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analysis</title> <meta name="description" content="Search results for: latent class analysis"> <meta name="keywords" content="latent class analysis"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="latent class analysis"> <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> 29717</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: latent class analysis</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29477</span> The Effect of Internal Electrical Ion Mobility on Molten Salts through Atomistic Simulations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20F.%20Sanz-Navarro">Carlos F. Sanz-Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Fereres"> Sonia Fereres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Binary and ternary mixtures of molten salts are excellent thermal energy storage systems and have been widely used in commercial tanks both in nuclear and solar thermal applications. However, the energy density of the commercially used mixtures is still insufficient, and therefore, new systems based on latent heat storage (or phase change materials, PCM) are currently being investigated. In order to shed some light on the macroscopic physical properties of the molten salt phases, knowledge of the microscopic structure and dynamics is required. Several molecular dynamics (MD) simulations have been performed to model the thermal behavior of (Li,K)2CO3 mixtures. Up to this date, this particular molten salt mixture has not been extensively studied but it is of fundamental interest for understanding the behavior of other commercial salts. Molten salt diffusivities, the internal electrical ion mobility, and the physical properties of the solid-liquid phase transition have been calculated and compared to available data from literature. The effect of anion polarization and the application of a strong external electric field have also been investigated. The influence of electrical ion mobility on local composition is explained through the Chemla effect, well known in electrochemistry. These results open a new way to design optimal high temperature energy storage materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=atomistic%20simulations" title="atomistic simulations">atomistic simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20storage" title=" thermal storage"> thermal storage</a>, <a href="https://publications.waset.org/abstracts/search?q=latent%20heat" title=" latent heat"> latent heat</a>, <a href="https://publications.waset.org/abstracts/search?q=molten%20salt" title=" molten salt"> molten salt</a>, <a href="https://publications.waset.org/abstracts/search?q=ion%20mobility" title=" ion mobility"> ion mobility</a> </p> <a href="https://publications.waset.org/abstracts/33033/the-effect-of-internal-electrical-ion-mobility-on-molten-salts-through-atomistic-simulations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33033.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">326</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">29476</span> Discrepant Views of Social Competence and Links with Social Phobia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pamela-Zoe%20Topalli">Pamela-Zoe Topalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Niina%20Junttila"> Niina Junttila</a>, <a href="https://publications.waset.org/abstracts/search?q=P%C3%A4ivi%20M.%20Niemi"> Päivi M. Niemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaus%20Ranta"> Klaus Ranta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents’ biased perceptions about their social competence (SC), whether negatively or positively, serve to influence their socioemotional adjustment such as early feelings of social phobia (nowadays referred to as Social Anxiety Disorder-SAD). Despite the importance of biased self-perceptions in adolescents’ psychosocial adjustment, the extent to which discrepancies between self- and others’ evaluations of one’s SC are linked to social phobic symptoms remains unclear in the literature. This study examined the perceptual discrepancy profiles between self- and peers’ as well as between self- and teachers’ evaluations of adolescents’ SC and the interrelations of these profiles with self-reported social phobic symptoms. The participants were 390 3<sup>rd</sup> graders (15 years old) of Finnish lower secondary school (50.8% boys, 49.2% girls). In contrast with variable-centered approaches that have mainly been used by previous studies when focusing on this subject, this study used latent profile analysis (LPA), a person-centered approach which can provide information regarding risk profiles by capturing the heterogeneity within a population and classifying individuals into groups. LPA revealed the following five classes of discrepancy profiles: i) extremely negatively biased perceptions of SC, ii) negatively biased perceptions of SC, iii) quite realistic perceptions of SC, iv) positively biased perceptions of SC, and v) extremely positively biased perceptions of SC. Adolescents with extremely negatively biased perceptions and negatively biased perceptions of their own SC reported the highest number of social phobic symptoms. Adolescents with quite realistic, positively biased and extremely positively biased perceptions reported the lowest number of socio-phobic symptoms. The results point out the negatively and the extremely negatively biased perceptions as possible contributors to social phobic symptoms. Moreover, the association of quite realistic perceptions with low number of social phobic symptoms indicates its potential protective power against social phobia. Finally, positively and extremely positively biased perceptions of SC are negatively associated with social phobic symptoms in this study. However, the profile of extremely positively biased perceptions might be linked as well with the existence of externalizing problems such as antisocial behavior (e.g. disruptive impulsivity). The current findings highlight the importance of considering discrepancies between self- and others’ perceptions of one’s SC in clinical and research efforts. Interventions designed to prevent or moderate social phobic symptoms need to take into account individual needs rather than aiming for uniform treatment. Implications and future directions are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=latent%20profile%20analysis" title=" latent profile analysis"> latent profile analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20discrepancies" title=" perceptual discrepancies"> perceptual discrepancies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20competence" title=" social competence"> social competence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20phobia" title=" social phobia"> social phobia</a> </p> <a href="https://publications.waset.org/abstracts/81665/discrepant-views-of-social-competence-and-links-with-social-phobia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29475</span> Reducing Lean by Implementing Distance Learning in the Training Programs of Oil and Gas Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayed-Mahdi%20Hashemi-Dehkordi">Sayed-Mahdi Hashemi-Dehkordi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20Baker"> Ian Baker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the benefits of implementing distance learning in training courses for the oil and gas industries to reduce lean. Due to the remote locations of many oil and gas operations, scheduling and organizing in-person training classes for employees in these sectors is challenging. Furthermore, considering that employees often work in periodic shifts such as day, night, and resting periods, arranging in-class training courses requires significant time and transportation. To explore the effectiveness of distance learning compared to in-class learning, a set of questionnaires was administered to employees of a far on-shore refinery unit in Iran, where both in-class and distance classes were conducted. The survey results revealed that over 72% of the participants agreed that distance learning saved them a significant amount of time by rating it 4 to 5 points out of 5 on a Likert scale. Additionally, nearly 67% of the participants acknowledged that distance learning considerably reduced transportation requirements, while approximately 64% agreed that it helped in resolving scheduling issues. Introducing and encouraging the use of distance learning in the training environments of oil and gas industries can lead to notable time and transportation savings for employees, ultimately reducing lean in a positive manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-class%20learning" title=" in-class learning"> in-class learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lean" title=" lean"> lean</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20and%20gas" title=" oil and gas"> oil and gas</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling" title=" scheduling"> scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=time" title=" time"> time</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20programs" title=" training programs"> training programs</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/170526/reducing-lean-by-implementing-distance-learning-in-the-training-programs-of-oil-and-gas-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29474</span> An AK-Chart for the Non-Normal Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Hau%20Liu">Chia-Hau Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Tai-Yue%20Wang"> Tai-Yue Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditional multivariate control charts assume that measurement from manufacturing processes follows a multivariate normal distribution. However, this assumption may not hold or may be difficult to verify because not all the measurement from manufacturing processes are normal distributed in practice. This study develops a new multivariate control chart for monitoring the processes with non-normal data. We propose a mechanism based on integrating the one-class classification method and the adaptive technique. The adaptive technique is used to improve the sensitivity to small shift on one-class classification in statistical process control. In addition, this design provides an easy way to allocate the value of type I error so it is easier to be implemented. Finally, the simulation study and the real data from industry are used to demonstrate the effectiveness of the propose control charts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multivariate%20control%20chart" title="multivariate control chart">multivariate control chart</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20process%20control" title=" statistical process control"> statistical process control</a>, <a href="https://publications.waset.org/abstracts/search?q=one-class%20classification%20method" title=" one-class classification method"> one-class classification method</a>, <a href="https://publications.waset.org/abstracts/search?q=non-normal%20data" title=" non-normal data"> non-normal data</a> </p> <a href="https://publications.waset.org/abstracts/7485/an-ak-chart-for-the-non-normal-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29473</span> New Chances of Reforming Pedagogical Approach In Secondary English Class in China under the New English Curriculum and National College Entrance Examination Reform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yue%20Wang">Yue Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Five years passed since the newest English curriculum reform policy was published in China, hand-wringing spread among teachers who accused that this is another 'Wearing New Shoes to Walk the Old Road' policy. This paper provides a thoroughly philosophical policy analysis of serious efforts that had been made to support this reform and reveals the hindrances that bridled the reform to yield the desired effect. Blame could be easily put on teachers for their insufficient pedagogical content knowledge, conservative resistance, and the handicaps of large class sizes and limited teaching times, and so on. However, the underlying causes for this implementation failure are the interrelated factors in the NCEE-centred education system, such as the reluctant from students, the lack of school and education bureau support, and insufficient teacher training. A further discussion of 2017 to 2020’s NCEE reform on English prompt new possibilities for the authentic pedagogical approach reform in secondary English classes. In all, the pedagogical approach reform at the secondary level is heading towards a brighter future with the initiation of new NCEE reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20curriculum" title="English curriculum">English curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=NCEE" title=" NCEE"> NCEE</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20possibilities" title=" new possibilities"> new possibilities</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical" title=" pedagogical"> pedagogical</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20analysis" title=" policy analysis"> policy analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=reform" title=" reform"> reform</a> </p> <a href="https://publications.waset.org/abstracts/139550/new-chances-of-reforming-pedagogical-approach-in-secondary-english-class-in-china-under-the-new-english-curriculum-and-national-college-entrance-examination-reform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139550.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">29472</span> Visualization of Malaysia Universities Websites Based On Social Network Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20A.%20Ismail">N. A. Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Arif"> Abdul Arif</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharul%20Hafiz"> Sharul Hafiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Lu%20S.%20J."> Lu S. J.</a>, <a href="https://publications.waset.org/abstracts/search?q=Tham%20W.%20S."> Tham W. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wong%20S.%20K."> Wong S. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the visulization of Malaysia universities websites. Twenty (20) public universities websites in Malaysia has been chosen as samples to explore and visualize the link relationship between their academic websites using social network analysis methods such as inlink, degree, weight, betweenness and modularity class. All of the connection and relation demonstrate the power to influence, comprehensive strength and also the variety of subject types that are present in universities. The experimental results also show that University Malaysia Sabah (UMS) is the biggest back links provider. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20websites" title="academic websites">academic websites</a>, <a href="https://publications.waset.org/abstracts/search?q=link%20analysis" title=" link analysis"> link analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20result" title=" experimental result "> experimental result </a> </p> <a href="https://publications.waset.org/abstracts/21789/visualization-of-malaysia-universities-websites-based-on-social-network-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21789.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">473</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">29471</span> The Impact of Project-Based Learning under Representative Minorities Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shwadhin%20Sharma">Shwadhin Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As there has been increasing focus on the shorter attention span of the millennials students, there is a relative absence of instructional tools on behavioral assessments in learning information technology skills within the information systems field and textbooks. This study uses project-based learning in which students gain knowledge and skills related to information technology by working on an extended project that allows students to find a real business problem design information systems based on information collected from the company and develop an information system that solves the problem of the company. Eighty students from two sections of the same course engage in the project from the first week of the class till the sixteenth week of the class to deliver a small business information system that allows them to employ all the skills and knowledge that they learned in the class into the systems they are creating. Computer Information Systems related courses are often difficult to understand and process especially for the Under Representative Minorities students who have limited computer or information systems related (academic) experiences. Project-based learning demands constant attention of the students and forces them to apply knowledge learned in the class to a project that helps retaining knowledge. To make sure our assumption is correct, we started with a pre-test and post-test to test the students learning (of skills) based on the project. Our test showed that almost 90% of the students from the two sections scored higher in post-test as compared to pre-test. Based on this premise, we conducted a further survey that measured student’s job-search preparation, knowledge of data analysis, involved with the course, satisfaction with the course, student’s overall reaction the course and students' ability to meet the traditional learning goals related to the course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title="project-based learning">project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=job-search%20preparation" title=" job-search preparation"> job-search preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20with%20course" title=" satisfaction with course"> satisfaction with course</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20learning%20goals" title=" traditional learning goals"> traditional learning goals</a> </p> <a href="https://publications.waset.org/abstracts/88449/the-impact-of-project-based-learning-under-representative-minorities-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88449.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">206</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">29470</span> Perception of Women towards Participation in Employment: A Study on Mumbai Slums Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukesh%20Ranjan">Mukesh Ranjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Varsha%20Nagargoje"> Varsha Nagargoje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Applying the exploratory factor analysis (EFA), Women Employment Participation Perception Index (WEPPI) has been made through 13 components. The basic purpose of the WEPPI is to develop an index or search for the latent factors which will capture the attitude or perception of the Mumbai’s slum women towards women’s employment participation in the job market through primary survey based on 160 observations. Majority of the response analyzed under various socio-economic and demographic characteristics falls in the strongly agree or agree category. It means whether it is age wise, marital status-wise, caste, religion or economic dimension-wise women responded that they should participate in employment in Mumbai. Value of KMO test was 0.544 and chronbac’s alpha value was between 0.5-0.6, so the index falls in poor category and can be improved upon by adding more number of items. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=WEPPI" title="WEPPI">WEPPI</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20factor%20analysis" title=" exploratory factor analysis"> exploratory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=KMO%20test" title=" KMO test"> KMO test</a>, <a href="https://publications.waset.org/abstracts/search?q=Chronbac%20alpha" title=" Chronbac alpha"> Chronbac alpha</a> </p> <a href="https://publications.waset.org/abstracts/40475/perception-of-women-towards-participation-in-employment-a-study-on-mumbai-slums-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40475.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">484</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">29469</span> Digital Privacy Legislation Awareness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henry%20Foulds">Henry Foulds</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Huisman"> Magda Huisman</a>, <a href="https://publications.waset.org/abstracts/search?q=Gunther%20R.%20Drevin"> Gunther R. Drevin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">Privacy is regarded as a fundamental human right and it is clear that the study of digital privacy is an important field. Digital privacy is influenced by new and constantly evolving technologies and this continuous change makes it hard to create legislation to protect people’s privacy from being exploited by misuse of these technologies.<o:p></o:p> <p class="Abstract" style="margin-top:0cm">This study aims to benefit digital privacy legislation efforts by evaluating the awareness and perceived importance of digital privacy legislation among computer science students. The chosen fixed variables for the population are study year and gamer classification.<o:p></o:p> <p class="Abstract" style="margin-top:0cm">The use of location based services in mobile applications and games are a concern for digital privacy. For this reason the study focused on computer science students as they have a high likelihood to use and develop this type of software. Surveys were used to evaluate awareness and perceived importance of digital privacy legislation.<o:p></o:p> <p class="Abstract" style="margin-top:0cm">The results of the study show that privacy legislation and awareness of privacy legislation are important to people. The perception of the importance of privacy legislation increases with academic experience. Awareness of privacy legislation increases from non-gamers to pro gamers. <o:p></o:p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20privacy" title="digital privacy">digital privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=legislation%20awareness" title=" legislation awareness"> legislation awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20legislation" title=" privacy legislation"> privacy legislation</a> </p> <a href="https://publications.waset.org/abstracts/2041/digital-privacy-legislation-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2041.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">355</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">29468</span> Hybrid Approach for Face Recognition Combining Gabor Wavelet and Linear Discriminant Analysis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A%3A%20Annis%20Fathima">A: Annis Fathima</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Vaidehi"> V. Vaidehi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Ajitha"> S. Ajitha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Face recognition system finds many applications in surveillance and human computer interaction systems. As the applications using face recognition systems are of much importance and demand more accuracy, more robustness in the face recognition system is expected with less computation time. In this paper, a hybrid approach for face recognition combining Gabor Wavelet and Linear Discriminant Analysis (HGWLDA) is proposed. The normalized input grayscale image is approximated and reduced in dimension to lower the processing overhead for Gabor filters. This image is convolved with bank of Gabor filters with varying scales and orientations. LDA, a subspace analysis techniques are used to reduce the intra-class space and maximize the inter-class space. The techniques used are 2-dimensional Linear Discriminant Analysis (2D-LDA), 2-dimensional bidirectional LDA ((2D)2LDA), Weighted 2-dimensional bidirectional Linear Discriminant Analysis (Wt (2D)2 LDA). LDA reduces the feature dimension by extracting the features with greater variance. k-Nearest Neighbour (k-NN) classifier is used to classify and recognize the test image by comparing its feature with each of the training set features. The HGWLDA approach is robust against illumination conditions as the Gabor features are illumination invariant. This approach also aims at a better recognition rate using less number of features for varying expressions. The performance of the proposed HGWLDA approaches is evaluated using AT&T database, MIT-India face database and faces94 database. It is found that the proposed HGWLDA approach provides better results than the existing Gabor approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title="face recognition">face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabor%20wavelet" title=" Gabor wavelet"> Gabor wavelet</a>, <a href="https://publications.waset.org/abstracts/search?q=LDA" title=" LDA"> LDA</a>, <a href="https://publications.waset.org/abstracts/search?q=k-NN%20classifier" title=" k-NN classifier"> k-NN classifier</a> </p> <a href="https://publications.waset.org/abstracts/11196/hybrid-approach-for-face-recognition-combining-gabor-wavelet-and-linear-discriminant-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11196.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">467</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">29467</span> A Theoretical Analysis on the Controversial Issue of Teaching Professional in the Institutionalized Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tien-Hui%20Chiang">Tien-Hui Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Q.%20Zhou"> Q. Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For structural-functionalism, one set of the common traits of traditional professionals, such as medical practitioners and engineers, can be viewed as the criteria for evaluating whether a given occupation has the right of claiming its professional status or not. Under the influence of this professionalism, teaching practitioners have devoted themselves to acquiring this right as evidenced by the fact that initial training has been extended to even the level of postgraduate. However, for interactionalists, professionalism adopts a predetermined assumption so that it ignores the dynamic nature of social development, which is able to regulate the professional status of a given occupation. Such an interactive approach highlights the concept of professionalization. Furthermore, Marxists argue that structural-functionalists have ignored the impact of proletarianization on the white collar. While professionals gradually lose their control over their practices, the title of profession functions as a self-regulated icon that prevents them from collaborating with the working class and, in turn, creates the ideology of de-politicization sustaining the interests of the ruling class. This article adopts a theoretical analysis on these contradictory arguments. It argues that these criticisms neglect the influence of the institutionalized value system on social operation, which is the core element in sustaining the notion of the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title="teaching profession">teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalization" title=" professionalization"> professionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=proletarianialization" title=" proletarianialization"> proletarianialization</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalized%20value%20system" title=" institutionalized value system"> institutionalized value system</a> </p> <a href="https://publications.waset.org/abstracts/62131/a-theoretical-analysis-on-the-controversial-issue-of-teaching-professional-in-the-institutionalized-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62131.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">337</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">29466</span> Beneath the Leisurely Surface: An Analysis of the Piano Lesson Frenzy among Chinese Middle-Class Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yijie%20Wang">Yijie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tianyue%20Wang"> Tianyue Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past two decades, there has been a great ‘piano lesson frenzy’ among Chinese middle-class families, with a large number of parents adding piano training to children’s extra-curriculum lists. Superficially, the frenzy reflects a rather ‘leisurely’ attitude: parents typically claim that pianos lessons are ‘just for fun’ and will hopefully render children’s life more exciting. However, a closer scrutiny reveals that there is great social-status anxiety hidden beneath this ‘leisurely’ surface. Based on pre-interviews of six Chinese middle-class parents who have enthusiastically signed their children up for piano lessons, several tentative analysis are made: 1. Owing to a series of historical and social factors, the Chinese middle-class have yet to establish their cultural norms in the past few decades, resulting in great confusion concerning how to cultivate cultural tastes in their offspring. And partly due to the fact that the middle-class status of the past Chinese generation is mostly self-acquired rather than inherited, parents are much less confident about their cultural resources—which require long-time accumulation—than material ones. Both factors combine to lead to a sort of blind, overcompensating enthusiasm in culture-related education, and the piano frenzy is but a demonstration. 2. The piano has been chosen to be the object of the frenzy partly because of its inherent characteristics as well as socially-constructed ones. Costly, large in size, imported from another culture and so forth, the piano has acquired the meaning of being exclusive, high-end and exotic, which renders it a token of top-tier status among Chinese people, and piano lessons for offspring have therefore become parents’ paths towards a kind of ‘symbolic elevation’. A child playing piano is an exhibition as well as psychological assurance of the families’ middle-class status. 3. A closer look at children’s piano training process reveals that there is much more anxiety than leisurely elements involved. Despite parents’ claim that ‘piano is mainly for kids to have fun,’ the whole process is evidently of a rather ‘ascetic’ nature, with the demands of diligence and senses of time urgency throughout, and techniques rather than flair or styles are emphasized. This either means that the apparent ‘piano-for-fun’ stance is unauthentic and is only other motives in disguise, or that the Chinese middle-class parents are not yet capable of shaking off the sense of anxiety even if they sincerely intend to. 4. When viewed in relation to Chinese formal school system as well as the job market at large, it can be said that by signing children up for piano lessons, parents are consciously or unconsciously seeking to prepare for, or reduce the risks of, their children’s future social mobility. In face of possible failures in the highly-crucial, highly-competitive formal school system, piano-playing as an extra-curriculum activity may be conveniently transferred into an alternative career path. Besides, in contemporary China, as the occupational structure goes through change, and the school-related certificates decline in value, aspects such as a person’s overall deportment, which can be gained or proved by piano-learning, have been gaining in significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extra-curriculum%20activities" title="extra-curriculum activities">extra-curriculum activities</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title=" middle class"> middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=piano%20lesson%20frenzy" title=" piano lesson frenzy"> piano lesson frenzy</a>, <a href="https://publications.waset.org/abstracts/search?q=status%20anxiety" title=" status anxiety"> status anxiety</a> </p> <a href="https://publications.waset.org/abstracts/90592/beneath-the-leisurely-surface-an-analysis-of-the-piano-lesson-frenzy-among-chinese-middle-class-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90592.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">245</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">29465</span> The Mediating Role of Masculine Gender Role Stress on the Relationship between the EFL learners’ Self-Disclosure and English Class Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammed%20K%C3%B6k%20%26%20Adem%20Kantar">Muhammed Kök & Adem Kantar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning a foreign language can be affected by various factors such as age, aptitude, motivation, L2 disposition, etc. Among these factors, masculine gender roles stress (MGRS) that male learners possess is the least touched area that has been examined so far.MGRS can be defined as the traditional male role stress when the male learners feel the masculinity threat against their traditionally adopted masculinity norms. Traditional masculine norms include toughness, accuracy, completeness, and faultlessness. From this perspective, these norms are diametrically opposed to the language learning process since learning a language, by its nature, involves stages such as making mistakes and errors, not recalling words, pronouncing sounds incorrectly, creating wrong sentences, etc. Considering the potential impact of MGRS on the language learning process, the main purpose of this study is to investigate the mediating role of MGRS on the relationship between the EFL learners’ self-disclosure and English class anxiety. Data were collected from Turkish EFL learners (N=282) who study different majors in various state universities across Turkey. Data were analyzed by means of the Bootstraping method using the SPSS Process Macro plugin. The findings show that the indirect effect of self-disclosure level on the English Class Anxiety via MGRS was significant. We conclude that one of the reasons why Turkish EFL learners have English class anxiety might be the pressure that they feel because of their traditional gender role stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=masculine" title="masculine">masculine</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role%20stress" title=" gender role stress"> gender role stress</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20class%20anxiety" title=" english class anxiety"> english class anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity%20norms" title=" masculinity norms"> masculinity norms</a> </p> <a href="https://publications.waset.org/abstracts/154153/the-mediating-role-of-masculine-gender-role-stress-on-the-relationship-between-the-efl-learners-self-disclosure-and-english-class-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154153.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">99</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">29464</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Taxonomy Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Mayuasti">M. Mayuasti</a>, <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika"> Hevriani Sevrika</a>, <a href="https://publications.waset.org/abstracts/search?q=Armilia%20Riza"> Armilia Riza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension <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=blooms%E2%80%99%20critical%20thinking%20questioning%20strategy" title=" blooms’ critical thinking questioning strategy"> blooms’ critical thinking questioning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20purposes%20class" title=" specific purposes class"> specific purposes class</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a> </p> <a href="https://publications.waset.org/abstracts/23741/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-taxonomy-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23741.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">559</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">29463</span> Podcasting as an Instructional Method: Case Study of a School Psychology Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been considerable growth in online learning. Researchers continue to explore the impact various methods of delivery. Podcasting is a popular method for sharing information. The purpose of this study was to examine the impact of student motivation and the perception of the acquisition of knowledge in an online environment of a skill-based class. 25 students in a school psychology graduate class completed a pretest and posttest examining podcast use and familiarity. In addition, at the completion of the course they were administered a modified version of the Instructional Materials Motivation Survey. The four subscales were examined (attention, relevance, confidence, and satisfaction). Results indicated that students are motivated, they perceive podcasts as positive instructional tools, and students are successful in acquiring the needed information. Additional benefits of using podcasts and recommendations in school psychology training are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=podcast" title=" podcast"> podcast</a> </p> <a href="https://publications.waset.org/abstracts/125888/podcasting-as-an-instructional-method-case-study-of-a-school-psychology-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125888.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">29462</span> Opportunities and Challenges to Local Legislation at the Height of the COVID-19 Pandemic: Evidence from a Fifth Class Municipality in the Visayas, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Renz%20Paolo%20B.%20Ramos">Renz Paolo B. Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Jake%20S.%20Espina"> Jake S. Espina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Local Government Academy of the Philippines explains that Local legislation is both a power and a process by which it enacts ordinances and resolutions that have the force and effect of law while engaging with a range of stakeholders for their implementation. Legislative effectiveness is crucial for the development of any given area. This study's objective is to evaluate the legislative performance of the 10th Sangguniang of Kawayan, a legislative body in a fifth-class municipality in the Province of Biliran, during the height of the COVID-19 pandemic (2019-2021) with a focus on legislation, accountability, and participation, institution-building, and intergovernmental relations. The aim of the study was that a mixed-methods strategy was used to gather data. The Local Legislative Performance Appraisal Form (LLPAF) was completed, while Focus Interviews for Local Government Unit (LGU) personnel, a survey questionnaire for constituents, and ethnographic diary-writing were conducted. Convenience Sampling was utilized for LGU workers, whereas Simple Random Sampling was used to identify the number of constituents participating. Interviews were analyzed using thematic analysis, while frequency data analysis was employed to describe and evaluate the nature and connection of the data to the underlying population. From this data, the researchers draw opportunities and challenges met by the local legislature during the height of the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=local%20legislation" title="local legislation">local legislation</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20governance" title=" local governance"> local governance</a>, <a href="https://publications.waset.org/abstracts/search?q=legislative%20effectiveness" title=" legislative effectiveness"> legislative effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=legislative%20analysis" title=" legislative analysis"> legislative analysis</a> </p> <a href="https://publications.waset.org/abstracts/162903/opportunities-and-challenges-to-local-legislation-at-the-height-of-the-covid-19-pandemic-evidence-from-a-fifth-class-municipality-in-the-visayas-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162903.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">71</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">29461</span> Statistical Investigation Projects: A Way for Pre-Service Mathematics Teachers to Actively Solve a Campus Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammet%20%C5%9Eahal">Muhammet Şahal</a>, <a href="https://publications.waset.org/abstracts/search?q=O%C4%9Fuz%20K%C3%B6kl%C3%BC"> Oğuz Köklü</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As statistical thinking and problem-solving processes have become increasingly important, teachers need to be more rigorously prepared with statistical knowledge to teach their students effectively. This study examined preservice mathematics teachers' development of statistical investigation projects using data and exploratory data analysis tools, following a design-based research perspective and statistical investigation cycle. A total of 26 pre-service senior mathematics teachers from a public university in Turkiye participated in the study. They formed groups of 3-4 members voluntarily and worked on their statistical investigation projects for six weeks. The data sources were audio recordings of pre-service teachers' group discussions while working on their projects in class, whole-class video recordings, and each group’s weekly and final reports. As part of the study, we reviewed weekly reports, provided timely feedback specific to each group, and revised the following week's class work based on the groups’ needs and development in their project. We used content analysis to analyze groups’ audio and classroom video recordings. The participants encountered several difficulties, which included formulating a meaningful statistical question in the early phase of the investigation, securing the most suitable data collection strategy, and deciding on the data analysis method appropriate for their statistical questions. The data collection and organization processes were challenging for some groups and revealed the importance of comprehensive planning. Overall, preservice senior mathematics teachers were able to work on a statistical project that contained the formulation of a statistical question, planning, data collection, analysis, and reaching a conclusion holistically, even though they faced challenges because of their lack of experience. The study suggests that preservice senior mathematics teachers have the potential to apply statistical knowledge and techniques in a real-world context, and they could proceed with the project with the support of the researchers. We provided implications for the statistical education of teachers and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design-based%20study" title="design-based study">design-based study</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20mathematics%20teachers" title=" pre-service mathematics teachers"> pre-service mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20investigation%20projects" title=" statistical investigation projects"> statistical investigation projects</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20model" title=" statistical model"> statistical model</a> </p> <a href="https://publications.waset.org/abstracts/172831/statistical-investigation-projects-a-way-for-pre-service-mathematics-teachers-to-actively-solve-a-campus-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29460</span> The Effectiveness of Teaching Games for Understanding in Improving the Hockey Tactical Skills and State Self-Confidence among 16 Years Old Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wee%20Akina%20Sia%20Seng%20Lee">Wee Akina Sia Seng Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shabeshan%20Rengasamy"> Shabeshan Rengasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Lim%20Boon%20Hooi"> Lim Boon Hooi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandrakalavaratharajoo"> Chandrakalavaratharajoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Ibrahim%20K.%20Azeez"> Mohd Ibrahim K. Azeez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p < .05 for school boys, and F (1, 136) =92.62, p < .05 for school girls. The Mann Whitney U test also showed the treatment groups had significant improvement in state self-confidence with U=428.50, z= -7.22, p < .05, r=.06 for school boys. ANCOVA analysis also showed the treatment group had significant improvement in state self-confidence with F (1, 136) =74.40, p < .05 for school girls. This indicates that TGFU in a 40 minute physical education class conducted twice a week for four weeks can significantly improve the hockey tactical skills and state self-confidence among 16-year-old students. The findings give new knowledge to PE teachers to implement the TGFU method as it enhances the hockey tactical skills and state self-confidence among 16-year-old students. Some recommendation was suggested for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teaching%20Games%20For%20Understanding%20%28TGFU%29" title="Teaching Games For Understanding (TGFU)">Teaching Games For Understanding (TGFU)</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=hockey%20tactical%20skills" title=" hockey tactical skills"> hockey tactical skills</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20self-confidence" title=" state self-confidence "> state self-confidence </a> </p> <a href="https://publications.waset.org/abstracts/30742/the-effectiveness-of-teaching-games-for-understanding-in-improving-the-hockey-tactical-skills-and-state-self-confidence-among-16-years-old-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30742.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">355</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">29459</span> Awakeness, Awareness and Learning Mathematics for Arab Students: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Rawashdi">S. Rawashdi</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Bshouty"> D. Bshouty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed at discussing how to urge middle and high school Arab students in Israel to be aware of the importance of and investing in learning mathematics. In the first phase of the study, three questionnaires were passed to two nine-grade classes, one on Awareness, one on Awakeness and one on Learning. One of the two classes was an outstanding class from a public school (PUBS) of 31 students, and the other a heterogeneous class from a private school (PRIS) with 31 students. The Learning questionnaire which was administrated to the Awareness and Awareness topics was passed to PRIS and the Awareness and Awareness Questionnaires were passed to the PUBS class After two months we passed the post-questionnaire to both classes to validate the long-term impact of the study. The findings of the study show that awakeness and awareness processes have an effect on the math learning process, on its context in students' daily lives and their growing interest in learning math. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awakeness" title="awakeness">awakeness</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20mathematics" title=" learning mathematics"> learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a> </p> <a href="https://publications.waset.org/abstracts/134302/awakeness-awareness-and-learning-mathematics-for-arab-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29458</span> Influence of Instructors in Engaging Online Graduate Students in Active Learning in the United States </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ehi%20E.%20Aimiuwu">Ehi E. Aimiuwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As of 2017, many online learning professionals, institutions, and journals are still wondering how instructors can keep student engaged in the online learning environment to facilitate active learning effectively. The purpose of this qualitative single-case and narrative research is to explore whether online professors understand their role as mentors and facilitators of students’ academic success by keeping students engaged in active learning based on personalized experience in the field. Data collection tools that were used in the study included an NVivo 12 Plus qualitative software, an interview protocol, a digital audiotape, an observation sheet, and a transcription. Seven online professors in the United States from LinkedIn and residencies were interviewed for this study. Eleven online teaching techniques from previous research were used as the study framework. Data analysis process, member checking, and key themes were used to achieve saturation. About 85.7% of professors agreed on rubric as the preferred online grading technique. About 57.1% agreed on professors logging in daily, students logging in about 2-5 times weekly, knowing students to increase accountability, email as preferred communication tool, and computer access for adequate online learning. About 42.9% agreed on syllabus for clear class expectations, participation to show what has been learned, and energizing students for creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20facilitation" title="class facilitation">class facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20management" title=" class management"> class management</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/111557/influence-of-instructors-in-engaging-online-graduate-students-in-active-learning-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111557.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">116</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">29457</span> Determination of Potential Agricultural Lands Using Landsat 8 OLI Images and GIS: Case Study of Gokceada (Imroz) Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahmi%20Kafadar">Rahmi Kafadar</a>, <a href="https://publications.waset.org/abstracts/search?q=Levent%20Genc"> Levent Genc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In present study, it was aimed to determine potential agricultural lands (PALs) in Gokceada (Imroz) Island of Canakkale province, Turkey. Seven-band Landsat 8 OLI images acquired on July 12 and August 13, 2013, and their 14-band combination image were used to identify current Land Use Land Cover (LULC) status. Principal Component Analysis (PCA) was applied to three Landsat datasets in order to reduce the correlation between the bands. A total of six Original and PCA images were classified using supervised classification method to obtain the LULC maps including 6 main classes (“Forest”, “Agriculture”, “Water Surface”, “Residential Area-Bare Soil”, “Reforestation” and “Other”). Accuracy assessment was performed by checking the accuracy of 120 randomized points for each LULC maps. The best overall accuracy and Kappa statistic values (90.83%, 0.8791% respectively) were found for PCA images which were generated from 14-bands combined images called 3-B/JA. Digital Elevation Model (DEM) with 15 m spatial resolution (ASTER) was used to consider topographical characteristics. Soil properties were obtained by digitizing 1:25000 scaled soil maps of rural services directorate general. Potential Agricultural Lands (PALs) were determined using Geographic information Systems (GIS). Procedure was applied considering that “Other” class of LULC map may be used for agricultural purposes in the future properties. Overlaying analysis was conducted using Slope (S), Land Use Capability Class (LUCC), Other Soil Properties (OSP) and Land Use Capability Sub-Class (SUBC) properties. A total of 901.62 ha areas within “Other” class (15798.2 ha) of LULC map were determined as PALs. These lands were ranked as “Very Suitable”, “Suitable”, “Moderate Suitable” and “Low Suitable”. It was determined that the 8.03 ha were classified as “Very Suitable” while 18.59 ha as suitable and 11.44 ha as “Moderate Suitable” for PALs. In addition, 756.56 ha were found to be “Low Suitable”. The results obtained from this preliminary study can serve as basis for further studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20elevation%20model%20%28DEM%29" title="digital elevation model (DEM)">digital elevation model (DEM)</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20systems%20%28GIS%29" title=" geographic information systems (GIS)"> geographic information systems (GIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=gokceada%20%28Imroz%29" title=" gokceada (Imroz)"> gokceada (Imroz)</a>, <a href="https://publications.waset.org/abstracts/search?q=lANDSAT%208%20OLI-TIRS" title=" lANDSAT 8 OLI-TIRS"> lANDSAT 8 OLI-TIRS</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20use%20land%20cover%20%28LULC%29" title=" land use land cover (LULC)"> land use land cover (LULC)</a> </p> <a href="https://publications.waset.org/abstracts/26949/determination-of-potential-agricultural-lands-using-landsat-8-oli-images-and-gis-case-study-of-gokceada-imroz-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26949.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">355</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">29456</span> Insights into Child Malnutrition Dynamics with the Lens of Women’s Empowerment in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bharti%20Singh">Bharti Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shri%20K.%20Singh"> Shri K. Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Child malnutrition is a multifaceted issue that transcends geographical boundaries. Malnutrition not only stunts physical growth but also leads to a spectrum of morbidities and child mortality. It is one of the leading causes of death (~50 %) among children under age five. Despite economic progress and advancements in healthcare, child malnutrition remains a formidable challenge for India. The objective is to investigate the impact of women's empowerment on child nutrition outcomes in India from 2006 to 2021. A composite index of women's empowerment was constructed using Confirmatory Factor Analysis (CFA), a rigorous technique that validates the measurement model by assessing how well-observed variables represent latent constructs. This approach ensures the reliability and validity of the empowerment index. Secondly, kernel density plots were utilised to visualise the distribution of key nutritional indicators, such as stunting, wasting, and overweight. These plots offer insights into the shape and spread of data distributions, aiding in understanding the prevalence and severity of malnutrition. Thirdly, linear polynomial graphs were employed to analyse how nutritional parameters evolved with the child's age. This technique enables the visualisation of trends and patterns over time, allowing for a deeper understanding of nutritional dynamics during different stages of childhood. Lastly, multilevel analysis was conducted to identify vulnerable levels, including State-level, PSU-level, and household-level factors impacting undernutrition. This approach accounts for hierarchical data structures and allows for the examination of factors at multiple levels, providing a comprehensive understanding of the determinants of child malnutrition. Overall, the utilisation of these statistical methodologies enhances the transparency and replicability of the study by providing clear and robust analytical frameworks for data analysis and interpretation. Our study reveals that NFHS-4 and NFHS-5 exhibit an equal density of severely stunted cases. NFHS-5 indicates a limited decline in wasting among children aged five, while the density of severely wasted children remains consistent across NFHS-3, 4, and 5. In 2019-21, women with higher empowerment had a lower risk of their children being undernourished (Regression coefficient= -0.10***; Confidence Interval [-0.18, -0.04]). Gender dynamics also play a significant role, with male children exhibiting a higher susceptibility to undernourishment. Multilevel analysis suggests household-level vulnerability (intra-class correlation=0.21), highlighting the need to address child undernutrition at the household level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20nutrition" title="child nutrition">child nutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=NFHS" title=" NFHS"> NFHS</a>, <a href="https://publications.waset.org/abstracts/search?q=women%E2%80%99s%20empowerment" title=" women’s empowerment"> women’s empowerment</a> </p> <a href="https://publications.waset.org/abstracts/186073/insights-into-child-malnutrition-dynamics-with-the-lens-of-womens-empowerment-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186073.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">34</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">29455</span> From Madrassah to Elite Schools; The Political Economy of Pluralistic Educational Systems in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Zia">Ahmad Zia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study problematizes the notion that the pluralistic educational system in Pakistan fosters equality. Instead, it argues that this system not only reflects but also sustains existing class divisions, with implications for the future economic and social mobility of children. The primary goal of this study is to explore unequal access to educational opportunities in Pakistan. By examining the intersection between education and socioeconomic status, it attempts to explore the implications of key disparities in different tiers of education systems in Pakistan like between madrassahs, public schools and private schools, with an emphasis on how these institutions contribute to the maintenance of class hierarchies. This is a primary data based case study and the most recent data has been directly gathered Qualitative methods have been used to collect data from the units of data collection (UDCs). it have used Bourdieu’s theory as a leading framework. Its application in the context of country like Pakistan is very productive. it choose the thematic analysis method to analyse the data. This process helped me to identify relevant main themes and subthemes emerging from my data, which could comprise my analysis. Findings reveal that the educational landscape in Pakistan is deeply divided having far-reaching implications for social mobility and access to opportunities. This study found profound disparities among various educational institutions with respect to widening socioeconomic divides. Every kind of educational institution operates in a distinct socio-cultural and economic environment. Therefore, access to quality education is highly stratified and remains a privilege for only those who can afford it. This widens the socioeconomic gap that already exists. There has not been an extensive investigation of the relationship between pluralistic educations with class stratification in the literature so far. This study adds to a multifaceted understanding of educational disparities in Pakistan by analysing the intersections between socioeconomic divisions and educational access. It offers valuable theoretical and practical insights into the subject. This study provides theoretical concepts and empirical data to enhance scholars' understanding of socioeconomic inequality, specifically in relation to education systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20inequality" title="social inequality">social inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=pluralism" title=" pluralism"> pluralism</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20divide" title=" class divide"> class divide</a>, <a href="https://publications.waset.org/abstracts/search?q=capitalism" title=" capitalism"> capitalism</a>, <a href="https://publications.waset.org/abstracts/search?q=globalisation" title=" globalisation"> globalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=elitism" title=" elitism"> elitism</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/193601/from-madrassah-to-elite-schools-the-political-economy-of-pluralistic-educational-systems-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193601.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">16</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">29454</span> A Robust Spatial Feature Extraction Method for Facial Expression Recognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20G.%20C.%20P.%20Dinesh">H. G. C. P. Dinesh</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Tharshini"> G. Tharshini</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20P.%20B.%20Ekanayake"> M. P. B. Ekanayake</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20M.%20R.%20I.%20Godaliyadda"> G. M. R. I. Godaliyadda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a new spatial feature extraction method based on principle component analysis (PCA) and Fisher Discernment Analysis (FDA) for facial expression recognition. It not only extracts reliable features for classification, but also reduces the feature space dimensions of pattern samples. In this method, first each gray scale image is considered in its entirety as the measurement matrix. Then, principle components (PCs) of row vectors of this matrix and variance of these row vectors along PCs are estimated. Therefore, this method would ensure the preservation of spatial information of the facial image. Afterwards, by incorporating the spectral information of the eigen-filters derived from the PCs, a feature vector was constructed, for a given image. Finally, FDA was used to define a set of basis in a reduced dimension subspace such that the optimal clustering is achieved. The method of FDA defines an inter-class scatter matrix and intra-class scatter matrix to enhance the compactness of each cluster while maximizing the distance between cluster marginal points. In order to matching the test image with the training set, a cosine similarity based Bayesian classification was used. The proposed method was tested on the Cohn-Kanade database and JAFFE database. It was observed that the proposed method which incorporates spatial information to construct an optimal feature space outperforms the standard PCA and FDA based methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=facial%20expression%20recognition" title="facial expression recognition">facial expression recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=principle%20component%20analysis%20%28PCA%29" title=" principle component analysis (PCA)"> principle component analysis (PCA)</a>, <a href="https://publications.waset.org/abstracts/search?q=fisher%20discernment%20analysis%20%28FDA%29" title=" fisher discernment analysis (FDA)"> fisher discernment analysis (FDA)</a>, <a href="https://publications.waset.org/abstracts/search?q=eigen-filter" title=" eigen-filter"> eigen-filter</a>, <a href="https://publications.waset.org/abstracts/search?q=cosine%20similarity" title=" cosine similarity"> cosine similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=bayesian%20classifier" title=" bayesian classifier"> bayesian classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=f-measure" title=" f-measure"> f-measure</a> </p> <a href="https://publications.waset.org/abstracts/36459/a-robust-spatial-feature-extraction-method-for-facial-expression-recognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36459.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">29453</span> An Innovative Approach to Improve Skills of Students in Qatar University Spending in Virtual Class though LMS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shahid%20Jamil">Mohammad Shahid Jamil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study we have investigated students’ learning and satisfaction in one of the course offered in the Foundation Program at Qatar University. We implied innovative teaching methodology that emphasizes on enhancing students’ thinking skills, decision making, and problem solving skills. Some interesting results were found which can be used to further improve the teaching methodology. To make sure the full use of technology in Foundation Program at Qatar University has started implementing new ways of teaching Math course by using Blackboard as an innovative interactive tool to support standard teaching such as Discussion board, Virtual class, and Study plan in My Math Lab “MML”. In MML Study Plan is designed in such a way that the student can improve their skills wherever they face difficulties with in their Homework, Quiz or Test. Discussion board and Virtual Class are collaborative learning tools encourages students to engage outside of class time. These tools are useful to share students’ knowledge and learning experiences, promote independent and active learning and they helps students to improve their critical thinking skills through the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard" title="blackboard">blackboard</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion%20board" title=" discussion board"> discussion board</a>, <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=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learning" title=" independent learning"> independent learning</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/33707/an-innovative-approach-to-improve-skills-of-students-in-qatar-university-spending-in-virtual-class-though-lms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33707.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">428</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">29452</span> Assessment of Attractency of Bactrocera Zonata and Bactrocera dorsalis (Diptera:Tephritidae) to Different Biolure Phagostimulant-Mixtures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Dildar%20Gogi">Muhammad Dildar Gogi</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Jalal%20Arif"> Muhammad Jalal Arif</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Junaid%20Nisar"> Muhammad Junaid Nisar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mubashir%20Iqbal"> Mubashir Iqbal</a>, <a href="https://publications.waset.org/abstracts/search?q=Waleed%20Afzal%20Naveed"> Waleed Afzal Naveed</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ahsan%20Khan"> Muhammad Ahsan Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Nawaz"> Ahmad Nawaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Sufian"> Muhammad Sufian</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arshad"> Muhammad Arshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Amna%20Jalal">Amna Jalal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fruit flies of Bactrocera genus cause heavy losses in fruits and vegetables globally and insecticide-application for their control creates issues of ecological backlash, environmental pollution, and food safety. There is need to explore alternatives and food-baits application is considered safe for the environment and effective for fruit fly management. Present experiment was carried out to assess the attractancy of five phagostimulant-Mixtures (PHS-Mix) prepared by mixing banana-squash, mulberry, protein-hydrolysate and molasses with some phagostimulant-lure sources including beef extract, fish extract, yeast, starch, rose oil, casein and cedar oil in five different ratios i.e., PHS-Mix-1 (1 part of all ingredients), PHS-Mix-2 (1 part of banana with 0.75 parts of all other ingredients), PHS-Mix-3 (1 part of banana with 0.5 parts of all other ingredients), PHS-Mix-4 (1 part of banana with 0.25 parts of all other ingredients) and PHS-Mix-5 (1 part of banana with 0.125 parts of all other ingredients). These were evaluated in comparison with a standard (GF-120). PHS-Mix-4 demonstrated 40.5±1.3-46.2±1.6% AI for satiated flies (class-II i.e., moderately attractive) and 59.5±2.0-68.6±3.0% AI for starved flies (class-III i.e., highly attractive) for both B. dorsalis and B. zonata in olfactometric study while the same exhibited 51.2±0.53% AI (class-III i.e., highly attractive) for B. zonata and 45.4±0.89% AI (class-II i.e., moderately attractive) for B. dorsalis in field study. PHS-Mix-1 proved non-attractive (class-I) and moderately attractive (class-II) phagostimulant in olfactometer and field studies, respectively. PHS-Mix-2 exhibited moderate attractiveness for starved lots in olfactometer and field-lot in field studies. PHS-Mix-5 proved non-attractive to starved and satiated lots of B. zonata and B. dorsalis females in olfactometer and field studies. Overall PHS-Mix-4 proved better phagostimulant-mixture followed by PHS-Mix-3 which was categorized as class-II (moderately attractive) phagostimulant for starved and satiated lots of female flies of both species in olfactometer and field studies; hence these can be exploited for fruit fly management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attractive%20index" title="attractive index">attractive index</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20conditions" title=" field conditions"> field conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=olfactometer" title=" olfactometer"> olfactometer</a>, <a href="https://publications.waset.org/abstracts/search?q=Tephritid%20flies" title=" Tephritid flies"> Tephritid flies</a> </p> <a href="https://publications.waset.org/abstracts/97306/assessment-of-attractency-of-bactrocera-zonata-and-bactrocera-dorsalis-dipteratephritidae-to-different-biolure-phagostimulant-mixtures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29451</span> Comparative Study of Vertical and Horizontal Triplex Tube Latent Heat Storage Units</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20El%20Qarnia">Hamid El Qarnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of the eccentricity of the central tube on the thermal and fluid characteristics of a triplex tube used in latent heat energy storage technologies. Two triplex tube orientations are considered in the proposed study: vertical and horizontal. The energy storage material, which is a phase change material (PCM), is placed in the space between the inside and outside tubes. During the thermal energy storage period, a heat transfer fluid (HTF) flows inside the two tubes, transmitting the heat to the PCM through two heat exchange surfaces instead of one heat exchange surface as it is the case for double tube heat storage systems. A CFD model is developed and validated against experimental data available in the literature. The mesh independency study is carried out to select the appropriate mesh. In addition, different time steps are examined to determine a time step ensuring accuracy of the numerical results and reduction in the computational time. The numerical model is then used to conduct numerical investigations of the thermal behavior and thermal performance of the storage unit. The effects of eccentricity of the central tube and HTF mass flow rate on thermal characteristics and performance indicators are examined for two flow arrangements: co-current and counter current flows. The results are given in terms of isotherm plots, streamlines, melting time and thermal energy storage efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20storage" title="energy storage">energy storage</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title=" heat transfer"> heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=melting" title=" melting"> melting</a>, <a href="https://publications.waset.org/abstracts/search?q=solidification" title=" solidification"> solidification</a> </p> <a href="https://publications.waset.org/abstracts/183782/comparative-study-of-vertical-and-horizontal-triplex-tube-latent-heat-storage-units" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183782.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">56</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">29450</span> College Students’ Multitasking and Its Causes </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huey-Wen%20Chou">Huey-Wen Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuo-Heng%20Liang"> Shuo-Heng Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on studying college students’ multitasking with cellphones/laptops during lectures. In-class multitasking behavior is defined as the activities students engaged that are irrelevant to learning. This study aims to understand if students' learning engagement affects students' multitasking as well as to investigate the causes or motivations that contribute to the occurrence of multitasking behavior. Survey data were collected and analyzed by PLS method and multiple regression to test the research model and hypothesis. Major results include: 1. Students' multitasking motivation positively predicts students’ in-class multitasking. 2. Factors affecting multitasking in class, including efficiency, entertainment and social needs, significantly impact on multitasking. 3. Polychronic personality traits will positively predict students’ multitasking. 4. Students' classroom learning engagement negatively predicts multitasking. 5. Course attributes negatively predict student learning engagement and positively predict student multitasking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=monochronic%20personality" title=" monochronic personality"> monochronic personality</a>, <a href="https://publications.waset.org/abstracts/search?q=multitasking" title=" multitasking"> multitasking</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a> </p> <a href="https://publications.waset.org/abstracts/123421/college-students-multitasking-and-its-causes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123421.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">134</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">29449</span> Lean Impact Analysis Assessment Models: Development of a Lean Measurement Structural Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Maware">Catherine Maware</a>, <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Adetunji"> Olufemi Adetunji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is aimed at developing a model to measure the impact of Lean manufacturing deployment on organizational performance. The model will help industry practitioners to assess the impact of implementing Lean constructs on organizational performance. It will also harmonize the measurement models of Lean performance with the house of Lean that seems to have become the industry standard. The sheer number of measurement models for impact assessment of Lean implementation makes it difficult for new adopters to select an appropriate assessment model or deployment methodology. A literature review is conducted to classify the Lean performance model. Pareto analysis is used to select the Lean constructs for the development of the model. The model is further formalized through the use of Structural Equation Modeling (SEM) in defining the underlying latent structure of a Lean system. An impact assessment measurement model developed can be used to measure Lean performance and can be adopted by different industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impact%20measurement%20model" title="impact measurement model">impact measurement model</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20bundles" title=" lean bundles"> lean bundles</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20manufacturing" title=" lean manufacturing"> lean manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a> </p> <a href="https://publications.waset.org/abstracts/91848/lean-impact-analysis-assessment-models-development-of-a-lean-measurement-structural-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91848.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">486</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">29448</span> The English as a Foreign Language Teachers’ Perceptions and Practices of Infusing Critical Thinking Skills to Improve Students’ Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Amale%20Kirko">Michael Amale Kirko</a>, <a href="https://publications.waset.org/abstracts/search?q=Abebe%20Gebretsadik"> Abebe Gebretsadik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the 21st century, developing students’ critical thinking skills has become a prime concern in higher education institutions. Cognizant of this fact, the Ethiopian higher education policy document used critical thinking as one of the guiding principles. The study aims to explore how English as a foreign language (EFL) teachers perceive and practice critical thinking skills (CTS) in teaching reading to improve reading comprehension at Wolaita Sodo University, Ethiopia. A descriptive survey study used an exploratory mixed-methods approach. The study involved 20 EFL instructors and 40 2nd-year English majoring students. The numerical data were collected using teacher and student surveys and classroom observations; the qualitative data were obtained through content analysis and interviews. Teacher survey results indicated that teachers' perceptions are above average (mean = 3.41). And the result of classroom observations showed the practice CTS in class was below average (mean=2.61). The content analysis result revealed instructors utilized fewer higher-order thinking questions during class activities, quizzes, midterm, and final exams. The teachers perceived that teacher, student, and material-related challenges were hindering the practice of CT to improve students’ reading comprehension. Finally, spearman’s rho output showed r=0.97 and p<0.05. Therefore, the results showed that the EFL teachers’ practices of CTS to improve students’ reading comprehension were less frequent; there was a strong, positive, and statistically significant relationship between the teachers’ perceptions and practices of CTS in reading class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceptions" title="perceptions">perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=infusing%20thinking%20skills" title=" infusing thinking skills"> infusing thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/159024/the-english-as-a-foreign-language-teachers-perceptions-and-practices-of-infusing-critical-thinking-skills-to-improve-students-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159024.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> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=latent%20class%20analysis&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=latent%20class%20analysis&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=latent%20class%20analysis&page=2">2</a></li> <li class="page-item 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