CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: best picture</title> <meta name="description" content="Search results for: best picture"> <meta name="keywords" content="best picture"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="best picture" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="best picture"> <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> 588</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: best picture</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">588</span> The Preparation and Effectiveness of Picture Book for Increasing Knowledge about Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denia%20Prameswari">Denia Prameswari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impacts of divorce are not only felt by parents but also by children. Preschool children are the most distressed while facing parental divorce. The negative impacts of divorce on children can be minimized when children had pervious knowledge about the event. One of the method to give knowledge about divorce to children is through picture book. Unfortunately, in Indonesia, researchers have not found picture books for preschoolers about divorce. This study aims to test the effectiveness of picture book in increasing knowledge of preschool children about divorce. Formulation of picture books in this study is based on three sources of information: (1) the study of literature, (2) analysis of picture books, and (3) need assessment. This picture book that have been prepared, then used to test its effectiveness for increasing knowledge of preschool children about divorce. The test was conducted using pre and post test on 5 participants. The statistical method used in this study is paired sample t-test. The purposive sampling method was used to select the participants. The participants for this study are preschool children with parents that is undergoing divorce proceedings. The result shows that picture books in this study significantly increase preschool children's knowledge about divorce. As an additional result, parents find it easier to explain divorce to their children using the picture book from this study. For further study, researcher can make another picture book about divorce for children at different age or to face another challenging situation in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=divorce" title="divorce">divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a> </p> <a href="https://publications.waset.org/abstracts/36882/the-preparation-and-effectiveness-of-picture-book-for-increasing-knowledge-about-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36882.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">323</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">587</span> Systems Approach to Design and Production of Picture Books for the Pre-Primary Classes to Attain Educational Goals in Southwest Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azeez%20Ayodele%20Ayodele">Azeez Ayodele Ayodele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the problem of picture books design and the quality of the pictures in picture books. The research surveyed nursery and primary schools in four major cities in southwest of Nigeria. The instruments including the descriptive survey questionnaire and a structured interview were developed, validated and administered for collection of relevant data. Descriptive statistics was used in analyzing the data. The result of the study revealed that there were poor quality of pictures in picture books and this is due to scarcity of trained graphic designers who understand systems approach to picture books design and production. There is thus a need for more qualified graphic designers, given in-service professional training as well as a refresher course as criteria for upgrading by the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pictures" title="pictures">pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20books" title=" picture books"> picture books</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-primary%20schools" title=" pre-primary schools"> pre-primary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=trained%20graphic%20designers" title=" trained graphic designers"> trained graphic designers</a> </p> <a href="https://publications.waset.org/abstracts/52170/systems-approach-to-design-and-production-of-picture-books-for-the-pre-primary-classes-to-attain-educational-goals-in-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52170.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">247</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">586</span> Application of Interval Valued Picture Fuzzy Set in Medical Diagnosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Palash%20Dutta">Palash Dutta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More frequently uncertainties are encountered in medical diagnosis and therefore it is the most important and interesting area of applications of fuzzy set theory. In this present study, an attempt has been made to extend Sanchez’s approach for medical diagnosis via interval valued picture fuzzy sets and exhibit the technique with suitable case studies. In this article, it is observed that a refusal can be expressed in the databases concerning the examined objects. The technique is performing diagnosis on the basis of distance measures and as a result, this approach makes it possible to introduce weights of all symptoms and consequently patient can be diagnosed directly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20diagnosis" title="medical diagnosis">medical diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20set" title=" fuzzy set"> fuzzy set</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20fuzzy%20set" title=" picture fuzzy set"> picture fuzzy set</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20valued%20picture%20fuzzy%20set" title=" interval valued picture fuzzy set"> interval valued picture fuzzy set</a> </p> <a href="https://publications.waset.org/abstracts/54935/application-of-interval-valued-picture-fuzzy-set-in-medical-diagnosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54935.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">378</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">585</span> The Effectiveness of Using Picture Storybooks on Young English as a Foreign Language Learners for English Vocabulary Acquisition and Moral Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Yung%20Hsuan%20Ma">Tiffany Yung Hsuan Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Whole Language Approach, which gained prominence in the 1980s, and the increasing emphasis on multimodal resources in educational research have elevated the utilization of picture books in English as a foreign language (EFL) instruction. This approach underscores real-world language application, providing EFL learners with a range of sensory stimuli, including visual elements. Additionally, the substantial impact of picture books on fostering prosocial behaviors in children has garnered recognition. These narratives offer opportunities to impart essential values such as kindness, fairness, and respect. Examining how picture books enhance vocabulary acquisition can offer valuable insights for educators in devising engaging language activities conducive to a positive learning environment. This research entails a case study involving two kindergarten-aged EFL learners and employs qualitative methods, including worksheets, observations, and interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners' acquisition of essential vocabulary, (2) The influence of these books on their behavior at home, and (3) Effective teaching strategies for the seamless integration of picture storybooks into EFL instruction for young learners. The findings can provide guidance to parents, educators, curriculum developers, and policymakers regarding the advantages and optimal approaches to incorporating picture books into language instruction. Ultimately, this research has the potential to enhance English language learning outcomes and promote moral education within the Taiwanese EFL context. <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=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a> </p> <a href="https://publications.waset.org/abstracts/173749/the-effectiveness-of-using-picture-storybooks-on-young-english-as-a-foreign-language-learners-for-english-vocabulary-acquisition-and-moral-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173749.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">69</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">584</span> Discovering Word-Class Deficits in Persons with Aphasia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yashaswini%20Channabasavegowda">Yashaswini Channabasavegowda</a>, <a href="https://publications.waset.org/abstracts/search?q=Hema%20Nagaraj"> Hema Nagaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The current study aims at discovering word-class deficits concerning the noun-verb ratio in confrontation naming, picture description, and picture-word matching tasks. A total of ten persons with aphasia (PWA) and ten age-matched neurotypical individuals (NTI) were recruited for the study. The research includes both behavioural and objective measures to assess the word class deficits in PWA. Objective: The main objective of the research is to identify word class deficits seen in persons with aphasia, using various speech eliciting tasks. Method: The study was conducted in the L1 of the participants, considered to be Kannada. Action naming test and Boston naming test adapted to the Kannada version are administered to the participants; also, a picture description task is carried out. Picture-word matching task was carried out using e-prime software (version 2) to measure the accuracy and reaction time with respect to identification verbs and nouns. The stimulus was presented through auditory and visual modes. Data were analysed to identify errors noticed in the naming of nouns versus verbs, with respect to the Boston naming test and action naming test and also usage of nouns and verbs in the picture description task. Reaction time and accuracy for picture-word matching were extracted from the software. Results: PWA showed a significant difference in sentence structure compared to age-matched NTI. Also, PWA showed impairment in syntactic measures in the picture description task, with fewer correct grammatical sentences and fewer correct usage of verbs and nouns, and they produced a greater proportion of nouns compared to verbs. PWA had poorer accuracy and lesser reaction time in the picture-word matching task compared to NTI, and accuracy was higher for nouns compared to verbs in PWA. The deficits were noticed irrespective of the cause leading to aphasia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nouns" title="nouns">nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=verbs" title=" verbs"> verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=aphasia" title=" aphasia"> aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=naming" title=" naming"> naming</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a> </p> <a href="https://publications.waset.org/abstracts/149450/discovering-word-class-deficits-in-persons-with-aphasia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149450.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">583</span> Investigating Malaysian Prereader’s Cognitive Processes when Reading English Picture Storybooks: A Comparative Eye-Tracking Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siew%20Ming%20Thang">Siew Ming Thang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wong%20Hoo%20Keat"> Wong Hoo Keat</a>, <a href="https://publications.waset.org/abstracts/search?q=Chee%20Hao%20Sue"> Chee Hao Sue</a>, <a href="https://publications.waset.org/abstracts/search?q=Fung%20Lan%20Loo"> Fung Lan Loo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahju%20Rosalind"> Ahju Rosalind</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are numerous studies that explored young learners’ literacy skills in Malaysia but none that uses the eye-tracking device to track their cognitive processes when reading picture storybooks. This study used this method to investigate two groups of prereaders’ cognitive processes in four conditions. (1) A congruent picture was presented, and a matching narration was read aloud by a recorder; (2) Children heard a narration telling about the same characters in the picture but involves a different scene; (3) Only a picture with matching text was present; (4) Students only heard the reading aloud of the text on the screen. The two main objectives of this project are to test which content of pictures helps the prereaders (i.e., young children who have not received any formal reading instruction) understand the narration and whether children try to create a coherent mental representation from the oral narration and the pictures. The study compares two groups of children from two different kindergartens. Group1: 15 Chinese children; Group2: 17 Malay children. The medium of instruction was English. An eye-tracker were used to identify Areas of Interest (AOI) of each picture and the five target elements and calculate number of fixations and total time spent on fixation of pictures and written texts. Two mixed factorial ANOVAs with the storytelling performance (good, average, or weak) and vocabulary level (low, medium, high) as between-subject variables, and the Areas of Interests (AOIs) and display conditions as the within-subject variables were performedon the variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye-tracking" title="eye-tracking">eye-tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20processes" title=" cognitive processes"> cognitive processes</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=prereaders" title=" prereaders"> prereaders</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a> </p> <a href="https://publications.waset.org/abstracts/155608/investigating-malaysian-prereaders-cognitive-processes-when-reading-english-picture-storybooks-a-comparative-eye-tracking-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155608.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">95</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">582</span> Issues of Time's Urgency and Ritual in Children's Picture Books: A Closer Look at the Contributions of Grandparents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Armstrong">Karen Armstrong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although invisible and fleeting, time is an essential variable in perception. Ritual is proposed as an antithesis to the passage of time, a way of linking our narratives with the past, present and future. This qualitative exploration examines a variety of award winning twentieth-century children’s picture books, specifically regarding the issues of time’s urgency and ritual with respect to children and grandparents. The paper will begin with a consideration of issues of time from the area of psychology, with regard to age, specifically contrasting later age and childhood. Next the value of ritual as represented by the presence of grandparents in children’s books. Specific instances of the contributions of grandparents or older adults with regard to this balancing function between time’s urgency and ritual will be discussed. Recommendations for future research include a consideration of grandparents’ or older characters’ depictions in books for older children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%27s%20picture%20books" title="children's picture books">children's picture books</a>, <a href="https://publications.waset.org/abstracts/search?q=grandparents" title=" grandparents"> grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=ritual" title=" ritual"> ritual</a>, <a href="https://publications.waset.org/abstracts/search?q=time" title=" time"> time</a> </p> <a href="https://publications.waset.org/abstracts/65775/issues-of-times-urgency-and-ritual-in-childrens-picture-books-a-closer-look-at-the-contributions-of-grandparents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65775.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">581</span> Picture of the World by the Second Law of Thermodynamic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20V.%20Kuzminov">Igor V. Kuzminov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to its content, the proposed article is a collection of articles with comments and additions. All articles, in one way or another, have a connection with the Second Law of Thermodynamics. The content of the articles is given in a concise form. The articles were published in different journals at different times. Main topics are presented: gravity, biography of the Earth, physics of global warming-cooling cycles, multiverse. The articles are based on the laws of classical physics. Along the way, it should be noted that the Second Law of thermodynamics can be formulated as the Law of Matter Cooling. As it cools down, the processes of condensation, separation, and changes in the aggregate states of matter occur. In accordance with these changes, a picture of the world is being formed. Also, the main driving force of these processes is the inverse temperature dependence of the forces of gravity. As matter cools, the forces of gravity increase. The actions of these phenomena in the compartment form a picture of the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gravitational%20forces" title="gravitational forces">gravitational forces</a>, <a href="https://publications.waset.org/abstracts/search?q=cooling%20of%20matter" title=" cooling of matter"> cooling of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20temperature%20dependence%20of%20gravitational%20forces" title=" inverse temperature dependence of gravitational forces"> inverse temperature dependence of gravitational forces</a>, <a href="https://publications.waset.org/abstracts/search?q=planetary%20model%20of%20the%20atom" title=" planetary model of the atom"> planetary model of the atom</a> </p> <a href="https://publications.waset.org/abstracts/172167/picture-of-the-world-by-the-second-law-of-thermodynamic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">580</span> The Significance of Picture Mining in the Fashion and Design as a New Research Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katsue%20Edo">Katsue Edo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Hiroi"> Yu Hiroi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> T Increasing attention has been paid to using pictures and photographs in research since the beginning of the 21th century in social sciences. Meanwhile we have been studying the usefulness of Picture mining, which is one of the new ways for a these picture using researches. Picture Mining is an explorative research analysis method that takes useful information from pictures, photographs and static or moving images. It is often compared with the methods of text mining. The Picture Mining concept includes observational research in the broad sense, because it also aims to analyze moving images (Ochihara and Edo 2013). In the recent literature, studies and reports using pictures are increasing due to the environmental changes. These are identified as technological and social changes (Edo et.al. 2013). Low price digital cameras and i-phones, high information transmission speed, low costs for information transferring and high performance and resolution of the cameras of mobile phones have changed the photographing behavior of people. Consequently, there is less resistance in taking and processing photographs for most of the people in the developing countries. In these studies, this method of collecting data from respondents is often called as ‘participant-generated photography’ or ‘respondent-generated visual imagery’, which focuses on the collection of data and its analysis (Pauwels 2011, Snyder 2012). But there are few systematical and conceptual studies that supports it significance of these methods. We have discussed in the recent years to conceptualize these picture using research methods and formalize theoretical findings (Edo et. al. 2014). We have identified the most efficient fields of Picture mining in the following areas inductively and in case studies; 1) Research in Consumer and Customer Lifestyles. 2) New Product Development. 3) Research in Fashion and Design. Though we have found that it will be useful in these fields and areas, we must verify these assumptions. In this study we will focus on the field of fashion and design, to determine whether picture mining methods are really reliable in this area. In order to do so we have conducted an empirical research of the respondents’ attitudes and behavior concerning pictures and photographs. We compared the attitudes and behavior of pictures toward fashion to meals, and found out that taking pictures of fashion is not as easy as taking meals and food. Respondents do not often take pictures of fashion and upload their pictures online, such as Facebook and Instagram, compared to meals and food because of the difficulty of taking them. We concluded that we should be more careful in analyzing pictures in the fashion area for there still might be some kind of bias existing even if the environment of pictures have drastically changed in these years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empirical%20research" title="empirical research">empirical research</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion%20and%20design" title=" fashion and design"> fashion and design</a>, <a href="https://publications.waset.org/abstracts/search?q=Picture%20Mining" title=" Picture Mining"> Picture Mining</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/28494/the-significance-of-picture-mining-in-the-fashion-and-design-as-a-new-research-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">579</span> Identifying Children at Risk for Specific Language Impairment Using a Wordless Picture Narrative: A Study on Hindi, an Indian Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yozna%20Gurung">Yozna Gurung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary findings from an on-going study on the use of Internal State Terms (IST) in the production of narratives of Hindi-English bilinguals in an attempt to identify children at risk for Specific Language Impairment. Narratives were examined for macrostructure (story structure and story complexity) and internal state terms or mental state terms (IST/MST). 31 students generated stories based on six pictures that were matched for content and story structure in L1 (Hindi) and L2 (English) using a wordless picture narrative. From 30 sample population, 2 students are at risk of Specific Language Impairment, according to this study i.e 6.45%. They showed least development in story grammar as well as IST in both their languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20state%20terms" title="internal state terms">internal state terms</a>, <a href="https://publications.waset.org/abstracts/search?q=macrostructure" title=" macrostructure"> macrostructure</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20narrative" title=" wordless picture narrative"> wordless picture narrative</a> </p> <a href="https://publications.waset.org/abstracts/58297/identifying-children-at-risk-for-specific-language-impairment-using-a-wordless-picture-narrative-a-study-on-hindi-an-indian-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58297.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">231</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">578</span> A Picture Naming Study of European Portuguese-English Bilinguals on Cognates Switch Effects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minghui%20Zou">Minghui Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates whether and how cognate status influences switching costs in bilingual language production. Two picture naming tasks will be conducted in this proposed study by manipulating the conditions of how cognates and non-cognates are presented, i.e., separately in two testing blocks vs intermixed in one single testing block. Participants of each experiment will be 24 L1-European Portuguese L2-English unbalanced speakers. Stimuli will include 12 pictures of cognate nouns and 12 of non-cognate nouns. It is hypothesized that there will be cognate switch facilitation effects among unbalanced bilinguals in both of their languages when stimuli are presented either in two single testing blocks or one mixed testing block. Shorter reaction times and higher naming accuracy are expected to be found in cognate switch trials than in non-cognate switch trials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognates" title="cognates">cognates</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20switching%20costs" title=" language switching costs"> language switching costs</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20naming" title=" picture naming"> picture naming</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20Portuguese" title=" European Portuguese"> European Portuguese</a>, <a href="https://publications.waset.org/abstracts/search?q=cognate%20facilitation%20effect" title=" cognate facilitation effect"> cognate facilitation effect</a> </p> <a href="https://publications.waset.org/abstracts/187477/a-picture-naming-study-of-european-portuguese-english-bilinguals-on-cognates-switch-effects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187477.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">38</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">577</span> Smashed Mirror: Immigrant Students’ Constructions of South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vandeyar%20Saloshna">Vandeyar Saloshna</a>, <a href="https://publications.waset.org/abstracts/search?q=Vandeyar%20Hirusellvan"> Vandeyar Hirusellvan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The image of post-apartheid South African Society that is reflected in the social mirror of the world is largely one of hope, faith, and aspiration. But is this reality? Utilizing social constructivism, case study approach and narrative inquiry, this chapter set out to explore the reflection of South African students from the lens of immigrant students. The picture that unfolds is troublesome in its negativity. In this chapter, we establish in detail what this picture is about and what implications it holds for South African Society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrant%20students" title="immigrant students">immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20mirror" title=" social mirror"> social mirror</a>, <a href="https://publications.waset.org/abstracts/search?q=xenophobia" title=" xenophobia"> xenophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=makwerekwere" title=" makwerekwere"> makwerekwere</a>, <a href="https://publications.waset.org/abstracts/search?q=expectations" title=" expectations"> expectations</a> </p> <a href="https://publications.waset.org/abstracts/3111/smashed-mirror-immigrant-students-constructions-of-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3111.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">446</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">576</span> Estimating the Probability of Winning the Best Actor/Actress Award Conditional on the Best Picture Nomination with Bayesian Hierarchical Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20K.%20Eden">Svetlana K. Eden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Movies and TV shows have long become part of modern culture. We all have our preferred genre, story, actors, and actresses. However, can we objectively discern good acting from the bad? As laymen, we are probably not objective, but what about the Oscar academy members? Are their votes based on objective measures? Oscar academy members are probably also biased due to many factors, including their professional affiliations or advertisement exposure. Heavily advertised films bring more publicity to their cast and are likely to have bigger budgets. Because a bigger budget may also help earn a Best Picture (BP) nomination, we hypothesize that best actor/actress (BA) nominees from BP-nominated movies would have higher chances of winning the award than those BA nominees from non-BP-nominated films. To test this hypothesis, three Bayesian hierarchical models are proposed, and their performance is evaluated. The results from all three models largely support our hypothesis. Depending on the proportion of BP nominations among BA nominees, the odds ratios (estimated over expected) of winning the BA award conditional on BP nomination vary from 2.8 [0.8-7.0] to 4.3 [2.0, 15.8] for actors and from 1.5 [0.0, 12.2] to 5.4 [2.7, 14.2] for actresses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oscar" title="Oscar">Oscar</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20picture" title=" best picture"> best picture</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20actor%2Factress" title=" best actor/actress"> best actor/actress</a>, <a href="https://publications.waset.org/abstracts/search?q=bias" title=" bias"> bias</a> </p> <a href="https://publications.waset.org/abstracts/121657/estimating-the-probability-of-winning-the-best-actoractress-award-conditional-on-the-best-picture-nomination-with-bayesian-hierarchical-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121657.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">223</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">575</span> An Examination of the Effectiveness of iPad-Based Augmentative and Alternative Intervention on Acquisition, Generalization and Maintenance of the Requesting Information Skills of Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amaal%20Almigal">Amaal Almigal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology has been argued to offer distinct advantages and benefits for teaching children with autism spectrum disorder (ASD) to communicate. One aspect of this technology is augmentative and alternative communication (AAC) systems such as picture exchange or speech generation devices. Whilst there has been significant progress in teaching these children to request their wants and needs with AAC, there remains a need for developing technologies that can really make a difference in teaching them to ask questions. iPad-based AAC can be effective for communication. However, the effectiveness of this type of AAC in teaching children to ask questions needs to be examined. Thus, in order to examine the effectiveness of iPad-based AAC in teaching children with ASD to ask questions, This research will test whether iPad leads to more learning than a traditional approach picture and text cards does. Two groups of children who use AAC will be taught to ask ‘What is it?’ questions. With the first group, low-tech AAC picture and text cards will be used, while an iPad-based AAC application called Proloquo2Go will be used with the second group. Interviews with teachers and parents will be conducted before and after the experiment. The children’s perspectives will also be considered. The initial outcomes of this research indicate that iPad can be an effective tool to help children with autism to ask questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=iPad" title=" iPad"> iPad</a>, <a href="https://publications.waset.org/abstracts/search?q=pictures" title=" pictures"> pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=requesting" title=" requesting"> requesting</a> </p> <a href="https://publications.waset.org/abstracts/64522/an-examination-of-the-effectiveness-of-ipad-based-augmentative-and-alternative-intervention-on-acquisition-generalization-and-maintenance-of-the-requesting-information-skills-of-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64522.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">264</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">574</span> Integrating Indigenous Students’ Funds of Knowledge to Introduce Multiplication with a Picture Storybook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murni%20Sianturi">Murni Sianturi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Au%20%20Hurit"> Andreas Au Hurit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The low level of Indigenous Papuan students’ literacy and numeracy in Merauke Regency-Indonesia needs to be considered. The development of a learnable storybook with pictures related to their lives might raise their curiosity to read. This study aimed to design a storybook as a complementary resource for the third graders using Indigenous Malind cultural approaches by employing research and development methods. The product developed was a thematic-integrative picture storybook using funds of knowledge from Indigenous students. All the book contents depicted Indigenous students’ lives and were in line with the national curriculum syllabus, specifically representing one sub-theme−multiplication topic. Multiplication material of grade 3 was modified in the form of a story, and at the end of the reading, students were given several multiplication exercises. Based on the results of the evaluation from the expert team, it was found that the average score was in the excellent category. The students’ and teacher’s responses to the storybook were very positive. Students were thrilled when reading this book and also effortlessly understood the concept of multiplication. Therefore, this book might be used as a companion book to the main book and serve as introductory reading material for students prior to discussing multiplication material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20picture%20storybook" title="a picture storybook">a picture storybook</a>, <a href="https://publications.waset.org/abstracts/search?q=funds%20of%20knowledge" title=" funds of knowledge"> funds of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20elementary%20students" title=" Indigenous elementary students"> Indigenous elementary students</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=numeracy" title=" numeracy"> numeracy</a> </p> <a href="https://publications.waset.org/abstracts/138000/integrating-indigenous-students-funds-of-knowledge-to-introduce-multiplication-with-a-picture-storybook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138000.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">189</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">573</span> Digital Forgery Detection by Signal Noise Inconsistency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bo%20Liu">Bo Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi-Man%20Pun"> Chi-Man Pun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A novel technique for digital forgery detection by signal noise inconsistency is proposed in this paper. The forged area spliced from the other picture contains some features which may be inconsistent with the rest part of the image. Noise pattern and the level is a possible factor to reveal such inconsistency. To detect such noise discrepancies, the test picture is initially segmented into small pieces. The noise pattern and level of each segment are then estimated by using various filters. The noise features constructed in this step are utilized in energy-based graph cut to expose forged area in the final step. Experimental results show that our method provides a good illustration of regions with noise inconsistency in various scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=forgery%20detection" title="forgery detection">forgery detection</a>, <a href="https://publications.waset.org/abstracts/search?q=splicing%20forgery" title=" splicing forgery"> splicing forgery</a>, <a href="https://publications.waset.org/abstracts/search?q=noise%20estimation" title=" noise estimation"> noise estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=noise" title=" noise"> noise</a> </p> <a href="https://publications.waset.org/abstracts/9880/digital-forgery-detection-by-signal-noise-inconsistency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">572</span> Speeding-up Gray-Scale FIC by Moments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20A.%20Al-Hilo">Eman A. Al-Hilo</a>, <a href="https://publications.waset.org/abstracts/search?q=Hawraa%20H.%20Al-Waelly"> Hawraa H. Al-Waelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, fractal compression (FIC) technique is introduced based on using moment features to block indexing the zero-mean range-domain blocks. The moment features have been used to speed up the IFS-matching stage. Its moments ratio descriptor is used to filter the domain blocks and keep only the blocks that are suitable to be IFS matched with tested range block. The results of tests conducted on Lena picture and Cat picture (256 pixels, resolution 24 bits/pixel) image showed a minimum encoding time (0.89 sec for Lena image and 0.78 of Cat image) with appropriate PSNR (30.01dB for Lena image and 29.8 of Cat image). The reduction in ET is about 12% for Lena and 67% for Cat image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fractal%20gray%20level%20image" title="fractal gray level image">fractal gray level image</a>, <a href="https://publications.waset.org/abstracts/search?q=fractal%20compression%20technique" title=" fractal compression technique"> fractal compression technique</a>, <a href="https://publications.waset.org/abstracts/search?q=iterated%20function%20system" title=" iterated function system"> iterated function system</a>, <a href="https://publications.waset.org/abstracts/search?q=moments%20feature" title=" moments feature"> moments feature</a>, <a href="https://publications.waset.org/abstracts/search?q=zero-mean%20range-domain%20block" title=" zero-mean range-domain block"> zero-mean range-domain block</a> </p> <a href="https://publications.waset.org/abstracts/19903/speeding-up-gray-scale-fic-by-moments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19903.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">492</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">571</span> Transcultural Study on Social Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martha%20Serrano-Arias">Martha Serrano-Arias</a>, <a href="https://publications.waset.org/abstracts/search?q=Martha%20Fr%C3%ADas-Armenta"> Martha Frías-Armenta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Significant results have been found both supporting universality of emotion recognition and cultural background influence. Thus, the aim of this research was to test a Mexican version of the MTSI in different cultures to find differences in their performance. The MTSI-Mx assesses through a scenario approach were subjects must evaluate real persons. Two target persons were used for the construction, a man (FS) and a woman (AD). The items were grouped in four variables: Picture, Video, and FS and AD scenarios. The test was applied to 201 students from Mexico and Germany. T-test for picture and FS scenario show no significance. Video and AD had a significance at the 5% level. Results show slight differences between cultures, although a more comprehensive research is needed to conclude which culture can perform better in this kind of assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20recognition" title="emotion recognition">emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=MTSI" title=" MTSI"> MTSI</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20intelligence" title=" social intelligence"> social intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=transcultural%20study" title=" transcultural study"> transcultural study</a> </p> <a href="https://publications.waset.org/abstracts/43657/transcultural-study-on-social-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43657.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">325</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">570</span> Peabody Picture Vocabulary Test in Indian ESL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijaya">Vijaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the results of a study that measures the level of receptive vocabularies using the Peabody Picture Vocabulary Test (PPVT) in an ESL context. PPVT is a popular standardized test used to measure the vocabulary level of L1 learners. In this study, PPVT was administered to fourteen 9 to 11 year old Indian ESL learners from the fifth standard from a school in Hyderabad. Their performance is compared with the age appropriate performance of L1 learners. Their performance on noun versus verb items is also compared. The results are discussed concerning the learning goals set by the National Council for Educational Research and Training (NCERT) position paper on Teaching of English in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20council%20for%20educational%20research%20and%20training" title="national council for educational research and training">national council for educational research and training</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT" title=" PPVT"> PPVT</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquistion" title=" second language acquistion"> second language acquistion</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/57814/peabody-picture-vocabulary-test-in-indian-esl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57814.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">569</span> Physics Motivation and Research: Understanding the 21st Century Learners of Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Von%20Anthony%20G.%20Torio">Von Anthony G. Torio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and research are significant determinants of a student’s success in the school and in future careers. This study aimed to give a picture of the physics motivation of students in a tertiary level institution, as well as their research area and working preference, to create a picture of the nature of the representative youths of today. It was found that male students have higher motivation than female students in all components of motivation with intrinsic motivation leading the six components of motivation. In addition, male students (M = 4.27; SD = 0.74) were found to have significantly higher motivation as compared to female students (M = 3.77; SD = 0.89) with a computed t(64) value of 2.41 with p < 0.05 and Cohen’s d of 0.61. The students’ preference to work in groups of three rather than working individually suggests that students of the batch have small working groups that they depend on rather than working alone. The majority of the students also preferred conducting studies on the social sciences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20motivation" title=" physics motivation"> physics motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/32365/physics-motivation-and-research-understanding-the-21st-century-learners-of-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32365.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">568</span> Preschool Story Retelling: Actions and Verb Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20Nwokah">Eva Nwokah</a>, <a href="https://publications.waset.org/abstracts/search?q=Casey%20Taliancich-Klinger"> Casey Taliancich-Klinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Luna"> Lauren Luna</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Rodriguez"> Sarah Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Story-retelling is a technique frequently used to assess children’s language skills and support their development of narratives. Fourteen preschool children listened to one of two stories from the wordless, illustrated Frog book series and then retold the story using the pictures. A comparison of three verb types (action, mental and other) in the original story model, and children's verb use in their retold stories revealed the salience of action events. The children's stories contained a similar proportion of verb types to the original story. However, the action verbs they used were rarely those they had heard in the original. The implications for the process of lexical encoding and narrative recall are discussed, as well as suggestions for the use of wordless picture books and the language teaching of new verbs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=story%20re-telling" title="story re-telling">story re-telling</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20use" title=" verb use"> verb use</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20language" title=" preschool language"> preschool language</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20books" title=" wordless picture books"> wordless picture books</a> </p> <a href="https://publications.waset.org/abstracts/74836/preschool-story-retelling-actions-and-verb-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74836.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">270</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">567</span> Difference between Riding a Bicycle on a Sidewalk or in the Street by Usual Traveling Means</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ai%20Fujii">Ai Fujii</a>, <a href="https://publications.waset.org/abstracts/search?q=Kan%20Shimazaki"> Kan Shimazaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bicycle users must ride on the street according the law in Japan, but in practice, many bicycle users ride on the sidewalk. Drivers generally feel that bicycles riding in the street are in the way. In contrast, pedestrians generally feel that bicycles riding on the sidewalk are in the way. That seems to make sense. What, then, is the difference between riding a bicycle on the sidewalk or in the street by usual traveling means. We made 3D computer graphics models of pedestrians, a car, and a bicycle at an intersection. The bicycle was positioned to choose between advancing to the sidewalk or the street after a few seconds. We then made a 2D stimulus picture by changing the point of view of the 3DCG model pictures. Attitudes were surveyed using this 2D stimulus picture, and we compared attitudes between three groups, people traveling by car, on foot, or by bicycle. Here we report the survey result. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bicycle" title="bicycle">bicycle</a>, <a href="https://publications.waset.org/abstracts/search?q=sidewalk" title=" sidewalk"> sidewalk</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrians" title=" pedestrians"> pedestrians</a>, <a href="https://publications.waset.org/abstracts/search?q=driver" title=" driver"> driver</a>, <a href="https://publications.waset.org/abstracts/search?q=intersection" title=" intersection"> intersection</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a> </p> <a href="https://publications.waset.org/abstracts/75886/difference-between-riding-a-bicycle-on-a-sidewalk-or-in-the-street-by-usual-traveling-means" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75886.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">180</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">566</span> Taking the Whole Picture to Your Supply Chain; Customers Will Take Selfies When Expectations Are Met</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Sifuentes%20L%C3%B3pez">Marcelo Sifuentes López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Strategic performance definition and follow-up processes have to be clear in order to provide value in today’s competitive world. Customer expectations must be linked to internal organization strategic objectives leading to profitability and supported by visibility and flexibility among others.By taking a whole picture of the supply chain, the executive, and its team will define the current supply chain situation and an insight into potential opportunities to improve processes and provide value to main stakeholders. A systematic performance evaluation process based on operational and financial indicators defined by customer requirements needs to be implemented and periodically reviewed in order to mitigate costs and risks on time.Supplier long term relationship and collaboration plays a key role using resources available, real-time communication, innovation and new ways to capitalize global opportunities like emerging markets; efforts have to focus on the reduction of uncertainties in supply and demand. Leadership has to promote consistency of communication and execution involving suppliers, customers, and the entire organization through the support of a strategic sourcing methodology that assure the targeted competitive strategy and sustainable growth. As customer requirements and expectations are met, results could be captured in a casual picture like a “selfie”; where outcomes could be perceived from any desired angle by them; or like most “selfies”, can be taken with a camera held at arm's length by a third party company rather than using a self-timer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20management" title="supply chain management">supply chain management</a>, <a href="https://publications.waset.org/abstracts/search?q=competitive%20advantage" title=" competitive advantage"> competitive advantage</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20creation" title=" value creation"> value creation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20and%20innovation" title=" collaboration and innovation"> collaboration and innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20marketplace" title=" global marketplace"> global marketplace</a> </p> <a href="https://publications.waset.org/abstracts/25393/taking-the-whole-picture-to-your-supply-chain-customers-will-take-selfies-when-expectations-are-met" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25393.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">442</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">565</span> Neural Style Transfer Using Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaik%20Jilani%20Basha">Shaik Jilani Basha</a>, <a href="https://publications.waset.org/abstracts/search?q=Inavolu%20Avinash"> Inavolu Avinash</a>, <a href="https://publications.waset.org/abstracts/search?q=Alla%20Venu%20Sai%20Reddy"> Alla Venu Sai Reddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Bitragunta%20Taraka%20Ramu"> Bitragunta Taraka Ramu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We can use the neural style transfer technique to build a picture with the same "content" as the beginning image but the "style" of the picture we've chosen. Neural style transfer is a technique for merging the style of one image into another while retaining its original information. The only change is how the image is formatted to give it an additional artistic sense. The content image depicts the plan or drawing, as well as the colors of the drawing or paintings used to portray the style. It is a computer vision programme that learns and processes images through deep convolutional neural networks. To implement software, we used to train deep learning models with the train data, and whenever a user takes an image and a styled image, the output will be as the style gets transferred to the original image, and it will be shown as the output. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neural%20networks" title="neural networks">neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title=" computer vision"> computer vision</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=convolutional%20neural%20networks" title=" convolutional neural networks"> convolutional neural networks</a> </p> <a href="https://publications.waset.org/abstracts/167224/neural-style-transfer-using-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167224.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">95</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">564</span> N400 Investigation of Semantic Priming Effect to Symbolic Pictures in Text</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Ousterhout">Thomas Ousterhout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate if incorporating meaningful pictures of gestures and facial expressions in short sentences of text could supplement the text with enough semantic information to produce and N400 effect when probe words incongruent to the picture were subsequently presented. Event-related potentials (ERPs) were recorded from a 14-channel commercial grade EEG headset while subjects performed congruent/incongruent reaction time discrimination tasks. Since pictures of meaningful gestures have been shown to be semantically processed in the brain in a similar manner as words are, it is believed that pictures will add supplementary information to text just as the inclusion of their equivalent synonymous word would. The hypothesis is that when subjects read the text/picture mixed sentences, they will process the images and words just like in face-to-face communication and therefore probe words incongruent to the image will produce an N400. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP" title=" ERP"> ERP</a>, <a href="https://publications.waset.org/abstracts/search?q=N400" title=" N400"> N400</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=congruency" title=" congruency"> congruency</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitation" title=" facilitation"> facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=Emotiv" title=" Emotiv"> Emotiv</a> </p> <a href="https://publications.waset.org/abstracts/48705/n400-investigation-of-semantic-priming-effect-to-symbolic-pictures-in-text" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48705.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">258</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">563</span> Modeling Pronunciations of Arab Broca’s Aphasics Using Mosstalk Words Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Alhammadi"> Fayza Alhammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Saleh%20Al%20Yami"> Saleh Al Yami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There has been a debate in the literature over the years as to whether or not MossTalk Words program fits Arab Broca’s aphasics (BAs) due to that language differences and also the fact that the technique has not yet been used for aphasics with semantic dementia (SD aphasics). Aims: To oversimplify the above mentioned debate slightly for purposes of exposition, the purpose of the present study is to investigate the “usability” of this program as well as pictures and community as therapeutic techniques for both Arab BAs and SD aphasics. Method: The subjects of this study are two Saudi aphasics (53 and 57 years old, respectively). The former suffers from Broca’s aphasia due to a stroke, while the latter suffers from semantic dementia. Both aphasics can speak English and have used the Moss Talk Words program in addition to intensive picture-naming therapeutic sessions for two years. They were tested by one of the researchers four times (a time per six months). The families of the two subjects, in addition to their relatives and friends, played a major part in all therapeutic sessions. Conclusion: Results show that in averages across the entire therapeutic sessions, MossTalk Words program was clearly found more effective in modeling BAs’ pronunciation than that of SD aphasic. Furthermore, picture-naming intensive exercises in addition to the positive role of the community members played a major role in the progress of the two subjects’ performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moss%20talk%20words" title="moss talk words">moss talk words</a>, <a href="https://publications.waset.org/abstracts/search?q=program" title=" program"> program</a>, <a href="https://publications.waset.org/abstracts/search?q=technique" title=" technique"> technique</a>, <a href="https://publications.waset.org/abstracts/search?q=Broca%E2%80%99s%20aphasia" title=" Broca’s aphasia"> Broca’s aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20dementia" title=" semantic dementia"> semantic dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=subjects" title=" subjects"> subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=picture" title=" picture"> picture</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a> </p> <a href="https://publications.waset.org/abstracts/186471/modeling-pronunciations-of-arab-brocas-aphasics-using-mosstalk-words-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186471.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">44</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">562</span> How Different Are We After All: A Cross-Cultural Study Using the International Affective Picture System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manish%20Kumar%20Asthana">Manish Kumar Asthana</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Bundis"> Alicia Bundis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahn%20Xu"> Zahn Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Braj%20Bhushan"> Braj Bhushan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite ample cross-cultural studies with emotional valence, it is unclear if the emotions are universal or particular. Previous studies have shown that the individualist culture favors high-valence emotions compared to low-valence emotions. In contrast, collectivist culture favors low-valence emotions compared to high-valence emotions. In this current study, Chinese, Mexicans, and Indians reported valence and semantic-contingency. In total, 120 healthy participants were selected by ethnicity and matched for age and education. Each participant was presented 45 non-chromatic pictures, which were converted from chromatic pictures selected from International Affective Picture Database (IAPS) belonging to five-categories, i.e. (i) less pleasant, (ii) high pleasant, (iii) less unpleasant (iv) high unpleasant (v) neutral. The valence scores assigned to neutral, less-unpleasant, and high-pleasant pictures differed significantly between Chinese, Indian, and Mexicans participants. Significant effects demonstrated from the two-way ANOVAs, confirmed main significant effects of valence (F(1,117) = 24.83, p =0.000) and valence x country (F(2,117) = 2.74, p = 0.035). Significant effects emerging from the one-way ANOVAs were followed up through Bonferroni’s test post-hoc comparisons (p < 0.01). This analysis showed significant effect of neutral (F(2,119) = 6.50, p =0.002), less-unpleasant (F(2,119) = 13.79, p =0.000), and high-unpleasant (F(2,119) = 5.99, p =0.003). There were no significant differences in valence scores for the less-pleasant and more-pleasant between participants from three countries. The IAPS norms require modification for their appropriate application in individualist and collectivist cultures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20difference" title="cultural difference">cultural difference</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20processing" title=" affective processing"> affective processing</a>, <a href="https://publications.waset.org/abstracts/search?q=valence" title=" valence"> valence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-chromatic" title=" non-chromatic"> non-chromatic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20affective%20picture%20system%20%28IAPS%29" title=" international affective picture system (IAPS)"> international affective picture system (IAPS)</a> </p> <a href="https://publications.waset.org/abstracts/120084/how-different-are-we-after-all-a-cross-cultural-study-using-the-international-affective-picture-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120084.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">140</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">561</span> Reversible Information Hitting in Encrypted JPEG Bitstream by LSB Based on Inherent Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vaibhav%20Barve">Vaibhav Barve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reversible information hiding has drawn a lot of interest as of late. Being reversible, we can restore unique computerized data totally. It is a plan where mystery data is put away in digital media like image, video, audio to maintain a strategic distance from unapproved access and security reason. By and large JPEG bit stream is utilized to store this key data, first JPEG bit stream is encrypted into all around sorted out structure and then this secret information or key data is implanted into this encrypted region by marginally changing the JPEG bit stream. Valuable pixels suitable for information implanting are computed and as indicated by this key subtle elements are implanted. In our proposed framework we are utilizing RC4 algorithm for encrypting JPEG bit stream. Encryption key is acknowledged by framework user which, likewise, will be used at the time of decryption. We are executing enhanced least significant bit supplanting steganography by utilizing genetic algorithm. At first, the quantity of bits that must be installed in a guaranteed coefficient is versatile. By utilizing proper parameters, we can get high capacity while ensuring high security. We are utilizing logistic map for shuffling of bits and utilization GA (Genetic Algorithm) to find right parameters for the logistic map. Information embedding key is utilized at the time of information embedding. By utilizing precise picture encryption and information embedding key, the beneficiary can, without much of a stretch, concentrate the incorporated secure data and totally recoup the first picture and also the original secret information. At the point when the embedding key is truant, the first picture can be recouped pretty nearly with sufficient quality without getting the embedding key of interest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20embedding" title="data embedding">data embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=decryption" title=" decryption"> decryption</a>, <a href="https://publications.waset.org/abstracts/search?q=encryption" title=" encryption"> encryption</a>, <a href="https://publications.waset.org/abstracts/search?q=reversible%20data%20hiding" title=" reversible data hiding"> reversible data hiding</a>, <a href="https://publications.waset.org/abstracts/search?q=steganography" title=" steganography"> steganography</a> </p> <a href="https://publications.waset.org/abstracts/32863/reversible-information-hitting-in-encrypted-jpeg-bitstream-by-lsb-based-on-inherent-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32863.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">288</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">560</span> Still Pictures for Learning Foreign Language Sounds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaoru%20Tomita">Kaoru Tomita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores how visual information helps us to learn foreign language pronunciation. Visual assistance and its effect for learning foreign language have been discussed widely. For example, simplified illustrations in textbooks are used for telling learners which part of the articulation organs are used for pronouncing sounds. Vowels are put into a chart that depicts a vowel space. Consonants are put into a table that contains two axes of place and manner of articulation. When comparing a still picture and a moving picture for visualizing learners’ pronunciation, it becomes clear that the former works better than the latter. The visualization of vowels was applied to class activities in which native and non-native speakers’ English was compared and the learners’ feedback was collected: the positions of six vowels did not scatter as much as they were expected to do. Specifically, two vowels were not discriminated and were arranged very close in the vowel space. It was surprising for the author to find that learners liked analyzing their own pronunciation by linking formant ones and twos on a sheet of paper with a pencil. Even a simple method works well if it leads learners to think about their pronunciation analytically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a> </p> <a href="https://publications.waset.org/abstracts/50291/still-pictures-for-learning-foreign-language-sounds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50291.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">251</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">559</span> Kauffman Model on a Network of Containers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johannes%20J.%20Schneider">Johannes J. Schneider</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathias%20S.%20Weyland"> Mathias S. Weyland</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Eggenberger%20Hotz"> Peter Eggenberger Hotz</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20D.%20Jamieson"> William D. Jamieson</a>, <a href="https://publications.waset.org/abstracts/search?q=Oliver%20Castell"> Oliver Castell</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessia%20Faggian"> Alessia Faggian</a>, <a href="https://publications.waset.org/abstracts/search?q=Rudolf%20M.%20F%C3%BCchslin"> Rudolf M. Füchslin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the description of the origin of life, there are still some open gaps, e.g., the formation of macromolecules cannot be fully explained so far. The Kauffman model proposes the existence of autocatalytic sets of macromolecules which mutually catalyze reactions leading to each other’s formation. Usually, this model is simulated in one well-stirred pot only, with a continuous inflow of small building blocks, from which larger molecules are created by a set of catalyzed ligation and cleavage reactions. This approach represents the picture of the primordial soup. However, the conditions on the early Earth must have differed geographically, leading to spatially different outcomes whether a specific reaction could be performed or not. Guided by this picture, the Kauffman model is simulated in a large number of containers in parallel, with neighboring containers being connected by diffusion. In each container, only a subset of the overall reaction set can be performed. Under specific conditions, this approach leads to a larger probability for the existence of an autocatalytic metabolism than in the original Kauffman model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agglomeration" title="agglomeration">agglomeration</a>, <a href="https://publications.waset.org/abstracts/search?q=autocatalytic%20set" title=" autocatalytic set"> autocatalytic set</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20equation" title=" differential equation"> differential equation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kauffman%20model" title=" Kauffman model"> Kauffman model</a> </p> <a href="https://publications.waset.org/abstracts/182310/kauffman-model-on-a-network-of-containers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182310.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">58</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=best%20picture&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=19">19</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=20">20</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=best%20picture&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>