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training package</title> <meta name="description" content="Search results for: distance training package"> <meta name="keywords" content="distance training package"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="distance training package"> <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> 6592</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: distance training package</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6592</span> Development of a Distance Training Package on Production of Handbook and Report Writing for Innovative Learning and Teaching for Vocational Teachers of Office of the Vocational Education Commission</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petchpong%20Mayukhachot">Petchpong Mayukhachot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were (1) to develop a distance training package on topic of Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission; (2) to study the effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission. and (3) to study the samples’ opinion on the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission Research and Development was used in this research. The purposive sampling group of this research was 39 Vocational Teachers of Office of The Vocational Education Commission. Instruments were; (1) the distance training package, (2) achievement tests on understanding of Production of Handbook and Report writing for innovative learning and teaching and learning activities to develop practical skills, and (3) a questionnaire for sample’s opinion on the distance training package. Percent, Mean, Standard Deviation, the E1/E2 efficiency index and t-test were used for data analysis. The findings of the research were as follows: (1) The efficiency of the distance training package was established as 80.90 / 81.90. The distance training package composed of the distance training package document and a manual for the distance training package. The distance training package document consisted of the name of the distance training package, direction for studying the distance training package, content’s structure, concepts, objectives, and activities after studying the distance training package. The manual for the distance training package consisted of the explanation of the distance training package and objectives, direction for using the distance training package, training schedule, documents as a manual of speech, and evaluations. (2) The effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission were the posttest average scores of achievement on understanding of Technology and Occupations teaching for development of critical thinking of the sample group were higher than the pretest average scores. (3) The most appropriate of trainees’ opinion were contents of the distance training package is beneficial to performance. That can be utilized in Teaching or operations. Due to the content of the two units is consistent and activities assigned to the appropriate content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training%20package" title="distance training package">distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=handbook%20writing%20for%20innovative%20learning" title=" handbook writing for innovative learning"> handbook writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20report%20writing%20for%20innovative%20learning" title=" teaching report writing for innovative learning"> teaching report writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/28681/development-of-a-distance-training-package-on-production-of-handbook-and-report-writing-for-innovative-learning-and-teaching-for-vocational-teachers-of-office-of-the-vocational-education-commission" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6591</span> Development of Distance Training Packages on the Teaching Principles of Foundation English for Secondary School English Teachers in Bangkok and Its Vicinity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sita%20Yiemkuntitavorn">Sita Yiemkuntitavorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to: (1) Develop a distance training package on the teaching principles foundation english language in order to gain the teaching ability for secondary school english teachers in Bangkok and its vicinity (2) study the satisfaction of English teachers towards the quality of a distance training package. The samples for the efficiency testing consisted of 30 english teachers in Bangkok and its vicinity, obtained by purposive sampling. Research tools comprised (1) a distance learning package on the foundation of English writing for teachers. (2) The questionnaires asking the teachers on the quality of the distance training package, and (3) two parallel forms of an achievement test for pre-testing and post-testing. Statistics used were the E1/E2 index, mean and standard deviation. Research findings showed that, (1) the distance training package were efficient at 80.2/80.6 according to the set efficiency criterion of 80/80; (2) and the satisfaction of the teachers on the distance training package of the teaching principles of foundation english for secondary school english teachers in Bangkok and its vicinity was at “Satisfied” level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20distance%20training%20package" title="a distance training package">a distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20principles%20of%20foundation%20english" title=" teaching principles of foundation english"> teaching principles of foundation english</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok%20and%20its%20vicinity" title=" Bangkok and its vicinity"> Bangkok and its vicinity</a> </p> <a href="https://publications.waset.org/abstracts/30481/development-of-distance-training-packages-on-the-teaching-principles-of-foundation-english-for-secondary-school-english-teachers-in-bangkok-and-its-vicinity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30481.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">445</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">6590</span> Distance Training Packages on Providing for Learner with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jareeluk%20Ratanaphan">Jareeluk Ratanaphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposed of this research were; 1.To survey the teacher’s needs on knowledge about special education management for special needs learner 2.To development of distance training packages on providing for learner with special needs. 3. To study the effects of using the packages on trainee’s achievement. 4. To study the effects of using the packages on trainee’s opinion on the distance training packages. The design of the experiment was research and development. The research sample for survey were 86 teachers, and 22 teachers for study the effects of using the packages on achievement and opinion. The research instrument comprised: 1) training packages on special education management for special needs learner 2) achievement test 3) questionnaire. Mean, percentage, standard deviation, t-test and content analysis were used for data analysis. The findings of the research were as follows: 1. The teacher’s needs on knowledge about teaching for learner with learning disability, mental retardation, autism, physical and health impairment and research in special education. 2. The package composed of special education management for special needs student document and manual of distance training packages. The efficiency of packages was established at 79.50/81.35. 3. The results of using the packages were the posttest average scores of trainee’s achievement were higher than pretest. 4. The trainee’s opinion on the package was at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training" title="distance training">distance training</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20package" title=" training package"> training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20with%20special%20needs" title=" learner with special needs"> learner with special needs</a> </p> <a href="https://publications.waset.org/abstracts/41594/distance-training-packages-on-providing-for-learner-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41594.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">339</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">6589</span> Development of Distance Training Packages for Teacher on Education Management for Learners with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jareeluk%20Ratanaphan">Jareeluk Ratanaphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposed of this research were; 1. To survey the teacher’s needs on knowledge about special education management for special needs student 2. Development of distance training packages for teacher on special education management for special needs student 3. to study the effects of using the packages on trainee’s achievement 4. to study the effects of using the packages on trainee’s opinion on the distance training packages. The design of the experiment was research and development. The research sample for survey were 86 teachers, and 22 teachers for study the effects of using the packages on achievement and opinion. The research instrument comprised: 1) training packages on special education management for special needs student 2) achievement test 3) questionnaire. Mean, percentage, standard deviation, t-test and content analysis were used for data analysis. The findings of the research were as follows: 1. The teacher’s needs on knowledge about teaching for a learner with learning disability, mental retardation, autism, physical and health impairment and research in special education. 2. The package composed of special education management for special needs student document and manual of distance training packages. The document consisted by the name of packages, the explanation for the educator, content’s structure, concept, objectives, content and activities. Manual of distance training packages consisted by the explanation about a document, objectives, explanation about using the package, training schedule, and evaluation. The efficiency of packages was established at 79.50/81.35. 3. The results of using the packages were the posttest average scores of trainee’s achievement were higher than the pretest. 4. The trainee’s opinion on the package was at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training%20package" title="distance training package">distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20with%20special%20needs" title=" learner with special needs"> learner with special needs</a> </p> <a href="https://publications.waset.org/abstracts/28678/development-of-distance-training-packages-for-teacher-on-education-management-for-learners-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28678.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">489</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">6588</span> Reducing Lean by Implementing Distance Learning in the Training Programs of Oil and Gas Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayed-Mahdi%20Hashemi-Dehkordi">Sayed-Mahdi Hashemi-Dehkordi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20Baker"> Ian Baker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the benefits of implementing distance learning in training courses for the oil and gas industries to reduce lean. Due to the remote locations of many oil and gas operations, scheduling and organizing in-person training classes for employees in these sectors is challenging. Furthermore, considering that employees often work in periodic shifts such as day, night, and resting periods, arranging in-class training courses requires significant time and transportation. To explore the effectiveness of distance learning compared to in-class learning, a set of questionnaires was administered to employees of a far on-shore refinery unit in Iran, where both in-class and distance classes were conducted. The survey results revealed that over 72% of the participants agreed that distance learning saved them a significant amount of time by rating it 4 to 5 points out of 5 on a Likert scale. Additionally, nearly 67% of the participants acknowledged that distance learning considerably reduced transportation requirements, while approximately 64% agreed that it helped in resolving scheduling issues. Introducing and encouraging the use of distance learning in the training environments of oil and gas industries can lead to notable time and transportation savings for employees, ultimately reducing lean in a positive manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-class%20learning" title=" in-class learning"> in-class learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lean" title=" lean"> lean</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20and%20gas" title=" oil and gas"> oil and gas</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling" title=" scheduling"> scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=time" title=" time"> time</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20programs" title=" training programs"> training programs</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/170526/reducing-lean-by-implementing-distance-learning-in-the-training-programs-of-oil-and-gas-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170526.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">68</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">6587</span> Using the Dokeos Platform for Industrial E-Learning Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kherafa%20Abdennasser">Kherafa Abdennasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The application of Information and Communication Technologies (ICT) to the training area led to the creation of this new reality called E-learning. That last one is described like the marriage of multi- media (sound, image and text) and of the internet (diffusion on line, interactivity). Distance learning became an important totality for training and that last pass in particular by the setup of a distance learning platform. In our memory, we will use an open source platform named Dokeos for the management of a distance training of GPS called e-GPS. The learner is followed in all his training. In this system, trainers and learners communicate individually or in group, the administrator setup and make sure of this system maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20plate-forme" title=" learning plate-forme"> learning plate-forme</a>, <a href="https://publications.waset.org/abstracts/search?q=Dokeos" title=" Dokeos"> Dokeos</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS" title=" GPS"> GPS</a> </p> <a href="https://publications.waset.org/abstracts/30666/using-the-dokeos-platform-for-industrial-e-learning-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30666.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">477</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">6586</span> Assessing Distance Education Practices: Teachers Experience and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Amraouy">Mohammed Amraouy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Bellafkih"> Mostafa Bellafkih</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdellah%20Bennane"> Abdellah Bennane</a>, <a href="https://publications.waset.org/abstracts/search?q=Aziza%20Benomar"> Aziza Benomar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance education has become popular due to their ability to provide learning from almost anywhere and anytime. COVID-19 forced educational institutions to urgently introduce distance education to ensure pedagogical continuity, so all stakeholders were invited to adapt to this new paradigm. In order to identify strengths and weaknesses, the research focuses on the need to create an effective mechanism for evaluating distance education. The aims of this research were to explore and evaluate the use of digital media in general and official platforms in particular in distance education practices. To this end, we have developed and validated a questionnaire before administering it to a sample of 431 teachers in Morocco. Teachers reported lower knowledge and skills in the didactic use of ICT in the distance education process. In addition, although age and educative experience of the teachers continue to modulate the level of instrumental skills. Therefore, resources (digital resources and infrastructure) and the teachers’ ICT training present serious limitations, which require a training more focused on the distance educational paradigm and educational environments that allow teachers to create educational activities able to promote and facilitate the distance learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20perceptions" title=" teachers’ perceptions"> teachers’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/147342/assessing-distance-education-practices-teachers-experience-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147342.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">137</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">6585</span> Fighting Competition Stress by Focusing the Psychological Training on the Vigor-Activity Mood States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Al-Busafi">Majid Al-Busafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexe%20Cristina%20Ioana"> Alexe Cristina Ioana</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexe%20Dan%20Iulian"> Alexe Dan Iulian </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The specific competition and pre-competition stress in professional track and field determined an increasing engagement, from a biological and psychological point of view, of the middle distance and long distance runners, to obtain the top performances that would get them to win in a competition. Under these conditions, if the psychological stress is not properly managed, the negative effects can lead to a total drop in self-confidence, and can affect the value, the talent, and the self-trust, which generates an even higher stress. One of the means at our disposal is the psychological training, specially adapted to the athlete's individual characteristics, to the characteristics of the athletic event, or of the competition. This paper aims to highlight certain original aspects regarding the effects of a specific psychological training program on the mood states characterized by psychological activation, vigor, vitality. The subjects were represented by 12 professional middle distance and long distance runners, subjected to an applicative intervention to which they have participated voluntarily, over the course of 6 months (a competition season). The results indicated that The application of a psychological training program, adapted to the track and field competition system, over a period of time characterized by high competition stress, can determine an increase in the states of vigor and psychological activation, at the same time diminishing those moods that have negative effects on the performance, in the middle distance and long distance running events. This conclusion confirms the hypothesis of this research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competition%20stress" title="competition stress">competition stress</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20training" title=" psychological training"> psychological training</a>, <a href="https://publications.waset.org/abstracts/search?q=track%20and%20field" title=" track and field"> track and field</a>, <a href="https://publications.waset.org/abstracts/search?q=vigor-activity" title=" vigor-activity"> vigor-activity</a> </p> <a href="https://publications.waset.org/abstracts/21964/fighting-competition-stress-by-focusing-the-psychological-training-on-the-vigor-activity-mood-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21964.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">458</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">6584</span> A Selection Approach: Discriminative Model for Nominal Attributes-Based Distance Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fang%20Gong">Fang Gong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance measures are an indispensable part of many instance-based learning (IBL) and machine learning (ML) algorithms. The value difference metrics (VDM) and inverted specific-class distance measure (ISCDM) are among the top-performing distance measures that address nominal attributes. VDM performs well in some domains owing to its simplicity and poorly in others that exist missing value and non-class attribute noise. ISCDM, however, typically works better than VDM on such domains. To maximize their advantages and avoid disadvantages, in this paper, a selection approach: a discriminative model for nominal attributes-based distance measures is proposed. More concretely, VDM and ISCDM are built independently on a training dataset at the training stage, and the most credible one is recorded for each training instance. At the test stage, its nearest neighbor for each test instance is primarily found by any of VDM and ISCDM and then chooses the most reliable model of its nearest neighbor to predict its class label. It is simply denoted as a discriminative distance measure (DDM). Experiments are conducted on the 34 University of California at Irvine (UCI) machine learning repository datasets, and it shows DDM retains the interpretability and simplicity of VDM and ISCDM but significantly outperforms the original VDM and ISCDM and other state-of-the-art competitors in terms of accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20measure" title="distance measure">distance measure</a>, <a href="https://publications.waset.org/abstracts/search?q=discriminative%20model" title=" discriminative model"> discriminative model</a>, <a href="https://publications.waset.org/abstracts/search?q=nominal%20attributes" title=" nominal attributes"> nominal attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=nearest%20neighbor" title=" nearest neighbor"> nearest neighbor</a> </p> <a href="https://publications.waset.org/abstracts/119343/a-selection-approach-discriminative-model-for-nominal-attributes-based-distance-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119343.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">114</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">6583</span> Remote Training with Self-Assessment in Electrical Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoja%20Raud">Zoja Raud</a>, <a href="https://publications.waset.org/abstracts/search?q=Valery%20Vodovozov"> Valery Vodovozov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focuses on the distance laboratory organisation for training the electrical engineering staff and students in the fields of electrical drive and power electronics. To support online knowledge acquisition and professional enhancement, new challenges in remote education based on an active learning approach with self-assessment have been emerged by the authors. Following the literature review and explanation of the improved assessment methodology, the concept and technological basis of the labs arrangement are presented. To decrease the gap between the distance study of the up-to-date equipment and other educational activities in electrical engineering, the improvements in the following-up the learners’ progress and feedback composition are introduced. An authoring methodology that helps to personalise knowledge acquisition and enlarge Web-based possibilities is described. Educational management based on self-assessment is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20training" title="advanced training">advanced training</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20laboratory" title=" remote laboratory"> remote laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/38148/remote-training-with-self-assessment-in-electrical-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38148.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">327</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">6582</span> Effects of Employees’ Training Program on the Performance of Small Scale Enterprises in Oyo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Itiola%20Kehinde%20Adeniran">Itiola Kehinde Adeniran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the effect of employees’ training on the performance of small scale enterprises in Oyo State. A structured questionnaire was used to collect data from 150 respondents through purposive sampling method. Linear regression was used with the aid of statistical package for social science (SPSS) version 20 to analyze the data collected in order to examine the effect of independent variable, employees’ training on dependent variable, performance (profit) of small scale enterprises. The result revealed that employees’ training has a significant effect on the performance of small scale enterprises. It was concluded that predictor variable namely (training) is 55.5% variance of enterprises performance (profitability). Therefore, the paper recommended that all small scale enterprises in Nigeria should embrace manpower training and development in order to improve employees’ performance leading to organizational profitability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20performance" title=" employee performance"> employee performance</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20scale%20enterprise" title=" small scale enterprise"> small scale enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20profitability" title=" organizational profitability "> organizational profitability </a> </p> <a href="https://publications.waset.org/abstracts/34169/effects-of-employees-training-program-on-the-performance-of-small-scale-enterprises-in-oyo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34169.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">386</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">6581</span> The Research of the Relationship between Triathlon Competition Results with Physical Fitness Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20Chan%20Wei">Chen Chan Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the impact of swim 1500m, 10000m run, VO2 max, and body fat on Olympic distance triathlon competition performance. The subjects were thirteen college triathletes with endurance training, with an average age, height and weight of 20.61±1.04 years (mean ± SD), 171.76±8.54 cm and 65.32±8.14 kg respectively. All subjects were required to take the tests of swim 1500m, run 10000m, VO2 max, body fat, and participate in the Olympic distance triathlon competition. First, the swim 1500m test was taken in the standardized 50m pool, with a depth of 2m, and the 10000m run test on the standardized 400m track. After three days, VO2 max was tested with the MetaMax 3B and body fat was measured with the DEXA machine. After two weeks, all 13 subjects joined the Olympic distance triathlon competition at the 2016 New Taipei City Asian Cup. The relationships between swim 1500m, 10000m run, VO2 max, body fat test, and Olympic distance triathlon competition performance were evaluated using Pearson's product-moment correlation. The results show that 10000m run and body fat had a significant positive correlation with Olympic distance triathlon performance (r=.830, .768), but VO2 max has a significant negative correlation with Olympic distance triathlon performance (r=-.735). In conclusion, for improved non-draft Olympic distance triathlon performance, triathletes should focus on running than swimming training and can be measure VO2 max to prediction triathlon performance. Also, managing body fat can improve Olympic distance triathlon performance. In addition, swimming performance was not significantly correlated to Olympic distance triathlon performance, possibly because the 2016 New Taipei City Asian Cup age group was not a drafting competition. The swimming race is the shortest component of Olympic distance triathlons. Therefore, in a non-draft competition, swimming ability is not significantly correlated with overall performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=triathletes" title="triathletes">triathletes</a>, <a href="https://publications.waset.org/abstracts/search?q=olympic" title=" olympic"> olympic</a>, <a href="https://publications.waset.org/abstracts/search?q=non-drafting" title=" non-drafting"> non-drafting</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a> </p> <a href="https://publications.waset.org/abstracts/53713/the-research-of-the-relationship-between-triathlon-competition-results-with-physical-fitness-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53713.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">250</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">6580</span> The K-Distance Neighborhood Polynomial of a Graph</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soner%20Nandappa%20D.">Soner Nandappa D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Mohammed%20Naji"> Ahmed Mohammed Naji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a graph G = (V, E), the distance from a vertex v to a vertex u is the length of shortest v to u path. The eccentricity e(v) of v is the distance to a farthest vertex from v. The diameter diam(G) is the maximum eccentricity. The k-distance neighborhood of v, for 0 ≤ k ≤ e(v), is Nk(v) = {u ϵ V (G) : d(v, u) = k}. In this paper, we introduce a new distance degree based topological polynomial of a graph G is called a k- distance neighborhood polynomial, denoted Nk(G, x). It is a polynomial with the coefficient of the term k, for 0 ≤ k ≤ e(v), is the sum of the cardinalities of Nk(v) for every v ϵ V (G). Some properties of k- distance neighborhood polynomials are obtained. Exact formulas of the k- distance neighborhood polynomial for some well-known graphs, Cartesian product and join of graphs are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vertex%20degrees" title="vertex degrees">vertex degrees</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20in%20graphs" title=" distance in graphs"> distance in graphs</a>, <a href="https://publications.waset.org/abstracts/search?q=graph%20operation" title=" graph operation"> graph operation</a>, <a href="https://publications.waset.org/abstracts/search?q=Nk-polynomials" title=" Nk-polynomials"> Nk-polynomials</a> </p> <a href="https://publications.waset.org/abstracts/52946/the-k-distance-neighborhood-polynomial-of-a-graph" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52946.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">549</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">6579</span> The Effect of Endurance Training on Serum VCAM-1 in Overweight Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soheily%20Shahram">Soheily Shahram</a>, <a href="https://publications.waset.org/abstracts/search?q=Banaeifar%20Abdolali"> Banaeifar Abdolali</a>, <a href="https://publications.waset.org/abstracts/search?q=Yadegari%20Elham"> Yadegari Elham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vascular adhesion molecules-1 (VCAM-1) is one of the factors associating obesity and inflammatory lesions like atherosclerosis. The purpose of the present study was to investigate the effects of endurance training on serum concentration of VCAM-1 in overweight women. Thirty female overweight (BMI ≥ 25) voluntarily participated in our study. Subjects were randomly assigned to one of two groups: Endurance training or control group. Training group exercised for 12 weeks, three sessions a week with definite intensity and distance. Pre and post 12 weeks of endurance training blood samples were taken (5cc) in fasting state from all subjects. Data was analyzed via independent t test (p≤0.05). The results showed that endurance training had significant effect on VCAM, body weight, fat percentage, BMI and maximum oxygen consumption (p ≤ 0.05). This study demonstrates that endurance training caused a decrease in the adhesion molecules level and decreasing inflammation, endurance training may perhaps play an effective role in atherosclerosis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=endurance%20training" title="endurance training">endurance training</a>, <a href="https://publications.waset.org/abstracts/search?q=vascular%20cell%20adhesion%20molecules" title=" vascular cell adhesion molecules"> vascular cell adhesion molecules</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight%20women" title=" overweight women"> overweight women</a>, <a href="https://publications.waset.org/abstracts/search?q=serum%20concentration" title=" serum concentration"> serum concentration</a> </p> <a href="https://publications.waset.org/abstracts/22605/the-effect-of-endurance-training-on-serum-vcam-1-in-overweight-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22605.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">413</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">6578</span> Improving Access to Training for Parents of Children with Autism Spectrum Disorders through Telepractice: Parental Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myriam%20Rousseau">Myriam Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-H%C3%A9l%C3%A8ne%20Poulin"> Marie-Hélène Poulin</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzie%20McKinnon"> Suzie McKinnon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacinthe%20Bourassa"> Jacinthe Bourassa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: There is a growing demand for effective training programs for parents of children with autism spectrum disorders. While traditional in-person training is effective, it can be difficult for some parents to participate due to distance, time, and cost. Telepractice, a form of distance education, could be a viable alternative to address these challenges. Research objective: The objective of this study is to explore the experiences of parents of children with autism who participated in a training program offered by telepractice in order to document: 1) the experience of parents who participated in a program telepractice training program for autistic children, 2) parental satisfaction with the telepractice modality, and 3) potential benefits of using telepractice to deliver training programs to parents of autistic children. Method: This study followed a qualitative research design, and Braun and Clarke's six-step procedure was used for the thematic analysis of the comments provided by parents. Data were collected through individual interviews with parents who participated in the project. The analysis focused on identifying patterns and themes in the comments in order to better understand parents' experiences with the telepractice modality. Results: The study revealed that parents were generally satisfied with the telepractice modality, as it was easy to use and enabled a better balance between work and family. This modality also enabled parents to share and receive mutual support. Despite the positive results, it is still relevant to offer training in different modalities to meet the different needs of parents. Conclusion: The study shows that parents of children with autism are generally satisfied with telepractice as a training modality. The results suggest that telepractice can be an effective alternative to traditional face-to-face training. The study highlights the importance of taking parents' needs and preferences into account when designing and implementing training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=telepractice" title=" telepractice"> telepractice</a> </p> <a href="https://publications.waset.org/abstracts/155567/improving-access-to-training-for-parents-of-children-with-autism-spectrum-disorders-through-telepractice-parental-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155567.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">145</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">6577</span> Refactoring Object Oriented Software through Community Detection Using Evolutionary Computation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Nagarani">R. Nagarani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An intrinsic property of software in a real-world environment is its need to evolve, which is usually accompanied by the increase of software complexity and deterioration of software quality, making software maintenance a tough problem. Refactoring is regarded as an effective way to address this problem. Many refactoring approaches at the method and class level have been proposed. But the extent of research on software refactoring at the package level is less. This work presents a novel approach to refactor the package structures of object oriented software using genetic algorithm based community detection. It uses software networks to represent classes and their dependencies. It uses a constrained community detection algorithm to obtain the optimized community structures in software networks, which also correspond to the optimized package structures. It finally provides a list of classes as refactoring candidates by comparing the optimized package structures with the real package structures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20detection" title="community detection">community detection</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20network" title=" complex network"> complex network</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=package" title=" package"> package</a>, <a href="https://publications.waset.org/abstracts/search?q=refactoring" title=" refactoring"> refactoring</a> </p> <a href="https://publications.waset.org/abstracts/31191/refactoring-object-oriented-software-through-community-detection-using-evolutionary-computation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31191.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">418</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">6576</span> The Effect of Using Water Wireless Aqua Com System on the Development of Dolphin Kick Movements on the Female Swimming Team at the Faculty of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wisal%20Alrabadi">Wisal Alrabadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study's goal was to see how the use of water wireless Aqua Com System and its accompanying music affected the Female Swimming Team at the Faculty of Physical Education's development of dolphin kick movements. To that end, a training program consisting of (12) training units spread out over four weeks, three units per week, was created and applied to a study sample of (10) students from the swimming pool enrolled in the first semester of the academic year 2022. Pre-measuring and timing the movements of dolphins kicking with and without fins above and below, measuring the water's surface over a distance of 25 meters. The results showed that there are statistically significant differences in favor of telemetry from the start within the limits of the area specified for a distance of 15 m after the comparison between the pre and post-measurement using the test (T) of the double samples, and this indicates the impact of the training program using the Aqua Com System in the swimming team(Female) at Faculty of Physical Education, and in light of this a set of recommendations was developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aqua%20com%20system%20training%20program" title="aqua com system training program">aqua com system training program</a>, <a href="https://publications.waset.org/abstracts/search?q=accompanying%20music" title=" accompanying music"> accompanying music</a>, <a href="https://publications.waset.org/abstracts/search?q=dolphin%20kick%20movements" title=" dolphin kick movements"> dolphin kick movements</a>, <a href="https://publications.waset.org/abstracts/search?q=swimming%20team%20female" title=" swimming team female"> swimming team female</a> </p> <a href="https://publications.waset.org/abstracts/148023/the-effect-of-using-water-wireless-aqua-com-system-on-the-development-of-dolphin-kick-movements-on-the-female-swimming-team-at-the-faculty-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148023.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">155</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">6575</span> The Effect of Training and Development Practice on Employees’ Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sifen%20Abreham">Sifen Abreham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employees are resources in organizations; as such, they need to be trained and developed properly to achieve an organization's goals and expectations. The initial development of the human resource management concept is based on the effective utilization of people to treat them as resources, leading to the realization of business strategies and organizational objectives. The study aimed to assess the effect of training and development practices on employee performance. The researcher used an explanatory research design, which helps to explain, understand, and predict the relationship between variables. To collect the data from the respondents, the study used probability sampling. From the probability, the researcher used stratified random sampling, which can branch off the entire population into homogenous groups. The result was analyzed and presented by using the statistical package for the social science (SPSS) version 26. The major finding of the study was that the training has an impact on employees' job performance to achieve organizational objectives. The district has a policy and procedure for training and development, but it doesn’t apply actively, and it’s not suitable for district-advised reform this policy and procedure and applied actively; the district gives training for the majority of its employees, but most of the time, the training is theoretical the district advised to use practical training method to see positive change, the district gives evaluation after the employees take training and development, but the result is not encouraging the district advised to assess employees skill gap and feel that gap, the district has a budget, but it’s not adequate the district advised to strengthen its financial ground. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=employees" title=" employees"> employees</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/182858/the-effect-of-training-and-development-practice-on-employees-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182858.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6574</span> Effect of Video-Based Instructional Strategy on Junior Secondary School Students' Academic Achievement in Social Studies in Ondo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abidoye%20James%20Alabi">Abidoye James Alabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effect of video-based instructional strategy on junior secondary school academic achievement in social studies. The influence of gender on the academic achievement of student taught with video-based instructional strategy was also examined. The study adopted a pre-test and pro-test control group quasi-experimental design. Simple random sampling technique was used to select 40 students from two schools in Akure town in Ondo State. The researcher developed instructional video package on social studies concept which was used as treatment instrument for the experimental group while the control group was exposed to conventional teaching method. The instruments used in this study are social studies achievement test and instructional video package (IVP). T-test statistic was used to analyse the hypotheses. The findings revealed that experimental group performed better than the control group. It was also shown that gender has no significant effect on students’ academic achievement when exposed to an instructional video package. It was recommended that appropriate training and workshop should be organized by the government for the social studies teachers for effective use of instructional video package in order to enhance teachers productivities and learning among students in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20video%20package" title="instructional video package">instructional video package</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title=" conventional teaching method"> conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20studies" title=" social studies"> social studies</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20secondary%20school" title=" junior secondary school"> junior secondary school</a> </p> <a href="https://publications.waset.org/abstracts/30613/effect-of-video-based-instructional-strategy-on-junior-secondary-school-students-academic-achievement-in-social-studies-in-ondo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30613.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">423</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">6573</span> Mechanism to Optimize Landing Distance in Order to Minimize Tyre Wear during Braking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20V.%20H.%20De%20Soysa">H. V. H. De Soysa</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20D.%20Hiripitiya"> N. D. Hiripitiya</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20S.%20U.%20Thrimavithana"> H. S. U. Thrimavithana</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20R.%20Epitawala"> B. R. Epitawala</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20D.%20D.%20Kuruppu"> K. A. D. D. Kuruppu</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20J.%20K.%20Lokupathirage"> D. J. K. Lokupathirage</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was based on developing a mechanism in order to optimize the landing distance. Short distance braking and long distance braking may cause several issues for the aircraft including tyre wearing. The worst case occurs with short distance landing. The issues related to short distance landing were identified after conducting interviews with pilots, aeronautical engineers and technicians. A model was constructed in order to optimize the landing distance. The device started to function at the point where the main wheels of the aircraft touchdown the runway. It was found that implementing this device to the aircraft benefits to optimize the landing distance. This could lead to rectifying several issues occurred due to improper braking distances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aircraft" title="aircraft">aircraft</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanism" title=" mechanism"> mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=optimize%20landing%20distance" title=" optimize landing distance"> optimize landing distance</a>, <a href="https://publications.waset.org/abstracts/search?q=runway" title=" runway"> runway</a> </p> <a href="https://publications.waset.org/abstracts/57454/mechanism-to-optimize-landing-distance-in-order-to-minimize-tyre-wear-during-braking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57454.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">317</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">6572</span> Computational Analysis on Thermal Performance of Chip Package in Electro-Optical Device</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Long%20Kim%20Vu">Long Kim Vu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central processing unit in Electro-Optical devices is a Field-programmable gate array (FPGA) chip package allowing flexible, reconfigurable computing but energy consumption. Because chip package is placed in isolated devices based on IP67 waterproof standard, there is no air circulation and the heat dissipation is a challenge. In this paper, the author successfully modeled a chip package which various interposer materials such as silicon, glass and organics. Computational fluid dynamics (CFD) was utilized to analyze the thermal performance of chip package in the case of considering comprehensive heat transfer modes: conduction, convection and radiation, which proposes equivalent heat dissipation. The logic chip temperature varying with time is compared between the simulation and experiment results showing the excellent correlation, proving the reasonable chip modeling and simulation method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CFD" title="CFD">CFD</a>, <a href="https://publications.waset.org/abstracts/search?q=FPGA" title=" FPGA"> FPGA</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title=" heat transfer"> heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20analysis" title=" thermal analysis"> thermal analysis</a> </p> <a href="https://publications.waset.org/abstracts/137585/computational-analysis-on-thermal-performance-of-chip-package-in-electro-optical-device" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137585.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">184</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">6571</span> Boundary Alert System for Powered Wheelchair in Confined Area Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsoi%20Kim%20Ming">Tsoi Kim Ming</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20King%20Pong"> Yu King Pong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: With powered wheelchair, patients can travel more easily and conveniently. However, some patients suffer from other difficulties, such as visual impairment, cognitive disorder, or psychological issues, which make them unable to control powered wheelchair safely. Purpose: Therefore, those patients are required to complete a comprehensive driving training by therapists on confined area, which simulates narrow paths in daily live. During the training, therapists will give series of driving instruction to patients, which may be unaware of patients crossing out the boundary of area. To facilitate the training, it is needed to develop a device to provide warning to patients during training Method: We adopt LIDAR for distance sensing started from center of confined area. Then, we program the LIDAR with linear geometry to remember each side of the area. The LIDAR will sense the location of wheelchair continuously. Once the wheelchair is driven out of the boundary, audio alert will be given to patient. Result: Patients can pay their attention to the particular driving situation followed by audio alert during driving training, which can learn how to avoid out of boundary in similar situation next time. Conclusion: Instead of only instructed by therapist, the LIDAR can facilitate the powered wheelchair training by patients actively pay their attention to driving situation. After training, they are able to control the powered wheelchair safely when facing difficult and narrow path in real life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PWC" title="PWC">PWC</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=rehab" title=" rehab"> rehab</a>, <a href="https://publications.waset.org/abstracts/search?q=AT" title=" AT"> AT</a> </p> <a href="https://publications.waset.org/abstracts/159535/boundary-alert-system-for-powered-wheelchair-in-confined-area-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159535.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">105</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">6570</span> Adaptive Few-Shot Deep Metric Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wentian%20Shi">Wentian Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Daming%20Shi"> Daming Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maysam%20Orouskhani"> Maysam Orouskhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Feng%20Tian"> Feng Tian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whereas currently the most prevalent deep learning methods require a large amount of data for training, few-shot learning tries to learn a model from limited data without extensive retraining. In this paper, we present a loss function based on triplet loss for solving few-shot problem using metric based learning. Instead of setting the margin distance in triplet loss as a constant number empirically, we propose an adaptive margin distance strategy to obtain the appropriate margin distance automatically. We implement the strategy in the deep siamese network for deep metric embedding, by utilizing an optimization approach by penalizing the worst case and rewarding the best. Our experiments on image recognition and co-segmentation model demonstrate that using our proposed triplet loss with adaptive margin distance can significantly improve the performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=few-shot%20learning" title="few-shot learning">few-shot learning</a>, <a href="https://publications.waset.org/abstracts/search?q=triplet%20network" title=" triplet network"> triplet network</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20margin" title=" adaptive margin"> adaptive margin</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a> </p> <a href="https://publications.waset.org/abstracts/132975/adaptive-few-shot-deep-metric-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6569</span> Effects of Aging on Ultra: Triathlon Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20S.%20Jatau">Richard S. Jatau</a>, <a href="https://publications.waset.org/abstracts/search?q=Kankanala%20Venkateswarlu"> Kankanala Venkateswarlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bulus%20Kpame"> Bulus Kpame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this critical review is to find out what is known and what is unknown about the effects of aging on endurance performance, especially on ultra- triathlon performance. It has been shown that among master’s athlete’s peak levels of performance decreased by 50% by age 50 it has also been clearly revealed that age associated atrophy, weakness and fatigability cannot be halted, although year round athletic training can slow down this age associated decline. Studies have further revealed that 30% to 50% decrease in skeletal muscle mass between ages 40 and 80 years, which is accompanied by an equal or even greater decline in strength and power and an increase in muscle weakness and fatigability. Studies on ultra- triathlon athletes revealed that 30 to 39 year old showed fastest time, with athletes in younger and older age groups were slower. It appears that the length of the endurance performance appears to influence age related endurance performance decline in short distance triathlons. A significant decline seems to start at the age of 40 to 50 years, whereas in long distance triathlons this decline seems to start after the age of 65 years. However, it is not clear whether this decline is related in any way to the training methods used, the duration of training, or the frequency of training. It’s also not clear whether the triathlon athletes experience more injuries due to long hours of training. It’s also not clear whether these athletes used performance enhancing drugs to enhance their performance. It’s not also clear whiles there has been tremendous increase in the number of athletes specializing in triathlon. On the basis of our experience and available research evidence we have provided answers to some of these questions. We concluded that aging associated decline in ultra–endurance performance is inevitable although it can be slowed down. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=triathlon" title=" triathlon"> triathlon</a>, <a href="https://publications.waset.org/abstracts/search?q=atrophy" title=" atrophy"> atrophy</a>, <a href="https://publications.waset.org/abstracts/search?q=endurance" title=" endurance "> endurance </a> </p> <a href="https://publications.waset.org/abstracts/30967/effects-of-aging-on-ultra-triathlon-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30967.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">373</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">6568</span> From the Classroom to Digital Learning Environments: An Action Research on Pedagogical Practices in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie%20Alexandre">Marie Alexandre</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean%20Bernatchez"> Jean Bernatchez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the complexity of the face-to-face-to-distance learning transition process. Our research action aims to support the process of transition from classroom to distance learning for teachers in higher education with regard to pedagogical practices that can meet the various needs of students using digital learning environments. In Quebec and elsewhere in the world, the advent of digital education is helping to transform teaching, which is significantly changing the role of teachers. While distance education implies a dissociation of teaching and learning to a variable degree in space and time, distance education (DE) is becoming more and increasingly becoming a preferred option for maintaining the delivery of certain programs and providing access to programs and to provide access to quality activities throughout Quebec. Given the impact of teaching practices on educational success, this paper reports on the results of three research objectives: 1) To document teachers' knowledge of teaching in distance education through the design, experimentation and production of a repertoire of the determinants of pedagogical practices in response to students' needs. 2) Explain, according to a gendered logic, the adequacy between the pedagogical practices implemented in distance learning and the response to the profiles and needs expressed by students using digital learning environments; 3) Produce a model of a support approach during the process of transition from classroom to distance learning at the college level. A mixed methodology, i.e., a quantitative component (questionnaire survey) and a qualitative component (explanatory interviews and living lab) was used in cycles that were part of an ongoing validation process. The intervention includes the establishment of a professional collaboration group, webinars training webinars for the participating teachers on the didactic issue of knowledge-teaching in FAD, the didactic use of technologies, and the differentiated socialization models of educational success in college education. All of the tools developed will be used by partners in the target environment as well as by all teacher educators, students in initial teacher training, practicing teachers, and the general public. The results show that access to training leading to qualifications and commitment to educational success reflects the existing links between the people in the educational community. The relational stakes of being present in distance education take on multiple configurations and different dimensions of learning testify to needs and realities that are sometimes distinct depending on the life cycle. This project will be of interest to partners in the targeted field as well as to all teacher trainers, students in initial teacher training, practicing college teachers, and to university professors. The entire educational community will benefit from digital resources in education. The scientific knowledge resulting from this action research will benefit researchers in the fields of pedagogy, didactics, teacher training and pedagogy in higher education in a digital context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20environment" title=" digital learning environment"> digital learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy%20technological" title=" pedagogy technological"> pedagogy technological</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20content%20knowledge" title=" pedagogical content knowledge"> pedagogical content knowledge</a> </p> <a href="https://publications.waset.org/abstracts/165186/from-the-classroom-to-digital-learning-environments-an-action-research-on-pedagogical-practices-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165186.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">87</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">6567</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6566</span> Mindfulness, Acceptance and Meaning in Life for Adults with Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20F.%20Zimmermann">Fernanda F. Zimmermann</a>, <a href="https://publications.waset.org/abstracts/search?q=Beverley%20Burrell"> Beverley Burrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Jordan"> Jennifer Jordan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Supportive care for people affected by cancer is recognised as a priority for research but yet there is little solid evidence of the effectiveness of psychological treatments for those with advanced cancer. The literature suggests that mindfulness-based interventions may be acceptable and beneficial for this population. This study aims to develop a mindfulness intervention to provide emotional support for advanced cancer population. The treatment package includes mindfulness meditation, developing an acceptance attitude and reflections on meaning in life. Methods: This study design is a one-group pre-post test with a mixed methods approach. Participants are recruited through public and private hospitals in Christchurch, NZ. Quantitative measures are the Acceptance and Action Questionnaire-II, Mindful Coping Scale and, the Meaning in Life Questionnaire. Qualitative semi-structured interviews enquire about emotional support before and after the diagnosis, participants’ thoughts about meaning in life, expectations and reflections on the mindfulness training. Qualitative data will be analysed using thematic analysis. Treatment consists of one to one 30 minutes session weekly for 4 weeks using a pre-recorded CD/podcast of the mindfulness training. This research is part of the presenter’s PhD study. Findings: This project is currently underway. The presenter will provide preliminary data on the acceptability of the mindfulness training package being delivered to participants along with the recruitment strategies. We anticipate that this novel treatment used as a self-management tool will reduce psychological distress and enable better coping for patients with advanced cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=cancer" title=" cancer"> cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a> </p> <a href="https://publications.waset.org/abstracts/74580/mindfulness-acceptance-and-meaning-in-life-for-adults-with-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74580.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">353</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">6565</span> An Assessment of Digital Platforms, Student Online Learning, Teaching Pedagogies, Research and Training at Kenya College of Accounting University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmine%20Renner">Jasmine Renner</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Njuguna"> Alice Njuguna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The booming technological revolution is driving a change in the mode of delivery systems especially for e-learning and distance learning in higher education. The report and findings of the study; an assessment of digital platforms, student online learning, teaching pedagogies, research and training at Kenya College of Accounting University (hereinafter 'KCA') was undertaken as a joint collaboration project between the Carnegie African Diaspora Fellowship and input from the staff, students and faculty at KCA University. The participants in this assessment/research met for selected days during a six-week period during which, one-one consultations, surveys, questionnaires, foci groups, training, and seminars were conducted to ascertain 'online learning and teaching, curriculum development, research and training at KCA.' The project was organized into an eight-week project workflow with each week culminating in project activities designed to assess digital online teaching and learning at KCA. The project also included the training of distance learning instructors at KCA and the evaluation of KCA’s distance platforms and programs. Additionally, through a curriculum audit and redesign, the project sought to enhance the curriculum development activities related to of distance learning at KCA. The findings of this assessment/research represent the systematic deliberate process of gathering, analyzing and using data collected from DL students, DL staff and lecturers and a librarian personnel in charge of online learning resources and access at KCA. We engaged in one-on-one interviews and discussions with staff, students, and faculty and collated the findings to inform practices that are effective in the ongoing design and development of eLearning earning at KCA University. Overall findings of the project led to the following recommendations. First, there is a need to address infrastructural challenges that led to poor internet connectivity for online learning, training needs and content development for faculty and staff. Second, there is a need to manage cultural impediments within KCA; for example fears of vital change from one platform to another for effectiveness and Institutional goodwill as a vital promise of effective online learning. Third, at a practical and short-term level, the following recommendations based on systematic findings of the research conducted were as follows: there is a need for the following to be adopted at KCA University to promote the effective adoption of online learning: a) an eLearning compatible faculty lab, b) revision of policy to include an eLearn strategy or strategic management, c) faculty and staff recognitions engaged in the process of training for the adoption and implementation of eLearning and d) adequate website resources on eLearning. The report and findings represent a comprehensive approach to a systematic assessment of online teaching and learning, research and training at KCA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20platforms" title=" digital platforms"> digital platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20online%20learning" title=" student online learning"> student online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20pedagogies" title=" online teaching pedagogies"> online teaching pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/85634/an-assessment-of-digital-platforms-student-online-learning-teaching-pedagogies-research-and-training-at-kenya-college-of-accounting-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85634.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">191</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">6564</span> Distance Protection Performance Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelsalam%20Omar">Abdelsalam Omar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents simulation-based case study that indicate the need for accurate dynamic modeling of distance protection relay. In many cases, a static analysis based on current and voltage phasors may be sufficient to assess the performance of distance protection. There are several circumstances under which such a simplified study does not provide the depth of analysis necessary to obtain accurate results, however. This letter present study of the influences of magnetizing inrush and power swing on the performance of distance protection relay. One type of numerical distance protection relay has been investigated: 7SA511. The study has been performed in order to demonstrate the relay response when dynamic model of distance relay is utilized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20protection" title="distance protection">distance protection</a>, <a href="https://publications.waset.org/abstracts/search?q=magnitizing%20inrush" title=" magnitizing inrush"> magnitizing inrush</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20swing" title=" power swing"> power swing</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20model%20of%20protection%20relays" title=" dynamic model of protection relays"> dynamic model of protection relays</a>, <a href="https://publications.waset.org/abstracts/search?q=simulatio" title=" simulatio"> simulatio</a> </p> <a href="https://publications.waset.org/abstracts/21116/distance-protection-performance-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21116.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">488</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">6563</span> Synchronous Courses Attendance in Distance Higher Education: Case Study of a Computer Science Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thierry%20Eude">Thierry Eude</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of videoconferencing platforms adapted to teaching offers students the opportunity to take distance education courses in much the same way as traditional in-class training. The sessions can be recorded and they allow students the option of following the courses synchronously or asynchronously. Three typical profiles can then be distinguished: students who choose to follow the courses synchronously, students who could attend the course in synchronous mode but choose to follow the session off-line, and students who follow the course asynchronously as they cannot attend the course when it is offered because of professional or personal constraints. Our study consists of observing attendance at all distance education courses offered in the synchronous mode by the Computer Science and Software Engineering Department at Laval University during 10 consecutive semesters. The aim is to identify factors that influence students in their choice of attending the distance courses in synchronous mode. It was found that participation tends to be relatively stable over the years for any one semester (fall, winter summer) and is similar from one course to another, although students may be increasingly familiar with the synchronous distance education courses. Average participation is around 28%. There may be deviations, but they concern only a few courses during certain semesters, suggesting that these deviations would only have occurred because of the composition of particular promotions during specific semesters. Furthermore, course schedules have a great influence on the attendance rate. The highest rates are all for courses which are scheduled outside office hours. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attendance" title="attendance">attendance</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20undergraduate%20education%20in%20computer%20science" title=" distance undergraduate education in computer science"> distance undergraduate education in computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20behavior" title=" student behavior"> student behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20e-learning" title=" synchronous e-learning"> synchronous e-learning</a> </p> <a href="https://publications.waset.org/abstracts/57165/synchronous-courses-attendance-in-distance-higher-education-case-study-of-a-computer-science-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57165.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">284</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=distance%20training%20package&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=distance%20training%20package&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=distance%20training%20package&page=4">4</a></li> <li class="page-item"><a class="page-link" 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