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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="educational measurement"> <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> 5684</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational measurement</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5684</span> Qualitative Measurement of Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indrajit%20Ghosh">Indrajit Ghosh</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaydip%20Roy"> Jaydip Roy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literacy rate is an important indicator for measurement of human development. But this is not a good one to capture the qualitative dimension of educational attainment of an individual or a society. The overall educational level of an area is an important issue beyond the literacy rate. The overall educational level can be thought of as an outcome of the educational levels of individuals. But there is no well-defined algorithm and mathematical model available to measure the overall educational level of an area. A heuristic approach based on accumulated experience of experts is effective one. It is evident that fuzzy logic offers a natural and convenient framework in modeling various concepts in social science domain. This work suggests the implementation of fuzzy logic to develop a mathematical model for measurement of educational attainment of an area in terms of Education Index. The contribution of the study is two folds: conceptualization of “Education Profile” and proposing a new mathematical model to measure educational attainment in terms of “Education Index”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20index" title="education index">education index</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20profile" title=" education profile"> education profile</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a> </p> <a href="https://publications.waset.org/abstracts/30114/qualitative-measurement-of-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30114.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">316</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">5683</span> Measurement and Evaluation Patterns Practiced by Physical Education Teachers in North Badia in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aman%20Kasawneh">Aman Kasawneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wasfi%20Khazalah"> Wasfi Khazalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abedalbasit%20Abedalhafiz"> Abedalbasit Abedalhafiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the patterns of measurement and evaluation practiced by physical education in the schools of North Badia in Jordan, as well as identifying the statistical differences according to gender, educational qualification, and the experience. The sample consisted of 118 physical education teachers 58 males and 60 females chosen randomly from the schools of North Badia in Jordan. The completed a questionnaire developed by the researchers after verifying its validity and reliability. The results indicated a clear weakness in the practice of measurement and evaluation patterns by physical education teachers. Also no significant differences were found between male and female teachers, however, significant differences were found between bachelor degree holders and their counter parts and between teachers with less than eight years of experience. The researchers recommended the necessity of preparing the P.E teachers regarding the patterns of measurement and evaluation within the sport field as one of the essentials for improving and developing physical education at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher" title=" physical education teacher"> physical education teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian" title=" Jordanian"> Jordanian</a> </p> <a href="https://publications.waset.org/abstracts/26124/measurement-and-evaluation-patterns-practiced-by-physical-education-teachers-in-north-badia-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5682</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">5681</span> A Simple Low-Cost 2-D Optical Measurement System for Linear Guideways</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen-Yuh%20Jywe">Wen-Yuh Jywe</a>, <a href="https://publications.waset.org/abstracts/search?q=Bor-Jeng%20Lin"> Bor-Jeng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jing-Chung%20Shen"> Jing-Chung Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeng-Dao%20Lee"> Jeng-Dao Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsueh-Liang%20Huang"> Hsueh-Liang Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tung-Hsien%20Hsieh"> Tung-Hsien Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a simple 2-D measurement system based on optical design was developed to measure the motion errors of the linear guideway. Compared with the transitional methods about the linear guideway for measuring the motion errors, our proposed 2-D optical measurement system can simultaneously measure horizontal and vertical running straightness errors for the linear guideway. The performance of the 2-D optical measurement system is verified by experimental results. The standard deviation of the 2-D optical measurement system is about 0.4 μm in the measurement range of 100 mm. The maximum measuring speed of the proposed automatic measurement instrument is 1 m/sec. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=2-D%20measurement" title="2-D measurement">2-D measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20guideway" title=" linear guideway"> linear guideway</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20errors" title=" motion errors"> motion errors</a>, <a href="https://publications.waset.org/abstracts/search?q=running%20straightness" title=" running straightness"> running straightness</a> </p> <a href="https://publications.waset.org/abstracts/2973/a-simple-low-cost-2-d-optical-measurement-system-for-linear-guideways" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2973.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">491</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">5680</span> A Comparative Study of Particle Image Velocimetry (PIV) and Particle Tracking Velocimetry (PTV) for Airflow Measurement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sijie%20Fu">Sijie Fu</a>, <a href="https://publications.waset.org/abstracts/search?q=Pascal-Henry%20Biwol%C3%A9"> Pascal-Henry Biwolé</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Mathis"> Christian Mathis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among modern airflow measurement methods, Particle Image Velocimetry (PIV) and Particle Tracking Velocimetry (PTV), as visualized and non-instructive measurement techniques, are playing more important role. This paper conducts a comparative experimental study for airflow measurement employing both techniques with the same condition. Velocity vector fields, velocity contour fields, voticity profiles and turbulence profiles are selected as the comparison indexes. The results show that the performance of both PIV and PTV techniques for airflow measurement is satisfied, but some differences between the both techniques are existed, it suggests that selecting the measurement technique should be based on a comprehensive consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airflow%20measurement" title="airflow measurement">airflow measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison" title=" comparison"> comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=PIV" title=" PIV"> PIV</a>, <a href="https://publications.waset.org/abstracts/search?q=PTV" title=" PTV"> PTV</a> </p> <a href="https://publications.waset.org/abstracts/17111/a-comparative-study-of-particle-image-velocimetry-piv-and-particle-tracking-velocimetry-ptv-for-airflow-measurement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5679</span> A Measuring Industrial Resiliency by Using Data Envelopment Analysis Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Bagus%20Made%20Putra%20Jandhana">Ida Bagus Made Putra Jandhana</a>, <a href="https://publications.waset.org/abstracts/search?q=Teuku%20Yuri%20M.%20Zagloel"> Teuku Yuri M. Zagloel</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahmat%20Nurchayo"> Rahmat Nurchayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Having several crises that affect industrial sector performance in the past decades, decision makers should utilize measurement application that enables them to measure industrial resiliency more precisely. It provides not only a framework for the development of resilience measurement application, but also several theories for the concept building blocks, such as performance measurement management, and resilience engineering in real world environment. This research is a continuation of previously published paper on performance measurement in the industrial sector. Finally, this paper contributes an alternative performance measurement method in industrial sector based on resilience concept. Moreover, this research demonstrates how applicable the concept of resilience engineering is and its method of measurement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial" title="industrial">industrial</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=sector" title=" sector"> sector</a> </p> <a href="https://publications.waset.org/abstracts/79172/a-measuring-industrial-resiliency-by-using-data-envelopment-analysis-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79172.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">278</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">5678</span> Success Measurement in Corporate Venturing: Integrating Three Decades of Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maurice%20Steinhoff">Maurice Steinhoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucas%20Costantino"> Lucas Costantino</a>, <a href="https://publications.waset.org/abstracts/search?q=Dominik%20Kanbach"> Dominik Kanbach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Measurement approaches to corporate venturing (CV) success are highly diverse in the extant literature. Furthermore, these approaches rarely build on each other, making it difficult to derive comparable conclusions about CV outcomes. Employing a systematic literature review of three decades of research, the objective of this study is to provide transparency and structure in the broad field of CV research. Subsequently, the paper examines 28 studies in detail, resulting in two main contributions to the research field. First, three structural dimensions of measurement approaches are derived from the studies in the sample, namely, “level of analysis” (parent, program, and venture levels), “measurement perspective” (objective, subjective, and mixed measurement), and “locus of opportunity” (internal, external, and general CV activities). Second, an integrated overview of nine unique clusters structures the different measurement approaches. These clusters allow to encapsulate measurement approaches, but also make visible the approaches’ heterogeneity, as well as specific measurement items. Thereby, the study contributes to CV research by revealing and reconciling the variety of CV success-measurement approaches. The study also provides relevant insights for practitioners, by making transparent the various approaches to measuring the success of CV activities and presenting a list of 114 concrete and distinct measurement items. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20venturing" title="corporate venturing">corporate venturing</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20items" title=" measurement items"> measurement items</a>, <a href="https://publications.waset.org/abstracts/search?q=success%20measurement" title=" success measurement"> success measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20literature%20review" title=" structured literature review"> structured literature review</a> </p> <a href="https://publications.waset.org/abstracts/134933/success-measurement-in-corporate-venturing-integrating-three-decades-of-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134933.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">179</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">5677</span> Curriculum Based Measurement and Precision Teaching in Writing Empowerment Enhancement: Results from an Italian Learning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Pelizzoni">I. Pelizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cavallini"> C. Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Salvaderi"> I. Salvaderi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cavallini"> F. Cavallini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present the improvement in writing skills obtained by 94 participants (aged between six and 10 years) with special educational needs through a writing enhancement program based on fluency principles. The study was planned and conducted with a single-subject experimental plan for each of the participants, in order to confirm the results in the literature. These results were obtained using precision teaching (PT) methodology to increase the number of written graphemes per minute in the pre- and post-test, by curriculum based measurement (CBM). Results indicated an increase in the number of written graphemes for all participants. The average overall duration of the intervention is 144 minutes in five months of treatment. These considerations have been analyzed taking account of the complexity of the implementation of measurement systems in real operational contexts (an Italian learning center) and important aspects of replicability and cost-effectiveness of such interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20measurement" title="curriculum based measurement">curriculum based measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian%20learning%20center" title=" Italian learning center"> Italian learning center</a> </p> <a href="https://publications.waset.org/abstracts/115624/curriculum-based-measurement-and-precision-teaching-in-writing-empowerment-enhancement-results-from-an-italian-learning-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5676</span> Electrodermal Activity Measurement Using Constant Current AC Source</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristian%20Chacha">Cristian Chacha</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Asiain"> David Asiain</a>, <a href="https://publications.waset.org/abstracts/search?q=Jes%C3%BAs%20Ponce%20de%20Le%C3%B3n"> Jesús Ponce de León</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Ram%C3%B3n%20Beltr%C3%A1n"> José Ramón Beltrán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work explores and characterizes the behavior of the AFE AD5941 in impedance measurement using an embedded algorithm with a constant current AC source. The main aim of this research is to improve the exact measurement of impedance values for their application in EDA-focused wearable devices. Through comprehensive study and characterization, it has been observed that employing a measurement sequence with a constant current source produces results with increased dispersion but higher accuracy. As a result, this approach leads to a more accurate system for impedance measurement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EDA" title="EDA">EDA</a>, <a href="https://publications.waset.org/abstracts/search?q=constant%20current%20AC%20source" title=" constant current AC source"> constant current AC source</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable" title=" wearable"> wearable</a>, <a href="https://publications.waset.org/abstracts/search?q=precision" title=" precision"> precision</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=impedance" title=" impedance"> impedance</a> </p> <a href="https://publications.waset.org/abstracts/168848/electrodermal-activity-measurement-using-constant-current-ac-source" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5675</span> Study on Angle Measurement Interferometer around Any Axis Direction Selected by Transmissive Liquid Crystal Device </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Furutani">R. Furutani</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Kikuchi"> G. Kikuchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally, the optical interferometer system is too complicated and difficult to change the measurement items, pitch, yaw, and row, etc. In this article, the optical interferometer system using the transmissive Liquid Crystal Device (LCD) as the switch of the optical path was proposed. At first, the normal optical interferometer, Michelson interferometer, was constructed to measure the pitch angle and the yaw angle. In this optical interferometer, the ball lenses with the refractive indices of 2.0 were used as the retroreflectors. After that, the transmissive LCD was introduced as the switch to select the adequate optical path. In this article, these optical systems were constructed. Pitch measurement interferometer and yaw measurement interferometer were switched by the transmissive LCD. When the LCD was open for the yaw measurement, the yaw was sufficiently measured and optical path for the pitch measurement was blocked. On the other hand, when the LCD was open for the pitch measurement, the pitch was measured and the optical path for the yaw measurement was also blocked. In this article, the results of both of pitch measurement and yaw measurement were shown, and the result of blocked yaw measurement and pitch measurement were shown. As this measurement system was based on Michelson interferometer, the other measuring items, the deviation along the optical axis, the vertical deviation to the optical axis and row angle, could be measured by the additional ball lenses and the additional switching in future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=any%20direction%20angle" title="any direction angle">any direction angle</a>, <a href="https://publications.waset.org/abstracts/search?q=ball%20lens" title=" ball lens"> ball lens</a>, <a href="https://publications.waset.org/abstracts/search?q=laser%20interferometer" title=" laser interferometer"> laser interferometer</a>, <a href="https://publications.waset.org/abstracts/search?q=transmissive%20liquid%20crystal%20device" title=" transmissive liquid crystal device"> transmissive liquid crystal device</a> </p> <a href="https://publications.waset.org/abstracts/106989/study-on-angle-measurement-interferometer-around-any-axis-direction-selected-by-transmissive-liquid-crystal-device" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106989.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">162</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">5674</span> Most Important Educational Planning Issues in the Developing Countries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Khan">Naeem Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1971 Williams in his essay titled "What Educational Planning is About in Higher Education" defined educational planning as "planning in education, as in anything else consist essentially of deciding, in advance, what you want, to do and how you are going to do in". In the “World Year book of Education”. While Anderson and Bowman in 1976 in their joint article titled "Theoretical Considerations in Educational Planning" defined it as "the process of preparing a set of decisions for future action pertaining in education". There are so many other definitions which are related to educational planning in which every one stress on the importance of educational planning. But developing countries face a lot of problems related to the educational planning and this paper is to discuss few of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title="educational planning">educational planning</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a> </p> <a href="https://publications.waset.org/abstracts/22287/most-important-educational-planning-issues-in-the-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22287.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">554</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">5673</span> A Simple and Efficient Method for Accurate Measurement and Control of Power Frequency Deviation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Arif">S. J. Arif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the presented technique, a simple method is given for accurate measurement and control of power frequency deviation. The sinusoidal signal for which the frequency deviation measurement is required is transformed to a low voltage level and passed through a zero crossing detector to convert it into a pulse train. Another stable square wave signal of 10 KHz is obtained using a crystal oscillator and decade dividing assemblies (DDA). These signals are combined digitally and then passed through decade counters to give a unique combination of pulses or levels, which are further encoded to make them equally suitable for both control applications and display units. The developed circuit using discrete components has a resolution of 0.5 Hz and completes measurement within 20 ms. The realized circuit is simulated and synthesized using Verilog HDL and subsequently implemented on FPGA. The results of measurement on FPGA are observed on a very high resolution logic analyzer. These results accurately match the simulation results as well as the results of same circuit implemented with discrete components. The proposed system is suitable for accurate measurement and control of power frequency deviation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20encoder%20for%20frequency%20measurement" title="digital encoder for frequency measurement">digital encoder for frequency measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20deviation%20measurement" title=" frequency deviation measurement"> frequency deviation measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20and%20control%20systems" title=" measurement and control systems"> measurement and control systems</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20systems" title=" power systems"> power systems</a> </p> <a href="https://publications.waset.org/abstracts/44000/a-simple-and-efficient-method-for-accurate-measurement-and-control-of-power-frequency-deviation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44000.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">5672</span> Software Quality Measurement System for Telecommunication Industry in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Fazlina%20Iryani%20Abdul%20Hamid">Nor Fazlina Iryani Abdul Hamid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Khatim%20Hasan"> Mohamad Khatim Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evolution of software quality measurement has been started since McCall introduced his quality model in year 1977. Starting from there, several software quality models and software quality measurement methods had emerged but none of them focused on telecommunication industry. In this paper, the implementation of software quality measurement system for telecommunication industry was compulsory to accommodate the rapid growth of telecommunication industry. The quality value of the telecommunication related software could be calculated using this system by entering the required parameters. The system would calculate the quality value of the measured system based on predefined quality metrics and aggregated by referring to the quality model. It would classify the quality level of the software based on Net Satisfaction Index (NSI). Thus, software quality measurement system was important to both developers and users in order to produce high quality software product for telecommunication industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title="software quality">software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20measurement" title=" quality measurement"> quality measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20model" title=" quality model"> quality model</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metric" title=" quality metric"> quality metric</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20satisfaction%20index" title=" net satisfaction index"> net satisfaction index</a> </p> <a href="https://publications.waset.org/abstracts/15875/software-quality-measurement-system-for-telecommunication-industry-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15875.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">592</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">5671</span> A Gamification Teaching Method for Software Measurement Process </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lennon%20Furtado">Lennon Furtado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandro%20Oliveira"> Sandro Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of an effective measurement program lies in the ability to control and predict what can be measured. Thus, the measurement program has the capacity to provide bases in decision-making to support the interests of an organization. Therefore, it is only possible to apply for an effective measurement program with a team of software engineers well trained in the measurement area. However, the literature indicates that are few computer science courses that have in their program the teaching of the software measurement process. And even these, generally present only basic theoretical concepts of said process and little or no measurement in practice, which results in the student's lack of motivation to learn the measurement process. In this context, according to some experts in software process improvements, one of the most used approaches to maintaining the motivation and commitment to software process improvements program is the use of the gamification. Therefore, this paper aims to present a proposal of teaching the measurement process by gamification. Which seeks to improve student motivation and performance in the assimilation of tasks related to software measurement, by incorporating elements of games into the practice of measurement process, making it more attractive for learning. And as a way of validating the proposal will be made a comparison between two distinct groups of 20 students of Software Quality class, a control group, and an experiment group. The control group will be the students that will not make use of the gamification proposal to learn software measurement process, while the experiment group, will be the students that will make use of the gamification proposal to learn software measurement process. Thus, this paper will analyze the objective and subjective results of each group. And as objective result will be analyzed the student grade reached at the end of the course, and as subjective results will be analyzed a post-course questionnaire with the opinion of each student about the teaching method. Finally, this paper aims to prove or refute the following hypothesis: If the gamification proposal to teach software measurement process does appropriate motivate the student, in order to attribute the necessary competence to the practical application of the measurement process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20measurement%20process" title=" software measurement process"> software measurement process</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/63537/a-gamification-teaching-method-for-software-measurement-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63537.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">314</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">5670</span> A Comparison Study of Fabric Objective Measurement (FOM) Using KES-FB and PhabrOmeter System on Warp Knitted Fabrics Handle: Smoothness, Stiffness and Softness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ka-Yan%20Yim">Ka-Yan Yim</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi-Wai%20Kan"> Chi-Wai Kan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper conducts a comparison study using KES-FB and PhabrOmeter to measure 58 selected warp knitted fabric hand properties. Fabric samples were selected and measured by both KES-FB and PhabrOmeter. Results show differences between these two measurement methods. Smoothness and stiffness values obtained by KES-FB were found significant correlated (p value = 0.003 and 0.022) to the PhabrOmeter results while softness values between two measurement methods did not show significant correlation (p value = 0.828). Disagreements among these two measurement methods imply limitations on different mechanism principles when facing warp knitted fabrics. Subjective measurement methods and further studies are suggested in order to ascertain deeper investigation on the mechanisms of fabric hand perceptions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fabric%20hand" title="fabric hand">fabric hand</a>, <a href="https://publications.waset.org/abstracts/search?q=fabric%20objective%20measurement" title=" fabric objective measurement"> fabric objective measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=KES-FB" title=" KES-FB"> KES-FB</a>, <a href="https://publications.waset.org/abstracts/search?q=PhabrOmeter" title=" PhabrOmeter"> PhabrOmeter</a> </p> <a href="https://publications.waset.org/abstracts/13092/a-comparison-study-of-fabric-objective-measurement-fom-using-kes-fb-and-phabrometer-system-on-warp-knitted-fabrics-handle-smoothness-stiffness-and-softness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13092.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">210</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">5669</span> The Influence of Theories and Approaches to Educational Policy and Planning in Ghana’s Current Educational Developments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Donkoh">Ruth Donkoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20On%20Lee"> Wing On Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Solomon%20A.%20Boateng"> Solomon A. Boateng</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Oware%20Twerefoo"> Portia Oware Twerefoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Donkor"> Josephine Donkor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we defend the value of theories and approaches to educational policy and planning in enhancing the educational developments in Ghana. This mission is achieved by enumerating the recent educational developments in Ghana and juxtaposing it with some educational theories, approaches to policy making, and policy planning to see if the educational developments conform with the theory principles as well as policy making and planning processes. Data collection for the research was made through textual analysis of policy documents as well as review of relevant literatures. The findings reveled that educational developments in Ghana are unable to attain its objectives due to the policies not conforming with the policy formation and planning principles. In addition, was that education planning in Ghana does not follow the policy-administration dichotomy theory principles and likewise the distribution of educational needs goes contrary to the equity theory. We recommend that educational policies in Ghana should be in conformity with the principles of theories as well as the approaches to educational policy making and planning to help meet the needs of learners, attain educational quality, and to help in the accomplishment of educational development objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghana%20education" title="Ghana education">Ghana education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20theories" title=" equity theories"> equity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=politics-%20administration%20dichotomy%20theory" title=" politics- administration dichotomy theory"> politics- administration dichotomy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title=" educational planning"> educational planning</a> </p> <a href="https://publications.waset.org/abstracts/145080/the-influence-of-theories-and-approaches-to-educational-policy-and-planning-in-ghanas-current-educational-developments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145080.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">146</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">5668</span> Software Improvements of the Accuracy in the Air-Electronic Measurement Systems for Geometrical Dimensions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miroslav%20H.%20Hristov">Miroslav H. Hristov</a>, <a href="https://publications.waset.org/abstracts/search?q=Velizar%20A.%20Vassilev"> Velizar A. Vassilev</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgi%20K.%20Dukendjiev"> Georgi K. Dukendjiev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the constant development of measurement systems and the aim for computerization, unavoidable improvements are made for the main disadvantages of air gauges. With the appearance of the air-electronic measuring devices, some of their disadvantages are solved. The output electrical signal allows them to be included in the modern systems for measuring information processing and process management. Producer efforts are aimed at reducing the influence of supply pressure and measurement system setup errors. Increased accuracy requirements and preventive error measures are due to the main uses of air electronic systems - measurement of geometric dimensions in the automotive industry where they are applied as modules in measuring systems to measure geometric parameters, form, orientation and location of the elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air-electronic" title="air-electronic">air-electronic</a>, <a href="https://publications.waset.org/abstracts/search?q=geometrical%20parameters" title=" geometrical parameters"> geometrical parameters</a>, <a href="https://publications.waset.org/abstracts/search?q=improvement" title=" improvement"> improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20systems" title=" measurement systems"> measurement systems</a> </p> <a href="https://publications.waset.org/abstracts/82283/software-improvements-of-the-accuracy-in-the-air-electronic-measurement-systems-for-geometrical-dimensions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82283.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">227</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">5667</span> Monitoring of Educational Achievements of Kazakhstani 4th and 9th Graders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madina%20Tynybayeva">Madina Tynybayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanya%20Zhumazhanova"> Sanya Zhumazhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Saltanat%20Kozhakhmetova"> Saltanat Kozhakhmetova</a>, <a href="https://publications.waset.org/abstracts/search?q=Merey%20Mussabayeva"> Merey Mussabayeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the leading indicators of the education quality is the level of students’ educational achievements. The processes of modernization of Kazakhstani education system have predetermined the need to improve the national system by assessing the quality of education. The results of assessment greatly contribute to addressing questions about the current state of the educational system in the country. The monitoring of students’ educational achievements (MEAS) is the systematic measurement of the quality of education for compliance with the state obligatory standard of Kazakhstan. This systematic measurement is independent of educational organizations and approved by the order of the Minister of Education and Scienceof Kazakhstan. The MEAS was conducted in the regions of Kazakhstanfor the first time in 2022 by the National Testing Centre. The measurement does not have legal consequences either for students or for educational organizations. Students’ achievements were measured in three subject areas: reading, mathematics and science literacy. MEAS was held for the first time in April this year, 105 thousand students from 1436 schools of Kazakhstan took part in the testing. The monitoring was accompanied by a survey of students, teachers, and school leaders. The goal is to identify which contextual factors affect learning outcomes. The testing was carried out in a computer format. The test tasks of MEAS are ranked according to the three levels of difficulty: basic, medium, and high. Fourth graders are asked to complete 30 closed-type tasks. The average score of the results is 21 points out of 30, which means 70% of tasks were successfully completed. The total number of test tasks for 9th grade students – 75 questions. The results of ninth graders are comparatively lower, the success rate of completing tasks is 63%. MEAS participants did not reveal a statistically significant gap in results in terms of the language of instruction, territorial status, and type of school. The trend of reducing the gap in these indicators is also noted in the framework of recent international studies conducted across the country, in particular PISA for schools in Kazakhstan. However, there is a regional gap in MOES performance. The difference in the values of the indicators of the highest and lowest scores of the regions was 11% of the success of completing tasks in the 4th grade, 14% in the 9thgrade. The results of the 4th grade students in reading, mathematics, and science literacy are: 71.5%, 70%, and 66.9%, respectively. The results of ninth-graders in reading, mathematics, and science literacy are 69.6%, 54%, and 60.8%, respectively. From the surveys, it was revealed that the educational achievements of students are considerably influenced by such factors as the subject competences of teachers, as well as the school climate and motivation of students. Thus, the results of MEAS indicate the need for an integrated approach to improving the quality of education. In particular, the combination of improving the content of curricula and textbooks, internal and external assessment of the educational achievements of students, educational programs of pedagogical specialties, and advanced training courses is required. <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=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring" title=" monitoring"> monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20literacy" title=" functional literacy"> functional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakhstan" title=" kazakhstan"> kazakhstan</a> </p> <a href="https://publications.waset.org/abstracts/156405/monitoring-of-educational-achievements-of-kazakhstani-4th-and-9th-graders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5666</span> Relative Navigation with Laser-Based Intermittent Measurement for Formation Flying Satellites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jongwoo%20Lee">Jongwoo Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Dae-Eun%20Kang"> Dae-Eun Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sang-Young%20Park"> Sang-Young Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents a precise relative navigational method for satellites flying in formation using laser-based intermittent measurement data. The measurement data for the relative navigation between two satellites consist of a relative distance measured by a laser instrument and relative attitude angles measured by attitude determination. The relative navigation solutions are estimated by both the Extended Kalman filter (EKF) and unscented Kalman filter (UKF). The solutions estimated by the EKF may become inaccurate or even diverge as measurement outage time gets longer because the EKF utilizes a linearization approach. However, this study shows that the UKF with the appropriate scaling parameters provides a stable and accurate relative navigation solutions despite the long measurement outage time and large initial error as compared to the relative navigation solutions of the EKF. Various navigation results have been analyzed by adjusting the scaling parameters of the UKF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satellite%20relative%20navigation" title="satellite relative navigation">satellite relative navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=laser-based%20measurement" title=" laser-based measurement"> laser-based measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=intermittent%20measurement" title=" intermittent measurement"> intermittent measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=unscented%20Kalman%20filter" title=" unscented Kalman filter"> unscented Kalman filter</a> </p> <a href="https://publications.waset.org/abstracts/80146/relative-navigation-with-laser-based-intermittent-measurement-for-formation-flying-satellites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80146.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">5665</span> Influence of Measurement System on Negative Bias Temperature Instability Characterization: Fast BTI vs Conventional BTI vs Fast Wafer Level Reliability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vincent%20King%20Soon%20Wong">Vincent King Soon Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Seng%20Ng"> Hong Seng Ng</a>, <a href="https://publications.waset.org/abstracts/search?q=Florinna%20Sim"> Florinna Sim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Negative Bias Temperature Instability (NBTI) is one of the critical degradation mechanisms in semiconductor device reliability that causes shift in the threshold voltage (Vth). However, thorough understanding of this reliability failure mechanism is still unachievable due to a recovery characteristic known as NBTI recovery. This paper will demonstrate the severity of NBTI recovery as well as one of the effective methods used to mitigate, which is the minimization of measurement system delays. Comparison was done in between two measurement systems that have significant differences in measurement delays to show how NBTI recovery causes result deviations and how fast measurement systems can mitigate NBTI recovery. Another method to minimize NBTI recovery without the influence of measurement system known as Fast Wafer Level Reliability (FWLR) NBTI was also done to be used as reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fast%20vs%20slow%20BTI" title="fast vs slow BTI">fast vs slow BTI</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20wafer%20level%20reliability%20%28FWLR%29" title=" fast wafer level reliability (FWLR)"> fast wafer level reliability (FWLR)</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20bias%20temperature%20instability%20%28NBTI%29" title=" negative bias temperature instability (NBTI)"> negative bias temperature instability (NBTI)</a>, <a href="https://publications.waset.org/abstracts/search?q=NBTI%20measurement%20system" title=" NBTI measurement system"> NBTI measurement system</a>, <a href="https://publications.waset.org/abstracts/search?q=metal-oxide-semiconductor%20field-effect%20transistor%20%28MOSFET%29" title=" metal-oxide-semiconductor field-effect transistor (MOSFET)"> metal-oxide-semiconductor field-effect transistor (MOSFET)</a>, <a href="https://publications.waset.org/abstracts/search?q=NBTI%20recovery" title=" NBTI recovery"> NBTI recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/61786/influence-of-measurement-system-on-negative-bias-temperature-instability-characterization-fast-bti-vs-conventional-bti-vs-fast-wafer-level-reliability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61786.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">426</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">5664</span> Towards Modern Approaches of Intelligence Measurement for Clinical and Educational Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alena%20Kulikova">Alena Kulikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatjana%20Kanonire"> Tatjana Kanonire</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligence research is one of the oldest fields of psychology. Many factors have made a research on intelligence, defined as reasoning and problem solving [1, 2], a very acute and urgent problem. Thus, it has been repeatedly shown that intelligence is a predictor of academic, professional, and social achievement in adulthood (for example, [3]); Moreover, intelligence predicts these achievements better than any other trait or ability [4]. The individual level, a comprehensive assessment of intelligence is a necessary criterion for the diagnosis of various mental conditions. For example, it is a necessary condition for psychological, medical and pedagogical commissions when deciding on educational needs and the most appropriate educational programs for school children. Assessment of intelligence is crucial in clinical psychodiagnostic and needs high-quality intelligence measurement tools. Therefore, it is not surprising that the development of intelligence tests is an essential part of psychological science and practice. Many modern intelligence tests have a long history and have been used for decades, for example, the Stanford-Binet test or the Wechsler test. However, the vast majority of these tests are based on the classic linear test structure, in which all respondents receive all tasks (see, for example, a critical review by [5]). This understanding of the testing procedure is a legacy of the pre-computer era, in which blank testing was the only diagnostic procedure available [6] and has some significant limitations that affect the reliability of the data obtained [7] and increased time costs. Another problem with measuring IQ is that classical line-structured tests do not fully allow to measure respondent's intellectual progress [8], which is undoubtedly a critical limitation. Advances in modern psychometrics allow for avoiding the limitations of existing tools. However, as in any rapidly developing industry, at the moment, psychometrics does not offer ready-made and straightforward solutions and requires additional research. In our presentation we would like to discuss the strengths and weaknesses of the current approaches to intelligence measurement and highlight “points of growth” for creating a test in accordance with modern psychometrics. Whether it is possible to create the instrument that will use all achievements of modern psychometric and remain valid and practically oriented. What would be the possible limitations for such an instrument? The theoretical framework and study design to create and validate the original Russian comprehensive computer test for measuring the intellectual development in school-age children will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Intelligence" title="Intelligence">Intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20measurement" title=" psychological measurement"> psychological measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20adaptive%20testing" title=" computerized adaptive testing"> computerized adaptive testing</a>, <a href="https://publications.waset.org/abstracts/search?q=multistage%20testing" title=" multistage testing"> multistage testing</a> </p> <a href="https://publications.waset.org/abstracts/162343/towards-modern-approaches-of-intelligence-measurement-for-clinical-and-educational-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162343.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">80</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">5663</span> Measurement Tools of the Maturity Model for IT Service Outsourcing in Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoriano%20Valencia%20Garc%C3%ADa">Victoriano Valencia García</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Usero%20Aragon%C3%A9s"> Luis Usero Aragonés</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenio%20J.%20Fern%C3%A1ndez%20Vicente"> Eugenio J. Fernández Vicente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the successful implementation of ICTs is vital for almost any kind of organization. Good governance and ICT management are essential for delivering value, managing technological risks, managing resources and performance measurement. In addition, outsourcing is a strategic IT service solution which complements IT services provided internally in organizations. This paper proposes the measurement tools of a new holistic maturity model based on standards ISO/IEC 20000 and ISO/IEC 38500, and the frameworks and best practices of ITIL and COBIT, with a specific focus on IT outsourcing. These measurement tools allow independent validation and practical application in the field of higher education, using a questionnaire, metrics tables, and continuous improvement plan tables as part of the measurement process. Guidelines and standards are proposed in the model for facilitating adaptation to universities and achieving excellence in the outsourcing of IT services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IT%20governance" title="IT governance">IT governance</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20management" title=" IT management"> IT management</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20services" title=" IT services"> IT services</a>, <a href="https://publications.waset.org/abstracts/search?q=outsourcing" title=" outsourcing"> outsourcing</a>, <a href="https://publications.waset.org/abstracts/search?q=maturity%20model" title=" maturity model"> maturity model</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20tools" title=" measurement tools"> measurement tools</a> </p> <a href="https://publications.waset.org/abstracts/17602/measurement-tools-of-the-maturity-model-for-it-service-outsourcing-in-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17602.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">592</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">5662</span> Inter Laboratory Comparison with Coordinate Measuring Machine and Uncertainty Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tugrul%20%20Torun">Tugrul Torun</a>, <a href="https://publications.waset.org/abstracts/search?q=Ihsan%20A.%20Yuksel"> Ihsan A. Yuksel</a>, <a href="https://publications.waset.org/abstracts/search?q=Si%CC%87nem%20On%20Aktan"> Si̇nem On Aktan</a>, <a href="https://publications.waset.org/abstracts/search?q=Taha%20K.%20Vezi%CC%87roglu"> Taha K. Vezi̇roglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the quality control processes in some industries, the usage of CMM has increased in recent years. Consequently, the CMMs play important roles in the acceptance or rejection of manufactured parts. For parts, it’s important to be able to make decisions by performing fast measurements. According to related technical drawing and its tolerances, measurement uncertainty should also be considered during assessment. Since uncertainty calculation is difficult and time-consuming, most companies ignore the uncertainty value in their routine inspection method. Although studies on measurement uncertainty have been carried out on CMM’s in recent years, there is still no applicable method for analyzing task-specific measurement uncertainty. There are some standard series for calculating measurement uncertainty (ISO-15530); it is not possible to use it in industrial measurement because it is not a practical method for standard measurement routine. In this study, the inter-laboratory comparison test has been carried out in the ROKETSAN A.Ş. with all dimensional inspection units. The reference part that we used is traceable to the national metrology institute TUBİTAK UME. Each unit has measured reference parts according to related technical drawings, and the task-specific measuring uncertainty has been calculated with related parameters. According to measurement results and uncertainty values, the En values have been calculated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coordinate%20measurement" title="coordinate measurement">coordinate measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=CMM" title=" CMM"> CMM</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison" title=" comparison"> comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/136496/inter-laboratory-comparison-with-coordinate-measuring-machine-and-uncertainty-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136496.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">211</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">5661</span> Dual-Task–Immersion in the Interactions of Simultaneously Performed Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Liebherr">M. Liebherr</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Schubert"> P. Schubert</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Kersten"> S. Kersten</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Dietz"> C. Dietz</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Franz"> L. Franz</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20T.%20Haas"> C. T. Haas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With a long history, dual-task has become one of the most intriguing research fields regarding human brain functioning and cognition. However, findings considering effects of task-interrelations are limited (especially, in combined motor and cognitive tasks). Therefore, we aimed at developing a measurement system in order to analyse interrelation effects of cognitive and motor tasks. On the one hand, the present study demonstrates the applicability of the measurement system and on the other hand first results regarding a systematization of different task combinations are shown. Future investigations should combine imagine technologies and this developed measurement system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual-task" title="dual-task">dual-task</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a> </p> <a href="https://publications.waset.org/abstracts/14066/dual-task-immersion-in-the-interactions-of-simultaneously-performed-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14066.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">534</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">5660</span> Investigation of Learning Challenges in Building Measurement Unit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Argaw%20T.%20Gurmu">Argaw T. Gurmu</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20N.%20Mahmood"> Muhammad N. Mahmood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to identify the architecture and construction management students’ learning challenges of the building measurement. This research used the survey data obtained collected from the students who completed the building measurement unit. NVivo qualitative data analysis software was used to identify relevant themes. The analysis of the qualitative data revealed the major learning difficulties such as inadequacy of practice questions for the examination, inability to work as a team, lack of detailed understanding of the prerequisite units, insufficiency of the time allocated for tutorials and incompatibility of lecture and tutorial schedules. The output of this research can be used as a basis for improving the teaching and learning activities in construction measurement units. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20measurement" title="building measurement">building measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title=" construction management"> construction management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20challenges" title=" learning challenges"> learning challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluate%20survey" title=" evaluate survey"> evaluate survey</a> </p> <a href="https://publications.waset.org/abstracts/116469/investigation-of-learning-challenges-in-building-measurement-unit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116469.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">138</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">5659</span> Measurement of Intellectual Capital in an Algerian Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Brahmi">S. Brahmi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Aitouche"> S. Aitouche</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20Mouss"> M. D. Mouss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every modern company should measure the value of its intellectual capital and to report to complement the traditional annual balance sheets. The purpose of this work is to measure the intellectual capital in an Algerian company (or production system) using the Weightless Wealth Tool Kit (WWTK). The results of the measurement of intellectual capital are supplemented by traditional financial ratios. The measurement was applied to the National Company of Wells Services (ENSP) in Hassi Messaoud city, in the south of Algeria. We calculated the intellectual capital (intangible resources) of the ENSP to help the organization to better capitalize on its potential of workers and their know-how. The intangible value of the ENSP is evaluated at 16,936,173,345 DA in 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20valuation" title="financial valuation">financial valuation</a>, <a href="https://publications.waset.org/abstracts/search?q=intangible%20capital" title=" intangible capital"> intangible capital</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title=" intellectual capital"> intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital%20measurement" title=" intellectual capital measurement"> intellectual capital measurement</a> </p> <a href="https://publications.waset.org/abstracts/52333/measurement-of-intellectual-capital-in-an-algerian-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5658</span> Challenges to Change and Innovation in Educational System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20Kikelomo%20Oluwalola">Felicia Kikelomo Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to identify the challenges to change and innovation in educational system in Nigeria. Educational institutions, like all other organizations, require constant monitoring, to identify areas for potential improvement. However, educational reforms are often not well-implemented. This results in massive wastage of finances, human resources, and lost potential. Educational institutions are organised on many levels, from the individual classroom under the management of a single teacher, to groups of classrooms supervised by a Head Teacher or Executive Teacher, to a whole-school structure, under the guidance of the principal. Therefore, there is need for changes and innovation in our educational system since we are in the era of computer age. In doing so, this paper examined the psychology of change, concept of change and innovation with suggested view points. Educational administrators and individuals should be ready to have the challenge of monitoring changes in technologies. Educational planners/policy makers should be encouraged to involve in change process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation "> innovation </a> </p> <a href="https://publications.waset.org/abstracts/15788/challenges-to-change-and-innovation-in-educational-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15788.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">612</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">5657</span> Analytical Study of Educational Theories of Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Krishan%20Tiwari">Ajay Krishan Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on educational psychology have demonstrated the interest of the child's psychological and cognitive environment in the quality of their school commitment. The educational psychologist works with children and adolescents to remedy these factors. The task of the educational psychologist is to liberate the child and adolescent intellectually. Its purpose is to harmonize the child with the system of learning. Psychoanalytic support requires practice in creativity, reading, math, and meditation methods. The goal of educational psychology is to restore the desire and enjoyment of learning. The educational psychologist takes into account the concerns and personality traits that hinder student learning and restores self-esteem. Educational psychologists specialize in supporting children or adolescents who have a different approach to learning. Its role is to consider the child as a whole (cognitive, affective, physical, school, family factors, etc.). It welcomes the child's way of thinking and participates in its development. It is an essential point of contact between the child and his school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title="educational psychology">educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theories" title=" educational theories"> educational theories</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist" title=" psychologist"> psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20environment" title=" cognitive environment"> cognitive environment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20support" title=" psychoanalytic support"> psychoanalytic support</a>, <a href="https://publications.waset.org/abstracts/search?q=enjoyment%20of%20learning" title=" enjoyment of learning"> enjoyment of learning</a> </p> <a href="https://publications.waset.org/abstracts/179614/analytical-study-of-educational-theories-of-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179614.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">73</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">5656</span> An Autopilot System for Static Zone Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yanchun%20Zuo">Yanchun Zuo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingao%20Liu"> Yingao Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Liu"> Wei Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Le%20Yu"> Le Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Run%20Huang"> Run Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lixin%20Guo"> Lixin Guo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electric field detection is important in many application scenarios. The traditional strategy is measuring the electric field with a man walking around in the area under test. This strategy cannot provide a satisfactory measurement accuracy. To solve the mentioned problem, an autopilot measurement system is divided. A mini-car is produced, which can travel in the area under test according to respect to the program within the CPU. The electric field measurement platform (EFMP) carries a central computer, two horn antennas, and a vector network analyzer. The mini-car stop at the sampling points according to the preset. When the car stops, the EFMP probes the electric field and stores data on the hard disk. After all the sampling points are traversed, an electric field map can be plotted. The proposed system can give an accurate field distribution description of the chamber. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autopilot%20mini-car%20measurement%20system" title="autopilot mini-car measurement system">autopilot mini-car measurement system</a>, <a href="https://publications.waset.org/abstracts/search?q=electric%20field%20detection" title=" electric field detection"> electric field detection</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20map" title=" field map"> field map</a>, <a href="https://publications.waset.org/abstracts/search?q=static%20zone%20measurement" title=" static zone measurement"> static zone measurement</a> </p> <a href="https://publications.waset.org/abstracts/153711/an-autopilot-system-for-static-zone-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153711.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">101</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">5655</span> Open educational Resources' Metadata: Towards the First Star to Quality of Open Educational Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Romero-Pelaez">Audrey Romero-Pelaez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Morocho-Yunga"> Juan Carlos Morocho-Yunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing amount of open educational resources (OER) published on the web for consumption in teaching and learning environments also generates a growing need to ensure the quality of these resources. The low level of OER discovery is one of the most significant drawbacks when faced with its reuse, and as a consequence, high-quality educational resources can go unnoticed. Metadata enables the discovery of resources on the web. The purpose of this study is to lay the foundations for open educational resources to achieve their first quality star within the Quality4OER Framework. In this study, we evaluate the quality of OER metadata and establish the main guidelines on metadata quality in this context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title="open educational resources">open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=OER%20quality" title=" OER quality"> OER quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metadata" title=" quality metadata"> quality metadata</a> </p> <a href="https://publications.waset.org/abstracts/129865/open-educational-resources-metadata-towards-the-first-star-to-quality-of-open-educational-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129865.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 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