top management to understand the success status of their investment in IS integration efforts. However, without a proper assessment, an organisation will not know its IIS status, which may affect their judgment on what action should be taken onwards. Current research on IIS assessment is lacking and those related literature on IIS assessment focus more on assessing the technical aspect of IIS. It is argued that assessing technical aspect alone is inadequate since organisational and strategic aspects in IIS should also be considered. Current methods, techniques and tools used by vendors for IIS assessment also are lack of comprehensive measures to fully assess the Integrated Information System in term of technical, organisational and strategic domains. The purpose of this study is to establish critical success factors for measuring success of an Integrated Information System. These factors are used as the basis for constructing an approach to comprehensively assess IIS in an organisation. A comprehensive list of success factors for IIS assessment, established from literature, was initially presented. An expert surveys using both manual and online methods were conducted to verify the factors. Based on the factors, an instrument for IIS assessment was constructed. The results from a case study indicate that through comprehensive assessment approach, not only the level of success been known, but also reveals the contributing factors. This research contributes to the field of Information Systems specifically in the area of Integrated Information System assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20information%20system" title="integrated information system">integrated information system</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20surveys" title=" expert surveys"> expert surveys</a>, <a href="https://publications.waset.org/abstracts/search?q=organisation" title=" organisation"> organisation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/22657/review-of-assessment-of-integrated-information-system-iis-in-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22657.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">388</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">5979</span> Assessment Literacy Levels of Mathematics Teachers to Implement Classroom Assessment in Ghanaian High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One key determinant of the quality of mathematics learning is the teacher’s ability to assess students adequately and effectively and make assessment an integral part of the instructional practices. If the mathematics teacher lacks the required literacy to perform classroom assessment roles, the true trajectory of learning success and attainment of curriculum expectations might be indeterminate. It is therefore important that educators and policymakers understand and seek ways to improve the literacy level of mathematics teachers to implement classroom assessments that would meet curriculum demands. This study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers to implement classroom assessment with the school based assessment framework in Ghana. A 25-item classroom assessment inventory on teachers’ assessment scenarios was adopted, modified, and administered to a purposive sample of 48 mathematics teachers from eleven Senior High Schools. Seven other items were included to further collect data on their self-efficacy towards assessment literacy. Data were analyzed using descriptive and bivariate correlation statistics. The result shows that, on average, 48.6% of the mathematics teachers attained standard levels of assessment literacy. Specifically, 50.0% met standard one in choosing appropriate assessment methods, 68.3% reached standard two in developing appropriate assessment tasks, 36.6% reached standard three in administering, scoring, and interpreting assessment results, 58.3% reached standard four in making appropriate assessment decisions, 41.7% reached standard five in developing valid grading procedures, 45.8% reached standard six in communicating assessment results, and 36.2 % reached standard seven by identifying unethical, illegal and inappropriate use of assessment results. Participants rated their self-efficacy belief in performing assessments high, making the relationships between participants’ assessment literacy scores and self-efficacy scores weak and statistically insignificant. The study recommends that institutions training mathematics teachers or providing professional developments should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics education at senior high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20literacy" title="assessment literacy">assessment literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teacher" title=" mathematics teacher"> mathematics teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20schools" title=" senior high schools"> senior high schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a> </p> <a href="https://publications.waset.org/abstracts/133893/assessment-literacy-levels-of-mathematics-teachers-to-implement-classroom-assessment-in-ghanaian-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133893.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">133</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">5978</span> The Relationship between the Environmental and Financial Performance of Australian Electricity Producers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Forughi">S. Forughi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20De%20Zoysa"> A. De Zoysa</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bhati"> S. Bhati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focuses on the environmental performance of the companies in the electricity-producing sector and its relationship with their financial performance. We will review the major studies that examined the relationship between the environmental and financial performance of firms in various industries. While the classical economic debates consider the environmental friendly activities costly and harmful to a firm’s profitability, it is claimed that firms will be rewarded with higher profitability in long run through the investments in environmental friendly activities. In this context, prior studies have examined the relationship between the environmental and financial performance of firms operating in different industry sectors. Our study will employ an environmental indicator to increase the accuracy of the results and be employed as an independent variable in our developed econometric model to evaluate the impact of the financial performance of the firms on their environmental friendly activities in the context of companies operating in the Australian electricity-producing sector. As a result, we expect our methodology to contribute to the literature and the findings of the study will help us to provide recommendations and policy implications to the electricity producers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australian%20electricity%20sector" title="Australian electricity sector">Australian electricity sector</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency%20measurement" title=" efficiency measurement"> efficiency measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental-financial%20performance%20interaction" title=" environmental-financial performance interaction"> environmental-financial performance interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20index" title=" environmental index"> environmental index</a> </p> <a href="https://publications.waset.org/abstracts/34175/the-relationship-between-the-environmental-and-financial-performance-of-australian-electricity-producers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34175.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">326</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">5977</span> Temperament as a Success Determinant in Formative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Fomunyam%20Kehdinga">George Fomunyam Kehdinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a vital part of the educational process, and formative assessment is a way of ensuring that higher education achieves the desired effects. Different factors influence how students perform in assessments in general, and formative assessment in particular and temperament is one of such determining factors. This paper which is a qualitative case study of four universities in four different countries examines how the temperamental make up of students either empowers them to perform excellently in formative assessment or incapacitates their performance. These four universities were chosen from Cameroon, South Africa, United Kingdom and the United States of America and three students were chosen from each institution, six of which were undergraduate student and six postgraduate students. Data in this paper was generated through qualitative interviews and document analyses which was preceded by a temperament test. From the data generated, it was discovered that cholerics who are natural leaders, hence do not struggle to express themselves often perform excellently in formative assessment while sanguines on the other hand who are also extroverts like cholerics perform relatively well. Phlegmatics and melancholics performed averagely and poorly respectively in formative assessment because they are naturally prone to fear and hate such activities because they like keeping to themselves. The paper, therefore, suggest that temperament is a success determinant in formative assessment. It also proposes that lecturers need and understanding of temperaments to be able to fully administer formative assessment in the lecturer room. It also suggests that assessment should be balance in the classroom so that some students because of their temperamental make-up are not naturally disadvantaged while others are performing excellently. Lastly, the paper suggests that since formative assessment is a process of generating data, it should be contextualised or given and individualised approach so as to ensure that trustworthy data is generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=temperament" title="temperament">temperament</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/53666/temperament-as-a-success-determinant-in-formative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53666.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">248</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">5976</span> An Overview of Risk Types and Risk Management Strategies to Improve Financial Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azar%20Baghtaghi">Azar Baghtaghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial risk management is critically important as it enables companies to maintain stability and profitability amidst market fluctuations and unexpected events. It involves the precise identification of risks that could impact investments, assets, and potential revenues. By implementing effective risk management strategies, companies can insure themselves against adverse market changes and prevent potential losses. In today's era, where markets are highly complex and influenced by various factors such as macroeconomic policies, exchange rate fluctuations, and natural disasters, the need for meticulous planning to cope with these uncertainties is more pronounced. Ultimately, financial risk management means being prepared for the future and the ability to sustain business in changing environments. A company capable of managing its risks not only achieves sustainable profitability but also gains the confidence of shareholders, investors, and business partners, enhancing its competitive position in the market. In this article, the types of financial risk and risk management strategies for improving financial performance were investigated. By identifying the risks stated in this article and their evaluation techniques, it is possible to improve the organization's financial performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategy" title="strategy">strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance." title=" financial performance."> financial performance.</a> </p> <a href="https://publications.waset.org/abstracts/194012/an-overview-of-risk-types-and-risk-management-strategies-to-improve-financial-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194012.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">9</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">5975</span> Removing Barriers in Assessment and Feedback for Blind Students in Open Distance Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sindile%20Ngubane-Mokiwa">Sindile Ngubane-Mokiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses two questions: (1) what barriers do the blind students face with assessment and feedback in open distance learning contexts? And (2) How can these barriers be removed? The paper focuses on the distance education through which most students with disabilities elevate their chances of accessing higher education. Lack of genuine inclusion is also evident in the challenges the blind students face during the assessment. These barriers are experienced at both formative and summative stages. The insights in this paper emanate from a case study that was carried out through qualitative approaches. The data was collected through in-depth interview, life stories, and telephonic interviews. The paper provides a review of local, continental and international views on how best assessment barriers can be removed. A group of five blind students, comprising of two honours students, two master's students and one doctoral student participated in this study. The data analysis was done through thematic analysis. The findings revealed that (a) feedback to the assignment is often inaccessible; (b) the software used is incompatible; (c) learning and assessment are designed in exclusionary approaches; (d) assessment facilities are not conducive; and (e) lack of proactive innovative assessment strategies. The article concludes by recommending ways in which barriers to assessment can be removed. These include addressing inclusive assessment and feedback strategies in professional development initiatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=blind%20students" title=" blind students"> blind students</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/67210/removing-barriers-in-assessment-and-feedback-for-blind-students-in-open-distance-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67210.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">360</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">5974</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.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">461</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">5973</span> Health Risk Assessment of Trihalogenmethanes in Drinking Water</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lenka%20Jesonkova">Lenka Jesonkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Frantisek%20Bozek"> Frantisek Bozek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trihalogenmethanes (THMs) are disinfection byproducts with non-carcinogenic and genotoxic effects. The contamination of 6 sites close to the water treatment plant has been monitored in second largest city of the Czech Republic. Health risk assessment including both non-carcinogenic and genotoxic risk for long term exposition was realized using the critical concentrations. Concentrations of trihalogenmethanes met national standards in all samples. Risk assessment proved that health risks from trihalogenmethanes are acceptable on each site. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drinking%20water" title="drinking water">drinking water</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20risk%20assessment" title=" health risk assessment"> health risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=trihalogenmethanes" title=" trihalogenmethanes"> trihalogenmethanes</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20pollution" title=" water pollution"> water pollution</a> </p> <a href="https://publications.waset.org/abstracts/2153/health-risk-assessment-of-trihalogenmethanes-in-drinking-water" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2153.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">520</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">5972</span> The Effectiveness of Summative Assessment in Practice Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdool%20Qaiyum%20Mohabuth">Abdool Qaiyum Mohabuth</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Munir%20Ahmad"> Syed Munir Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment enables students to focus on their learning, assessment. It engages them to work hard and motivates them in devoting time to their studies. Student learning is directly influenced by the type of assessment involved in the programme. Summative Assessment aims at providing measurement of student understanding. In fact, it is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgement of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the practice environment is still being researched. This paper discusses findings from a mixed-method study for exploring the effectiveness of summative assessment in practice learning. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in practice learning. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their Work-Based Learning (WBL) practice at the respective placement settings. Some students, having undertaken their WBL practice, were interviewed, for capturing their views and experiences about the application of summative assessment in practice learning. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on practice learning. The findings reveal that though learning in the workplace is entirely different from learning at the University, most students had positive experiences about their summative assessments in practice learning. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognised and valued. Mentors on their side confirmed that the summative assessment is valid and reliable, enabling them to better monitor and coach students to achieve the expected learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practice%20learning" title="practice learning">practice learning</a>, <a href="https://publications.waset.org/abstracts/search?q=judgement" title=" judgement"> judgement</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/29126/the-effectiveness-of-summative-assessment-in-practice-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29126.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">341</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">5971</span> Evidence on the Nature and Extent of Fall in Oil Prices on the Financial Performance of Listed Companies: A Ratio Analysis Case Study of the Insurance Sector in the UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pallavi%20Kishore">Pallavi Kishore</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Aslam"> Mariam Aslam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The sharp decline in oil prices that started in 2014 affected most economies in the world either positively or negatively. In some economies, particularly the oil exporting countries, the effects were felt immediately. The Gulf Cooperation Council’s (GCC henceforth) countries are oil and gas-dependent with the largest oil reserves in the world. UAE (United Arab Emirates) has been striving to diversify away from oil and expects higher non-oil growth in 2018. These two factors, falling oil prices and the economy strategizing away from oil dependence, make a compelling case to study the financial performance of various sectors in the economy. Among other sectors, the insurance sector is widely recognized as an important indicator of the health of the economy. An expanding population, surge in construction and infrastructure, increased life expectancy, greater expenditure on automobiles and other luxury goods translate to a booming insurance sector. A slow-down of the insurance sector, on the other hand, may indicate a general slow-down in the economy. Therefore, a study on the insurance sector will help understand the general nature of the current economy. This study involves calculations and comparisons of ratios pre and post the fall in oil prices in the insurance sector in the UAE. A sample of 33 companies listed on the official stock exchanges of UAE-Dubai Financial Market and Abu Dhabi Stock Exchange were collected and empirical analysis employed to study the financial performance pre and post fall in oil prices. Ratios were calculated in 5 categories: Profitability, Liquidity, Leverage, Efficiency, and Investment. The means pre- and post-fall are compared to conclude that the profitability ratios including ROSF (Return on Shareholder Funds), ROCE (Return on Capital Employed) and NPM (Net Profit Margin) have all taken a hit. Parametric tests, including paired t-test, concludes that while the fall in profitability ratios is statistically significant, the other ratios have been quite stable in the period. The efficiency, liquidity, gearing and investment ratios have not been severely affected by the fall in oil prices. This may be due to the implementation of stronger regulatory policies and is a testimony to the diversification into the non-oil economy. The regulatory authorities can use the findings of this study to ensure transparency in revealing financial information to the public and employ policies that will help further the health of the economy. The study will also help understand which areas within the sector could benefit from more regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=UAE" title="UAE">UAE</a>, <a href="https://publications.waset.org/abstracts/search?q=insurance%20sector" title=" insurance sector"> insurance sector</a>, <a href="https://publications.waset.org/abstracts/search?q=ratio%20analysis" title=" ratio analysis"> ratio analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20price" title=" oil price"> oil price</a>, <a href="https://publications.waset.org/abstracts/search?q=profitability" title=" profitability"> profitability</a>, <a href="https://publications.waset.org/abstracts/search?q=liquidity" title=" liquidity"> liquidity</a>, <a href="https://publications.waset.org/abstracts/search?q=gearing" title=" gearing"> gearing</a>, <a href="https://publications.waset.org/abstracts/search?q=investment" title=" investment"> investment</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/92632/evidence-on-the-nature-and-extent-of-fall-in-oil-prices-on-the-financial-performance-of-listed-companies-a-ratio-analysis-case-study-of-the-insurance-sector-in-the-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92632.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">244</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">5970</span> Diagnostic Assessment for Mastery Learning of Engineering Students with a Bayesian Network Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingchen%20Yang"> Yingchen Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a diagnostic assessment model for Mastery Engineering Learning was established based on a group of undergraduate students who studied in an engineering course. A diagnostic assessment model can examine both students' learning process and report achievement results. One very unique characteristic is that the diagnostic assessment model can recognize the errors and anything blocking students in their learning processes. The feedback is provided to help students to know how to solve the learning problems with alternative strategies and help the instructor to find alternative pedagogical strategies in the instructional designs. Dynamics is a core course in which is a common course being shared by several engineering programs. This course is a very challenging for engineering students to solve the problems. Thus knowledge acquisition and problem-solving skills are crucial for student success. Therefore, developing an effective and valid assessment model for student learning are of great importance. Diagnostic assessment is such a model which can provide effective feedback for both students and instructor in the mastery of engineering learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=bayesian%20network%20model" title=" bayesian network model"> bayesian network model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20processes" title=" learning processes"> learning processes</a> </p> <a href="https://publications.waset.org/abstracts/95964/diagnostic-assessment-for-mastery-learning-of-engineering-students-with-a-bayesian-network-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95964.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">152</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">5969</span> Teachers' Assessment Practices in Lower Secondary Schools in Tanzania: The Potential and Opportunities for Formative Assessment Practice Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Joas%20Kahembe">Joyce Joas Kahembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of education assessment reforms in developing countries has been claimed to be problematic and difficult. The socio-economic teaching and learning environment has pointed to constraints in the education reform process. Nevertheless, there are existing assessment practices that if enhanced, can have potential to foster formative assessment practices in those contexts. The present study used the sociocultural perspective to explore teachers’ assessment practices and factors influencing them in Tanzania. Specifically, the sociocultural perspective helped to trace social, economic and political histories imparted to teachers’ assessment practices. The ethnographic oriented methods like interviews, observations and document reviews was used in this exploration. Teachers used assessment practices, such as questioning and answering, tests, assignments and examinations, for evaluating, monitoring and diagnosing students’ understanding, achievement and performance and standards and quality of instruction practices. The obtained assessment information functioned as feedback for improving students’ understanding, performance, and the standard and quality of teaching instruction and materials. For example, teachers acknowledged, praised, approved, disapproved, denied, graded, or marked students’ responses to give students feedback and aid learning. Moreover, teachers clarified and corrected or repeated students’ responses with worded/added words to improve students’ mastery of the subject content. Teachers’ assessment practices were influenced by the high demands of passing marks in the high stakes examinations and the contexts of the social economic teaching environment. There is a need to ally education assessment reforms with existing socio-economic teaching environments and society and institutional demands of assessment to make assessment reforms meaningful and sustainable. This presentation ought to contribute on ongoing strategies for contextualizing assessment practices for formative uses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/42423/teachers-assessment-practices-in-lower-secondary-schools-in-tanzania-the-potential-and-opportunities-for-formative-assessment-practice-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42423.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">498</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">5968</span> The Role of Validity and Reliability in the Development of Online Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ani%20Demetrashvili">Ani Demetrashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to show how students trust online tests and determine validity and reliability in the development of online testing. The pandemic situation changed every field in the world, and it changed education as well. Educational institutions moved into the online space, which was the only decision they were able to make at that time. Online assessment through online proctoring was a totally new challenge for educational institutions, and they needed to deal with it successfully. Participants were chosen from the English language center. The validity of the questionnaire was identified according to the Likert scale and Cronbach’s alpha; later, data from the participants was analyzed as well. The article summarizes literature that is available about online assessment and is interesting for people who are interested in this kind of assessment. Based on the research findings, students favor in-person testing over online assessment due to their lack of experience and skills in the latter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title="online assessment">online assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20proctoring" title=" online proctoring"> online proctoring</a> </p> <a href="https://publications.waset.org/abstracts/187376/the-role-of-validity-and-reliability-in-the-development-of-online-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187376.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">40</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">5967</span> Economic Impacts of Nitrogen Fertilizer Use into Tropical Pastures for Beef Cattle in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elieder%20P.%20Romanzini">Elieder P. Romanzini</a>, <a href="https://publications.waset.org/abstracts/search?q=Lutti%20M.%20Delevatti"> Lutti M. Delevatti</a>, <a href="https://publications.waset.org/abstracts/search?q=Rhaony%20G.%20Leite"> Rhaony G. Leite</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20A.%20Reis"> Ricardo A. Reis</a>, <a href="https://publications.waset.org/abstracts/search?q=Euclides%20B.%20Malheiros"> Euclides B. Malheiros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brazilian beef cattle production systems are an important profitability source for the national gross domestic product. The main characteristic of these systems is forage utilization as the exclusive feed source. Forage utilization had been causing on owners the false feeling of low production costs. However, this low cost is followed to low profit causing a lot times worst animal index what can result in activities changes or until land sold. Aiming to evaluate economic impacts into Brazilian beef cattle systems were evaluated four nitrogen fertilizer (N) application levels (0, 90, 180 and 270 kg per hectare [kg.ha-1]). Research was developed during 2015 into Forage Crops and Grasslands section of São Paulo State University, “Júlio de Mesquita Filho” (Unesp) (Jaboticabal, São Paulo, Brazil). Pastures were seeded with Brachiaria brizantha Stapf. ‘Marandu’ (Palisade grass) handled using continuous grazing system, with variable stocking rate, sward height maintained at 25 cm. The economic evaluation was developed in rearing e finishing phases. We evaluated the cash flows inside each phase on different N levels. Economic valuations were considering: cost-effective operating (CEO), cost-total operating (CTO), gross revenue (GR), operating profit (OP) and net income (NI), every measured in US$. Complementary analyses were developed, profitability was calculated by [OP/GR]. Pay back (measured in years) was calculated considering average capital stocktaking pondered by area in use (ACS) divided by [GR-CEO]. And the internal rate of return (IRR) was calculated by 100/(pay back). Input prices were prices during 2015 and were obtained from Anuário Brasileiro da Pecuária, Centro de Estudos Avançados em Economia Aplicada and quotation in the same region of animal production (northeast São Paulo State) during the period above mentioned. Values were calculated in US$ according exchange rate US$1.00 equal R$3.34. The CEO, CTO, GR, OP and NI per hectare for each N level were respectively US$1,919.66; US$2,048.47; US$2,905.72; US$857.25 and US$986.06 to 0 kg.ha-1; US$2,403.20; US$2,551.80; US$3,530.19; US$978.39 and US$1,126.99 to 90 kg.ha-1; US$3,180.42; US$3,364.81; US$4,985.03; US$1,620.23 and US$1,804.62 to 180 kg.ha-1andUS$3,709.14; US$3,915.15; US$5,554.95; US$1,639.80 and US$1,845.81 to 270 kg.ha-1. Relationship to another economic indexes, profitability, pay back and IRR, the results were respectively 29.50%, 6.44 and 15.54% to 0 kg.ha-1; 27.72%, 6.88 and 14.54% to 90 kg.ha-1; 32.50%, 4.08 and 24.50% to 180 kg.ha-1 and 29.52%, 3.42 and 29.27% to 270 kg.ha-1. Values previously presented in this evaluation allowing to affirm that the best result was obtained to N level 270 kg.ha-1. These results among all N levels evaluated could be explained by improve occurred on stocking rate caused by increase on N level. However, a crucial information about high N level application into pastures is the efficiency of N utilization (associated to environmental impacts) that normally decrease with the increase on N level. Hence, considering all situations (efficiency of N utilization and economic results) into tropical pastures used to beef cattle production could be recommended N level equal to 180kg.ha-1, which had better profitability and cause lesser environmental impacts, proved by other studies developed in the same area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brachiaria%20brizantha" title="Brachiaria brizantha">Brachiaria brizantha</a>, <a href="https://publications.waset.org/abstracts/search?q=cost-total%20operating" title=" cost-total operating"> cost-total operating</a>, <a href="https://publications.waset.org/abstracts/search?q=gross%20revenue" title=" gross revenue"> gross revenue</a>, <a href="https://publications.waset.org/abstracts/search?q=profitability" title=" profitability"> profitability</a> </p> <a href="https://publications.waset.org/abstracts/96968/economic-impacts-of-nitrogen-fertilizer-use-into-tropical-pastures-for-beef-cattle-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96968.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5966</span> Factors Influencing the Voluntary Disclosure of Vietnamese Listed Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pham%20Duc%20Hieu">Pham Duc Hieu</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Huong%20Lan"> Do Thi Huong Lan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to investigate the factors affecting the extent of voluntary disclosure by examining the annual reports of 205 industrial and manufacturing companies listing on Ho Chi Minh Stock Exchange (HSX) and Hanoi Stock Exchange (HNX) for the year end of 2012. Those factors include company size, profitability, leverage, state ownership, managerial ownership, and foreign ownership, board independence, role duality and type of external auditors. Evidence from this study suggests two main findings. (1) Companies with high foreign ownership have a high level of voluntary disclosure. (2) The company size is an important factor related to the increased level of voluntary disclosure in annual reports made by Vietnamese listed companies. The larger the company, the higher the information is disclosed. However, no significant associations are found between profitability, leverage, state ownership, managerial ownership, board independence, role duality and type of external auditors as hypothesized in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=voluntary%20disclosure" title="voluntary disclosure">voluntary disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnamese%20listed%20companies" title=" Vietnamese listed companies"> Vietnamese listed companies</a>, <a href="https://publications.waset.org/abstracts/search?q=voluntary" title=" voluntary"> voluntary</a>, <a href="https://publications.waset.org/abstracts/search?q=duality" title=" duality"> duality</a> </p> <a href="https://publications.waset.org/abstracts/25265/factors-influencing-the-voluntary-disclosure-of-vietnamese-listed-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25265.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">410</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">5965</span> Creation of a Care Robot Impact Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eduard%20Fosch-Villaronga">Eduard Fosch-Villaronga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper pioneers Care Robot Impact Assessment (CRIA), a methodology used to identify, analyze, mitigate and eliminate the risks posed by the insertion of non-medical personal care robots (PCR) in medical care facilities. Its precedent instruments (Privacy and Surveillance Impact Assessment (PIA and SIA)) fall behind in coping with robots. Indeed, personal care robots change dramatically how care is delivered. The paper presents a specific risk-sector methodology, identifies which robots are under its scope and presents some of the challenges introduced by these robots. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20assessment" title=" impact assessment"> impact assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20care%20robots" title=" personal care robots"> personal care robots</a> </p> <a href="https://publications.waset.org/abstracts/28994/creation-of-a-care-robot-impact-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28994.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">576</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">5964</span> Employee Assessment Systems in the Structures of Corporate Groups</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20B%C4%85k-Grabowska">D. Bąk-Grabowska</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Grzesik"> K. Grzesik</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Iwanicka"> A. Iwanicka</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jagoda"> A. Jagoda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of human resources management in the structures of corporate groups demonstrates certain specificity, resulting from the division of decision-making and executive competencies, which occurs within these structures between a parent company and its subsidiaries. The subprocess of employee assessment is considered crucial, since it provides information for the implementation of personnel function. The empirical studies conducted in corporate groups, within which at least one company is located in Poland, confirmed the critical significance of employee assessment systems in the process of human resources management in corporate groups. Parent companies, most often, retain their decision-making authority within the framework of the discussed process and introduce uniform employee assessment and personnel controlling systems to subsidiary companies. However, the instruments for employee assessment applied in corporate groups do not present such specificity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20groups" title="corporate groups">corporate groups</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20periodical%20assessment%20system" title=" employee periodical assessment system"> employee periodical assessment system</a>, <a href="https://publications.waset.org/abstracts/search?q=holding" title=" holding"> holding</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management" title=" human resources management"> human resources management</a> </p> <a href="https://publications.waset.org/abstracts/35157/employee-assessment-systems-in-the-structures-of-corporate-groups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35157.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">419</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">5963</span> Using Technology to Enhance the Student Assessment Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asim%20Qayyum">Asim Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Smith"> David Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of information tools is a common activity for students of any educational stage when they encounter online learning activities. Finding the relevant information for particular learning tasks is the topic of this paper as it investigates the use of information tools for a group of student participants. The paper describes and discusses the results with particular implications for use in higher education, and the findings suggest that improvement in assessment design and subsequent student learning may be achieved by structuring the purposefulness of information tools usage and online reading behaviors of university students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20tools" title="information tools">information tools</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment%20experience" title=" student assessment experience"> student assessment experience</a> </p> <a href="https://publications.waset.org/abstracts/14141/using-technology-to-enhance-the-student-assessment-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14141.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">560</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">5962</span> Measuring Ecological Footprint: Life Cycle Assessment Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binita%20Shah">Binita Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=Seema%20Unnikrishnan"> Seema Unnikrishnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent time, an increasing interest in the analysis and efforts to reduce the environmental impacts generated by man-made activities has been seen widely being discussed and implemented by the society. The industrial processes are expressing their concern and showing keen interest in redesigning and amending the operation process leading to better environmental performance by upgrading technologies and adjusting the financial inputs. There are various tools available for the assessment of process and production of goods on the environment. Most methods look at a particular impact on the ecosystem. Life Cycle Assessment (LCA) is one of the most widely accepted and scientifically founded methodologies to assess the overall environmental impacts of products and processes. This paper looks at the tools used in India for environmental impact assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20footprint" title=" ecological footprint"> ecological footprint</a>, <a href="https://publications.waset.org/abstracts/search?q=measuring%20sustainability" title=" measuring sustainability"> measuring sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/20093/measuring-ecological-footprint-life-cycle-assessment-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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