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grades</title> <meta name="description" content="Search results for: grades"> <meta name="keywords" content="grades"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="grades"> <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> 350</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: grades</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">350</span> Investigation of Mechanical Properties and Wear Behavior of Hot Roller Grades</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Mokhtari">Majid Mokhtari</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Bahrami%20Alamdarlo"> Masoud Bahrami Alamdarlo</a>, <a href="https://publications.waset.org/abstracts/search?q=Babak%20Nazari"> Babak Nazari</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Zakerinya"> Hossein Zakerinya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Salehi"> Mehdi Salehi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, microstructure, macro, and microhardness of phases for three grades of cast iron rolls with modified chemical composition using a light microscope (OM) and electron microscopy (SEM) were investigated. The grades were chosen from Chodan Sazan Manufacturing Co. (CSROLL) productions for finishing stands of hot strip mills. The percentage of residual austenite was determined with a ferrite scope magnetic device. Thermal susceptibility testing was also measured. The results show the best oxidation resistance at high temperatures is graphitic high chromium white cast iron alloy. In order to evaluate the final properties of these grades in rolling lines, the results of the Pin on Disk abrasion test showed the superiority of the abrasive behavior of the white chromium graphite cast iron alloy grade sample at the same hardness compared to conventional alloy grades and the enhanced grades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hot%20roller" title="hot roller">hot roller</a>, <a href="https://publications.waset.org/abstracts/search?q=wear" title=" wear"> wear</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure" title=" microstructure"> microstructure</a> </p> <a href="https://publications.waset.org/abstracts/144560/investigation-of-mechanical-properties-and-wear-behavior-of-hot-roller-grades" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144560.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">241</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">349</span> Investigating the Influence of the Ferro Alloys Consumption on the Slab Product Standard Cost with Different Grades Using Regression Analysis (A Case Study of Iran's Iron and Steel Industry)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Fakhrian">Iman Fakhrian</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Salehi%20Manzari"> Ali Salehi Manzari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Consistent Profitability is one of the most important priorities in manufacturing companies. One of the fundamental factors for increasing the companies profitability is cost management. Isfahan's mobarakeh steel company is one of the largest producers of the slab product grades in the middle east. Raw material cost constitutes about 70% of the company's expenditures. The costs of the ferro alloys have a remarkable contribution of the raw material costs. This research aims to determine the ferro alloys which have significant effect on the variability of the standard cost of the slab product grades. Used data in this study were collected from standard costing system of isfahan's mobarakeh steel company in 2022. The results of conducting the regression analysis model show that expense items: 03020, 03045, 03125, 03130 and 03150 have dominant role in variability of the standard cost of the slab product grades. In other words, the mentioned ferro alloys have noticeable and significant role in variability of the standard cost of the slab product grades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consistent%20profitability" title="consistent profitability">consistent profitability</a>, <a href="https://publications.waset.org/abstracts/search?q=ferro%20alloys" title=" ferro alloys"> ferro alloys</a>, <a href="https://publications.waset.org/abstracts/search?q=slab%20product%20grades" title=" slab product grades"> slab product grades</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20analysis" title=" regression analysis"> regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/171827/investigating-the-influence-of-the-ferro-alloys-consumption-on-the-slab-product-standard-cost-with-different-grades-using-regression-analysis-a-case-study-of-irans-iron-and-steel-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171827.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">72</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">348</span> Exploring Faculty Attitudes about Grades and Alternative Approaches to Grading: Pilot Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scott%20Snyder">Scott Snyder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grading approaches in higher education have not changed meaningfully in over 100 years. While there is variation in the types of grades assigned across countries, most use approaches based on simple ordinal scales (e.g, letter grades). While grades are generally viewed as an indication of a student's performance, challenges arise regarding the clarity, validity, and reliability of letter grades. Research about grading in higher education has primarily focused on grade inflation, student attitudes toward grading, impacts of grades, and benefits of plus-minus letter grade systems. Little research is available about alternative approaches to grading, varying approaches used by faculty within and across colleges, and faculty attitudes toward grades and alternative approaches to grading. To begin to address these gaps, a survey was conducted of faculty in a sample of departments at three diverse colleges in a southeastern state in the US. The survey focused on faculty experiences with and attitudes toward grading, the degree to which faculty innovate in teaching and grading practices, and faculty interest in alternatives to the point system approach to grading. Responses were received from 104 instructors (21% response rate). The majority reported that teaching accounted for 50% or more of their academic duties. Almost all (92%) of respondents reported using point and percentage systems for their grading. While all respondents agreed that grades should reflect the degree to which objectives were mastered, half indicated that grades should also reflect effort or improvement. Over 60% felt that grades should be predictive of success in subsequent courses or real life applications. Most respondents disagreed that grades should compare students to other students. About 42% worried about their own grade inflation and grade inflation in their college. Only 17% disagreed that grades mean different things based on the instructor while 75% thought it would be good if there was agreement. Less than 50% of respondents felt that grades were directly useful for identifying students who should/should not continue, identify strengths/weaknesses, predict which students will be most successful, or contribute to program monitoring of student progress. Instructors were less willing to modify assessment than they were to modify instruction and curriculum. Most respondents (76%) were interested in learning about alternative approaches to grading (e.g., specifications grading). The factors that were most associated with willingness to adopt a new grading approach were clarity to students and simplicity of adoption of the approach. Follow-up studies are underway to investigate implementations of alternative grading approaches, expand the study to universities and departments not involved in the initial study, examine student attitudes about alternative approaches, and refine the measure of attitude toward adoption of alternative grading practices within the survey. Workshops about challenges of using percentage and point systems for determining grades and workshops regarding alternative approaches to grading are being offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20approaches%20to%20grading" title="alternative approaches to grading">alternative approaches to grading</a>, <a href="https://publications.waset.org/abstracts/search?q=grades" title=" grades"> grades</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=letter%20grades" title=" letter grades"> letter grades</a> </p> <a href="https://publications.waset.org/abstracts/105101/exploring-faculty-attitudes-about-grades-and-alternative-approaches-to-grading-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105101.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">96</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">347</span> Implementation of Metabolomics in Conjunction with Chemometrics for the Dentification of the Differential Chemical Markers of Different Grades of Sri Lankan White, Green and Black Tea: Camellia Sinenesis L.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20A.%20Selim">Dina A. Selim</a>, <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shawky"> Eman Shawky</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasha%20M.%20Abu%20El-Khair"> Rasha M. Abu El-Khair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the current study, UPLC-MS/MS combined to chemometrics were applied on seven Sri Lankan tea grades; Orange Pekoe, Flowery Pekoe, Broken Orange Pekoe Fannings, Broken Orange Pekoe black tea, green tea, silver tips and golden tips white tea grades for their comprehensive metabolic profiling. Certain metabolites, namely, Theasensinin C and E, theaflavin and theacitrin appeared to be the main chemical markers of black tea type, catechin, epicatechin, epigallocatechin, methyl epigallocatechin were the main discriminatory markers of green tea type, while theanine, oolongotheanine and quercetin glycosides were the main chemical markers of white tea type. Theogalloflavin, epigallocatechin and flavonoid glycosides were the main down-accumulated metabolites while theaflavin gallate, and N-ethyl pyrrolidinone epicatechin were the chief up- accumulated metabolites between whole and broken black tea leave grades while puerin A and C and gallic acid was the main down- accumulated metabolites and N-ethyl pyrrolidinone epicatechin gallate was the main up-accumulated one between broken and fanning black tea grades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tea%20grading" title="tea grading">tea grading</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lankan%20tea" title=" Sri Lankan tea"> Sri Lankan tea</a>, <a href="https://publications.waset.org/abstracts/search?q=chemometrics" title=" chemometrics"> chemometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=metabolomics" title=" metabolomics"> metabolomics</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical%20markers" title=" chemical markers"> chemical markers</a> </p> <a href="https://publications.waset.org/abstracts/147524/implementation-of-metabolomics-in-conjunction-with-chemometrics-for-the-dentification-of-the-differential-chemical-markers-of-different-grades-of-sri-lankan-white-green-and-black-tea-camellia-sinenesis-l" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">346</span> A Study of Cracking Behavior in Concrete Beams Reinforced With Two Different Grades of Steel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nihal%20Abdel%20Hamid%20Taha">Nihal Abdel Hamid Taha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Crack evaluation of flexure reinforced concrete (RC) member is considered an important step in the design process, since the formation of concrete cracks depends on the possibility of exposure to various conditions(pollution, humidity,..etc.). Because of the disparity between different grades of steel in the service load stresses, this affects the cracking behavior. This paper is concerned with the crack pattern and cracking load for concrete beams with T-section reinforced with two different grades of steel at the service load levels stages up to ultimate load. A practical program has been put up to investigate the difference between reinforced steel bars with yield strength 420 N/mm2 and 500 N/mm2 through six T-section reinforced beams. The beams were tested under static- monotonic two– point service loading up to ultimate failure under flexural stresses. The influence of parameters such as clear concrete cover and concrete compressive strength are considered for each of the two grades of steel used. Cracking load, spacing and width were determined. The experimental results demonstrated that increasing the concrete strength results in both of cracking and ultimate load increase, while no significant difference in yield load for the two steel grades used. It has also become obvious, that the number of cracks was more for the lower steel strength, which is followed by decrease in crack width and spacing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RC%20beams" title="RC beams">RC beams</a>, <a href="https://publications.waset.org/abstracts/search?q=cracking%20behavior" title=" cracking behavior"> cracking behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=steel%20stress" title=" steel stress"> steel stress</a>, <a href="https://publications.waset.org/abstracts/search?q=crack%20width" title=" crack width"> crack width</a>, <a href="https://publications.waset.org/abstracts/search?q=crack%20spacing" title=" crack spacing"> crack spacing</a> </p> <a href="https://publications.waset.org/abstracts/182397/a-study-of-cracking-behavior-in-concrete-beams-reinforced-with-two-different-grades-of-steel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182397.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">62</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">345</span> Multivariate Analysis of Students’ Performance in Math Courses and Specific Engineering Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Naccache">H. Naccache</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Hleiss"> R. Hleiss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students at Lebanese University during their tertiary academic years. A significant relationship tends to appear between these factors and the performance of students in engineering courses. Moreover, female students appear to outperform their male counterparts in both the math and engineering courses, and a high correlation was found between their grades in math courses and their grades in specific engineering courses. The results and implications of the study were being discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=math" title=" math"> math</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/39456/multivariate-analysis-of-students-performance-in-math-courses-and-specific-engineering-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39456.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">340</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">344</span> Characterising the Effects of Heat Treatment on 3CR12 and AISI 316 Stainless Steels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20T.%20Akinlabi">Esther T. Akinlabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20A.%20Akinlabi"> Stephen A. Akinlabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on the effects of heat treatment on 3CR12 and AISI 316 stainless steel grades. Heat treatment was conducted on the steel grades and cooled using two different media; air and water in order to study the effect of each medium on the evolving properties of the samples. The heat treated samples were characterized through the evolving microstructure and hardness. It was found that there was a significant grain size reduction in both the heat treated stainless steel specimens compared to the parent materials. The finer grain sizes were achieved as a result of impediment to growth of one phase by the other. The Vickers micro-hardness values of the heat treated samples were higher compared to the parent materials due to the fact that each of the steel grades had a proportion of martensitic structures in their microstructures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=austenite" title="austenite">austenite</a>, <a href="https://publications.waset.org/abstracts/search?q=ferrite" title=" ferrite"> ferrite</a>, <a href="https://publications.waset.org/abstracts/search?q=grain%20size" title=" grain size"> grain size</a>, <a href="https://publications.waset.org/abstracts/search?q=hardness" title=" hardness"> hardness</a>, <a href="https://publications.waset.org/abstracts/search?q=martensite" title=" martensite"> martensite</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure%20and%20stainless%20steel" title=" microstructure and stainless steel"> microstructure and stainless steel</a> </p> <a href="https://publications.waset.org/abstracts/5781/characterising-the-effects-of-heat-treatment-on-3cr12-and-aisi-316-stainless-steels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5781.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">269</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">343</span> Comparison of Student Grades in Dual-Enrollment Courses Taken Inside and Outside of Texas High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20A.%20Gallardo">Cynthia A. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20S.%20Hall"> Kelly S. Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristopher%20Garza"> Kristopher Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Challoo"> Linda Challoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mais%20Nijim"> Mais Nijim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual-enrollment programs have become more prevalent in college and high school settings. Also known as early college programs, dual-enrollment programs help students acquire a head start in earning college credit for post-secondary studies. The number and percentage of high school students who take college courses while in high school is growing. However, little is known about how dual-enrolled students fare. The classroom environment is important to learning. This study compares dually enrolled high school students who take courses that yield college credit either within their high school or at some other location. Mann-Whitney U was the statistical test used. Mean proportions were compared for each of the five standard letter grades earned across the state of Texas. Results indicated that students earn similar passing A, B, and C grades when they take dual-enrollment courses at their high school location but are more likely to fail if they take dual-enrollment courses at non-high school locations. Implications of results are that student success rate of dual-enrollment college courses may have a significant difference between the locations and student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-enrollment" title=" dual-enrollment"> dual-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/168852/comparison-of-student-grades-in-dual-enrollment-courses-taken-inside-and-outside-of-texas-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168852.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">342</span> Assessment of Online Web-Based Learning for Enhancing Student Grades in Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20Marc%20Gealon%20Cabugsa">Ian Marc Gealon Cabugsa</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleanor%20Pastrano%20Corcino"> Eleanor Pastrano Corcino</a>, <a href="https://publications.waset.org/abstracts/search?q=Gina%20Lapaza%20Montalan"> Gina Lapaza Montalan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on the effect of Online Web-Learning (OWL) in the performance of the freshmen Civil Engineering Students of Ateneo de Davao University in their Chem 12 subject. The grades of the students that were required to use OWL were compared to students without OWL. The result of the study suggests promising result for the use of OWL in increasing the performance rate of students taking up Chem 12. Furthermore, there was a positive correlation between the final grade and OWL grade of the students that had OWL. While the majority of the students find OWL to be helpful in supporting their chemistry knowledge needs, most of them still prefer to learn using the traditional face-to-face instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20education" title="chemistry education">chemistry education</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20performance" title=" enhanced performance"> enhanced performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20chemistry" title=" engineering chemistry"> engineering chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20web-based%20learning" title=" online web-based learning"> online web-based learning</a> </p> <a href="https://publications.waset.org/abstracts/33395/assessment-of-online-web-based-learning-for-enhancing-student-grades-in-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33395.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">374</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">341</span> Inequalities in Higher Education and Students’ Perceptions of Factors Influencing Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Violetta%20Parutis">Violetta Parutis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study aims to answer the following research questions: i) What are the factors that students perceive as relevant to a) promoting and b) preventing good grades? ii) How does socio-economic status (SES) feature in those beliefs? We conducted in-depth interviews with 19 first- and second-year undergraduates of varying SES at a research-intensive university in the UK. The interviews yielded eight factors that students perceived as promoting and six perceived as preventing good grades. The findings suggested one significant difference between the beliefs of low and high SES students in that low SES students perceive themselves to be at a greater disadvantage to their peers while high SES students do not have such beliefs. This could have knock-on effects on their performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20beliefs" title=" students’ beliefs"> students’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/83518/inequalities-in-higher-education-and-students-perceptions-of-factors-influencing-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">340</span> A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelle%20Elva">Rochelle Elva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of learning and mastery of skills. This is because most students often have a single motivation -to get high grades. If it appears that this goal will not be met, they lose their motivation, and their academic efforts wane. This is true even for students in the competitive fields of STEM, including Computer Science majors. As educators, we have to understand our students and leverage what motivates them to achieve our learning outcomes. This paper presents a case study that utilizes cognitive psychology’s Expectancy Value Theory and Motivation Theory to investigate the effect of sustained expectancy for success on students’ learning outcomes. In our case study, we explore how students’ motivation and persistence in their academic efforts are impacted by providing them with an unexpected possible path to success that continues to the end of the semester. The approach was tested in an undergraduate computer science course with n = 56. The results of the study indicate that when presented with the real possibility of success, despite existing low grades, both low and high-scoring students persisted in their efforts to improve their performance. Their final grades were, on average, one place higher on the +/-letter grade scale, with some students scoring as high as three places above their predicted grade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectancy%20for%20success%20and%20persistence" title="expectancy for success and persistence">expectancy for success and persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20performance" title=" motivation and performance"> motivation and performance</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title=" computer science education"> computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20performance%20in%20computer%20science" title=" motivation and performance in computer science"> motivation and performance in computer science</a> </p> <a href="https://publications.waset.org/abstracts/162472/a-case-study-to-observe-how-students-perception-of-the-possibility-of-success-impacts-their-performance-in-summative-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162472.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">81</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">339</span> Seismic Performance of Various Grades of Steel Columns through Finite Element Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asal%20Pournaghshband">Asal Pournaghshband</a>, <a href="https://publications.waset.org/abstracts/search?q=Roham%20Maher"> Roham Maher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents a numerical analysis of the cyclic behavior of H-shaped steel columns, focusing on different steel grades, including austenitic, ferritic, duplex stainless steel, and carbon steel. Finite Element (FE) models were developed and validated against experimental data, demonstrating a predictive accuracy of up to 6.5%. The study examined key parameters such as energy dissipation and failure modes. Results indicate that duplex stainless steel offers the highest strength, with superior energy dissipation but a tendency for brittle failure at maximum strains of 0.149. Austenitic stainless steel demonstrated balanced performance with excellent ductility and energy dissipation, showing a maximum strain of 0.122, making it highly suitable for seismic applications. Ferritic stainless steel, while stronger than carbon steel, exhibited reduced ductility and energy absorption. Carbon steel displayed the lowest performance in terms of energy dissipation and ductility, with significant strain concentrations leading to earlier failure. These findings provide critical insights into optimizing material selection for earthquake-resistant structures, balancing strength, ductility, and energy dissipation under seismic conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20dissipation" title="energy dissipation">energy dissipation</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20analysis" title=" finite element analysis"> finite element analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=H-shaped%20columns" title=" H-shaped columns"> H-shaped columns</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20performance" title=" seismic performance"> seismic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=stainless%20steel%20grades" title=" stainless steel grades"> stainless steel grades</a> </p> <a href="https://publications.waset.org/abstracts/191066/seismic-performance-of-various-grades-of-steel-columns-through-finite-element-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191066.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">24</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">338</span> Introduction, Implementation and Challenges Facing Competency Based Curriculum in Kenya, a Case Study for Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hannah%20Wamaitha%20Irungu">Hannah Wamaitha Irungu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational reforms have been made from time to time since independence in Kenya. Kenya previously had a curriculum system coined as 8.4.4, where learners go through 8 years of primary, 4 years of secondary, and 4 years of tertiary or college education. The 8.4.4 system was very theoretical, examinational oriented, lacked career guidance, lacked I.C.T. infrastructure and had the pressure for exam grading results to move to the next level. Kenya is now implementing a Competency Based Curriculum (C.B.C) system of education. C.B.C, on the other hand, is learner based. It focuses mainly on the ability of the learners, their strengths/likings, not what they are systematically trained to pass exams only for progression. The academic pressure will be eased, which gives a chance to all learners to pursue their fields of strength and not only those endowed academically/theoretically. With C.B.C., each learner’s progress is nurtured and monitored over a period of 14 years that are divided into four major levels (2-6-3-3): 1. Pre-primary education [pp1 and pp2]-2 years; 2. Lower-primary [grades 1 - 6]-6 years; 3. Junior-secondary [grades 7 - 9]-3 years; 4. Senior secondary [grades 10 - 12]-3 years. In this paper, we look at these aspects with regards to C.B.C.: What necessitates it, its key strengths/benefits and application in a developing country; Implementation, what has worked and what is not working with the approach taken by Kenya education stakeholders during this process; Stakeholders, who should be involved/own the process; Conclusion, lessons learned, current status and recommendations going forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benefits" title="benefits">benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=curricula" title=" curricula"> curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenya" title=" Kenya"> Kenya</a>, <a href="https://publications.waset.org/abstracts/search?q=successes" title=" successes"> successes</a> </p> <a href="https://publications.waset.org/abstracts/162241/introduction-implementation-and-challenges-facing-competency-based-curriculum-in-kenya-a-case-study-for-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">337</span> Role of Molecular Changes and Immunohistochamical in Early Detection of Colon Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20Alhomaid">Fatimah Alhomaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was planned to investigate the role of molecular changes and immunohistochemical in early detection of colon cancer in Saudi patients. Our results were carried out on 48 patients colon cancer. We obtained our data from laboratory in King Khalid university hospital. The specimens were taken (48) patients with colon cancer 34 male and 14 female and 2 control. The average age of varied from 37-85 years. The tumor was diagnosed as I in tow patients (male and female) and grade 2 in 42 patients (29 male and 13 female) while the grade 3 in 4 patients (all males). The specimens were processed for haematoxylin and eosin staining , immunohistochemical technique and flow cytometry analysis. Our study noted that most patients had adenocarcinoma which characterized by presence of signet-ring cells were very clear in advanced patients of adenocarcinoma. Our sections in adenocarcinoma in grade 2 and stage 3 had an increase in signet ring cells,an increase in the acini of glands and an increase in number of lymphocytes which spread to the muscularis layer. With advancing the disease, there were haemorge in blood and increase in lymphocytes and increase number of nuclei in the tubular glands. Our study was carried on 48 patients, immunohistochemical diagnosis (CK20,PCNA,P53) and the analysis of DNA content by flow cytometry technique. Our study indicated that the presence of correlation between the immunohistochemical analysis for P53 and the grades. The reaction of P53 appeared as strong in nucleus in grades &stage 3 and appeared in other sections as dark brown pigment. Our study indicated that the absence of correlation between the immunohistochemical analysis for pcan and the grades. In our sections, there were strong reactions in the more 80% of nuclei in grade 1& stage 2. Our study indicated that the presence of correlation between the immunohistochemical analysis for CK20 and the grades. Our results indicated the presence of positive reaction in cytoplasm varied from weak to moderate in grade 3 & stage 4. Concerning the Flow cytometry technique our results indicated that the presence of correlation between the DNA and different stages of colon cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DNA-CK20" title="DNA-CK20">DNA-CK20</a>, <a href="https://publications.waset.org/abstracts/search?q=PCNA" title=" PCNA"> PCNA</a>, <a href="https://publications.waset.org/abstracts/search?q=P53" title=" P53"> P53</a>, <a href="https://publications.waset.org/abstracts/search?q=colon%20cancer" title=" colon cancer"> colon cancer</a> </p> <a href="https://publications.waset.org/abstracts/22328/role-of-molecular-changes-and-immunohistochamical-in-early-detection-of-colon-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22328.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">356</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">336</span> Literacy Performance among Lower Primary School Children : A Malaysian Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratnawati%20Mohd%20Asraf">Ratnawati Mohd Asraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazlina%20Abdullah"> Hazlina Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerous studies on boys’ performance relative to girls’ have been conducted around the globe. However, little has been done in relation to the literacy of primary school boys in the Malaysian context. This paper discusses the results of a study that sought to determine the literacy performance of Grades 1, 2, and 3 primary school students in the state of Selangor, Malaysia. Data on approximately 85,000 students from each grade level were obtained from the Ministry of Education Malaysia, which conducts national screening on literacy and numeracy, or LINUS, in all government primary schools. Teachers’ views were also sought through focus group interviews and journal entries. The results show that although there is an overall improvement in literacy performance in the Malay language among the students as they go into Grades 2 and 3, girls are found to outperform boys in every screening for all grade levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=boys%E2%80%99%20underperformance" title="boys’ underperformance">boys’ underperformance</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20performance" title=" literacy performance"> literacy performance</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/30183/literacy-performance-among-lower-primary-school-children-a-malaysian-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30183.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">324</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">335</span> Role of Molecular Changes and Immunohistochemical in Early Detection of Liver Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20A.%20Alhomaid">Fatimah A. Alhomaid </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was planned to investigate the role of molecular changes and immunohistochemical in early detection of liver cancer in Saudi patients. our results were carried out on 54 patients liver cancer. We obtained our data from laboratory in King Khalid University Hospital. The specimens were taken (54) patients with liver cancer 34 male and 14 female and 2 control. The average age of varied from 37-85 years. The tumor was diagnosed as grade I in tow patients (male and female) and grade 2 in 45 patients (28 male and 17 female) while the grade 3 in 4 patients (all males). The specimens were processed for haematoxylin and eosin staining, immunohistochemical technique and flow cytometry analysis. Our study noted that most patients had adenocarcinoma which characterized by presence of signet-ring cells were very clear in advanced patients with adenocarcinoma. Our sections in adenocarcinoma in grade 2 and stage 3 had an increase in signet ring cells,an increase in the acini of glands and an increase in number of lymphocytes which spread to the muscular layer. With advancing the disease, there were haemorrhage in blood and increase in lymphocytes and increase in the number of nuclei in the tubular glands. Our study was carried on 48 patients, immunohistochemical diagnosis (CK20, PCNA, P53) and the analysis of DNA content by flow cytometry technique. Our study indicated that the presence of correlation between the immunohistochemical analysis for P53 and the grades. The reaction of P53 appeared as strong in nucleus in grades &stage 3 and appeared in other sections as dark brown pigment. Our study indicated that the absence of correlation between the immunohistochemical analysis for PCAN and the grades. In our sections there were strong reaction in the more 80% of nuclei in grade 1& stage 2. Our study indicated that the presence of correlation between the immunohistochemical analysis for CK20 and the grades. Our results indicated the presence of positive reaction in cytoplasm varied from weak to moderate in grade 3 & stage 4. Concerning the Flow cytometry technique our results indicated that the presence of correlation between the DNA and different stages of liver cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cancer" title="cancer">cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=CK20" title=" CK20"> CK20</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA" title=" DNA"> DNA</a>, <a href="https://publications.waset.org/abstracts/search?q=cytometry%20analysis" title=" cytometry analysis"> cytometry analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=liver" title=" liver"> liver</a>, <a href="https://publications.waset.org/abstracts/search?q=immunohistochemical" title=" immunohistochemical"> immunohistochemical</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20changes" title=" molecular changes"> molecular changes</a>, <a href="https://publications.waset.org/abstracts/search?q=PCNA" title=" PCNA"> PCNA</a>, <a href="https://publications.waset.org/abstracts/search?q=p53" title=" p53"> p53</a> </p> <a href="https://publications.waset.org/abstracts/47592/role-of-molecular-changes-and-immunohistochemical-in-early-detection-of-liver-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47592.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">266</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">334</span> An Investigation of Prior Educational Achievement on Engineering Student Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jovanca%20Smith">Jovanca Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Derek%20Gay"> Derek Gay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All universities possess a standard by which students are assessed and administered into their programs. This paper considers the effect of the educational history of students, as measured by specific subject grades in Caribbean examinations, on overall performance in introductory engineering math and mechanics courses. Results reflect a correlation between the highest grade in the Caribbean examinations with a higher probability of successful advancement in the university courses. Alternatively, lower entrance grades are commensurate with underperformance in the university courses. Results also demonstrate that students matriculating with the Caribbean examinations will not necessarily possess a significant advantage over students entering through an alternative route, and while previous educational background of students is a significant indicator of tentative performance in the University level math and mechanics courses, it is not the sole factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bimodal%20distribution" title="bimodal distribution">bimodal distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20learning" title=" differential learning"> differential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrance%20qualification" title=" entrance qualification"> entrance qualification</a> </p> <a href="https://publications.waset.org/abstracts/82245/an-investigation-of-prior-educational-achievement-on-engineering-student-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82245.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">362</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">333</span> Equity and Quality in Saudi Early Childhood Education: A Case Study on Inclusion School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahlam%20A.%20Alghamdi">Ahlam A. Alghamdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For many years and until now, education based on gendered division is endorsed in the public Saudi schools starting from the primary grades (1,2, 3rd grades). Although preschool has no boys and girls segregation restrictions, children from first grade starting their first form of cultural ideology based on gender. Ensuring high-quality education serving all children -both boys and girls- is an aim for policymakers and early learning professionals in Saudi Arabia. The past five years have witnessed a major change in terms of shifting the paradigm to educating young children in the country. In May 2018, the Ministry of Education (MoE) had declared a commencement decision of inclusion schools serve both girls and boys in primary grades with a high-quality early learning opportunity. This study sought to shed light on one of the earliest schools that have implemented the inclusion experience. The methodological approach adopted is based on the qualitative inquiry of case study to investigate complex phenomena within the contexts of inclusion school. Data collection procedures included on-site visitations and semi-structured interviews with the teachers to document their thoughts, narratives, and living experiences. The findings of this study identified three themes based on cultural, educational, and professional interpretations. An overview of recommendations highlighted the benefits and possible challenges of future implementations of inclusion schools in Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20division" title=" gender division"> gender division</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20school" title=" inclusion school"> inclusion school</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/132129/equity-and-quality-in-saudi-early-childhood-education-a-case-study-on-inclusion-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132129.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">153</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">332</span> Collaboration of Game Based Learning with Models Roaming the Stairs Using the Tajribi Method on the Eye PAI Lessons at the Ummul Mukminin Islamic Boarding School, Makassar South Sulawesi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Wulandari">Ratna Wulandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahidin"> Shahidin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to see how the Game Based Learning learning model with the Roaming The Stairs game makes a tajribi method can make PAI lessons active and interactive learning. This research uses a qualitative approach with a case study type of research. Data collection methods were carried out using interviews, observation, and documentation. Data analysis was carried out through the stages of data reduction, data display, and verification and drawing conclusions. The data validity test was carried out using the triangulation method. and drawing conclusions. The results of the research show that (1) children in grades 9A, 9B, and 9C like learning PAI using the Roaming The Stairs game (2) children in grades 9A, 9B, and 9C are active and can work in groups to solve problems in the Roaming The Stairs game (3) the class atmosphere becomes fun with learning method, namely learning while playing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20based%20learning" title="game based learning">game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Roaming%20The%20Stairs" title=" Roaming The Stairs"> Roaming The Stairs</a>, <a href="https://publications.waset.org/abstracts/search?q=Tajribi%20PAI" title=" Tajribi PAI"> Tajribi PAI</a> </p> <a href="https://publications.waset.org/abstracts/191260/collaboration-of-game-based-learning-with-models-roaming-the-stairs-using-the-tajribi-method-on-the-eye-pai-lessons-at-the-ummul-mukminin-islamic-boarding-school-makassar-south-sulawesi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191260.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">22</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">331</span> Using Data Mining Techniques to Evaluate the Different Factors Affecting the Academic Performance of Students at the Faculty of Information Technology in Hashemite University in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feras%20Hanandeh">Feras Hanandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Majdi%20Shannag"> Majdi Shannag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research studies the different factors that could affect the Faculty of Information Technology in Hashemite University students’ accumulative average. The research paper verifies the student information, background, their academic records, and how this information will affect the student to get high grades. The student information used in the study is extracted from the student’s academic records. The data mining tools and techniques are used to decide which attribute(s) will affect the student’s accumulative average. The results show that the most important factor which affects the students’ accumulative average is the student Acceptance Type. And we built a decision tree model and rules to determine how the student can get high grades in their courses. The overall accuracy of the model is 44% which is accepted rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=extracting%20rules" title=" extracting rules"> extracting rules</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20tree" title=" decision tree"> decision tree</a> </p> <a href="https://publications.waset.org/abstracts/31096/using-data-mining-techniques-to-evaluate-the-different-factors-affecting-the-academic-performance-of-students-at-the-faculty-of-information-technology-in-hashemite-university-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31096.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">416</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">330</span> Nitriding of Super-Ferritic Stainless Steel by Plasma Immersion Ion Implantation in Radio Frequency and Microwave Plasma System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Bhuyan">H. Bhuyan</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M%C3%A4ndl"> S. Mändl</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Favre"> M. Favre</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Cisternas"> M. Cisternas</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Henriquez"> A. Henriquez</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Wyndham"> E. Wyndham</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Walczak"> M. Walczak</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Manova"> D. Manova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 470 Li-24 Cr and 460Li-21 Cr are two alloys belonging to the next generation of super-ferritic nickel free stainless steel grades, containing titanium (Ti), niobium (Nb) and small percentage of carbon (C) and nitrogen (N). The addition of Ti and Nb improves in general the corrosion resistance while the low interstitial content of C and N assures finer precipitates and greater ductility compared to conventional ferritic grades. These grades are considered an economic alternative to AISI 316L and 304 due to comparable or superior corrosion. However, since 316L and 304 can be nitrided to improve the mechanical surface properties like hardness and wear; it is hypothesize that the tribological properties of these super-ferritic stainless steels grades can also be improved by plasma nitriding. Thus two sets of plasma immersion ion implantation experiments have been carried out, one with a high pressure capacitively coupled radio frequency plasma at PUC Chile and the other using a low pressure microwave plasma at IOM Leipzig, in order to explore further improvements in the mechanical properties of 470 Li-24 Cr and 460Li-21 Cr steel. Nitrided and unnitrided substrates have been subsequently investigated using different surface characterization techniques including secondary ion mass spectroscopy, scanning electron microscopy, energy dispersive x-ray analysis, Vickers hardness, wear resistance, as well as corrosion test. In most of the characterizations no major differences have been observed for nitrided 470 Li-24 Cr and 460Li-21 Cr. Due to the ion bombardment, an increase in the surface roughness is observed for higher treatment temperature, independent of the steel types. The formation of chromium nitride compound takes place only at a treatment temperature around 4000C-4500C, or above. However, corrosion properties deteriorate after treatment at higher temperatures. The physical characterization results show up to 25 at.% of nitrogen for a diffusion zone of 4-6 m, and a 4-5 times increase in hardness for different experimental conditions. The samples implanted with temperature higher than 400 °C presented a wear resistance around two orders of magnitude higher than the untreated substrates. The hardness is apparently affected by the different roughness of the samples and their different profile of nitrogen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ion%20implantation" title="ion implantation">ion implantation</a>, <a href="https://publications.waset.org/abstracts/search?q=plasma" title=" plasma"> plasma</a>, <a href="https://publications.waset.org/abstracts/search?q=RF%20and%20microwave%20plasma" title=" RF and microwave plasma"> RF and microwave plasma</a>, <a href="https://publications.waset.org/abstracts/search?q=stainless%20steel" title=" stainless steel "> stainless steel </a> </p> <a href="https://publications.waset.org/abstracts/18559/nitriding-of-super-ferritic-stainless-steel-by-plasma-immersion-ion-implantation-in-radio-frequency-and-microwave-plasma-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18559.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">464</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">329</span> Investigation of Specific Wear Rate of Austenitic and Duplex Stainless Steel Alloys in High Temperatures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dler%20Abdullah%20Ahmed">Dler Abdullah Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Zozan%20Ahmed%20Mohammed"> Zozan Ahmed Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wear as an unavoidable phenomenon in stainless steel contact sliding parts is investigated In this work. Two grades of austenitic AISI 304, and S31254, as well as duplexes of S32205, and AISI 2507, were chosen to compare their wear behavior in temperatures ranging from room temperature to 550°C. The experimental results show that AISI 304 austenitic and AISI 2205 duplex stainless steel had lower wear resistance compared with S31254 and AISI 2507 in various temperatures. When the temperature rose to 140°C, and the wear rate of all grades increased, AISI 304 had the highest at 7.028x10-4 mm3/Nm, and AISI 2507 had the lowest at 4.9033 x 10-4 mm3/Nm. At 300°C, the oxides began to form on the worn surfaces, causing the wear rate to slow. As a result, when temperatures exceeded 300°C, the specific wear rate decreased significantly in all specimens. According to the XRD patterns, the main types of oxides formed on worn surfaces were magnetite, hematite, and chromite. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wear" title="wear">wear</a>, <a href="https://publications.waset.org/abstracts/search?q=stainless%20steel" title=" stainless steel"> stainless steel</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=groove" title=" groove"> groove</a>, <a href="https://publications.waset.org/abstracts/search?q=oxide" title=" oxide"> oxide</a> </p> <a href="https://publications.waset.org/abstracts/173377/investigation-of-specific-wear-rate-of-austenitic-and-duplex-stainless-steel-alloys-in-high-temperatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173377.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">75</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">328</span> Investigation of Specific Wear Rate of Austenitic and Duplex Stainless Steel Alloys in High Temperatures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dler%20Abdullah%20Ahmed">Dler Abdullah Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Zozan%20Ahmed%20Mohammed"> Zozan Ahmed Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wear as an unavoidable phenomenon in stainless steel contact sliding parts is investigated In this work. Two grades of austenitic AISI 304, and S31254, as well as duplexes of S32205, and AISI 2507, were chosen to compare their wear behavior in temperatures ranging from room temperature to 550°C. The experimental results show that AISI 304 austenitic and AISI 2205 duplex stainless steel had lower wear resistance compared with S31254 and AISI 2507 in various temperatures. When the temperature rose to 140°C, and the wear rate of all grades increased, AISI 304 had the highest at 7.028x10-4 mm3/Nm, and AISI 2507 had the lowest at 4.9033 x 10-4 mm3/Nm. At 300°C, the oxides began to form on the worn surfaces, causing the wear rate to slow. As a result, when temperatures exceeded 300°C, the specific wear rate decreased significantly in all specimens. According to the XRD patterns, the main types of oxides formed on worn surfaces were magnetite, hematite, and chromite. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wear" title="wear">wear</a>, <a href="https://publications.waset.org/abstracts/search?q=stainless%20steel" title=" stainless steel"> stainless steel</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=groove" title=" groove"> groove</a>, <a href="https://publications.waset.org/abstracts/search?q=oxide" title=" oxide"> oxide</a> </p> <a href="https://publications.waset.org/abstracts/179769/investigation-of-specific-wear-rate-of-austenitic-and-duplex-stainless-steel-alloys-in-high-temperatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179769.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">327</span> Longitudinal Study of the Phenomenon of Acting White in Hungarian Elementary Schools Analysed by Fixed and Random Effects Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lilla%20Dorina%20Habsz">Lilla Dorina Habsz</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Rado"> Marta Rado </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Popularity is affected by a variety of factors in the primary school such as academic achievement and ethnicity. The main goal of our study was to analyse whether acting white exists in Hungarian elementary schools. In other words, we observed whether Roma students penalize those in-group members who obtain the high academic achievement. Furthermore, to show how popularity is influenced by changes in academic achievement in inter-ethnic relations. The empirical basis of our research was the 'competition and negative networks' longitudinal dataset, which was collected by the MTA TK 'Lendület' RECENS research group. This research followed 11 and 12-year old students for a two-year period. The survey was analysed using fixed and random effect models. Overall, we found a positive correlation between grades and popularity, but no evidence for the acting white effect. However, better grades were more positively evaluated within the majority group than within the minority group, which may further increase inequalities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title=" ethnicity"> ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=popularity" title=" popularity"> popularity</a> </p> <a href="https://publications.waset.org/abstracts/84857/longitudinal-study-of-the-phenomenon-of-acting-white-in-hungarian-elementary-schools-analysed-by-fixed-and-random-effects-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84857.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">200</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">326</span> Effects of Educational Technology Integration in Classroom Instruction to the Math Performance of Generation Z Students of a Private High School in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=May%20Maricel%20De%20Gracia">May Maricel De Gracia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Different generations respond differently to instruction because of their diverse characteristics, learning styles and study habits. Teaching strategies that were effective many years ago may not be effective now especially to the current generation which is Gen Z. Using quantitative research design, the main goal of this paper is to determine the impact of the implementation of educational technology integration in a private high school in the math performance of its Junior High School (JHS) students on SY 2014-2018 based on their periodical exam performance and on their final math grades. In support, survey on the use of technology was administered to determine the characteristics of both students and teachers of SY 2017-2018. Another survey regarding study habits was also administered to the students to determine their readiness with regards to note-taking skills, time management, test taking/preparation skills, reading, and writing and math skills. Teaching strategies were recommended based on the need of the current Gen Z JHS students. A total of 712 JHS students and 12 math teachers participated in answering the different surveys. Periodic exam means and final math grades between the school years without technology (SY 2004-2008) and with technology (SY 2014-2018) were analyzed through correlation and regression analyses. Result shows that the periodic exam mean has a 35.29% impact to the final grade of the students. In addition, z-test result where p > 0.05 shows that the periodical exam results do not differ significantly between the school years without integration of technology and with the integration of technology. However, with p < 0.01, a significant positive difference was observed in the final math grades of students between the school years without technology integration and with technology integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20instruction" title="classroom instruction">classroom instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20z" title=" generation z"> generation z</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20performance" title=" math performance"> math performance</a> </p> <a href="https://publications.waset.org/abstracts/104099/effects-of-educational-technology-integration-in-classroom-instruction-to-the-math-performance-of-generation-z-students-of-a-private-high-school-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104099.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">147</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">325</span> Active Part of the Burnishing Tool Effect on the Physico-Geometric Aspect of the Superficial Layer of 100C6 and 16NC6 Steels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarek%20Litim">Tarek Litim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ouahiba%20Taamallah"> Ouahiba Taamallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Burnishing is a mechanical surface treatment that combines several beneficial effects on the two steel grades studied. The application of burnishing to the ball or to the tip favors a better roughness compared to turning. In addition, it allows the consolidation of the surface layers through work hardening phenomena. The optimal effects are closely related to the treatment parameters and the active part of the device. With an improvement of 78% on the roughness, burnishing can be defined as a finishing operation in the machining range. With a 44% gain in consolidation rate, this treatment is an effective process for material consolidation. These effects are affected by several factors. The factors V, f, P, r, and i have the most significant effects on both roughness and hardness. Ball or tip burnishing leads to the consolidation of the surface layers of both grades 100C6 and 16NC6 steels by work hardening. For each steel grade and its mechanical treatment, the rational tensile curve has been drawn. Lüdwick's law is used to better plot the work hardening curve. For both grades, a material hardening law is established. For 100C6 steel, these results show a work hardening coefficient and a consolidation rate of 0.513 and 44, respectively, compared to the surface layers processed by turning. When 16NC6 steel is processed, the work hardening coefficient is about 0.29. Hardness tests characterize well the burnished depth. The layer affected by work hardening can reach up to 0.4 mm. Simulation of the tests is of great importance to provide the details at the local scale of the material. Conventional tensile curves provide a satisfactory indication of the toughness of 100C6 and 16NC6 materials. A simulation of the tensile curves revealed good agreement between the experimental and simulation results for both steels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=100C6%20steel" title="100C6 steel">100C6 steel</a>, <a href="https://publications.waset.org/abstracts/search?q=16NC6%20steel" title=" 16NC6 steel"> 16NC6 steel</a>, <a href="https://publications.waset.org/abstracts/search?q=burnishing" title=" burnishing"> burnishing</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20hardening" title=" work hardening"> work hardening</a>, <a href="https://publications.waset.org/abstracts/search?q=roughness" title=" roughness"> roughness</a>, <a href="https://publications.waset.org/abstracts/search?q=hardness" title=" hardness"> hardness</a> </p> <a href="https://publications.waset.org/abstracts/141194/active-part-of-the-burnishing-tool-effect-on-the-physico-geometric-aspect-of-the-superficial-layer-of-100c6-and-16nc6-steels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141194.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">168</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">324</span> Efficiency and Equity in Italian Secondary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giorgia%20Zotti">Giorgia Zotti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research comprehensively investigates the multifaceted interplay determining school performance, individual backgrounds, and regional disparities within the landscape of Italian secondary education. Leveraging data gleaned from the INVALSI 2021-2022 database, the analysis meticulously scrutinizes two fundamental distributions of educational achievements: the standardized Invalsi test scores and official grades in Italian and Mathematics, focusing specifically on final-year secondary school students in Italy. Applying a comprehensive methodology, the study initially employs Data Envelopment Analysis (DEA) to assess school performances. This methodology involves constructing a production function encompassing inputs (hours spent at school) and outputs (Invalsi scores in Italian and Mathematics, along with official grades in Italian and Math). The DEA approach is applied in both of its versions: traditional and conditional. The latter incorporates environmental variables such as school type, size, demographics, technological resources, and socio-economic indicators. Additionally, the analysis delves into regional disparities by leveraging the Theil Index, providing insights into disparities within and between regions. Moreover, in the frame of the inequality of opportunity theory, the study quantifies the inequality of opportunity in students' educational achievements. The methodology applied is the Parametric Approach in the ex-ante version, considering diverse circumstances like parental education and occupation, gender, school region, birthplace, and language spoken at home. Consequently, a Shapley decomposition is applied to understand how much each circumstance affects the outcomes. The outcomes of this comprehensive investigation unveil pivotal determinants of school performance, notably highlighting the influence of school type (Liceo) and socioeconomic status. The research unveils regional disparities, elucidating instances where specific schools outperform others in official grades compared to Invalsi scores, shedding light on the intricate nature of regional educational inequalities. Furthermore, it emphasizes a heightened inequality of opportunity within the distribution of Invalsi test scores in contrast to official grades, underscoring pronounced disparities at the student level. This analysis provides insights for policymakers, educators, and stakeholders, fostering a nuanced understanding of the complexities within Italian secondary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inequality" title="inequality">inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=DEA%20approach" title=" DEA approach"> DEA approach</a> </p> <a href="https://publications.waset.org/abstracts/177708/efficiency-and-equity-in-italian-secondary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177708.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">75</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">323</span> The Influence of Gender and Harmful Alcohol Consumption on Academic Performance in Spanish University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Rodr%C3%ADguez">M. S. Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cadaveira"> F. Cadaveira</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20F.%20P%C3%A1ramo"> M. F. Páramo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> First year university students comprise one of the groups most likely to indulge in hazardous alcohol consumption. The transition from secondary school to university presents a range of academic, social and developmental challenges requiring new responses that will meet the demands of this highly competitive environment. The main purpose of this research was to analyze the influence of gender and hazardous alcohol consumption on academic performance of 300 university students in Spain in a three-year follow-up study. Alcohol consumption was measured using the Alcohol Use Identification Test (AUDIT), and the average university grades were provided by the Academic Management Services of the University. Analysis of variance showed that the level of alcohol consumption significantly affected academic performance. Students undertaking hazardous alcohol consumption obtained the lowest grades during the first three years at university. These effects were particularly marked in the sample of women with a hazardous pattern of alcohol consumption, although the interaction between gender and this type of consumption was not significant. The study highlights the impact of hazardous alcohol consumption on the academic trajectory of university students. The findings confirm that alcohol consumption predicts poor academic performance in first year students and that the low level of performance is maintained throughout the university career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=alcohol%20consumption" title=" alcohol consumption"> alcohol consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/49985/the-influence-of-gender-and-harmful-alcohol-consumption-on-academic-performance-in-spanish-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49985.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">311</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">322</span> Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Bolong">N. Bolong</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Makinda"> J. Makinda</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Saad"> I. Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laboratory activities have produced benefits in student learning. With current drives of new technology resources and evolving era of education methods, renewal status of learning and teaching in laboratory methods are in progress, for both learners and the educators. To enhance learning outcomes in laboratory works particularly in engineering practices and testing, learning via hands-on by instruction may not sufficient. This paper describes and compares techniques and implementation of traditional (expository) with open-ended laboratory (problem-based) for two consecutive cohorts studying environmental laboratory course in civil engineering program. The transition of traditional to problem-based findings and effect were investigated in terms of course assessment student feedback survey, course outcome learning measurement and student performance grades. It was proved that students have demonstrated better performance in their grades and 12% increase in the course outcome (CO) in problem-based open-ended laboratory style than traditional method; although in perception, students has responded less favorable in their feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=open-ended%20laboratory" title=" open-ended laboratory"> open-ended laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20engineering%20lab" title=" environmental engineering lab"> environmental engineering lab</a> </p> <a href="https://publications.waset.org/abstracts/13413/effect-of-open-ended-laboratory-toward-learners-performance-in-environmental-engineering-course-case-study-of-civil-engineering-at-universiti-malaysia-sabah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">321</span> Evaluation of a Special Education Teacher In-Service Program to Increase Student Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Cogal">Mehmet Cogal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with disabilities perform historically lower than their peers on standardized assessments. There needs to be more work in the literature providing strategies to improve student scores on standardized assessments and how they are connected to teacher in-service programs. This quantitative causal-comparative study measured the impact of a teacher in-service program geared toward special education teachers. The study was conducted at a small public charter school serving grades 6-12 in Massachusetts. The students were given a pre and post-test before and after the teacher in-service program. Data were collected from 34 students’ reading scores in grades six, seven, eight, and 10. A paired t-test was conducted to measure if there was an increase in reading scores after the teacher in-service program. The study assumed that the teachers had implemented the strategies they learned during the teacher in-service program. The study also had limitations, including a small sample size, and the findings may not be generalized for the entire special education population. Although the study indicated no significant difference in the test scores, the teacher in-service programs and their effects on student achievement can still be further investigated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title="student achievement">student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=standardized%20testing" title=" standardized testing"> standardized testing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20in-service" title=" teacher in-service"> teacher in-service</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/160400/evaluation-of-a-special-education-teacher-in-service-program-to-increase-student-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160400.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">83</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=grades&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=grades&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=grades&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=grades&page=5">5</a></li> <li class="page-item"><a class="page-link" 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