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project-based approach</title> <meta name="description" content="Search results for: project-based approach"> <meta name="keywords" content="project-based approach"> <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="project-based approach"> <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> 13884</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: project-based approach</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13884</span> A Collaborative Learning Model in Engineering Science Based on a Cyber-Physical Production Line</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yosr%20Ghozzi">Yosr Ghozzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Cyber-Physical Systems terminology has been well received by the industrial community and specifically appropriated in educational settings. Indeed, our latest educational activities are based on the development of experimental platforms on an industrial scale. In fact, we built a collaborative learning model because of an international market study that led us to place ourselves at the heart of this technology. To align with these findings, a competency-based approach study was conducted, and program content was revised by reflecting the projectbased approach. Thus, this article deals with the development of educational devices according to a generated curriculum and specific educational activities while respecting the repository of skills adopted from what constitutes the educational cyber-physical production systems and the laboratories that are compliant and adapted to them. The implementation of these platforms was systematically carried out in the school's workshops spaces. The objective has been twofold, both research and teaching for the students in mechatronics and logistics of the electromechanical department. We act as trainers and industrial experts to involve students in the implementation of possible extension systems around multidisciplinary projects and reconnect with industrial projects for better professional integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%204.0" title="education 4.0">education 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20learning" title=" competency-based learning"> competency-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20factory" title=" teaching factory"> teaching factory</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber-physical%20systems" title=" cyber-physical systems"> cyber-physical systems</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%204.0" title=" industry 4.0"> industry 4.0</a> </p> <a href="https://publications.waset.org/abstracts/159160/a-collaborative-learning-model-in-engineering-science-based-on-a-cyber-physical-production-line" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159160.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">107</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">13883</span> Seismic Design Approach for Areas with Low Seismicity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mogens%20Saberi">Mogens Saberi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The following article focuses on a new seismic design approach for Denmark. Denmark is located in a low seismic zone and up till now a general and very simplified approach has been used to accommodate the effect of seismic loading. The current used method is presented and it is found that the approach is on the unsafe side for many building types in Denmark. The damages during time due to earth quake is presented and a seismic map for Denmark is developed and presented. Furthermore, a new design approach is suggested and compared to the existing one. The new approach is relatively simple but captures the effect of seismic loading more realistic than the existing one. The new approach is believed to the incorporated in the Danish Deign Code for building structures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=low%20seismicity" title="low seismicity">low seismicity</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20design%20approach" title=" new design approach"> new design approach</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquakes" title=" earthquakes"> earthquakes</a>, <a href="https://publications.waset.org/abstracts/search?q=Denmark" title=" Denmark"> Denmark</a> </p> <a href="https://publications.waset.org/abstracts/59411/seismic-design-approach-for-areas-with-low-seismicity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59411.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">365</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">13882</span> Teachers' Perceptions of Physical Education and Sports Calendar and Conducted in the Light of the Objective of the Lesson Approach Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chelali%20Mohammed">Chelali Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the application of the competency-based approach in the system educational Algeria, the price of physical education and sport must privilege the acquisition of learning approaches and especially the approach science, which from problem situations, research and develops him information processing and application of knowledge and know-how in new situations in the words of ‘JOHN DEWEY’ ‘learning by practice’. And to achieve these goals and make teaching more EPS motivating, consistent and concrete, it is appropriate to perform a pedagogical approach freed from the constraints and open to creativity and student-centered in the light of the competency approach adopted in the formal curriculum. This approach is not unusual, but we think it is a highly professional nature requires the competence of the teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approach%20competencies" title="approach competencies">approach competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/36156/teachers-perceptions-of-physical-education-and-sports-calendar-and-conducted-in-the-light-of-the-objective-of-the-lesson-approach-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36156.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">603</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">13881</span> Using the Simple Fixed Rate Approach to Solve Economic Lot Scheduling Problem under the Basic Period Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Jen%20Chang">Yu-Jen Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yun%20Chen"> Yun Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hei-Lam%20Wong"> Hei-Lam Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Economic Lot Scheduling Problem (ELSP) is a valuable mathematical model that can support decision-makers to make scheduling decisions. The basic period approach is effective for solving the ELSP. The assumption for applying the basic period approach is that a product must use its maximum production rate to be produced. However, a product can lower its production rate to reduce the average total cost when a facility has extra idle time. The past researches discussed how a product adjusts its production rate under the common cycle approach. To the best of our knowledge, no studies have addressed how a product lowers its production rate under the basic period approach. This research is the first paper to discuss this topic. The research develops a simple fixed rate approach that adjusts the production rate of a product under the basic period approach to solve the ELSP. Our numerical example shows our approach can find a better solution than the traditional basic period approach. Our mathematical model that applies the fixed rate approach under the basic period approach can serve as a reference for other related researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20lot" title="economic lot">economic lot</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20period" title=" basic period"> basic period</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20rate" title=" fixed rate"> fixed rate</a> </p> <a href="https://publications.waset.org/abstracts/28582/using-the-simple-fixed-rate-approach-to-solve-economic-lot-scheduling-problem-under-the-basic-period-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28582.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">563</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">13880</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a new teaching and learning approach-project and Module Based Teaching and Learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice, and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20based%20teaching%20and%20learning" title=" module based teaching and learning"> module based teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/5984/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5984.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">493</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">13879</span> An Approach for the Assessment of Semi-Elliptical Surface Crack</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Naweed">Muhammad Naweed</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Tariq%20Murtaza"> Usman Tariq Murtaza</a>, <a href="https://publications.waset.org/abstracts/search?q=Waseem%20Siddique"> Waseem Siddique</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A pallet body approach is a finite element-based computational approach used for the modeling and assessment of a three-dimensional surface crack. The approach is capable of inserting the crack in an engineering structure and generating high-quality hexahedral mesh in the cracked region of the structure. The approach is capable of computing the stress intensity factors along a semi-elliptical surface crack numerically. The objective of this work is to present that the stress intensity factors produced by the approach can be used with confidence for capturing the parameters during the fatigue crack growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pallet%20body%20approach" title="pallet body approach">pallet body approach</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-elliptical%20surface%20crack" title=" semi-elliptical surface crack"> semi-elliptical surface crack</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20intensity%20factors" title=" stress intensity factors"> stress intensity factors</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue%20crack%20growth" title=" fatigue crack growth"> fatigue crack growth</a> </p> <a href="https://publications.waset.org/abstracts/161448/an-approach-for-the-assessment-of-semi-elliptical-surface-crack" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161448.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">102</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">13878</span> Lean Models Classification: Towards a Holistic View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tiamaz">Y. Tiamaz</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Souissi"> N. Souissi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to present a classification of Lean models which aims to capture all the concepts related to this approach and thus facilitate its implementation. This classification allows the identification of the most relevant models according to several dimensions. From this perspective, we present a review and an analysis of Lean models literature and we propose dimensions for the classification of the current proposals while respecting among others the axes of the Lean approach, the maturity of the models as well as their application domains. This classification allowed us to conclude that researchers essentially consider the Lean approach as a toolbox also they design their models to solve problems related to a specific environment. Since Lean approach is no longer intended only for the automotive sector where it was invented, but to all fields (IT, Hospital, ...), we consider that this approach requires a generic model that is capable of being implemented in all areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lean%20approach" title="lean approach">lean approach</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20models" title=" lean models"> lean models</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions" title=" dimensions"> dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20view" title=" holistic view"> holistic view</a> </p> <a href="https://publications.waset.org/abstracts/65716/lean-models-classification-towards-a-holistic-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65716.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">435</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">13877</span> Differences Choosing Closed Approach or Open Approach in Rhinoplasty Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alessandro%20Marano">Alessandro Marano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The author describes a strategy for choosing between two different rhinoplasty approaches for outcomes treatment. Methods: Series of the case study. There are advantages and disadvantages on both approaches for rhinoplasty. On the side of the open approach, we are be able to better manage the techniques for shaping and restoring nasal structures in rhinoplasty outcomes; on the other side, the closed approach requires more practice and experience to achieve good results. Results: Author’s choice is the closed approach on rhinoplasty outcomes. Anyway, the open approach is most commonly preferred due to superior management and better vision on nasal structures. Conclusions: Both approaches are valid for the treatment of rhinoplasty outcomes, author's preferred approach is closed, with minimally invasive modification focused on restoring outcomes in nasal function and aesthetics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rhinoplasty" title="rhinoplasty">rhinoplasty</a>, <a href="https://publications.waset.org/abstracts/search?q=aesthetic" title=" aesthetic"> aesthetic</a>, <a href="https://publications.waset.org/abstracts/search?q=face" title=" face"> face</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes" title=" outcomes"> outcomes</a> </p> <a href="https://publications.waset.org/abstracts/149678/differences-choosing-closed-approach-or-open-approach-in-rhinoplasty-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149678.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">13876</span> A Time-Reducible Approach to Compute Determinant |I-X|</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Xingbo">Wang Xingbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computation of determinant in the form |I-<em>X</em>| is primary and fundamental because it can help to compute many other determinants. This article puts forward a time-reducible approach to compute determinant |I-<em>X</em>|. The approach is derived from the Newton’s identity and its time complexity is no more than that to compute the eigenvalues of the square matrix <em>X</em>. Mathematical deductions and numerical example are presented in detail for the approach. By comparison with classical approaches the new approach is proved to be superior to the classical ones and it can naturally reduce the computational time with the improvement of efficiency to compute eigenvalues of the square matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm" title="algorithm">algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=determinant" title=" determinant"> determinant</a>, <a href="https://publications.waset.org/abstracts/search?q=computation" title=" computation"> computation</a>, <a href="https://publications.waset.org/abstracts/search?q=eigenvalue" title=" eigenvalue"> eigenvalue</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20complexity" title=" time complexity"> time complexity</a> </p> <a href="https://publications.waset.org/abstracts/47622/a-time-reducible-approach-to-compute-determinant-i-x" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47622.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">415</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">13875</span> Enhancing Communicative Skills for Students in Automatics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Florin%20Busu">Adrian Florin Busu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The communicative approach, or communicative language teaching, used for enhancing communicative skills in students in automatics is a modern teaching approach based on the concept of learning a language through having to communicate real meaning. In the communicative approach, real communication is both the objective of learning and the means through which it takes place. This approach was initiated during the 1970’s and quickly became prominent, as it proposed an alternative to the previous systems-oriented approaches. In other words, instead of focusing on the acquisition of grammar and vocabulary, the communicative approach aims at developing students’ competence to communicate in the target language with an enhanced focus on real-life situations. To put it in an nutshell, CLT considers using the language to be just as important as actually learning the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=approach" title=" approach"> approach</a>, <a href="https://publications.waset.org/abstracts/search?q=objective" title=" objective"> objective</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/135764/enhancing-communicative-skills-for-students-in-automatics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13874</span> The Russian Preposition 'за': A Cognitive Linguistic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Kalyuga">M. Kalyuga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prepositions have long been considered to be one of the major challenges for second language learners, since they have multiple uses that differ greatly from one language to another. The traditional approach to second language teaching supplies students with a list of uses of a preposition that they have to memorise and no explanation is provided. Contrary to the traditional grammar approach, the cognitive linguistic approach offers an explanation for the use of prepositions and provides strategies to comprehend and learn prepositions that would be otherwise seem obscure. The present paper demonstrates the use of the cognitive approach for the explanation of prepositions through the example of the Russian preposition 'за'. The paper demonstrates how various spatial and non-spatial uses of this preposition are linked together through metaphorical and metonymical mapping. The diversity of expressions with за is explained by the range of spatial scenes this preposition is associated with. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian" title=" Russian"> Russian</a>, <a href="https://publications.waset.org/abstracts/search?q=preposition%20%27%D0%B7%D0%B0%27" title=" preposition 'за'"> preposition 'за'</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20approach" title=" cognitive approach"> cognitive approach</a> </p> <a href="https://publications.waset.org/abstracts/13902/the-russian-preposition-za-a-cognitive-linguistic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13902.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">452</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">13873</span> HPPDFIM-HD: Transaction Distortion and Connected Perturbation Approach for Hierarchical Privacy Preserving Distributed Frequent Itemset Mining over Horizontally-Partitioned Dataset</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuad%20Ali%20Mohammed%20Al-Yarimi">Fuad Ali Mohammed Al-Yarimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many algorithms have been proposed to provide privacy preserving in data mining. These protocols are based on two main approaches named as: the perturbation approach and the Cryptographic approach. The first one is based on perturbation of the valuable information while the second one uses cryptographic techniques. The perturbation approach is much more efficient with reduced accuracy while the cryptographic approach can provide solutions with perfect accuracy. However, the cryptographic approach is a much slower method and requires considerable computation and communication overhead. In this paper, a new scalable protocol is proposed which combines the advantages of the perturbation and distortion along with cryptographic approach to perform privacy preserving in distributed frequent itemset mining on horizontally distributed data. Both the privacy and performance characteristics of the proposed protocol are studied empirically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anonymity%20data" title="anonymity data">anonymity data</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20frequent%20itemset%20mining" title=" distributed frequent itemset mining"> distributed frequent itemset mining</a>, <a href="https://publications.waset.org/abstracts/search?q=gaussian%20perturbation" title=" gaussian perturbation"> gaussian perturbation</a>, <a href="https://publications.waset.org/abstracts/search?q=perturbation%20approach" title=" perturbation approach"> perturbation approach</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20preserving%20data%20mining" title=" privacy preserving data mining"> privacy preserving data mining</a> </p> <a href="https://publications.waset.org/abstracts/20805/hppdfim-hd-transaction-distortion-and-connected-perturbation-approach-for-hierarchical-privacy-preserving-distributed-frequent-itemset-mining-over-horizontally-partitioned-dataset" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20805.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">505</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">13872</span> Training Program for Kindergarden Teachers on Learning through Project Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dian%20Hartiningsih">Dian Hartiningsih</a>, <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Diponegoro"> Miranda Diponegoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Evita%20Eddie%20Singgih"> Evita Eddie Singgih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In facing the 21st century, children need to be prepared in reaching their optimum development level which encompasses all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Challenges faced in the research will be elaborated further in the research discussion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20approach" title="project approach">project approach</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20method" title=" learning method"> learning method</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a> </p> <a href="https://publications.waset.org/abstracts/39530/training-program-for-kindergarden-teachers-on-learning-through-project-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13871</span> The Limits of the Effectiveness of Digital Advertising: Demonstration by the Economic Approach of Measuring Advertising Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barkaoui%20Asma">Barkaoui Asma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In our article, we use the economic approach of measuring advertising effectiveness to show the margin of advertising spread gained through digital communication. For economists, profit maximization depends on determining the optimal advertising budget. For this, they use the theories of the marginalist current to determine when the maximum level of benefits is reached. Using the economic approach we show the significant return on investment for advertisers. We then discuss the risks of perception of advertising pressure by consumers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20advertising" title="digital advertising">digital advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20approach" title=" economic approach"> economic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure" title=" pressure"> pressure</a> </p> <a href="https://publications.waset.org/abstracts/70558/the-limits-of-the-effectiveness-of-digital-advertising-demonstration-by-the-economic-approach-of-measuring-advertising-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70558.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">304</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">13870</span> Deep Learning Based-Object-classes Semantic Classification of Arabic Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imen%20Elleuch">Imen Elleuch</a>, <a href="https://publications.waset.org/abstracts/search?q=Wael%20Ouarda"> Wael Ouarda</a>, <a href="https://publications.waset.org/abstracts/search?q=Gargouri%20Bilel"> Gargouri Bilel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We proposes in this paper a Deep Learning based approach to classify text in order to enrich an Arabic ontology based on the objects classes of Gaston Gross. Those object classes are defined by taking into account the syntactic and semantic features of the treated language. Thus, our proposed approach is a hybrid one. In fact, it is based on the one hand on the object classes that represents a knowledge based-approach on classification of text and in the other hand it uses the deep learning approach that use the word embedding-based-approach to classify text. We have applied our proposed approach on a corpus constructed from an Arabic dictionary. The obtained semantic classification of text will enrich the Arabic objects classes ontology. In fact, new classes can be added to the ontology or an expansion of the features that characterizes each object class can be updated. The obtained results are compared to a similar work that treats the same object with a classical linguistic approach for the semantic classification of text. This comparison highlight our hybrid proposed approach that can be ameliorated by broaden the dataset used in the deep learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep-learning%20approach" title="deep-learning approach">deep-learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=object-classes" title=" object-classes"> object-classes</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20classification" title=" semantic classification"> semantic classification</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a> </p> <a href="https://publications.waset.org/abstracts/176532/deep-learning-based-object-classes-semantic-classification-of-arabic-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176532.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">88</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">13869</span> Review on Quaternion Gradient Operator with Marginal and Vector Approaches for Colour Edge Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Ben%20Youssef">Nadia Ben Youssef</a>, <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Bouzid"> Aicha Bouzid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gradient estimation is one of the most fundamental tasks in the field of image processing in general, and more particularly for color images since that the research in color image gradient remains limited. The widely used gradient method is Di Zenzo’s gradient operator, which is based on the measure of squared local contrast of color images. The proposed gradient mechanism, presented in this paper, is based on the principle of the Di Zenzo’s approach using quaternion representation. This edge detector is compared to a marginal approach based on multiscale product of wavelet transform and another vector approach based on quaternion convolution and vector gradient approach. The experimental results indicate that the proposed color gradient operator outperforms marginal approach, however, it is less efficient then the second vector approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gradient" title="gradient">gradient</a>, <a href="https://publications.waset.org/abstracts/search?q=edge%20detection" title=" edge detection"> edge detection</a>, <a href="https://publications.waset.org/abstracts/search?q=color%20image" title=" color image"> color image</a>, <a href="https://publications.waset.org/abstracts/search?q=quaternion" title=" quaternion"> quaternion</a> </p> <a href="https://publications.waset.org/abstracts/141138/review-on-quaternion-gradient-operator-with-marginal-and-vector-approaches-for-colour-edge-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141138.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">234</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">13868</span> Using a Strength Based Approach to Teaching Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Tan">Eunice Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to look at an alternative to the approach and methodologies of working with a child with special needs. The strength-based approach to education embodies a paradigm shift. It is a strategy to move away from a deficit-based methodology which inadvertently may lead to an extensive list of things that the child cannot do or is unable to do. Today, many parents of individuals with special needs are focused on the individual’s deficits rather than on his or her strengths. Even when parents recognise and identify their child’s savant strengths to be valuable and wish to develop their abilities, they face the challenge that there are insufficient programs committed to supporting the development and improvement of such abilities. What is a strength-based approach in education? A strength-based approach in education focuses on students' positive qualities and contributions to class instead of the skills and abilities they may not have. Many schools are focused on the child’s special educational needs rather than the whole child. Parents interviewed have said that they have to engage external tutors to help hone in on their child’s interests and strengths. The strength-based approach to writing statements encourages educators to find out: • What a child can do • What a child can do when he or she is given educational support • Learning more about children with special needs and their strengths and talents will broaden our understanding of how we can help them with language acquisition, social skills, as well as self-help and independence skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title="special needs">special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths" title=" strengths"> strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20talents" title=" and talents"> and talents</a>, <a href="https://publications.waset.org/abstracts/search?q=alternative%20educational%20approach" title=" alternative educational approach"> alternative educational approach</a>, <a href="https://publications.waset.org/abstracts/search?q=strength%20based%20approach" title=" strength based approach"> strength based approach</a> </p> <a href="https://publications.waset.org/abstracts/142868/using-a-strength-based-approach-to-teaching-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142868.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">289</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">13867</span> Self Determination Theory and Trauma Informed Approach in Women's Shelters: A Common Ground</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamze%20Dogan%20Birer">Gamze Dogan Birer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women’s shelters provide service to women who had been subjected to physical, psychological, economical, and sexual violence. It is proposed that adopting a trauma-informed approach in these shelters would contribute to the ‘woman-defined’ success of the service. This includes reshaping the physical qualities of the shelter, contacts, and interventions that women face during their stay in a way that accepts and addresses their traumatic experiences. It is stated in this paper that the trauma-informed approach has commonalities with the basic psychological needs that are proposed by self-determination theory. Therefore, it is proposed that self-determination theory can be used as a theoretical background for trauma-informed approach <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20determination%20theory" title="self determination theory">self determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20informed%20approach" title=" trauma informed approach"> trauma informed approach</a>, <a href="https://publications.waset.org/abstracts/search?q=violence%20against%20women" title=" violence against women"> violence against women</a>, <a href="https://publications.waset.org/abstracts/search?q=women%27s%20shelters" title=" women's shelters"> women's shelters</a> </p> <a href="https://publications.waset.org/abstracts/127940/self-determination-theory-and-trauma-informed-approach-in-womens-shelters-a-common-ground" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13866</span> A Comparison between Russian and Western Approach for Deep Foundation Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Delara">Saeed Delara</a>, <a href="https://publications.waset.org/abstracts/search?q=Kendra%20MacKay"> Kendra MacKay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Varying methodologies are considered for pile design for both Russian and Western approaches. Although both approaches rely on toe and side frictional resistances, different calculation methods are proposed to estimate pile capacity. The Western approach relies on compactness (internal friction angle) of soil for cohesionless soils and undrained shear strength for cohesive soils. The Russian approach relies on grain size for cohesionless soils and liquidity index for cohesive soils. Though most recommended methods in the Western approaches are relatively simple methods to predict pile settlement, the Russian approach provides a detailed method to estimate single pile and pile group settlement. Details to calculate pile axial capacity and settlement using the Russian and Western approaches are discussed and compared against field test results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pile%20capacity" title="pile capacity">pile capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=pile%20settlement" title=" pile settlement"> pile settlement</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian%20approach" title=" Russian approach"> Russian approach</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20approach" title=" western approach"> western approach</a> </p> <a href="https://publications.waset.org/abstracts/104330/a-comparison-between-russian-and-western-approach-for-deep-foundation-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104330.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">167</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">13865</span> Application of Double Side Approach Method on Super Elliptical Winkler Plate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiang-Wen%20Tang">Hsiang-Wen Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng-Ying%20Lo"> Cheng-Ying Lo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the static behavior of super elliptical Winkler plate is analyzed by applying the double side approach method. The lack of information about super elliptical Winkler plates is the motivation of this study and we use the double side approach method to solve this problem because of its superior ability on efficiently treating problems with complex boundary shape. The double side approach method has the advantages of high accuracy, easy calculation procedure and less calculation load required. Most important of all, it can give the error bound of the approximate solution. The numerical results not only show that the double side approach method works well on this problem but also provide us the knowledge of static behavior of super elliptical Winkler plate in practical use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=super%20elliptical%20winkler%20plate" title="super elliptical winkler plate">super elliptical winkler plate</a>, <a href="https://publications.waset.org/abstracts/search?q=double%20side%20approach%20method" title=" double side approach method"> double side approach method</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20bound" title=" error bound"> error bound</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanic" title=" mechanic"> mechanic</a> </p> <a href="https://publications.waset.org/abstracts/12635/application-of-double-side-approach-method-on-super-elliptical-winkler-plate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12635.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">356</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">13864</span> "Project" Approach in Urban: A Response to Uncertainty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mouhoubi%20Nedjima">Mouhoubi Nedjima</a>, <a href="https://publications.waset.org/abstracts/search?q=Sassi%20Boudemagh%20Souad"> Sassi Boudemagh Souad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will try to demonstrate the importance of the project approach in the urban to deal with uncertainty, the importance of the involvement of all stakeholders in the urban project process and that the absence of an actor can lead to project failure but also the importance of the urban project management. These points are handled through the following questions: Does the urban adhere to the theory of complexity? Does the project approach bring hope and solution to make urban planning "sustainable"? How converging visions of actors for the same project? Is the management of urban project the solution to support the urban project approach? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title="strategic planning">strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20project%20stakeholders" title=" urban project stakeholders"> urban project stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/27120/project-approach-in-urban-a-response-to-uncertainty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27120.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">512</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">13863</span> An Improved Approach Based on MAS Architecture and Heuristic Algorithm for Systematic Maintenance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelhadi%20Adel">Abdelhadi Adel</a>, <a href="https://publications.waset.org/abstracts/search?q=Kadri%20Ouahab"> Kadri Ouahab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an improved approach based on MAS Architecture and Heuristic Algorithm for systematic maintenance to minimize makespan. We have implemented a problem-solving approach for optimizing the processing time, methods based on metaheuristics. The proposed approach is inspired by the behavior of the human body. This hybridization is between a multi-agent system and inspirations of the human body, especially genetics. The effectiveness of our approach has been demonstrated repeatedly in this paper. To solve such a complex problem, we proposed an approach which we have used advanced operators such as uniform crossover set and single point mutation. The proposed approach is applied to three preventive maintenance policies. These policies are intended to maximize the availability or to maintain a minimum level of reliability during the production chain. The results show that our algorithm outperforms existing algorithms. We assumed that the machines might be unavailable periodically during the production scheduling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20systems" title="multi-agent systems">multi-agent systems</a>, <a href="https://publications.waset.org/abstracts/search?q=emergence" title=" emergence"> emergence</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=makespan" title=" makespan"> makespan</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20maintenance" title=" systematic maintenance"> systematic maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling" title=" scheduling"> scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20flow%20shop%20scheduling" title=" hybrid flow shop scheduling"> hybrid flow shop scheduling</a> </p> <a href="https://publications.waset.org/abstracts/69375/an-improved-approach-based-on-mas-architecture-and-heuristic-algorithm-for-systematic-maintenance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69375.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">301</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">13862</span> A Two-Step Framework for Unsupervised Speaker Segmentation Using BIC and Artificial Neural Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Alwosheel">Ahmad Alwosheel</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alqaraawi"> Ahmed Alqaraawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work proposes a new speaker segmentation approach for two speakers. It is an online approach that does not require a prior information about speaker models. It has two phases, a conventional approach such as unsupervised BIC-based is utilized in the first phase to detect speaker changes and train a Neural Network, while in the second phase, the output trained parameters from the Neural Network are used to predict next incoming audio stream. Using this approach, a comparable accuracy to similar BIC-based approaches is achieved with a significant improvement in terms of computation time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title="artificial neural network">artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=diarization" title=" diarization"> diarization</a>, <a href="https://publications.waset.org/abstracts/search?q=speaker%20indexing" title=" speaker indexing"> speaker indexing</a>, <a href="https://publications.waset.org/abstracts/search?q=speaker%20segmentation" title=" speaker segmentation"> speaker segmentation</a> </p> <a href="https://publications.waset.org/abstracts/27191/a-two-step-framework-for-unsupervised-speaker-segmentation-using-bic-and-artificial-neural-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27191.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">502</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">13861</span> Task Based Language Learning: A Paradigm Shift in ESL/EFL Teaching and Learning: A Case Study Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zehra%20Sultan">Zehra Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is based on the task-based language teaching approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT and its efficacy in the EFL/ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Programme of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of General Foundation Programme (GFP) which are skillfully allied to the College Graduate Attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students, and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP, which is apparent in the students’ progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title="task-based language teaching">task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20language" title=" authentic language"> authentic language</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20world%20activities" title=" real world activities"> real world activities</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%2FEFL%20activities" title=" ESL/EFL activities"> ESL/EFL activities</a> </p> <a href="https://publications.waset.org/abstracts/147884/task-based-language-learning-a-paradigm-shift-in-eslefl-teaching-and-learning-a-case-study-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147884.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13860</span> Behind Fuzzy Regression Approach: An Exploration Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lavinia%20B.%20Dulla">Lavinia B. Dulla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration study of the fuzzy regression approach attempts to present that fuzzy regression can be used as a possible alternative to classical regression. It likewise seeks to assess the differences and characteristics of simple linear regression and fuzzy regression using the width of prediction interval, mean absolute deviation, and variance of residuals. Based on the simple linear regression model, the fuzzy regression approach is worth considering as an alternative to simple linear regression when the sample size is between 10 and 20. As the sample size increases, the fuzzy regression approach is not applicable to use since the assumption regarding large sample size is already operating within the framework of simple linear regression. Nonetheless, it can be suggested for a practical alternative when decisions often have to be made on the basis of small data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20regression%20approach" title="fuzzy regression approach">fuzzy regression approach</a>, <a href="https://publications.waset.org/abstracts/search?q=minimum%20fuzziness%20criterion" title=" minimum fuzziness criterion"> minimum fuzziness criterion</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20regression" title=" interval regression"> interval regression</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction%20interval" title=" prediction interval"> prediction interval</a> </p> <a href="https://publications.waset.org/abstracts/139364/behind-fuzzy-regression-approach-an-exploration-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139364.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">299</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">13859</span> A Novel Approach of Power Transformer Diagnostic Using 3D FEM Parametrical Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Brandt">M. Brandt</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Peniak"> A. Peniak</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Makarovi%C4%8D"> J. Makarovič</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Rafajdus"> P. Rafajdus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with a novel approach of power transformers diagnostics. This approach identifies the exact location and the range of a fault in the transformer and helps to reduce operation costs related to handling of the faulty transformer, its disassembly and repair. The advantage of the approach is a possibility to simulate healthy transformer and also all faults, which can occur in transformer during its operation without its disassembling, which is very expensive in practice. The approach is based on creating frequency dependent impedance of the transformer by sweep frequency response analysis measurements and by 3D FE parametrical modeling of the fault in the transformer. The parameters of the 3D FE model are the position and the range of the axial short circuit. Then, by comparing the frequency dependent impedances of the parametrical models with the measured ones, the location and the range of the fault is identified. The approach was tested on a real transformer and showed high coincidence between the real fault and the simulated one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformer" title="transformer">transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=parametrical%20model%20of%20transformer" title=" parametrical model of transformer"> parametrical model of transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=fault" title=" fault"> fault</a>, <a href="https://publications.waset.org/abstracts/search?q=sweep%20frequency%20response%20analysis" title=" sweep frequency response analysis"> sweep frequency response analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20method" title=" finite element method"> finite element method</a> </p> <a href="https://publications.waset.org/abstracts/13144/a-novel-approach-of-power-transformer-diagnostic-using-3d-fem-parametrical-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13144.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">483</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">13858</span> The Role of Eclectic Approach to Teach Communicative Function at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fariha%20Asif">Fariha Asif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to investigate the effectiveness of eclectic approach in teaching of communicative functions. The objectives of the study were to get the information about the use of communicative functions through eclectic approach and to point out the most effective way of teaching functional communication and social interaction with the help of communicative activities through eclectic approach. The next step was to select sample from the selected population. As the research was descriptive so a questionnaire was developed on the basis of hypothesis and distributed to different selected schools of Lahore, Pakistan. Then data was tabulated, analyzed and interpreted through computer by finding percentages of different responses given by teachers to see the results. It was concluded that eclectic approach is effective in teaching communicative functions and communicative functions are better when taught through eclectic approach and communicative activities are more appropriate way of teaching communicative functions. It was found those teachers who were qualified in ELT gave better opinions as compare to those who did not have this degree. Techniques like presentations, dialogues and roleplay proved to be effective for teaching functional communication through communicative activities and also motivate the students not only in learning rules but also in using them to communicate with others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=methodology" title="methodology">methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=functions" title=" functions"> functions</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a> </p> <a href="https://publications.waset.org/abstracts/19494/the-role-of-eclectic-approach-to-teach-communicative-function-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19494.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">569</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">13857</span> An Approach from Fichte as a Response to the Kantian Dualism of Subject and Object: The Unity of the Subject and Object in Both Theoretical and Ethical Possibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mengjie%20Liu">Mengjie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay aims at responding to the Kant arguments on how to fit the self-caused subject into the deterministic object which follows the natural laws. This essay mainly adopts the approach abstracted from Fichte’s “Wissenshaftslehre” (Doctrine of Science) to picture a possible solution to the conciliation of Kantian dualism. The Fichte approach is based on the unity of the theoretical and practical reason, which can be understood as a philosophical abstraction from ordinary experience combining both subject and object. This essay will discuss the general Kantian dualism problem and Fichte’s unity approach in the first part. Then the essay will elaborate on the achievement of this unity of the subject and object through Fichte’s “the I posits itself” process in the second section. The following third section is related to the ethical unity of subject and object based on the Fichte approach. The essay will also discuss the limitation of Fichte’s approach from two perspectives: (1) the theoretical possibility of the existence of the pure I and (2) Schelling’s statement that the Absolute I is a result rather than the originating act. This essay demonstrates a possible approach to unifying the subject and object supported by Fichte’s “Absolute I” and ethical theories and also points out the limitations of Fichte’s theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fichte" title="Fichte">Fichte</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Kantian%20dualism" title=" Kantian dualism"> Kantian dualism</a>, <a href="https://publications.waset.org/abstracts/search?q=Wissenshaftslehre" title=" Wissenshaftslehre"> Wissenshaftslehre</a> </p> <a href="https://publications.waset.org/abstracts/150645/an-approach-from-fichte-as-a-response-to-the-kantian-dualism-of-subject-and-object-the-unity-of-the-subject-and-object-in-both-theoretical-and-ethical-possibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150645.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">92</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">13856</span> The Capabilities Approach as a Future Alternative to Neoliberal Higher Education in the MENA Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ranya%20Elkhayat">Ranya Elkhayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at offering a futures study for higher education in the Middle East. Paying special attention to the negative impacts of neoliberalism, the paper will demonstrate how higher education is now commodified, corporatized and how arts and humanities are eschewed in favor of science and technology. This conceptual paper argues against the neoliberal agenda and aims at providing an alternative exemplified in the Capabilities Approach with special reference to Martha Nussbaum’s theory. The paper is divided into four main parts: the current state of higher education under neoliberal values, a prediction of the conditions of higher education in the near future, the future of higher education using the theoretical framework of the Capabilities Approach, and finally, some areas of concern regarding the approach. The implications of the study demonstrate that Nussbaum’s Capabilities Approach will ensure that the values of education are preserved while avoiding the pitfalls of neoliberalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capabilities%20approach" title="capabilities approach">capabilities approach</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20future" title=" education future"> education future</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=MENA" title=" MENA"> MENA</a> </p> <a href="https://publications.waset.org/abstracts/86544/the-capabilities-approach-as-a-future-alternative-to-neoliberal-higher-education-in-the-mena-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86544.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">197</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">13855</span> A Framework for Internet Education: Personalised Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Wong">Zoe Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to develop a framework for internet education. This framework uses the personalized learning approach for everyone who can freely develop their qualifications & careers. The key components of the framework includes students, teachers, assessments and infrastructure. It allows remove the challenges and limitations of the current educational system and allows learners' to cope with progressing learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20education" title="internet education">internet education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20approach" title=" personalized approach"> personalized approach</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/47256/a-framework-for-internet-education-personalised-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> 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