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measures</title> <meta name="description" content="Search results for: corrective measures"> <meta name="keywords" content="corrective measures"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="corrective measures"> <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> 3745</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: corrective measures</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3745</span> The Effect of Written Corrective Feedback on the Accurate Use of Grammatical Forms by Japanese Low-Intermediate EFL Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayako%20Hasegawa">Ayako Hasegawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ken%20Ubukata"> Ken Ubukata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate whether corrective feedback has any significant effect on Japanese low-intermediate EFL learners’ performance on a specific set of linguistic features. The subjects are Japanese college students majoring in English. They have studied English for about 7 years, but their inter-language seems to fossilize because non-target like errors is frequently observed in traditional deductive teacher-fronted approach. It has been reported that corrective feedback plays an important role in diminishing or overcoming inter-language fossilization and achieving TL competency. Therefore, it was examined how the corrective feedback (the focus of this study was metalinguistic feedback) and self-correction raised the students’ awareness and helped them notice the gaps between their inter-language and the TL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=fossilized%20error" title=" fossilized error"> fossilized error</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20teaching" title=" grammar teaching"> grammar teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2614/the-effect-of-written-corrective-feedback-on-the-accurate-use-of-grammatical-forms-by-japanese-low-intermediate-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3744</span> On Control of Asynchronous Sequential Machines with Switching Capability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang">Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corrective control enables us to change the stable state behavior of an asynchronous sequential machine without modifying inner logic of the machine. This paper addresses corrective control for asynchronous machines with switching capability. The considered asynchronous machine consists of a set of different submachines and switches to each machine according to a constant switching sequence. The control goal is to design a corrective controller such that the closed-loop system can match the behavior of a reference model. The reachability of the switched asynchronous machine is described by a logic calculation of the reachability of submachines. The design procedure of the proposed corrective controller is outlined, and the applicability of the proposed scheme is validated in an example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=switched%20asynchronous%20sequential%20machines" title="switched asynchronous sequential machines">switched asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20feedback" title=" state feedback"> state feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=switching%20sequences" title=" switching sequences"> switching sequences</a> </p> <a href="https://publications.waset.org/abstracts/14853/on-control-of-asynchronous-sequential-machines-with-switching-capability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14853.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">457</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">3743</span> Corrective Feedback and Uptake Patterns in English Speaking Lessons at Hanoi Law University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhac%20Thanh%20Huong">Nhac Thanh Huong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title="corrective feedback">corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=uptake" title=" uptake"> uptake</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20English%20lesson" title=" speaking English lesson"> speaking English lesson</a> </p> <a href="https://publications.waset.org/abstracts/95225/corrective-feedback-and-uptake-patterns-in-english-speaking-lessons-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95225.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">262</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">3742</span> Pre-Service EFL Teachers' Perceptions of Written Corrective Feedback in a Wiki-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mabel%20Ortiz">Mabel Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudio%20D%C3%ADaz"> Claudio Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay" title="argumentative essay">argumentative essay</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20corrective%20feedback" title=" focused corrective feedback"> focused corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki%20environment" title=" wiki environment"> wiki environment</a> </p> <a href="https://publications.waset.org/abstracts/59910/pre-service-efl-teachers-perceptions-of-written-corrective-feedback-in-a-wiki-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59910.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">292</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">3741</span> The Differential Role of Written Corrective Feedback in L2 Students’ Noticing and Its Impact on Writing Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20ElEbyary">Khaled ElEbyary</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shabara"> Ramy Shabara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> L2 research has generally acknowledged the role of noticing in language learning. The role of teacher feedback is to trigger learners’ noticing of errors and direct the writing process. Recently L2 learners are seemingly using computerized applications which provide corrective feedback (CF) at different stages of writing (i.e., during and after writing). This study aimed principally to answer the question, “Is noticing likely to be maximized when feedback on erroneous output is electronically provided either during or after the composing stage, or does teacher annotated feedback have a stronger effect?”. Seventy-five participants were randomly distributed into four groups representing four conditions. These include receiving automated feedback at the composing stage, automated feedback after writing, teacher feedback, and no feedback. Findings demonstrate the impact of CF on writing and the intensity of noticing certain language areas at different writing stages and from different feedback sources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=noticing" title=" noticing"> noticing</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20written%20corrective%20feedback" title=" automated written corrective feedback"> automated written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20acquisition" title=" L2 acquisition"> L2 acquisition</a> </p> <a href="https://publications.waset.org/abstracts/166316/the-differential-role-of-written-corrective-feedback-in-l2-students-noticing-and-its-impact-on-writing-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166316.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">96</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">3740</span> Feedback in the Language Class: An Action Research Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Golzari%20Koloor">Arash Golzari Koloor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback seems to be an inseparable part of teaching a second/foreign language. One type of feedback is corrective feedback which is one type of error treatment in second language classrooms. This study is a report on the types of corrective feedback employed in an IELTS preparation course. The types of feedback, their frequencies, and their effectiveness are enlisted, enumerated, and interpreted. The results showed that explicit correction and recast were the most frequent types of feedback while repetition and elicitation were the least. The results also revealed that metalinguistic feedback, elicitation, and explicit correction were the most effective types of feedback and affected learners performance greatly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title="classroom interaction">classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a> </p> <a href="https://publications.waset.org/abstracts/63657/feedback-in-the-language-class-an-action-research-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3739</span> Content and Language Integrated Instruction: An Investigation of Oral Corrective Feedback in the Chinese Immersion Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Yao">Qin Yao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content and language integrated instruction provides second language learners instruction in subject matter and language, and is greatly valued, particularly in the language immersion classroom where a language other than students’ first language is the vehicle for teaching school curriculum. Corrective feedback is an essential instructional technique for teachers to integrate a focus on language into their content instruction. This study aims to fill a gap in the literature on immersion—the lack of studies examining corrective feedback in Chinese immersion classrooms, by studying learning opportunities brought by oral corrective feedback in a Chinese immersion classroom. Specifically, it examines what is the distribution of different types of teacher corrective feedback and how students respond to each feedback type, as well as how the focus of the teacher-student interactional exchanges affect the effect of feedback. Two Chinese immersion teachers and their immersion classes were involved, and data were collected through classroom observations interviews. Observations document teachers’ provision of oral corrective feedback and students’ responses following the feedback in class, and interviews with teachers collected teachers’ reflective thoughts about their teaching. A primary quantitative and qualitative analysis of the data revealed that, among different types of corrective feedback, recast occurred most frequently. Metalinguistic clue and repetition were the least occurring feedback types. Clarification request lead to highest percentage of learner uptake manifested by learners’ oral production immediately following the feedback, while explicit correction came the second and recast the third. In addition, the results also showed the interactional context played a role in the effectiveness of the feedback: teachers were most likely to give feedback in conversational exchanges that focused on explicit language and content, while students were most likely to use feedback in exchanges that focused on explicit language. In conclusion, the results of this study indicate recasts are preferred by Chinese immersion teachers, confirming results of previous studies on corrective feedback in non-Chinese immersion classrooms; and clarification request and explicit language instruction elicit more target language production from students and are facilitative in their target language development, thus should not be overlooked in immersion and other content and language integrated classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20immersion" title="Chinese immersion">Chinese immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20instruction" title=" content and language integrated instruction"> content and language integrated instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/38640/content-and-language-integrated-instruction-an-investigation-of-oral-corrective-feedback-in-the-chinese-immersion-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38640.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">411</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">3738</span> Design and Evaluation of Corrective Orthosis Knee for Hyperextension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Narvaez%20Gaitan">Valentina Narvaez Gaitan</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20K.%20Rodriguez%20Ramirez"> Paula K. Rodriguez Ramirez</a>, <a href="https://publications.waset.org/abstracts/search?q=Derian%20D.%20Espinosa"> Derian D. Espinosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corrective orthosis has great importance in orthopedic treatments providing assistance in improving mobility and stability in order to improve the quality of life for a different patient. The corrective orthosis studied in this article can correct deformities, reduce pain, and improve the ability to perform daily activities. This work describes the design and evaluation of a corrective orthosis for knee hyperextension. This orthosis is capable of generating a progressive and variable alignment of the joint, limiting the range of motion according to medical criteria. The main objective was to design a corrective knee orthosis capable of correcting knee hyperextension progressively to return to its natural angle with greater economic affordability and adjustable size. The limiting mechanism is based on a goniometer to determine the desired angles. The orthosis was made of acrylic to reduce costs and maintenance; neoprene is also used to make comfortable contact; additionally, Velcro was used in order to adjust the orthosis for various sizes. Simulations of static and fatigue analysis of the mechanism were performed to verify its resistance and durability under normal conditions. A biomechanical gait study of gait was carried out on 10 healthy subjects without the orthosis and limiting their knee extension capacity in a normal gait cycle with the orthosis to observe the efficiency of the proposed system. In the results obtained, the knee angle curves show that the maximum extension angle was the established angle by the orthosis. Showing the efficiency of the proposed design for different leg sizes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomechanical%20study" title="biomechanical study">biomechanical study</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20orthosis" title=" corrective orthosis"> corrective orthosis</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=goniometer" title=" goniometer"> goniometer</a>, <a href="https://publications.waset.org/abstracts/search?q=knee%20hyperextension." title=" knee hyperextension."> knee hyperextension.</a> </p> <a href="https://publications.waset.org/abstracts/165805/design-and-evaluation-of-corrective-orthosis-knee-for-hyperextension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3737</span> Analyzing the Performance of Different Cost-Based Methods for the Corrective Maintenance of a System in Thermal Power Plants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Demet%20Ozgur-Unluakin">Demet Ozgur-Unluakin</a>, <a href="https://publications.waset.org/abstracts/search?q=Busenur%20Turkali"> Busenur Turkali</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Caglar%20Aksezer"> S. Caglar Aksezer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the age of industrialization, maintenance has always been a very crucial element for all kinds of factories and plants. With today’s increasingly developing technology, the system structure of such facilities has become more complicated, and even a small operational disruption may return huge losses in profits for the companies. In order to reduce these costs, effective maintenance planning is crucial, but at the same time, it is a difficult task because of the complexity of systems. The most important aspect of correct maintenance planning is to understand the structure of the system, not to ignore the dependencies among the components and as a result, to model the system correctly. In this way, it will be better to understand which component improves the system more when it is maintained. Undoubtedly, proactive maintenance at a scheduled time reduces costs because the scheduled maintenance prohibits high losses in profits. But the necessity of corrective maintenance, which directly affects the situation of the system and provides direct intervention when the system fails, should not be ignored. When a fault occurs in the system, if the problem is not solved immediately and proactive maintenance time is awaited, this may result in increased costs. This study proposes various maintenance methods with different efficiency measures under corrective maintenance strategy on a subsystem of a thermal power plant. To model the dependencies between the components, dynamic Bayesian Network approach is employed. The proposed maintenance methods aim to minimize the total maintenance cost in a planning horizon, as well as to find the most appropriate component to be attacked on, which improves the system reliability utmost. Performances of the methods are compared under corrective maintenance strategy. Furthermore, sensitivity analysis is also applied under different cost values. Results show that all fault effect methods perform better than the replacement effect methods and this conclusion is also valid under different downtime cost values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20Bayesian%20networks" title="dynamic Bayesian networks">dynamic Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance" title=" maintenance"> maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-component%20systems" title=" multi-component systems"> multi-component systems</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/108702/analyzing-the-performance-of-different-cost-based-methods-for-the-corrective-maintenance-of-a-system-in-thermal-power-plants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3736</span> Raising Linguistic Awareness through Metalinguistic Written Corrective Feedback </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orit%20Zeevy-Solovey">Orit Zeevy-Solovey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammar has traditionally been taught for its own sake, emphasizing rules and drills. However, in recent years, more emphasis is given to communicative competence. Current research suggests that form-focused instruction is notably efficient when incorporated in a meaningful communicative context. It is maintained that writing tasks related to the students’ academic fields will encourage them to express themselves openly in topics that are close to their hearts, without feeling too uneasy about grammatical forms. The teacher can further reduce students’ apprehension of grammar by announcing that credit will be given for merely doing the task and that grammar mistakes will not affect the grade. Students’ linguistic errors can then be corrected by giving metalinguistic feedback which involves providing learners with some kind of explicit remark about the nature of the errors they have made. Research has also shown that learners’ developmental readiness is an important factor influencing the effectiveness of written corrective feedback. Larger effect sizes appear as the proficiency level is higher. The purposes of this paper are to demonstrate how grammar can be taught indirectly through writing tasks, and more specifically, how the use of metalinguistic written corrective feedback given to advanced English as a Foreign Language (EFL) students can raise their linguistic awareness. Since errors are not directly corrected, the students have to work out the corrections needed through exploring grammar books and websites. Longitudinal studies of metalinguistic written corrective feedback comparing the number of errors in students’ first and fourth compositions have shown a decrease in errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness" title=" linguistic awareness"> linguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20corrective%20feedback" title=" metalinguistic corrective feedback"> metalinguistic corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20grammar%20through%20writing" title=" teaching grammar through writing"> teaching grammar through writing</a> </p> <a href="https://publications.waset.org/abstracts/110399/raising-linguistic-awareness-through-metalinguistic-written-corrective-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110399.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">132</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">3735</span> Human-Elephant Conflict and Mitigation Measures in Buffer Zone of Bardia National Park, Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabin%20Paudel">Rabin Paudel</a>, <a href="https://publications.waset.org/abstracts/search?q=Dambar%20Bahadur%20Mahato"> Dambar Bahadur Mahato</a>, <a href="https://publications.waset.org/abstracts/search?q=Prabin%20Poudel"> Prabin Poudel</a>, <a href="https://publications.waset.org/abstracts/search?q=Bijaya%20Neupane"> Bijaya Neupane</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakar%20Jha"> Sakar Jha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding Human-Elephant Conflict (HEC) is very important in countries like Nepal, where solutions to escalating conflicts are urgently required. However, most of the HEC mitigation measures implemented so far have been done on an ad hoc basis without the detailed understanding of nature and extent of the damage. This study aims to assess the current scenario of HEC in regards to crop and property damages by Wild Asian Elephant and people’s perception towards existing mitigating measures and elephant conservation in Buffer zone area of Bardia National Park. The methods used were a questionnaire survey (N= 178), key-informant interview (N= 18) and focal group discussions (N= 6). Descriptive statistics were used to determine the nature and extent of damage and to understand people’s perception towards HEC, its mitigation measures and elephant conservation. Chi-square test was applied to determine the significance of crop and property damages with respect to distance from the park boundary. Out of all types of damage, crop damage was found to be the highest (51%), followed by house damage (31%) and damage to stored grains (18%) with winter being the season with the greatest elephant damage. Among 178 respondents, the majority of them (82%) were positive towards elephant conservation despite the increment in HEC incidents as perceived by 88% of total respondents. Among the mitigation measures present, the most applied was electric fence (91%) followed by barbed wire fence (5%), reinforced concrete cement wall (3%) and gabion wall (1%). Most effective mitigation measures were reinforced concrete cement wall and gabion wall. To combat increasing crop damage, the insurance policy should be initiated. The efficiency of the mitigation measures should be timely monitored, and corrective measures should be applied as per the need. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crop%20and%20property%20damage" title="crop and property damage">crop and property damage</a>, <a href="https://publications.waset.org/abstracts/search?q=elephant%20conflict" title=" elephant conflict"> elephant conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=Asiatic%20wild%20elephant" title=" Asiatic wild elephant"> Asiatic wild elephant</a>, <a href="https://publications.waset.org/abstracts/search?q=mitigation%20measures" title=" mitigation measures"> mitigation measures</a> </p> <a href="https://publications.waset.org/abstracts/111975/human-elephant-conflict-and-mitigation-measures-in-buffer-zone-of-bardia-national-park-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111975.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">149</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">3734</span> Assessment of the Impact of Traffic Safety Policy in Barcelona, 2010-2019</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Llu%C3%ADs%20Berm%C3%BAdez">Lluís Bermúdez</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20%20Morillo"> Isabel Morillo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Road safety involves carrying out a determined and explicit policy to reduce accidents. In the city of Barcelona, through the Local Road Safety Plan 2013-2018, in line with the framework that has been established at the European and state level, a series of preventive, corrective and technical measures are specified, with the priority objective of reducing the number of serious injuries and fatalities. In this work, based on the data from the accidents managed by the local police during the period 2010-2019, an analysis is carried out to verify whether the measures established in the Plan to reduce the accident rate have had an effect or not and to what extent. The analysis focuses on the type of accident and the type of vehicles involved. Different count regression models have been fitted, from which it can be deduced that the number of serious and fatal victims of the accidents that have occurred in the city of Barcelona has been reduced as the measures approved by the authorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accident%20reduction" title="accident reduction">accident reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=count%20regression%20models" title=" count regression models"> count regression models</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20safety" title=" road safety"> road safety</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20traffic" title=" urban traffic"> urban traffic</a> </p> <a href="https://publications.waset.org/abstracts/148201/assessment-of-the-impact-of-traffic-safety-policy-in-barcelona-2010-2019" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3733</span> Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are: 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coded%20indirect%20corrective%20feedback" title="coded indirect corrective feedback">coded indirect corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=frequent%20English%20writing%20errors" title=" frequent English writing errors"> frequent English writing errors</a> </p> <a href="https://publications.waset.org/abstracts/13316/correction-of-frequent-english-writing-errors-by-using-coded-indirect-corrective-feedback-and-error-treatment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13316.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">237</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">3732</span> Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment: The Case of Reading and Writing English for Academic Purposes II</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coded%20indirect%20corrective%20feedback" title="coded indirect corrective feedback">coded indirect corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20writing" title=" English writing"> English writing</a> </p> <a href="https://publications.waset.org/abstracts/12169/correction-of-frequent-english-writing-errors-by-using-coded-indirect-corrective-feedback-and-error-treatment-the-case-of-reading-and-writing-english-for-academic-purposes-ii" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12169.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">306</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">3731</span> ESL Students’ Engagement with Written Corrective Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Karim">Khaled Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although a large number of studies have examined the effectiveness of written corrective feedback (WCF) in L2 writing, very few studies have investigated students’ attitudes towards the feedback and their perspectives regarding the usefulness of different types of feedback. Using prompted stimulated recall interviews, this study investigated ESL students’ perceptions and attitudes towards the CF they received as well as their preferences and reactions to the corrections. 24 ESL students first received direct (e.g., providing target forms after crossing out erroneous forms) and indirect (e.g., underlining and underline+metalinguistic) CF on four written tasks and then participated in an interview with the researcher. The analysis revealed that both direct and indirect CF were judged to be useful strategies for correction but in different ways. Underline only CF helped them think about the nature and type of the errors they made while metalinguistic CF was useful as it provided clues about the nature and type of the errors. Most participants indicated that indirect correction needed sufficient prior knowledge of the form to be effective. The majority of the students found the combination of underlining with metalinguistic information as the most effective method of providing feedback. Detailed findings will be presented, and pedagogical implications of the study will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20writing" title="ESL writing">ESL writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title=" written corrective feedback"> written corrective feedback</a> </p> <a href="https://publications.waset.org/abstracts/79584/esl-students-engagement-with-written-corrective-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79584.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">236</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">3730</span> Daily Site Risks Associated with Construction Projects and On-spot Corrective Measurements: Case Study of Revamping Projects in Kuwait Oil Company Fields Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yousef%20S.%20Al-Othman">Yousef S. Al-Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growth and expansion of the industrial facilities comes proportional to the market increasing demand of products and services. Furthermore, raw material producers such as oil companies usually undergo massive revamping projects to maintain a synchronized supply. These revamping projects are usually delivered through challenging construction projects held and associated with daily site risks related to the construction process. Henceforth, a case study related to these risks and corresponding on-spot corrective measurements has been made on a certain number of construction project contractors at Kuwait Oil Company (KOC) to derive the benefits and overall effectiveness of the on-spot corrective measurements during the construction phase of a project, and how would the same help in avoiding major incidents, ensuring a smooth, cost effective and on time delivery of the project. Findings of this case study shall have an added value to the overall risk management process by minimizing the daily site risks that may affect the project lead time, resulting in an undisturbed on-site construction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oil%20and%20gas" title="oil and gas">oil and gas</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20projects" title=" construction projects"> construction projects</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20lead%20time" title=" project lead time"> project lead time</a> </p> <a href="https://publications.waset.org/abstracts/113767/daily-site-risks-associated-with-construction-projects-and-on-spot-corrective-measurements-case-study-of-revamping-projects-in-kuwait-oil-company-fields-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113767.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">3729</span> Investigating the Causes of Human Error-Induced Incidents in the Maintenance Operations of Petrochemical Industry by Using Human Factors Analysis and Classification System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Kalatpour">Omid Kalatpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Ajdari"> Mohammadreza Ajdari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article studied the possible causes of human error-induced incidents in the petrochemical industry maintenance activities by using Human Factors Analysis and Classification System (HFACS). The purpose of the study was anticipating and identifying these causes and proposing corrective and preventive actions. Maintenance department in a petrochemical company was selected for research. A checklist of human error-induced incidents was developed based on four HFACS main levels and nineteen sub-groups. Hierarchical task analysis (HTA) technique was used to identify maintenance activities and tasks. The main causes of possible incidents were identified by checklist and recorded. Corrective and preventive actions were defined depending on priority. Analyzing the worksheets of 444 activities in four levels of HFACS showed 37.6% of the causes were at the level of unsafe actions, 27.5% at the level of unsafe supervision, 20.9% at the level of preconditions for unsafe acts and 14% of the causes were at the level of organizational effects. The HFACS sub-groups showed errors (24.36%) inadequate supervision (14.89%) and violations (13.26%) with the most frequency. According to findings of this study, increasing the training effectiveness of operators and supervision improvement respectively are the most important measures in decreasing the human error-induced incidents in petrochemical industry maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20error" title="human error">human error</a>, <a href="https://publications.waset.org/abstracts/search?q=petrochemical%20industry" title=" petrochemical industry"> petrochemical industry</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance" title=" maintenance"> maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=HFACS" title=" HFACS"> HFACS</a> </p> <a href="https://publications.waset.org/abstracts/73355/investigating-the-causes-of-human-error-induced-incidents-in-the-maintenance-operations-of-petrochemical-industry-by-using-human-factors-analysis-and-classification-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73355.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">242</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">3728</span> Operational Measures for Greenhouse Gas Reduction from Ships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gorana%20Jelic%20Mrcelic">Gorana Jelic Mrcelic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to reduce greenhouse gas emissions from ships, technical and operational measures can be used. Operational measures are easier and cheaper compared to technical measures, so are well recommended. One of the most cost-effective operational measure is fuel consumption. Fuel consumption can be reduced by various options but it sometimes needs investments in new equipment, new procedures and crew education. In order to implement operational measures in everyday procedures and routines on board, good understanding of the mechanisms by which these measures work is essential for the seamen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20shipping" title="green shipping">green shipping</a>, <a href="https://publications.waset.org/abstracts/search?q=gas%20emission%20reduction" title=" gas emission reduction"> gas emission reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20measures" title=" operational measures"> operational measures</a>, <a href="https://publications.waset.org/abstracts/search?q=seamen" title=" seamen"> seamen</a> </p> <a href="https://publications.waset.org/abstracts/20223/operational-measures-for-greenhouse-gas-reduction-from-ships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20223.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">516</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">3727</span> Factors Affecting Employee Performance: A Case Study in Marketing and Trading Directorate, Pertamina Ltd.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saptiadi%20Nugroho">Saptiadi Nugroho</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Nur%20Muhamad%20Afif"> A. Nur Muhamad Afif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding factors that influence employee performance is very important. By finding the significant factors, organization could intervene to improve the employee performance that simultaneously will affect organization itself. In this research, four aspects consist of PCCD training, education level, corrective action, and work location were tested to identify their influence on employee performance. By using correlation analysis and T-Test, it was found that employee performance significantly influenced by PCCD training, work location, and corrective action. Meanwhile the education level did not influence employee performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20development" title="employee development">employee development</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20performance" title=" employee performance"> employee performance</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20management%20system" title=" performance management system"> performance management system</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a> </p> <a href="https://publications.waset.org/abstracts/6460/factors-affecting-employee-performance-a-case-study-in-marketing-and-trading-directorate-pertamina-ltd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6460.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">390</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">3726</span> Comparison of Various Policies under Different Maintenance Strategies on a Multi-Component System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Demet%20Ozgur-Unluakin">Demet Ozgur-Unluakin</a>, <a href="https://publications.waset.org/abstracts/search?q=Busenur%20Turkali"> Busenur Turkali</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Karacaorenli"> Ayse Karacaorenli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maintenance strategies can be classified into two types, which are reactive and proactive, with respect to the time of the failure and maintenance. If the maintenance activity is done after a breakdown, it is called reactive maintenance. On the other hand, proactive maintenance, which is further divided as preventive and predictive, focuses on maintaining components before a failure occurs to prevent expensive halts. Recently, the number of interacting components in a system has increased rapidly and therefore, the structure of the systems have become more complex. This situation has made it difficult to provide the right maintenance decisions. Herewith, determining effective decisions has played a significant role. In multi-component systems, many methodologies and strategies can be applied when a component or a system has already broken down or when it is desired to identify and avoid proactively defects that could lead to future failure. This study focuses on the comparison of various maintenance strategies on a multi-component dynamic system. Components in the system are hidden, although there exists partial observability to the decision maker and they deteriorate in time. Several predefined policies under corrective, preventive and predictive maintenance strategies are considered to minimize the total maintenance cost in a planning horizon. The policies are simulated via Dynamic Bayesian Networks on a multi-component system with different policy parameters and cost scenarios, and their performances are evaluated. Results show that when the difference between the corrective and proactive maintenance cost is low, none of the proactive maintenance policies is significantly better than the corrective maintenance. However, when the difference is increased, at least one policy parameter for each proactive maintenance strategy gives significantly lower cost than the corrective maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20Bayesian%20networks" title=" dynamic Bayesian networks"> dynamic Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance" title=" maintenance"> maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-component%20systems" title=" multi-component systems"> multi-component systems</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/108704/comparison-of-various-policies-under-different-maintenance-strategies-on-a-multi-component-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108704.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">129</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">3725</span> The New Approach to Airport Emergency Plans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jakub%20Kraus">Jakub Kraus</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladim%C3%ADr%20Plos"> Vladimír Plos</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Vittek"> Peter Vittek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with a new approach to the airport emergency plans, which are the basic documents and manuals for dealing with events with impact on safety or security. The article describes the identified parts in which the current airport emergency plans do not fulfill their role and which should therefore be considered in the creation of corrective measures. All these issues have been identified at airports in the Czech Republic and confirmed at airports in neighboring countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airport%20emergency%20plan" title="airport emergency plan">airport emergency plan</a>, <a href="https://publications.waset.org/abstracts/search?q=aviation%20safety" title=" aviation safety"> aviation safety</a>, <a href="https://publications.waset.org/abstracts/search?q=aviation%20security" title=" aviation security"> aviation security</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20management%20system" title=" comprehensive management system"> comprehensive management system</a> </p> <a href="https://publications.waset.org/abstracts/12640/the-new-approach-to-airport-emergency-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12640.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">511</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">3724</span> Conditions for Fault Recovery of Interconnected Asynchronous Sequential Machines with State Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%E2%80%93Min%20Yang">Jung–Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, fault recovery for parallel interconnected asynchronous sequential machines is studied. An adversarial input can infiltrate into one of two submachines comprising parallel composition of the considered asynchronous sequential machine, causing an unauthorized state transition. The control objective is to elucidate the condition for the existence of a corrective controller that makes the closed-loop system immune against any occurrence of adversarial inputs. In particular, an efficient existence condition is presented that does not need the complete modeling of the interconnected asynchronous sequential machine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=parallel%20composi-tion" title=" parallel composi-tion"> parallel composi-tion</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20tolerance" title=" fault tolerance"> fault tolerance</a> </p> <a href="https://publications.waset.org/abstracts/81893/conditions-for-fault-recovery-of-interconnected-asynchronous-sequential-machines-with-state-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81893.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">230</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">3723</span> Feedback Preference and Practice of English Majors’ in Pronunciation Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claerchille%20Jhulia%20Robin">Claerchille Jhulia Robin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the perspective of ESL learners towards pronunciation instruction. It sought to determine how these learners view the type of feedback their speech teacher gives and its impact on their own classroom practice of providing feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English. A survey questionnaire and interview guide were used for data gathering. The data from the survey was tabulated using frequency count and the data from the interview were then transcribed and analyzed. Results showed that ESL learners favor immediate corrective feedback and they do not find any issue in being corrected in front of their peers. They also practice the same corrective technique in their own classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20perspective" title=" learner perspective"> learner perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20instruction" title=" pronunciation instruction"> pronunciation instruction</a> </p> <a href="https://publications.waset.org/abstracts/95311/feedback-preference-and-practice-of-english-majors-in-pronunciation-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95311.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">3722</span> Asynchronous Sequential Machines with Fault Detectors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seong%20Woo%20Kwak">Seong Woo Kwak</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang"> Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A strategy of fault diagnosis and tolerance for asynchronous sequential machines is discussed in this paper. With no synchronizing clock, it is difficult to diagnose an occurrence of permanent or stuck-in faults in the operation of asynchronous machines. In this paper, we present a fault detector comprised of a timer and a set of static functions to determine the occurrence of faults. In order to realize immediate fault tolerance, corrective control theory is applied to designing a dynamic feedback controller. Existence conditions for an appropriate controller and its construction algorithm are presented in terms of reachability of the machine and the feature of fault occurrences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20diagnosis%20and%20tolerance" title=" fault diagnosis and tolerance"> fault diagnosis and tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20detector" title=" fault detector"> fault detector</a> </p> <a href="https://publications.waset.org/abstracts/53634/asynchronous-sequential-machines-with-fault-detectors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53634.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">349</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">3721</span> Empirical Exploration of Correlations between Software Design Measures: A Replication Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software engineers apply different measures to quantify the quality of software design. These measures consider artifacts developed at low or high level software design phases. The results are used to point to design weaknesses and to indicate design points that have to be restructured. Understanding the relationship among the quality measures and among the design quality aspects considered by these measures is important to interpreting the impact of a measure for a quality aspect on other potentially related aspects. In addition, exploring the relationship between quality measures helps to explain the impact of different quality measures on external quality aspects, such as reliability and maintainability. In this paper, we report a replication study that empirically explores the correlation between six well known and commonly applied design quality measures. These measures consider several quality aspects, including complexity, cohesion, coupling, and inheritance. The results indicate that inheritance measures are weakly correlated to other measures, whereas complexity, coupling, and cohesion measures are mostly strongly correlated.   <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20attribute" title="quality attribute">quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20measure" title=" quality measure"> quality measure</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20design%20quality" title=" software design quality"> software design quality</a>, <a href="https://publications.waset.org/abstracts/search?q=Spearman%20correlation" title=" Spearman correlation"> Spearman correlation</a> </p> <a href="https://publications.waset.org/abstracts/77694/empirical-exploration-of-correlations-between-software-design-measures-a-replication-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77694.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">3720</span> The Effect of a Three-Month Training Program on the Back Kyphosis of Former Male Addicts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20J.%20Pourvaghar">M. J. Pourvaghar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh.%20Khoshemehry"> Sh. Khoshemehry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adopting inappropriate body posture during addiction can cause muscular and skeletal deformities. This study is aimed at investigating the effects of a program of the selected corrective exercises on the kyphosis of addicted male patients. Materials and methods: This was a quasi-experimental study. This study has been carried out using the semi-experimental method. The subjects of the present study included 104 addicted men between 25 to 45 years of age. In 2014, these men were referred to one of the NA (Narcotic Anonymous) centres in Kashan in 2015. A total of 24 people suffering from drug withdrawal, who had abnormal kyphosis, were purposefully selected as a sample. The sample was randomly divided into two groups, experimental and control; each group consisted of 12 people. The experimental group participated in a training program for 12 weeks consisting of three 60 minute sessions per week. That includes strengthening, stretching and PNF exercises (deep stretching of the muscle). The control group did no exercise or corrective activity. The Kolmogorov-Smirnov test was used to assess normal distribution of data; and a paired t-test and covariance analysis test were used to assess the effectiveness of the exercises, with a significance level of P≤0.05 by using SPSS18. The results showed that three months of the selected corrective exercises had a significant effect (P≤ 0.005) on the correction of the kyphosis of the addicted male patients after three months of rehabilitation (drug withdrawal) in the experimental group, while there was no significant difference recorded in the control group (P≥0.05). The results show that exercise and corrective activities can be used as non-invasive and non-pharmacological methods to rehabilitate kyphosis abnormalities after drug withdrawal and treatment for addiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kyphosis" title="kyphosis">kyphosis</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise-rehabilitation" title=" exercise-rehabilitation"> exercise-rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=addict" title=" addict"> addict</a>, <a href="https://publications.waset.org/abstracts/search?q=addiction" title=" addiction"> addiction</a> </p> <a href="https://publications.waset.org/abstracts/48472/the-effect-of-a-three-month-training-program-on-the-back-kyphosis-of-former-male-addicts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48472.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">280</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">3719</span> SSRUIC Students’ Attitude and Preference toward Error Corrections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Papitchaya%20Papangkorn">Papitchaya Papangkorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Matching the expectations of teachers and learners is significant for successful language learning. Moreover, teachers should discover what their learners think and feel about what and how they want to learn. Therefore, this study investigates International College, Suan Sunandha Rajabhat University students’ preferences toward error corrections in order to help SSRUIC teachers match their expectations and their learners because it is important for successful language learning. This study examined the learners’ attitude and preference toward error correction through 50 first year SSRUIC students both male (25) and female (25) in Bangkok, Thailand. The data were collected from a questionnaire and interviews to investigate the necessity and frequency, timing, type of errors, method of corrective feedback, and person who gives error correction in order to answer the overall research question and sub-questions. The findings indicate five suggestions regarding the overall research question. Firstly, errors should be treated, and always be treated. Secondly, treating errors after finish speaking is the most appropriate time. Thirdly, “errors that may cause problems in an understanding of listener” and “frequent spoken errors” should be treated. Fourthly, repetition and explicit feedback were the most popular types of feedback among males, whereas metalinguistic feedback was the most favoured types amongst females. Finally, teachers were the most preferred person to deliver corrective feedback for the learners. Although the results of the study are difficult to generalize to a larger population, which are Thai EFL learners because of the small sample, the findings provide useful information that may contribute to understanding of SSRUIC learners’ preferences toward error corrections and it might reduce the gap between what teachers employ and what students expect when receiving corrective feedback. The reduction of this gap may be useful for the learning process and could enhance the efforts of both teachers and learners in a Thai context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=preference" title=" preference"> preference</a> </p> <a href="https://publications.waset.org/abstracts/18386/ssruic-students-attitude-and-preference-toward-error-corrections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18386.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">357</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">3718</span> A Process FMEA in Aero Fuel Pump Manufacturing and Conduct the Corrective Actions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zohre%20Soleymani">Zohre Soleymani</a>, <a href="https://publications.waset.org/abstracts/search?q=Meisam%20Amirzadeh"> Meisam Amirzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many products are safety critical, so proactive analysis techniques are vital for them because these techniques try to identify potential failures before the products are produced. Failure Mode and Effective Analysis (FMEA) is an effective tool in identifying probable problems of product or process and prioritizing them and planning for its elimination. The paper shows the implementation of FMEA process to identify and remove potential troubles of aero fuel pumps manufacturing process and improve the reliability of subsystems. So the different possible causes of failure and its effects along with the recommended actions are discussed. FMEA uses Risk Priority Number (RPN) to determine the risk level. RPN value is depending on Severity(S), Occurrence (O) and Detection (D) parameters, so these parameters need to be determined. After calculating the RPN for identified potential failure modes, the corrective actions are defined to reduce risk level according to assessment strategy and determined acceptable risk level. Then FMEA process is performed again and RPN revised is calculated. The represented results are applied in the format of a case study. These results show the improvement in manufacturing process and considerable reduction in aero fuel pump production risk level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FMEA" title="FMEA">FMEA</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20priority%20number" title=" risk priority number"> risk priority number</a>, <a href="https://publications.waset.org/abstracts/search?q=aero%20pump" title=" aero pump"> aero pump</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20action" title=" corrective action"> corrective action</a> </p> <a href="https://publications.waset.org/abstracts/60493/a-process-fmea-in-aero-fuel-pump-manufacturing-and-conduct-the-corrective-actions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60493.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">286</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">3717</span> Enhancing Students' Utilization of Written Corrective Feedback through Teacher-Student Writing Conferences: A Case Study in English Writing Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsao%20Jui-Jung">Tsao Jui-Jung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research findings have shown that most students do not fully utilize the written corrective feedback provided by teachers (Stone, 2014). This common phenomenon results in the ineffective utilization of teachers' written corrective feedback. As Ellis (2010) points out, the effectiveness of written corrective feedback depends on the level of student engagement with it. Therefore, it is crucial to understand how students utilize the written corrective feedback from their teachers. Previous studies have confirmed the positive impact of teacher-student writing conferences on students' engagement in the writing process and their writing abilities (Hum, 2021; Nosratinia & Nikpanjeh, 2019; Wong, 1996; Yeh, 2016, 2019). However, due to practical constraints such as time limitations, this instructional activity is not fully utilized in writing classrooms (Alfalagg, 2020). Therefore, to address this research gap, the purpose of this study was to explore several aspects of teacher-student writing conferences, including the frequency of meaning negotiation (i.e., comprehension checks, confirmation checks, and clarification checks) and teacher scaffolding techniques (i.e., feedback, prompts, guidance, explanations, and demonstrations) in teacher-student writing conferences, examining students’ self-assessment of their writing strengths and weaknesses in post-conference journals and their experiences with teacher-student writing conferences (i.e., interaction styles, communication levels, how teachers addressed errors, and overall perspectives on the conferences), and gathering insights from their responses to open-ended questions in the final stage of the study (i.e., their preferences and reasons for different written corrective feedback techniques used by teachers and their perspectives and suggestions on teacher-student writing conferences). Data collection methods included transcripts of audio recordings of teacher-student writing conferences, students’ post-conference journals, and open-ended questionnaires. The participants of this study were sophomore students enrolled in an English writing course for a duration of one school year. Key research findings are as follows: Firstly, in terms of meaning negotiation, students attempted to clearly understand the corrective feedback provided by the teacher-researcher twice as often as the teacher-researcher attempted to clearly understand the students' writing content. Secondly, the most commonly used scaffolding technique in the conferences was prompting (indirect feedback). Thirdly, the majority of participants believed that teacher-student writing conferences had a positive impact on their writing abilities. Fourthly, most students preferred direct feedback from the teacher-research as it directly pointed out their errors and saved them time in revision. However, some students still preferred indirect feedback, as they believed it encouraged them to think and self-correct. Based on the research findings, this study proposes effective teaching recommendations for English writing instruction aimed at optimizing teaching strategies and enhancing students' writing abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20writing%20conferences" title=" teacher-student writing conferences"> teacher-student writing conferences</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/170910/enhancing-students-utilization-of-written-corrective-feedback-through-teacher-student-writing-conferences-a-case-study-in-english-writing-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170910.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">77</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">3716</span> Tolerating Input Faults in Asynchronous Sequential Machines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang">Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A method of tolerating input faults for input/state asynchronous sequential machines is proposed. A corrective controller is placed in front of the considered asynchronous machine to realize model matching with a reference model. The value of the external input transmitted to the closed-loop system may change by fault. We address the existence condition for the controller that can counteract adverse effects of any input fault while maintaining the objective of model matching. A design procedure for constructing the controller is outlined. The proposed reachability condition for the controller design is validated in an illustrative example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20tolerance" title=" fault tolerance"> fault tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=input%20faults" title=" input faults"> input faults</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20matching" title=" model matching"> model matching</a> </p> <a href="https://publications.waset.org/abstracts/41919/tolerating-input-faults-in-asynchronous-sequential-machines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41919.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">424</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corrective%20measures&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corrective%20measures&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corrective%20measures&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corrective%20measures&page=5">5</a></li> <li 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