CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: the common assessment framework</title> <meta name="description" content="Search results for: the common assessment framework"> <meta name="keywords" content="the common assessment framework"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="the common assessment framework" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="the common assessment framework"> <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> 15199</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: the common assessment framework</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15199</span> Implementation of Total Quality Management in Public Sector: Case of Tunisia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafla%20Hchaichi">Rafla Hchaichi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The public administration is currently experiencing in the field of quality unprecedented effervescence. However, in a globalized world more and more competitive, public services are confronted with the need to improve their performances which push public companies to implement quality approaches. Quality approaches have taken diverse forms such as service commitment, labels, certifications and the Common Assessment Framework. This paper provides an overview on the strategy for administrative development in Tunisia since the Carthaginian civilization until today. It outlines the evolution of quality management in the Tunisian public context while focusing on the National Referential of Quality of Administrative Services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20approach" title="quality approach">quality approach</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework" title=" the common assessment framework"> the common assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20commitment" title=" service commitment"> service commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=label" title=" label"> label</a>, <a href="https://publications.waset.org/abstracts/search?q=certification" title=" certification"> certification</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20public%20service" title=" quality of public service"> quality of public service</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20of%20public%20service" title=" performance of public service"> performance of public service</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian%20Public%20Service" title=" Tunisian Public Service"> Tunisian Public Service</a> </p> <a href="https://publications.waset.org/abstracts/19471/implementation-of-total-quality-management-in-public-sector-case-of-tunisia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19471.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">556</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">15198</span> Review of Innovation Management Frameworks and Assessment Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiang%20Fu">Qiang Fu</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Saleh"> Abu Saleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research studies are highly fragmented when an innovation management framework is being discussed. With the aim to identify an innovation management framework/assessment tool suitable for small & medium enterprises (SMEs) in the service industry, this researcher critically reviewed existing innovation management frameworks and assessment models/tools and discovered a number of literature gaps. It is established that existing literature lacks generally agreed innovation management dimensions, commonly accepted knowledge creation through empirical studies on innovation management in SMEs, effective innovation management performance measurements, and studies on innovation management in the service industry, in particular in retail SMEs. As such, there is a dire need to develop an appropriate firm-level innovation management framework suitable for SMEs in the service industry for a future research project and further study. In addition, this researcher also discussed the significance of establishing such an innovation management framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation%20management" title="innovation management">innovation management</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20management%20framework" title=" innovation management framework"> innovation management framework</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20management%20assessment%20tools" title=" innovation management assessment tools"> innovation management assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=SMEs" title=" SMEs"> SMEs</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20industry" title=" service industry"> service industry</a> </p> <a href="https://publications.waset.org/abstracts/135335/review-of-innovation-management-frameworks-and-assessment-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135335.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">215</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">15197</span> Impact of Changes of the Conceptual Framework for Financial Reporting on the Indicators of the Financial Statement </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezhda%20Kvatashidze">Nadezhda Kvatashidze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The International Accounting Standards Board updated the conceptual framework for financial reporting. The main reason behind it is to resolve the tasks of the accounting, which are caused by the market development and business-transactions of a new economic content. Also, the investors call for higher transparency of information and responsibility for the results in order to make a more accurate risk assessment and forecast. All these make it necessary to further develop the conceptual framework for financial reporting so that the users get useful information. The market development and certain shortcomings of the conceptual framework revealed in practice require its reconsideration and finding new solutions. Some issues and concepts, such as disclosure and supply of information, its qualitative characteristics, assessment, and measurement uncertainty had to be supplemented and perfected. The criteria of recognition of certain elements (assets and liabilities) of reporting had to be updated, too and all this is set out in the updated edition of the conceptual framework for financial reporting, a comprehensive collection of concepts underlying preparation of the financial statement. The main objective of conceptual framework revision is to improve financial reporting and development of clear concepts package. This will support International Accounting Standards Board (IASB) to set common “Approach & Reflection” for similar transactions on the basis of mutually accepted concepts. As a result, companies will be able to develop coherent accounting policies for those transactions or events that are occurred from particular deals to which no standard is used or when standard allows choice of accounting policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title="conceptual framework">conceptual framework</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20basis" title=" measurement basis"> measurement basis</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20uncertainty" title=" measurement uncertainty"> measurement uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=neutrality" title=" neutrality"> neutrality</a>, <a href="https://publications.waset.org/abstracts/search?q=prudence" title=" prudence"> prudence</a>, <a href="https://publications.waset.org/abstracts/search?q=stewardship" title=" stewardship"> stewardship</a> </p> <a href="https://publications.waset.org/abstracts/101329/impact-of-changes-of-the-conceptual-framework-for-financial-reporting-on-the-indicators-of-the-financial-statement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101329.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">126</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">15196</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title="assessment practices">assessment practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20for%20use%20of%20formative%20assessment" title=" factors for use of formative assessment"> factors for use of formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/54511/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54511.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">376</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">15195</span> A Conceptual Framework for Vulnerability Assessment of Climate Change Impact on Oil and Gas Critical Infrastructures in the Niger Delta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justin%20A.%20Udie">Justin A. Udie</a>, <a href="https://publications.waset.org/abstracts/search?q=Subhes%20C.%20Bhatthacharyya"> Subhes C. Bhatthacharyya</a>, <a href="https://publications.waset.org/abstracts/search?q=Leticia%20Ozawa-Meida"> Leticia Ozawa-Meida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact of climate change is severe in the Niger Delta and critical oil and gas infrastructures are vulnerable. This is partly due to lack of specific impact assessment framework to assess impact indices on both existing and new infrastructures. The purpose of this paper is to develop a framework for the assessment of climate change impact on critical oil and gas infrastructure in the region. Comparative and documentary methods as well as analysis of frameworks were used to develop a flexible, integrated and conceptual four dimensional framework underpinning; 1. Scoping – the theoretical identification of inherent climate burdens, review of exposure, adaptive capacities and delineation of critical infrastructure; 2. Vulnerability assessment – presents a systematic procedure for the assessment of infrastructure vulnerability. It provides real time re-scoping, practical need for data collection, analysis and review. Physical examination of systems is encouraged to complement the scoped data and ascertain the level of exposure to relevant climate risks in the area; 3. New infrastructure – consider infrastructures that are still at developmental level. It seeks to suggest the inclusion of flexible adaptive capacities in original design of infrastructures in line with climate threats and projections; 4. The Mainstreaming Climate Impact Assessment into government’s environmental decision making approach. Though this framework is designed specifically for the estimation of exposure, adaptive capacities and criticality of vulnerable oil and gas infrastructures in the Niger Delta to climate burdens; it is recommended for researchers and experts as a first-hand generic and practicable tool which can be used for the assessment of other infrastructures perceived as critical and vulnerable. The paper does not provide further tools that synch into the methodological approach but presents pointers upon which a pragmatic methodology can be developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual" title=" conceptual"> conceptual</a>, <a href="https://publications.waset.org/abstracts/search?q=climate" title=" climate"> climate</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerability" title=" vulnerability"> vulnerability</a> </p> <a href="https://publications.waset.org/abstracts/48222/a-conceptual-framework-for-vulnerability-assessment-of-climate-change-impact-on-oil-and-gas-critical-infrastructures-in-the-niger-delta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48222.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">15194</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.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">119</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">15193</span> Development and Validation of Integrated Continuous Improvement Framework for Competitiveness: Mixed Research of Ethiopian Manufacturing Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haftu%20Hailu%20Berhe">Haftu Hailu Berhe</a>, <a href="https://publications.waset.org/abstracts/search?q=Hailekiros%20Sibhato%20Gebremichael"> Hailekiros Sibhato Gebremichael</a>, <a href="https://publications.waset.org/abstracts/search?q=Kinfe%20Tsegay%20Beyene"> Kinfe Tsegay Beyene</a>, <a href="https://publications.waset.org/abstracts/search?q=Haileselassie%20Mehari"> Haileselassie Mehari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to develop and validate integrated literature-based JIT, TQM, TPM, SCM and LSS framework through a combination of the PDCA cycle and DMAIC methodology. The study adopted a mixed research approach. Accordingly, the qualitative study employed to develop the framework is based on identifying the uniqueness and common practices of JIT, TQM, TPM, SCM and LSS initiatives, the existing practice of the integration, identifying the existing gaps in the framework and practices, developing new integrated JIT, TQM, TPM, SCM and LSS practice framework. Previous very few studies of the uniqueness and common practices of the five initiatives are preserved. Whereas the quantitative study working to validate the framework is based on empirical analysis of the self-administered questionnaire using a statistical package for social science. A combination of the PDCA cycle and DMAIC methodology stand integrated CI framework is developed. The proposed framework is constructed as a project-based framework with five detailed implementation phases. Besides, the empirical analysis demonstrated that the proposed framework is valuable if adopted and implemented correctly. So far, there is no study proposed & validated the integrated CI framework within the scope of the study. Therefore, this is the earliest study that proposed and validated the framework for manufacturing industries. The proposed framework is applicable to manufacturing industries and can assist in achieving competitive advantages when the manufacturing industries, institutions and government offer unconditional efforts in implementing the full contents of the framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20continuous%20improvement%20framework" title="integrated continuous improvement framework">integrated continuous improvement framework</a>, <a href="https://publications.waset.org/abstracts/search?q=just%20in%20time" title=" just in time"> just in time</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20quality%20management" title=" total quality management"> total quality management</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20productive%20maintenance" title=" total productive maintenance"> total productive maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20management" title=" supply chain management"> supply chain management</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20six%20sigma" title=" lean six sigma"> lean six sigma</a> </p> <a href="https://publications.waset.org/abstracts/149098/development-and-validation-of-integrated-continuous-improvement-framework-for-competitiveness-mixed-research-of-ethiopian-manufacturing-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149098.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">139</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">15192</span> Impact of Tablet Based Learning on Continuous Assessment (ESPRIT Smart School Framework)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Attia">Mehdi Attia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Ben%20Fadhel"> Sana Ben Fadhel</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamjed%20Bettaieb"> Lamjed Bettaieb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile technology has become a part of our daily lives and assist learners (despite their level and age) in their leaning process using various apparatus and mobile devices (laptop, tablets, etc.). This paper presents a new learning framework based on tablets. This solution has been developed and tested in ESPRIT “Ecole Supérieure Privée d’Igénieurie et de Technologies”, a Tunisian school of engineering. This application is named ESSF: Esprit Smart School Framework. In this work, the main features of the proposed solution are listed, particularly its impact on the learners’ evaluation process. Learner’s assessment has always been a critical component of the learning process as it measures students’ knowledge. However, traditional evaluation methods in which the learner is evaluated once or twice each year cannot reflect his real level. This is why a continuous assessment (CA) process becomes necessary. In this context we have proved that ESSF offers many important features that enhance and facilitate the implementation of the CA process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20assessment" title="continuous assessment">continuous assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet%20based%20learning" title=" tablet based learning"> tablet based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20school" title=" smart school"> smart school</a>, <a href="https://publications.waset.org/abstracts/search?q=ESSF" title=" ESSF"> ESSF</a> </p> <a href="https://publications.waset.org/abstracts/38431/impact-of-tablet-based-learning-on-continuous-assessment-esprit-smart-school-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38431.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">333</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">15191</span> Simulation Aided Life Cycle Sustainability Assessment Framework for Manufacturing Design and Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mijoh%20A.%20Gbededo">Mijoh A. Gbededo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kapila%20Liyanage"> Kapila Liyanage</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Oraifige"> Ilias Oraifige</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decision making for sustainable manufacturing design and management requires critical considerations due to the complexity and partly conflicting issues of economic, social and environmental factors. Although there are tools capable of assessing the combination of one or two of the sustainability factors, the frameworks have not adequately integrated all the three factors. Case study and review of existing simulation applications also shows the approach lacks integration of the sustainability factors. In this paper we discussed the development of a simulation based framework for support of a holistic assessment of sustainable manufacturing design and management. To achieve this, a strategic approach is introduced to investigate the strengths and weaknesses of the existing decision supporting tools. Investigation reveals that Discrete Event Simulation (DES) can serve as a rock base for other Life Cycle Analysis frameworks. Simio-DES application optimizes systems for both economic and competitive advantage, Granta CES EduPack and SimaPro collate data for Material Flow Analysis and environmental Life Cycle Assessment, while social and stakeholders’ analysis is supported by Analytical Hierarchy Process, a Multi-Criteria Decision Analysis method. Such a common and integrated framework creates a platform for companies to build a computer simulation model of a real system and assess the impact of alternative solutions before implementing a chosen solution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discrete%20event%20simulation" title="discrete event simulation">discrete event simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20sustainability%20analysis" title=" life cycle sustainability analysis"> life cycle sustainability analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing" title=" manufacturing"> manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/46379/simulation-aided-life-cycle-sustainability-assessment-framework-for-manufacturing-design-and-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46379.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">279</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">15190</span> An Analysis of Institutional Audits: Basis for Teaching, Learning and Assessment Framework and Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabil%20El%20Kadhi">Nabil El Kadhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Minerva%20M.%20Bunagan"> Minerva M. Bunagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dynamism in education, particularly in the area of teaching, learning and assessment has caused Higher Education Institutions (HEIs) worldwide to seek for ways to continuously improve their educational processes. HEIs use outcomes of institutional audits, assessments and accreditations, for improvement. In this study, the published institutional audit reports of HEIs in the Sultanate of Oman were analyzed to produce features of good practice; identify challenges along Teaching, Learning Assessment (TLA); and propose a framework that puts major emphasis in having a quality-assured TLA, including a set of principles that can be used as basis in succeeding an institutional visit. The TLA framework, which shows the TLA components, characteristics of the components, related expectation, including implementation tool/ strategy and pitfalls can be used by HEIs to have an adequate understanding of the scope of audit and be able to satisfy institutional audit requirements. The scope of this study can be widened by exploring the other requirements of the Institutional Audits in the Sultanate of Oman, particularly the area on Governance and Management and Student Support Services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=audit" title=" audit"> audit</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20assessment" title=" learning and assessment"> learning and assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a> </p> <a href="https://publications.waset.org/abstracts/55162/an-analysis-of-institutional-audits-basis-for-teaching-learning-and-assessment-framework-and-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15189</span> A Social Life Cycle Assessment Framework to Achieve Sustainable Cultural Tourism Destinations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Javdan">Mojtaba Javdan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamran%20Jafarpour%20Ghalehteimouri"> Kamran Jafarpour Ghalehteimouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Moslem%20Ghasemi"> Moslem Ghasemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Arezu%20Riazi"> Arezu Riazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tourism has a huge multiplier effect on other socioeconomic sectors, resulting in better infrastructure and public services. However, its environmental impact is still a source of concern. As a result, a greater emphasis has been placed on improving the sustainability of tourist destinations. Despite the global significance of sustainability assessment, only a few widely accepted methods for measuring sustainability exist. As a result, the life cycle concept is used to evaluate environmental, economic, and social consequences. The Social Life Cycle Assessment (S-LCA) is a crucial life cycle tool. Due to the tourism-specific service specifications, tourism-related activities are well-suited for the elaboration of data related to social sustainability. Therefore, the possibility of how the S-LCA is involved in ensuring cultural tourism destinations' long-term viability can be the main question. To answer this question, this article examines the theoretical evolution of both the S-LCA and cultural tourism. Potential application gaps are investigated, and an S-LCA framework for sustainable cultural tourism destinations is proposed and discussed. Thus, by bringing all stakeholders' interests together, the proposed S-LCA conceptual framework can play an effective role in achieving the principles and objectives of sustainable tourism destination management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20life%20cycle%20assessment" title="social life cycle assessment">social life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20cultural%20tourism%20destinations" title=" sustainable cultural tourism destinations"> sustainable cultural tourism destinations</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20tourism%20destination%20management" title=" sustainable tourism destination management"> sustainable tourism destination management</a>, <a href="https://publications.waset.org/abstracts/search?q=S-LCA%20framework" title=" S-LCA framework"> S-LCA framework</a> </p> <a href="https://publications.waset.org/abstracts/155007/a-social-life-cycle-assessment-framework-to-achieve-sustainable-cultural-tourism-destinations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15188</span> A Holistic Conceptual Measurement Framework for Assessing the Effectiveness and Viability of an Academic Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh">Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks"> Adam Marks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country’s legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the “program review” assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to improve the education of the students. The proposed framework consists of two main components: program review principles and the program review measurement matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title="academic program">academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20principles" title=" program review principles"> program review principles</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20measurement%20matrix" title=" review measurement matrix"> review measurement matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20process" title=" program review process"> program review process</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies%20supporting%20learning" title=" information technologies supporting learning"> information technologies supporting learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20methodologies%20and%20assessment" title=" learning/teaching methodologies and assessment"> learning/teaching methodologies and assessment</a> </p> <a href="https://publications.waset.org/abstracts/79878/a-holistic-conceptual-measurement-framework-for-assessing-the-effectiveness-and-viability-of-an-academic-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79878.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">238</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">15187</span> Legal Regulation of Personal Information Data Transmission Risk Assessment: A Case Study of the EU’s DPIA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cai%20Qianyi">Cai Qianyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the midst of global digital revolution, the flow of data poses security threats that call China's existing legislative framework for protecting personal information into question. As a preliminary procedure for risk analysis and prevention, the risk assessment of personal data transmission lacks detailed guidelines for support. Existing provisions reveal unclear responsibilities for network operators and weakened rights for data subjects. Furthermore, the regulatory system's weak operability and a lack of industry self-regulation heighten data transmission hazards. This paper aims to compare the regulatory pathways for data information transmission risks between China and Europe from a legal framework and content perspective. It draws on the “Data Protection Impact Assessment Guidelines” to empower multiple stakeholders, including data processors, controllers, and subjects, while also defining obligations. In conclusion, this paper intends to solve China's digital security shortcomings by developing a more mature regulatory framework and industry self-regulation mechanisms, resulting in a win-win situation for personal data protection and the development of the digital economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20information%20data%20transmission" title="personal information data transmission">personal information data transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=DPIA" title=" DPIA"> DPIA</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20service%20provider" title=" internet service provider"> internet service provider</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20information%20data%20transimission" title=" personal information data transimission"> personal information data transimission</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a> </p> <a href="https://publications.waset.org/abstracts/183049/legal-regulation-of-personal-information-data-transmission-risk-assessment-a-case-study-of-the-eus-dpia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183049.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">60</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">15186</span> Enabling Quantitative Urban Sustainability Assessment with Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Changfeng%20Fu">Changfeng Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable urban development has been widely accepted a common sense in the modern urban planning and design. However, the measurement and assessment of urban sustainability, especially the quantitative assessment have been always an issue obsessing planning and design professionals. This paper will present an on-going research on the principles and technologies to develop a quantitative urban sustainability assessment principles and techniques which aim to integrate indicators, geospatial and geo-reference data, and assessment techniques together into a mechanism. It is based on the principles and techniques of geospatial analysis with GIS and statistical analysis methods. The decision-making technologies and methods such as AHP and SMART are also adopted to address overall assessment conclusions. The possible interfaces and presentation of data and quantitative assessment results are also described. This research is based on the knowledge, situations and data sources of UK, but it is potentially adaptable to other countries or regions. The implementation potentials of the mechanism are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20sustainability%20assessment" title="urban sustainability assessment">urban sustainability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicator" title=" sustainability indicator"> sustainability indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=geospatial%20data" title=" geospatial data"> geospatial data</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a> </p> <a href="https://publications.waset.org/abstracts/59903/enabling-quantitative-urban-sustainability-assessment-with-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15185</span> Developing City-Level Sustainability Indicators in the Mena Region with the Case of Benghazi and Amman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serag%20El%20Hegazi">Serag El Hegazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of an assessment methodological framework for local and institutional sustainability is a key factor for future development plans and visions. This paper develops an approach to local and institutional sustainability assessment (ALISA). The ALISA methodology is a methodological framework that assists in the clarification, formulation, preparation, selection, and ranking of key indicators to facilitate the assessment of the level of sustainability at the local and institutional levels in North African and Middle Eastern cities. According to the literature review, this paper formulates a methodological framework, ALISA, which is a combination of the UNCSD (2001) Theme Indicators Framework and the issue-based Framework illustrated by McLaren (1996). The methodological framework has been implemented to formulate, select, and prioritise key indicators that most directly reflect the issues of a case study at the local community and institutional level. Yet, in the meantime, there is a lack of clear indicators and frameworks that can be developed to apply successfully at the local and institutional levels in the MENA Region, particularly in the cities of Benghazi and Amman. This is an essential issue for sustainability development estimation. Therefore, a conceptual framework was developed to be tested as a methodology to collect and classify data. The Approach to Local and Institutional Sustainability Assessment (ALISA) is a methodological framework that was developed to apply to certain cities in the MENA region. The main goal is to develop the ALISA framework to formulate, choose, and prioritize sustainability key indicators, which then can assist in guiding an assessment progress to improve decisions and policymakers towards the development of sustainable cities at the local and institutional level in the city of Benghazi. The conceptual, methodological framework, which supports this research with joint documentary and analysed data in two case studies, including focus-group discussions, semi-structured interviews, and questionnaires, reflects the approach required to develop a combined framework that assists the development of sustainability indicators. To achieve this progress and reach the aim of this paper, which is developing a practical approach for sustainability indicators framework that could be used as a tool to develop local and institutional sustainability indicators, appropriate stages must be applied to propose a set of local and institutional sustainability indicators as follows: Step one: issues clarifications, Step two: objectives formation/analysing of issues and boundaries, Step three: indicators preparation, First list of proposed indictors, Step four: indicator selection, Step five: indicator rating/ranking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicators" title="sustainability indicators">sustainability indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=approach%20to%20local%20and%20institutional%20level" title=" approach to local and institutional level"> approach to local and institutional level</a>, <a href="https://publications.waset.org/abstracts/search?q=ALISA" title=" ALISA"> ALISA</a>, <a href="https://publications.waset.org/abstracts/search?q=policymakers" title=" policymakers"> policymakers</a> </p> <a href="https://publications.waset.org/abstracts/190455/developing-city-level-sustainability-indicators-in-the-mena-region-with-the-case-of-benghazi-and-amman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190455.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">21</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">15184</span> A Development of a Conceptual Framework for Safety Culture and Safety Risk Assessment: The Case of Chinese International Construction Projects under the “New Belt and Road” Initiative in Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bouba%20Oumarou%20Aboubakar">Bouba Oumarou Aboubakar</a>, <a href="https://publications.waset.org/abstracts/search?q=HongXia%20Li"> HongXia Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Sardar%20Annes%20Farooq"> Sardar Annes Farooq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Belt and Road Initiative’s success strongly depends on the safety of all the million workers on construction projects sites. As the new BRI is directed toward Africa and meets a completely different culture from the Chinese project managers, maintaining low risk for workers risks shall be closely related to cultural sharing and mutual understanding. This is why this work introduces a cultural-wise safety management framework for Chinese Construction projects in Africa. The theoretical contribution of this paper is an improved risk assessment framework that integrates language, culture and difficulty of controlling risk factors into one approach. Practically, this study provides not only a useful tool for project safety management practitioners but the full understanding of all risks that may arise in the BRI projects in Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural-wise" title="cultural-wise">cultural-wise</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20culture" title=" safety culture"> safety culture</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20construction" title=" Chinese construction"> Chinese construction</a>, <a href="https://publications.waset.org/abstracts/search?q=BRI%20projects" title=" BRI projects"> BRI projects</a>, <a href="https://publications.waset.org/abstracts/search?q=Africa" title=" Africa"> Africa</a> </p> <a href="https://publications.waset.org/abstracts/174525/a-development-of-a-conceptual-framework-for-safety-culture-and-safety-risk-assessment-the-case-of-chinese-international-construction-projects-under-the-new-belt-and-road-initiative-in-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174525.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">106</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">15183</span> Machine Learning Development Audit Framework: Assessment and Inspection of Risk and Quality of Data, Model and Development Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jan%20Stodt">Jan Stodt</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Reich"> Christoph Reich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The usage of machine learning models for prediction is growing rapidly and proof that the intended requirements are met is essential. Audits are a proven method to determine whether requirements or guidelines are met. However, machine learning models have intrinsic characteristics, such as the quality of training data, that make it difficult to demonstrate the required behavior and make audits more challenging. This paper describes an ML audit framework that evaluates and reviews the risks of machine learning applications, the quality of the training data, and the machine learning model. We evaluate and demonstrate the functionality of the proposed framework by auditing an steel plate fault prediction model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audit" title="audit">audit</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=metrics" title=" metrics"> metrics</a> </p> <a href="https://publications.waset.org/abstracts/126161/machine-learning-development-audit-framework-assessment-and-inspection-of-risk-and-quality-of-data-model-and-development-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126161.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">271</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">15182</span> Using Technology to Enhance the Student Assessment Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asim%20Qayyum">Asim Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Smith"> David Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of information tools is a common activity for students of any educational stage when they encounter online learning activities. Finding the relevant information for particular learning tasks is the topic of this paper as it investigates the use of information tools for a group of student participants. The paper describes and discusses the results with particular implications for use in higher education, and the findings suggest that improvement in assessment design and subsequent student learning may be achieved by structuring the purposefulness of information tools usage and online reading behaviors of university students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20tools" title="information tools">information tools</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment%20experience" title=" student assessment experience"> student assessment experience</a> </p> <a href="https://publications.waset.org/abstracts/14141/using-technology-to-enhance-the-student-assessment-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14141.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">560</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">15181</span> Promoting Non-Formal Learning Mobility in the Field of Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juha%20Kettunen">Juha Kettunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a framework for the assessment of research and development projects. The assessment map is developed in this study based on the strategy map of the balanced scorecard approach. The assessment map is applied in a project that aims to reduce the inequality and risk of exclusion of young people from disadvantaged social groups. The assessment map denotes that not only funding but also necessary skills and qualifications should be carefully assessed in the implementation of the project plans so as to achieve the objectives of projects and the desired impact. The results of this study are useful for those who want to develop the implementation of the Erasmus+ Programme and the project teams of research and development projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-formal%20learning" title="non-formal learning">non-formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20work" title=" youth work"> youth work</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/64256/promoting-non-formal-learning-mobility-in-the-field-of-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64256.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">294</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">15180</span> Chemical Life Cycle Alternative Assessment as a Green Chemical Substitution Framework: A Feasibility Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sami%20Ayad">Sami Ayad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mengshan%20Lee"> Mengshan Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sustainable Development Goals (SDGs) were designed to be the best possible blueprint to achieve peace, prosperity, and overall, a better and more sustainable future for the Earth and all its people, and such a blueprint is needed more than ever. The SDGs face many hurdles that will prevent them from becoming a reality, one of such hurdles, arguably, is the chemical pollution and unintended chemical impacts generated through the production of various goods and resources that we consume. Chemical Alternatives Assessment has proven to be a viable solution for chemical pollution management in terms of filtering out hazardous chemicals for a greener alternative. However, the current substitution practice lacks crucial quantitative datasets (exposures and life cycle impacts) to ensure no unintended trade-offs occur in the substitution process. A Chemical Life Cycle Alternative Assessment (CLiCAA) framework is proposed as a reliable and replicable alternative to Life Cycle Based Alternative Assessment (LCAA) as it integrates chemical molecular structure analysis and Chemical Life Cycle Collaborative (CLiCC) web-based tool to fill in data gaps that the former frameworks suffer from. The CLiCAA framework consists of a four filtering layers, the first two being mandatory, with the final two being optional assessment and data extrapolation steps. Each layer includes relevant impact categories of each chemical, ranging from human to environmental impacts, that will be assessed and aggregated into unique scores for overall comparable results, with little to no data. A feasibility study will demonstrate the efficiency and accuracy of CLiCAA whilst bridging both cancer potency and exposure limit data, hoping to provide the necessary categorical impact information for every firm possible, especially those disadvantaged in terms of research and resource management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemical%20alternative%20assessment" title="chemical alternative assessment">chemical alternative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=LCA" title=" LCA"> LCA</a>, <a href="https://publications.waset.org/abstracts/search?q=LCAA" title=" LCAA"> LCAA</a>, <a href="https://publications.waset.org/abstracts/search?q=CLiCC" title=" CLiCC"> CLiCC</a>, <a href="https://publications.waset.org/abstracts/search?q=CLiCAA" title=" CLiCAA"> CLiCAA</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical%20substitution%20framework" title=" chemical substitution framework"> chemical substitution framework</a>, <a href="https://publications.waset.org/abstracts/search?q=cancer%20potency%20data" title=" cancer potency data"> cancer potency data</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical%20molecular%20structure%20analysis" title=" chemical molecular structure analysis"> chemical molecular structure analysis</a> </p> <a href="https://publications.waset.org/abstracts/152390/chemical-life-cycle-alternative-assessment-as-a-green-chemical-substitution-framework-a-feasibility-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15179</span> A Transformer-Based Question Answering Framework for Software Contract Risk Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qisheng%20Hu">Qisheng Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianglei%20Han"> Jianglei Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Yue%20Yang"> Yue Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=My%20Hoa%20Ha"> My Hoa Ha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When a company is considering purchasing software for commercial use, contract risk assessment is critical to identify risks to mitigate the potential adverse business impact, e.g., security, financial and regulatory risks. Contract risk assessment requires reviewers with specialized knowledge and time to evaluate the legal documents manually. Specifically, validating contracts for a software vendor requires the following steps: manual screening, interpreting legal documents, and extracting risk-prone segments. To automate the process, we proposed a framework to assist legal contract document risk identification, leveraging pre-trained deep learning models and natural language processing techniques. Given a set of pre-defined risk evaluation problems, our framework utilizes the pre-trained transformer-based models for question-answering to identify risk-prone sections in a contract. Furthermore, the question-answering model encodes the concatenated question-contract text and predicts the start and end position for clause extraction. Due to the limited labelled dataset for training, we leveraged transfer learning by fine-tuning the models with the CUAD dataset to enhance the model. On a dataset comprising 287 contract documents and 2000 labelled samples, our best model achieved an F1 score of 0.687. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contract%20risk%20assessment" title="contract risk assessment">contract risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP" title=" NLP"> NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20learning" title=" transfer learning"> transfer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20answering" title=" question answering"> question answering</a> </p> <a href="https://publications.waset.org/abstracts/156605/a-transformer-based-question-answering-framework-for-software-contract-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15178</span> A Conceptual Framework for Assessing the Development of Health Information Systems Enterprise Architecture Interoperability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prosper%20Tafadzwa%20Denhere">Prosper Tafadzwa Denhere</a>, <a href="https://publications.waset.org/abstracts/search?q=Ephias%20Ruhode"> Ephias Ruhode</a>, <a href="https://publications.waset.org/abstracts/search?q=Munyaradzi%20Zhou"> Munyaradzi Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health Information Systems (HISs) interoperability is emerging to be the future of modern healthcare systems Enterprise Architecture (EA), where healthcare entities are seamlessly interconnected to share healthcare data. The reality that the healthcare industry has been characterised by an influx of fragmented stand-alone e-Health systems, which present challenges of healthcare information sharing across platforms, desires much attention for systems integration efforts. The lack of an EA conceptual framework resultantly crates the need for investigating an ideal solution to the objective of Health Information Systems interoperability development assessment. The study takes a qualitative exploratory approach through a design science research context. The research aims to study the various themes withdrawn from the literature that can help in the assessment of interoperable HISs development through a literature study. Themes derived from the study include HIS needs, HIS readiness, HIS constraints, and HIS technology integration elements and standards tied to the EA development architectural layers of The Open Group Architecture Framework (TOGAF) as an EA development methodology. Eventually, the themes were conceptualised into a framework reviewed by two experts. The essence of the study was to provide a framework within which interoperable EA of HISs should be developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enterprise%20architecture" title="enterprise architecture">enterprise architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=eHealth" title=" eHealth"> eHealth</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20information%20systems" title=" health information systems"> health information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=interoperability" title=" interoperability"> interoperability</a> </p> <a href="https://publications.waset.org/abstracts/148997/a-conceptual-framework-for-assessing-the-development-of-health-information-systems-enterprise-architecture-interoperability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148997.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">15177</span> Short Text Classification Using Part of Speech Feature to Analyze Students' Feedback of Assessment Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Mutlaq%20Ibrahim">Zainab Mutlaq Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Bader-El-Den"> Mohamed Bader-El-Den</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Cocea"> Mihaela Cocea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students' textual feedback can hold unique patterns and useful information about learning process, it can hold information about advantages and disadvantages of teaching methods, assessment components, facilities, and other aspects of teaching. The results of analysing such a feedback can form a key point for institutions’ decision makers to advance and update their systems accordingly. This paper proposes a data mining framework for analysing end of unit general textual feedback using part of speech feature (PoS) with four machine learning algorithms: support vector machines, decision tree, random forest, and naive bays. The proposed framework has two tasks: first, to use the above algorithms to build an optimal model that automatically classifies the whole data set into two subsets, one subset is tailored to assessment practices (assessment related), and the other one is the non-assessment related data. Second task to use the same algorithms to build an optimal model for whole data set, and the new data subsets to automatically detect their sentiment. The significance of this paper is to compare the performance of the above four algorithms using part of speech feature to the performance of the same algorithms using n-grams feature. The paper follows Knowledge Discovery and Data Mining (KDDM) framework to construct the classification and sentiment analysis models, which is understanding the assessment domain, cleaning and pre-processing the data set, selecting and running the data mining algorithm, interpreting mined patterns, and consolidating the discovered knowledge. The results of this paper experiments show that both models which used both features performed very well regarding first task. But regarding the second task, models that used part of speech feature has underperformed in comparison with models that used unigrams and bigrams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=part%20of%20speech" title=" part of speech"> part of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20feedback" title=" student feedback"> student feedback</a> </p> <a href="https://publications.waset.org/abstracts/101085/short-text-classification-using-part-of-speech-feature-to-analyze-students-feedback-of-assessment-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101085.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">142</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">15176</span> A Framework for Security Risk Level Measures Using CVSS for Vulnerability Categories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umesh%20Kumar%20Singh">Umesh Kumar Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanchala%20Joshi"> Chanchala Joshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With increasing dependency on IT infrastructure, the main objective of a system administrator is to maintain a stable and secure network, with ensuring that the network is robust enough against malicious network users like attackers and intruders. Security risk management provides a way to manage the growing threats to infrastructures or system. This paper proposes a framework for risk level estimation which uses vulnerability database National Institute of Standards and Technology (NIST) National Vulnerability Database (NVD) and the Common Vulnerability Scoring System (CVSS). The proposed framework measures the frequency of vulnerability exploitation; converges this measured frequency with standard CVSS score and estimates the security risk level which helps in automated and reasonable security management. In this paper equation for the Temporal score calculation with respect to availability of remediation plan is derived and further, frequency of exploitation is calculated with determined temporal score. The frequency of exploitation along with CVSS score is used to calculate the security risk level of the system. The proposed framework uses the CVSS vectors for risk level estimation and measures the security level of specific network environment, which assists system administrator for assessment of security risks and making decision related to mitigation of security risks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CVSS%20score" title="CVSS score">CVSS score</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20level" title=" risk level"> risk level</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20measurement" title=" security measurement"> security measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerability%20category" title=" vulnerability category"> vulnerability category</a> </p> <a href="https://publications.waset.org/abstracts/55675/a-framework-for-security-risk-level-measures-using-cvss-for-vulnerability-categories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55675.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">321</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">15175</span> Assessing the Impact of Human Behaviour on Water Resource Systems Performance: A Conceptual Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20J.%20Shanono">N. J. Shanono</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20G.%20Ndiritu"> J. G. Ndiritu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The poor performance of water resource systems (WRS) has been reportedly linked to not only climate variability and the water demand dynamics but also human behaviour-driven unlawful activities. Some of these unlawful activities that have been adversely affecting water sector include unauthorized water abstractions, water wastage behaviour, refusal of water re‐use measures, excessive operational losses, discharging untreated or improperly treated wastewater, over‐application of chemicals by agricultural users and fraudulent WRS operation. Despite advances in WRS planning, operation, and analysis incorporating such undesirable human activities to quantitatively assess their impact on WRS performance remain elusive. This study was then inspired by the need to develop a methodological framework for WRS performance assessment that integrates the impact of human behaviour with WRS performance assessment analysis. We, therefore, proposed a conceptual framework for assessing the impact of human behaviour on WRS performance using the concept of socio-hydrology. The framework identifies and couples four major sources of WRS-related values (water values, water systems, water managers, and water users) using three missing links between human and water in the management of WRS (interactions, outcomes, and feedbacks). The framework is to serve as a database for choosing relevant social and hydrological variables and to understand the intrinsic relations between the selected variables to study a specific human-water problem in the context of WRS management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title="conceptual framework">conceptual framework</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20behaviour%3B%20socio-hydrology%3B%20water%20resource%20systems" title=" human behaviour; socio-hydrology; water resource systems"> human behaviour; socio-hydrology; water resource systems</a> </p> <a href="https://publications.waset.org/abstracts/115535/assessing-the-impact-of-human-behaviour-on-water-resource-systems-performance-a-conceptual-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115535.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">135</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">15174</span> Employee Assessment Systems in the Structures of Corporate Groups</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20B%C4%85k-Grabowska">D. Bąk-Grabowska</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Grzesik"> K. Grzesik</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Iwanicka"> A. Iwanicka</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jagoda"> A. Jagoda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of human resources management in the structures of corporate groups demonstrates certain specificity, resulting from the division of decision-making and executive competencies, which occurs within these structures between a parent company and its subsidiaries. The subprocess of employee assessment is considered crucial, since it provides information for the implementation of personnel function. The empirical studies conducted in corporate groups, within which at least one company is located in Poland, confirmed the critical significance of employee assessment systems in the process of human resources management in corporate groups. Parent companies, most often, retain their decision-making authority within the framework of the discussed process and introduce uniform employee assessment and personnel controlling systems to subsidiary companies. However, the instruments for employee assessment applied in corporate groups do not present such specificity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20groups" title="corporate groups">corporate groups</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20periodical%20assessment%20system" title=" employee periodical assessment system"> employee periodical assessment system</a>, <a href="https://publications.waset.org/abstracts/search?q=holding" title=" holding"> holding</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management" title=" human resources management"> human resources management</a> </p> <a href="https://publications.waset.org/abstracts/35157/employee-assessment-systems-in-the-structures-of-corporate-groups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35157.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">419</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">15173</span> Formative Assessment of Creative Thinking Skills Embedded in Learning Through Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yigal%20Rosen">Yigal Rosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Garrett%20Jaeger"> Garrett Jaeger</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Newstadt"> Michelle Newstadt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilia%20Rushkin"> Ilia Rushkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bakken"> Sara Bakken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All children are capable of advancing their creative thinking skills and engaging in creative play. Creative play puts children in charge of exploring ideas, relationships, spaces and problems. Supported by The LEGO Foundation, the creative thinking formative assessment is designed to provide valid, reliable and informative measurement to support the development of creative skills while children are engaged in Learning through Play. In this paper we provide an overview of the assessment framework underpinned the assessment of creative thinking and report the results from the 2022 pilot study demonstrating promising evidence on the ability to measure creative skills in a conceptually and ecologically valid way to inform the development of creative skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20play" title=" learning through play"> learning through play</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20play" title=" creative play"> creative play</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20progressions" title=" learning progressions"> learning progressions</a> </p> <a href="https://publications.waset.org/abstracts/156668/formative-assessment-of-creative-thinking-skills-embedded-in-learning-through-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15172</span> Diagnostic Assessment for Mastery Learning of Engineering Students with a Bayesian Network Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingchen%20Yang"> Yingchen Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a diagnostic assessment model for Mastery Engineering Learning was established based on a group of undergraduate students who studied in an engineering course. A diagnostic assessment model can examine both students' learning process and report achievement results. One very unique characteristic is that the diagnostic assessment model can recognize the errors and anything blocking students in their learning processes. The feedback is provided to help students to know how to solve the learning problems with alternative strategies and help the instructor to find alternative pedagogical strategies in the instructional designs. Dynamics is a core course in which is a common course being shared by several engineering programs. This course is a very challenging for engineering students to solve the problems. Thus knowledge acquisition and problem-solving skills are crucial for student success. Therefore, developing an effective and valid assessment model for student learning are of great importance. Diagnostic assessment is such a model which can provide effective feedback for both students and instructor in the mastery of engineering learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=bayesian%20network%20model" title=" bayesian network model"> bayesian network model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20processes" title=" learning processes"> learning processes</a> </p> <a href="https://publications.waset.org/abstracts/95964/diagnostic-assessment-for-mastery-learning-of-engineering-students-with-a-bayesian-network-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95964.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">152</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">15171</span> Development of an Integrated Framework for Life-Cycle Economic, Environmental and Human Health Impact Assessment for Reclaimed Water Use in Water Systems of Various Scales</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Yao%20Wang">Yu-Yao Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiao-Meng%20Hu"> Xiao-Meng Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Yeung"> Joanne Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiao-Yan%20Li"> Xiao-Yan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The high private cost and unquantified external cost limit the development of reclaimed water. In this study, an integrated framework comprising life cycle assessment (LCA), quantitative microbial risk assessment (QMRA), and life cycle costing (LCC) was developed to evaluate both costs of reclaimed water supply in water systems of various scales. LCA assesses the environmental impacts, and QMRA estimates the associated pathogenic impacts. These impacts are monetized as external costs and analyzed with the private cost by LCC to count the total life cycle cost. The framework evaluated the Hong Kong urban water system in the baseline scenario (BS) and five wastewater reuse scenarios (RS). They are RSI: substituting freshwater for toilet flushing only, RSII: substituting both freshwater and seawater for toilet flushing, RSIII: using reclaimed water for all non-potable uses, RSIV: using reclaimed water for all non-potable uses and indirect potable uses, and RSV: non-potable use and indirect potable use by conveying 100% reclaimed water to recharge the reservoirs. The results show that substituting freshwater and seawater for toilet flushing has the least total life cycle cost, exhibiting that it is the most cost-effective option for Hong Kong. Meanwhile, the evaluation results show that the external cost of each scenario is comparable to the corresponding private cost, indicating the importance of the inclusion of comprehensive external cost evaluation in private cost assessment of water systems with reclaimed water supply. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20costing" title=" life cycle costing"> life cycle costing</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20microbial%20risk%20assessment" title=" quantitative microbial risk assessment"> quantitative microbial risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20reclamation" title=" water reclamation"> water reclamation</a>, <a href="https://publications.waset.org/abstracts/search?q=reclaimed%20water" title=" reclaimed water"> reclaimed water</a>, <a href="https://publications.waset.org/abstracts/search?q=alternative%20water%20resources" title=" alternative water resources"> alternative water resources</a> </p> <a href="https://publications.waset.org/abstracts/158569/development-of-an-integrated-framework-for-life-cycle-economic-environmental-and-human-health-impact-assessment-for-reclaimed-water-use-in-water-systems-of-various-scales" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158569.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">121</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">15170</span> Designing a Pre-Assessment Tool to Support the Achievement of Green Building Certifications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jisun%20Mo">Jisun Mo</a>, <a href="https://publications.waset.org/abstracts/search?q=Paola%20Boarin"> Paola Boarin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact of common buildings on climate and environment has prompted people to get involved in the green building standards aimed at implementing rating tools or certifications. Thus, green building rating systems were introduced to the construction industry, and the demand for certified green buildings has increased gradually and succeeded considerably in enhancing people’s environmental awareness. However, the existing certification process has been unsatisfactory in attracting stakeholders and/or professionals who are actively engaged in adopting a rating system. It is because they have faced recurring barriers regarding limited information in understanding the rating process, time-consuming procedures and higher costs, which have a direct influence on pursuing green building rating systems. To promote the achievement of green building certifications within the building industry more successfully, this paper aims at designing a Pre-Assessment Tool (PAT) framework that can help stakeholders and/or professionals engaged in the construction industry to clarify their basic knowledge, timeframe and extra costs needed to activate a green building certification. First, taking the first steps towards the rating tool seems to be complicated because of upfront commitment to understanding the overall rating procedure is required. This conceptual PAT framework can increase basic knowledge of the rating tool and the certification process, mainly in terms of all resources or information of each credit requirements. Second, the assessment process of rating tools is generally known as a “lengthy and time-consuming system”, contributing to unenthusiastic reactions concerning green building projects. The proposed framework can predict the timeframe needed to identify how long it will take for a green project to process each credit requirement and the documentation required from the beginning of the certification process to final approval. Finally, most people often have the initial perception that pursuing green building certification costs more than constructing a non-green building, which makes it more difficult to execute rating tools. To overcome this issue, this PAT will help users to estimate the extra expenses such as certification fees and third-party contributions based on the track of the amount of time it takes to implement the rating tool throughout all the related stages. Also, it can prevent unexpected or hidden costs occurring in the process of assessment. Therefore, this proposed PAT framework can be recommended as an effective method to support the decision-making of inexperienced users and play an important role in promoting green building certification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20building%20rating%20tools" title="green building rating tools">green building rating tools</a>, <a href="https://publications.waset.org/abstracts/search?q=Pre-Occupancy%20Evaluation%20%28PrOE%29" title=" Pre-Occupancy Evaluation (PrOE)"> Pre-Occupancy Evaluation (PrOE)</a>, <a href="https://publications.waset.org/abstracts/search?q=client%E2%80%99s%20decision-making" title=" client’s decision-making"> client’s decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=certification" title=" certification"> certification</a> </p> <a href="https://publications.waset.org/abstracts/83685/designing-a-pre-assessment-tool-to-support-the-achievement-of-green-building-certifications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83685.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">248</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=the%20common%20assessment%20framework&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=506">506</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=507">507</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=the%20common%20assessment%20framework&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>