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Deniz</title> <meta name="description" content="Search results for: L. Deniz"> <meta name="keywords" content="L. Deniz"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="L. 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Deniz"> <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> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: L. Deniz</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Development of an Attitude Scale Towards Social Networking Sites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M%C3%BCnevver%20Ba%C5%9Fman">Münevver Başman</a>, <a href="https://publications.waset.org/search?q=Deniz%20G%C3%BCllero%C4%9Flu"> Deniz Gülleroğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a scale to determine the attitudes towards social networking sites. 45 tryout items, prepared for this aim, were applied to 342 students studying at Marmara University, Faculty of Education. The reliability and the validity of the scale were conducted with the help of these students. As a result of exploratory factor analysis with Varimax rotation, 41 items grouped according to the structure with three factors (interest, reality and negative effects) is obtained. While alpha reliability of the scale is obtained as .899; the reliability of factors is obtained as .899, .799, .775, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/search?q=validity." title=" validity. "> validity. </a> </p> <a href="https://publications.waset.org/10004168/development-of-an-attitude-scale-towards-social-networking-sites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004168/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004168/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004168/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004168/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004168/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004168/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004168/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004168/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004168/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004168/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004168.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">1667</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> An Evaluation of ISO 9001:2008 and ISO 9001:2015 Standard Changes in Quality Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Filiz%20Ersoz">Filiz Ersoz</a>, <a href="https://publications.waset.org/search?q=Deniz%20Merdin"> Deniz Merdin</a>, <a href="https://publications.waset.org/search?q=Taner%20Ersoz"> Taner Ersoz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objective of this study provides an insight into enterprises, who need to carry on their sustainability in harmony with the changing competition conditions, technology and laws, regarding the ISO 9001:2015. In the study, ISO 9001:2015, which is planned to be put in force and exists as a draft, was studied and its differences from the previous standard, ISO 9001:2008, were determined. To find out the differences, a survey was conducted among enterprises that implement a quality system. According to the findings obtained at the end of the study, it was observed that the enterprises attach importance to quality and follow the developments about quality management system, and they find the changes in the new draft document necessary.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ISO%209001" title="ISO 9001">ISO 9001</a>, <a href="https://publications.waset.org/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/search?q=quality%20management%20system" title=" quality management system"> quality management system</a>, <a href="https://publications.waset.org/search?q=quality%20revision." title=" quality revision."> quality revision.</a> </p> <a href="https://publications.waset.org/10008237/an-evaluation-of-iso-90012008-and-iso-90012015-standard-changes-in-quality-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008237/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008237/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008237/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008237/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008237/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008237/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008237/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008237/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008237/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008237/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008237.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">997</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Prospective Class Teachers- Computer Experiences and Computer Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Deniz">L. Deniz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of the research is to investigate the computer experiences and computer attitudes of prospective class teachers. The research also investigated the differences between computer attitudes and computer experiences, computer competencies and the influence of genders. Ninety prospective class teachers participated in the research. Computer Attitude Scale- Marmara (CAS-M), and a questionnaire, about their computer experiences, and opinions toward the use of computers in the classroom setting, were administrated. The major findings are as follows: (1) 62% of prospective class teachers have computer at home; (2) 50% of the computer owners have computers less than three years; (3) No significant differences were found between computer attitudes and gender; (4) Differences were found between general computer attitudes and computer liking attitudes of prospective class teachers based on their computer competencies in favor of more competent ones.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20attitude" title="Computer attitude">Computer attitude</a>, <a href="https://publications.waset.org/search?q=computer%20experience" title=" computer experience"> computer experience</a>, <a href="https://publications.waset.org/search?q=prospective%0D%0Aclass%20teacher" title=" prospective class teacher"> prospective class teacher</a> </p> <a href="https://publications.waset.org/8160/prospective-class-teachers-computer-experiences-and-computer-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8160/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8160/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8160/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8160/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8160/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8160/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8160/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8160/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8160/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8160/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8160.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">1559</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Deryakulu">Deniz Deryakulu</a>, <a href="https://publications.waset.org/search?q=%C5%9Eener%20B%C3%BCy%C3%BCk%C3%B6zt%C3%BCrk%20H%C3%BCseyin%20%C3%96z%C3%A7%C4%B1nar"> Şener Büyüköztürk Hüseyin Özçınar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=student%20ICT%20teachers" title=" student ICT teachers"> student ICT teachers</a>, <a href="https://publications.waset.org/search?q=Kolb%20learning%20styles" title=" Kolb learning styles"> Kolb learning styles</a>, <a href="https://publications.waset.org/search?q=experiential%20learning." title=" experiential learning."> experiential learning.</a> </p> <a href="https://publications.waset.org/6852/predictors-of-academic-achievement-of-student-ict-teachers-with-different-learning-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6852/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6852/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6852/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6852/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6852/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6852/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6852/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6852/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6852/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6852/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6852.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">2609</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Relationships among Tourists’ Needs for Uniqueness, Perceived Authenticity and Behavioral Intentions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Karag%C3%B6z%20Y%C3%BCnc%C3%BC">Deniz Karagöz Yüncü</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study tested a structural model which investigates the relationships among tourists’ need for uniqueness, perceived authenticity (object-based authenticity and existential authenticity) and behavioral intentions to consume cultural and heritage destinations. The sample of the study comprised of 281 participants in a cultural heritage site, in Cappadocia, Turkey. The data were provided via face to face interviews in two months (September and October) which considered the high season. Structural equation modeling was employed to test the causal relationships among the hypotheses. Findings revealed tourists’ creative choice had an influence on object-based authenticity and existential authenticity. Tourists’ avoidance had an influence on object-based authenticity. The study concluded that two dimensions, namely, the object based authenticity and existential authenticity had significant impact on behavioral intentions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Needs%20for%20uniqueness" title="Needs for uniqueness">Needs for uniqueness</a>, <a href="https://publications.waset.org/search?q=object-based%20authenticity" title=" object-based authenticity"> object-based authenticity</a>, <a href="https://publications.waset.org/search?q=existential%20authenticity" title=" existential authenticity"> existential authenticity</a>, <a href="https://publications.waset.org/search?q=behavioral%20intentions." title=" behavioral intentions."> behavioral intentions.</a> </p> <a href="https://publications.waset.org/10004293/relationships-among-tourists-needs-for-uniqueness-perceived-authenticity-and-behavioral-intentions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004293/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004293/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004293/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004293/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004293/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004293/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004293/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004293/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004293/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004293/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004293.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">1652</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Satisfying and Frustrating Aspects of ICT Teaching: A Comparison Based On Self-Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Deryakulu">Deniz Deryakulu</a>, <a href="https://publications.waset.org/search?q=Sener%20Buyukozturk"> Sener Buyukozturk</a>, <a href="https://publications.waset.org/search?q=Sirin%20Karadeniz"> Sirin Karadeniz</a>, <a href="https://publications.waset.org/search?q=Sinan%20Olkun"> Sinan Olkun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to determine the most satisfying and frustrating aspects of ICT (Information and Communications Technologies) teaching in Turkish schools. Another aim was to compare these aspects based-on ICT teachers- selfefficacy. Participants were 119 ICT teachers from different geographical areas of Turkey. Participants were asked to list salient satisfying and frustrating aspects of ICT teaching, and to fill out the Self-Efficacy Scale for ICT Teachers. Results showed that the high self-efficacy teachers listed more positive and negative aspects of ICT teaching then did the low self-efficacy teachers. The satisfying aspects of ICT teaching were the dynamic nature of ICT subject, higher student interest, having opportunity to help other subject teachers, and lecturing in well-equipped labs, whereas the most frequently cited frustrating aspects of ICT teaching were ICT-related extra works of schools and colleagues, shortages of hardware and technical problems, indifferent students, insufficient teaching time, and the status of ICT subject in school curriculum. This information could be useful in redesigning ICT teachers- roles and responsibilities as well as job environment in schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ICT%20teachers" title="ICT teachers">ICT teachers</a>, <a href="https://publications.waset.org/search?q=frustrating%20aspects%20of%20ICT%20teaching" title=" frustrating aspects of ICT teaching"> frustrating aspects of ICT teaching</a>, <a href="https://publications.waset.org/search?q=satisfying%20aspects%20of%20ICT%20teaching" title=" satisfying aspects of ICT teaching"> satisfying aspects of ICT teaching</a>, <a href="https://publications.waset.org/search?q=teacher%20self-efficacy." title=" teacher self-efficacy."> teacher self-efficacy.</a> </p> <a href="https://publications.waset.org/13919/satisfying-and-frustrating-aspects-of-ict-teaching-a-comparison-based-on-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13919/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13919/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13919/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13919/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13919/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13919/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13919/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13919/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13919/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13919/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13919.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">1742</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> On-line Recognition of Isolated Gestures of Flight Deck Officers (FDO)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20T.%20Sodiri">Deniz T. Sodiri</a>, <a href="https://publications.waset.org/search?q=Venkat%20V%20S%20S%20Sastry"> Venkat V S S Sastry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents an on-line recognition machine (RM) for continuous/isolated, dynamic and static gestures that arise in Flight Deck Officer (FDO) training. RM is based on generic pattern recognition framework. Gestures are represented as templates using summary statistics. The proposed recognition algorithm exploits temporal and spatial characteristics of gestures via dynamic programming and Markovian process. The algorithm predicts corresponding index of incremental input data in the templates in an on-line mode. Accumulated consistency in the sequence of prediction provides a similarity measurement (Score) between input data and the templates. The algorithm provides an intuitive mechanism for automatic detection of start/end frames of continuous gestures. In the present paper, we consider isolated gestures. The performance of RM is evaluated using four datasets - artificial (W TTest), hand motion (Yang) and FDO (tracker, vision-based ). RM achieves comparable results which are in agreement with other on-line and off-line algorithms such as hidden Markov model (HMM) and dynamic time warping (DTW). The proposed algorithm has the additional advantage of providing timely feedback for training purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=On-line%20Recognition%20Algorithm" title="On-line Recognition Algorithm">On-line Recognition Algorithm</a>, <a href="https://publications.waset.org/search?q=IsolatedDynamic%2FStatic%20Gesture%20Recognition" title=" IsolatedDynamic/Static Gesture Recognition"> IsolatedDynamic/Static Gesture Recognition</a>, <a href="https://publications.waset.org/search?q=On-line%20Markovian%2FDynamicProgramming" title=" On-line Markovian/DynamicProgramming"> On-line Markovian/DynamicProgramming</a>, <a href="https://publications.waset.org/search?q=Training%20in%20Virtual%20Environments." title=" Training in Virtual Environments."> Training in Virtual Environments.</a> </p> <a href="https://publications.waset.org/15694/on-line-recognition-of-isolated-gestures-of-flight-deck-officers-fdo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15694/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15694/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15694/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15694/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15694/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15694/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15694/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15694/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15694/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15694/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15694.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">1332</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Recognition Machine (RM) for On-line and Isolated Flight Deck Officer (FDO) Gestures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20T.%20Sodiri">Deniz T. Sodiri</a>, <a href="https://publications.waset.org/search?q=Venkat%20V%20S%20S%20Sastry"> Venkat V S S Sastry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents an on-line recognition machine (RM) for continuous/isolated, dynamic and static gestures that arise in Flight Deck Officer (FDO) training. RM is based on generic pattern recognition framework. Gestures are represented as templates using summary statistics. The proposed recognition algorithm exploits temporal and spatial characteristics of gestures via dynamic programming and Markovian process. The algorithm predicts corresponding index of incremental input data in the templates in an on-line mode. Accumulated consistency in the sequence of prediction provides a similarity measurement (Score) between input data and the templates. The algorithm provides an intuitive mechanism for automatic detection of start/end frames of continuous gestures. In the present paper, we consider isolated gestures. The performance of RM is evaluated using four datasets - artificial (W TTest), hand motion (Yang) and FDO (tracker, vision-based ). RM achieves comparable results which are in agreement with other on-line and off-line algorithms such as hidden Markov model (HMM) and dynamic time warping (DTW). The proposed algorithm has the additional advantage of providing timely feedback for training purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=On-line%20Recognition%20Algorithm" title="On-line Recognition Algorithm">On-line Recognition Algorithm</a>, <a href="https://publications.waset.org/search?q=IsolatedDynamic%2FStatic%20Gesture%20Recognition" title=" IsolatedDynamic/Static Gesture Recognition"> IsolatedDynamic/Static Gesture Recognition</a>, <a href="https://publications.waset.org/search?q=On-line%20Markovian%2FDynamicProgramming" title=" On-line Markovian/DynamicProgramming"> On-line Markovian/DynamicProgramming</a>, <a href="https://publications.waset.org/search?q=Training%20in%20Virtual%20Environments." title=" Training in Virtual Environments."> Training in Virtual Environments.</a> </p> <a href="https://publications.waset.org/2186/recognition-machine-rm-for-on-line-and-isolated-flight-deck-officer-fdo-gestures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2186/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2186/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2186/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2186/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2186/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2186/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2186/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2186/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2186/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2186/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2186.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">1463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Impact of Local Decision-Making in Regional Development Schemes on the Achievement of Efficiency in EU Funds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuyucu%20Helvacioglu%20Asli%20Deniz">Kuyucu Helvacioglu Asli Deniz</a>, <a href="https://publications.waset.org/search?q=Tektas%20Arzu"> Tektas Arzu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> European Union candidate status provides a strong motivation for decision-making in the candidate countries in shaping the regional development policy where there is an envisioned transfer of power from center to the periphery. The process of Europeanization anticipates the candidate countries configure their regional institutional templates in the context of the requirements of the European Union policies and introduces new instruments of incentive framework of enlargement to be employed in regional development schemes. It is observed that the contribution of the local actors to the decision making in the design of the allocation architectures enhances the efficiency of the funds and increases the positive effects of the projects funded under the regional development objectives. This study aims at exploring the performances of the three regional development grant schemes in Turkey, established and allocated under the pre-accession process with a special emphasis given to the roles of the national and local actors in decision-making for regional development. Efficiency analyses have been conducted using the DEA methodology which has proved to be a superior method in comparative efficiency and benchmarking measurements. The findings of this study as parallel to similar international studies, provides that the participation of the local actors to the decision-making in funding contributes both to the quality and the efficiency of the projects funded under the EU schemes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Efficiency" title="Efficiency">Efficiency</a>, <a href="https://publications.waset.org/search?q=European%20Union%20Funds" title=" European Union Funds"> European Union Funds</a>, <a href="https://publications.waset.org/search?q=RegionalDevelopment" title=" RegionalDevelopment"> RegionalDevelopment</a>, <a href="https://publications.waset.org/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/3622/the-impact-of-local-decision-making-in-regional-development-schemes-on-the-achievement-of-efficiency-in-eu-funds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3622/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3622/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3622/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3622/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3622/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3622/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3622/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3622/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3622/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3622/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3622.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">1644</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Examination of Self and Decision Making Levels of Students Receiving Education in Schools of Physical Education and Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mustafa%20Yildiz">Mustafa Yildiz</a>, <a href="https://publications.waset.org/search?q=Murat%20Tekin"> Murat Tekin</a>, <a href="https://publications.waset.org/search?q=Hasan%20%C5%9Eahan"> Hasan Şahan</a>, <a href="https://publications.waset.org/search?q=Ahmet%20%C5%9Eahin"> Ahmet Şahin</a>, <a href="https://publications.waset.org/search?q=Mehmet%20%C5%9Eaker"> Mehmet Şaker</a>, <a href="https://publications.waset.org/search?q=Buket%20Ulucan"> Buket Ulucan</a>, <a href="https://publications.waset.org/search?q=Osman%20Mutlu"> Osman Mutlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine the self and decision making levels of students receiving education in schools of physical training and sports. The population of the study consisted 258 students, among which 152 were male and 106 were female ( X age=19,3713 + 1,6968), that received education in the schools of physical education and sports of Selcuk University, Inonu University, Gazi University and Karamanoglu Mehmetbey University. In order to achieve the purpose of the study, the Melbourne Decision Making Questionnary developed by Mann et al. (1998) [1] and adapted to Turkish by Deniz (2004) [2] and the Self-Esteem Scale developed by Aricak (1999) [3] was utilized. For analyzing and interpreting data Kolmogorov-Smirnov test, t-test and one way anova test were used, while for determining the difference between the groups Tukey test and Multiple Linear Regression test were employed and significance was accepted at P<0,05. SPSS (Statistical package for social sciences) package software was used for evaluating the data and finding out the calculated values. In conclusion of the present study, while cautious, avoidant and postponing decision making levels of male students were found out to be higher than female students, panic decision making levels of female students were found out to be higher than that of male students. While cautious, avoidant and panicdriven decision making levels of the students attending to the first grade were found out to be higher than these of the fourth grades, for the students attending to the fourth grade influential decision making levels were found out to be higher. While male students were found out to be having relatively higher self value, self confidence and self sufficiency levels, for female students achieving, productivity and depressive affect were found out to be higher in comparison with male students. While self values, achieving and productivity levels of the students attending to the first grade were found out to be higher than those of fourth grade students, fourth grade students were determined to have higher self-confidence, depressive affection and self-sufficiency levels. It was also determined that there is a significant relation between decision making levels and self levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Physical%20Education%20And%20Sports" title="Physical Education And Sports">Physical Education And Sports</a>, <a href="https://publications.waset.org/search?q=Student" title=" Student"> Student</a>, <a href="https://publications.waset.org/search?q=Self" title=" Self"> Self</a>, <a href="https://publications.waset.org/search?q=Decision%20Making" title=" Decision Making"> Decision Making</a> </p> <a href="https://publications.waset.org/682/examination-of-self-and-decision-making-levels-of-students-receiving-education-in-schools-of-physical-education-and-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/682/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/682/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/682/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/682/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/682/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/682/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/682/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/682/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/682/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/682/iso690" target="_blank" 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