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science</title> <meta name="description" content="Search results for: Computer science"> <meta name="keywords" content="Computer science"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Computer science"> <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> 1776</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Computer science</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1776</span> Evaluation of Introductory Programming Course for Non-Computer Science Majored Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=H.%20Varol">H. Varol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although students’ interest level in pursuing Computer Science and related degrees are lower than previous decade, fundamentals of computers, specifically introductory level programming courses are either listed as core or elective courses for a number of non-computer science majors. Universities accommodate these non-computer science majored students either via creating separate sections of a class for them or simply offering mixed-body classroom solutions, in which both computer science and non-computer science students take the courses together. In this work, we demonstrated how we handle introductory level programming course at Sam Houston State University and also provide facts about our observations on students’ success during the coursework. Moreover, we provide suggestions and methodologies that are based on students’ major and skills to overcome the deficiencies of mix-body type of classes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20science" title="Computer science">Computer science</a>, <a href="https://publications.waset.org/search?q=non-computer%20science%20major" title=" non-computer science major"> non-computer science major</a>, <a href="https://publications.waset.org/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/search?q=programming%20education." title=" programming education."> programming education.</a> </p> <a href="https://publications.waset.org/10004782/evaluation-of-introductory-programming-course-for-non-computer-science-majored-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004782/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004782/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004782/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004782/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004782/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004782/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004782/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004782/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004782/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004782/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004782.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">1833</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1775</span> Using Multimedia in Computer Based Learning (CBL) A Case Study: Teaching Science to Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maryam%20Honarmand">Maryam Honarmand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Regarding to the fast growth of computer, internet, and virtual learning in our country (Iran) and need computer-based learning systems and multimedia tools as an essential part of such education, designing and implementing such systems would help teach different field such as science. This paper describes the basic principle of multimedia. At the end, with a description of learning science to the infant students, the method of this system will be explained.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multimedia%20tools" title="Multimedia tools">Multimedia tools</a>, <a href="https://publications.waset.org/search?q=computer%20based%20learning" title=" computer based learning"> computer based learning</a>, <a href="https://publications.waset.org/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/9636/using-multimedia-in-computer-based-learning-cbl-a-case-study-teaching-science-to-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9636/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9636/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9636/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9636/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9636/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9636/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9636/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9636/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9636/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9636/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9636.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">1491</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1774</span> Learning Based On Computer Science Unplugged in Computer Science Education: Design, Development, and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eiko%20Takaoka">Eiko Takaoka</a>, <a href="https://publications.waset.org/search?q=Yoshiyuki%20Fukushima"> Yoshiyuki Fukushima</a>, <a href="https://publications.waset.org/search?q=Koichiro%20Hirose"> Koichiro Hirose</a>, <a href="https://publications.waset.org/search?q=Tadashi%20Hasegawa"> Tadashi Hasegawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although, all high school students in Japan are required to learn informatics, many of them do not learn this topic sufficiently. In response to this situation, we propose a support package for high school informatics classes. To examine what students learned and if they sufficiently understood the context of the lessons, a questionnaire survey was distributed to 186 students. We analyzed the results of the questionnaire and determined the weakest units, which were “basic computer configuration” and “memory and secondary storage”. We then developed a package for teaching these units. We propose that our package be applied in high school classrooms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20Science%20Unplugged" title="Computer Science Unplugged">Computer Science Unplugged</a>, <a href="https://publications.waset.org/search?q=computer%20science%20outreach" title=" computer science outreach"> computer science outreach</a>, <a href="https://publications.waset.org/search?q=high%20school%20curriculum" title=" high school curriculum"> high school curriculum</a>, <a href="https://publications.waset.org/search?q=experimental%20evaluation." title=" experimental evaluation."> experimental evaluation.</a> </p> <a href="https://publications.waset.org/9998703/learning-based-on-computer-science-unplugged-in-computer-science-education-design-development-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998703/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998703/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998703/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998703/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998703/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998703/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998703/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998703/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998703/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998703/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998703.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">2121</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1773</span> Integrating Visual Modeling throughout the Computer Science Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carol%20B.Collins">Carol B.Collins</a>, <a href="https://publications.waset.org/search?q=M.%20H.%20N%20Tabrizi"> M. H. N Tabrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this paper are to (1) promote excellence in computer science by suggesting a cohesive innovative approach to fill well documented deficiencies in current computer science education, (2) justify (using the authors- and others anecdotal evidence from both the classroom and the real world) why this approach holds great potential to successfully eliminate the deficiencies, (3) invite other professionals to join the authors in proof of concept research. The authors- experiences, though anecdotal, strongly suggest that a new approach involving visual modeling technologies should allow computer science programs to retain a greater percentage of prospective and declared majors as students become more engaged learners, more successful problem-solvers, and better prepared as programmers. In addition, the graduates of such computer science programs will make greater contributions to the profession as skilled problem-solvers. Instead of wearily rememorizing code as they move to the next course, students will have the problem-solving skills to think and work in more sophisticated and creative ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithms" title="Algorithms">Algorithms</a>, <a href="https://publications.waset.org/search?q=CASE" title=" CASE"> CASE</a>, <a href="https://publications.waset.org/search?q=Problem-solving" title=" Problem-solving"> Problem-solving</a>, <a href="https://publications.waset.org/search?q=UML." title=" UML."> UML.</a> </p> <a href="https://publications.waset.org/12925/integrating-visual-modeling-throughout-the-computer-science-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12925/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12925/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12925/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12925/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12925/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12925/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12925/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12925/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12925/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12925/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12925.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">1387</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1772</span> Using Visual Technologies to Promote Excellence in Computer Science Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carol%20B.%20Collins">Carol B. Collins</a>, <a href="https://publications.waset.org/search?q=M.%20H.%20N%20Tabrizi"> M. H. N Tabrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this paper are to (1) promote excellence in computer science by suggesting a cohesive innovative approach to fill well documented deficiencies in current computer science education, (2) justify (using the authors' and others anecdotal evidence from both the classroom and the real world) why this approach holds great potential to successfully eliminate the deficiencies, (3) invite other professionals to join the authors in proof of concept research. The authors' experiences, though anecdotal, strongly suggest that a new approach involving visual modeling technologies should allow computer science programs to retain a greater percentage of prospective and declared majors as students become more engaged learners, more successful problem-solvers, and better prepared as programmers. In addition, the graduates of such computer science programs will make greater contributions to the profession as skilled problem-solvers. Instead of wearily rememorizing code as they move to the next course, students will have the problem-solving skills to think and work in more sophisticated and creative ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithms" title="Algorithms">Algorithms</a>, <a href="https://publications.waset.org/search?q=CASE" title=" CASE"> CASE</a>, <a href="https://publications.waset.org/search?q=UML" title=" UML"> UML</a>, <a href="https://publications.waset.org/search?q=Problem-solving." title=" Problem-solving."> Problem-solving.</a> </p> <a href="https://publications.waset.org/4848/using-visual-technologies-to-promote-excellence-in-computer-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4848/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4848/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4848/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4848/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4848/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4848/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4848/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4848/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4848/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4848/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4848.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">1616</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1771</span> Groebner Bases Computation in Boolean Rings is P-SPACE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Quoc-Nam%20Tran">Quoc-Nam Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The theory of Groebner Bases, which has recently been honored with the ACM Paris Kanellakis Theory and Practice Award, has become a crucial building block to computer algebra, and is widely used in science, engineering, and computer science. It is wellknown that Groebner bases computation is EXP-SPACE in a general polynomial ring setting. However, for many important applications in computer science such as satisfiability and automated verification of hardware and software, computations are performed in a Boolean ring. In this paper, we give an algorithm to show that Groebner bases computation is PSPACE in Boolean rings. We also show that with this discovery, the Groebner bases method can theoretically be as efficient as other methods for automated verification of hardware and software. Additionally, many useful and interesting properties of Groebner bases including the ability to efficiently convert the bases for different orders of variables making Groebner bases a promising method in automated verification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithm" title="Algorithm">Algorithm</a>, <a href="https://publications.waset.org/search?q=Complexity" title=" Complexity"> Complexity</a>, <a href="https://publications.waset.org/search?q=Groebner%20basis" title=" Groebner basis"> Groebner basis</a>, <a href="https://publications.waset.org/search?q=Applications%20of%20Computer%20Science." title=" Applications of Computer Science."> Applications of Computer Science.</a> </p> <a href="https://publications.waset.org/12247/groebner-bases-computation-in-boolean-rings-is-p-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12247/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12247/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12247/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12247/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12247/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12247/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12247/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12247/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12247/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12247/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12247.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">1960</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1770</span> A P-SPACE Algorithm for Groebner Bases Computation in Boolean Rings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Quoc-Nam%20Tran">Quoc-Nam Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The theory of Groebner Bases, which has recently been honored with the ACM Paris Kanellakis Theory and Practice Award, has become a crucial building block to computer algebra, and is widely used in science, engineering, and computer science. It is wellknown that Groebner bases computation is EXP-SPACE in a general setting. In this paper, we give an algorithm to show that Groebner bases computation is P-SPACE in Boolean rings. We also show that with this discovery, the Groebner bases method can theoretically be as efficient as other methods for automated verification of hardware and software. Additionally, many useful and interesting properties of Groebner bases including the ability to efficiently convert the bases for different orders of variables making Groebner bases a promising method in automated verification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithm" title="Algorithm">Algorithm</a>, <a href="https://publications.waset.org/search?q=Complexity" title=" Complexity"> Complexity</a>, <a href="https://publications.waset.org/search?q=Groebner%20basis" title=" Groebner basis"> Groebner basis</a>, <a href="https://publications.waset.org/search?q=Applications%0Aof%20Computer%20Science." title=" Applications of Computer Science."> Applications of Computer Science.</a> </p> <a href="https://publications.waset.org/7623/a-p-space-algorithm-for-groebner-bases-computation-in-boolean-rings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7623/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7623/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7623/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7623/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7623/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7623/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7623/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7623/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7623/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7623/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7623.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">1833</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1769</span> Learning Paradigms for Educating a New Generation of Computer Science Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20M.%20Breed">J. M. Breed</a>, <a href="https://publications.waset.org/search?q=E.%20Taylor"> E. Taylor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper challenges associated with a new generation of Computer Science students are examined. The mode of education in tertiary institutes has progressed slowly while the needs of students have changed rapidly in an increasingly technological world. The major learning paradigms and learning theories within these paradigms are studied to find a suitable strategy for educating modern students. These paradigms include Behaviourism, Constructivism, Humanism and Cogntivism. Social Learning theory and Elaboration theory are two theories that are further examined and a survey is done to determine how these strategies will be received by students. The results and findings are evaluated and indicate that students are fairly receptive to a method that incorporates both Social Learning theory and Elaboration theory, but that some aspects of all paradigms need to be implemented to create a balanced and effective strategy with technology as foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20Science" title="Computer Science">Computer Science</a>, <a href="https://publications.waset.org/search?q=Education" title=" Education"> Education</a>, <a href="https://publications.waset.org/search?q=Elaboration%20Theory" title=" Elaboration Theory"> Elaboration Theory</a>, <a href="https://publications.waset.org/search?q=Learning%20Paradigms" title=" Learning Paradigms"> Learning Paradigms</a>, <a href="https://publications.waset.org/search?q=Social%20Learning%20Theory." title=" Social Learning Theory."> Social Learning Theory.</a> </p> <a href="https://publications.waset.org/13241/learning-paradigms-for-educating-a-new-generation-of-computer-science-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13241/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13241/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13241/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13241/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13241/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13241/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13241/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13241/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13241/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13241/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13241.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">2167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1768</span> A Proposed Framework for Visualization to Teach Computer Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammed%20Yousoof">Muhammed Yousoof</a>, <a href="https://publications.waset.org/search?q=Mohd%20Sapiyan"> Mohd Sapiyan</a>, <a href="https://publications.waset.org/search?q=Khaja%20Kamaluddin"> Khaja Kamaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer programming is considered a very difficult course by many computer science students. The reasons for the difficulties include cognitive load involved in programming, different learning styles of students, instructional methodology and the choice of the programming languages. To reduce the difficulties the following have been tried: pair programming, program visualization, different learning styles etc. However, these efforts have produced limited success. This paper reviews the problem and proposes a framework to help students overcome the difficulties involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20Load" title="Cognitive Load">Cognitive Load</a>, <a href="https://publications.waset.org/search?q=Instructional%20Models" title="Instructional Models">Instructional Models</a>, <a href="https://publications.waset.org/search?q=LearningStyles" title=" LearningStyles"> LearningStyles</a>, <a href="https://publications.waset.org/search?q=Program%20Visualization." title=" Program Visualization."> Program Visualization.</a> </p> <a href="https://publications.waset.org/2948/a-proposed-framework-for-visualization-to-teach-computer-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2948/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2948/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2948/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2948/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2948/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2948/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2948/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2948/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2948/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2948/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2948.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">1457</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1767</span> Empirical Study from Final Exams of Computer Science Courses Demystifying the Notion of 'an Average Software Engineer'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alex%20Elentukh">Alex Elentukh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper is based on data collected from final exams administered during five years teaching the graduate course in software engineering. The visualization instrument with four distinct personas has been used to improve effectiveness of each class. The study offers a plethora of clues toward students' behavioral preferences. Diversity among students (professional background, physical proximity) is too significant to assume a single face of a learner. This is particularly true for a body of on-line graduate students in computer science. Conclusions of the study (each learner is unique and each class is unique) are extrapolated to demystify the notion of an 'average software engineer'. An immediate direction for an educator is to assure a course applies to a wide audience of very different individuals. On another hand, a student should be clear about his/her abilities and preferences - to follow the most effective learning path. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=K.3.2%20computer%20%26%20information%20science%20education" title="K.3.2 computer & information science education">K.3.2 computer & information science education</a>, <a href="https://publications.waset.org/search?q=learner%20profiling" title=" learner profiling"> learner profiling</a>, <a href="https://publications.waset.org/search?q=adaptive%20learning" title=" adaptive learning"> adaptive learning</a>, <a href="https://publications.waset.org/search?q=software%20engineering." title=" software engineering."> software engineering.</a> </p> <a href="https://publications.waset.org/10013073/empirical-study-from-final-exams-of-computer-science-courses-demystifying-the-notion-of-an-average-software-engineer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013073/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013073/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013073/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013073/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013073/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013073/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013073/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013073/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013073/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013073/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013073.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">654</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1766</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/search?q=Rochelle%20Elva">Rochelle Elva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of the mastery of skills through learning. 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 path to success, which 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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/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/search?q=motivation%0D%0Aand%20performance" title=" motivation and performance"> motivation and performance</a>, <a href="https://publications.waset.org/search?q=computer%20science%20education" title=" computer science education"> computer science education</a>, <a href="https://publications.waset.org/search?q=motivation%20and%0D%0Aperformance%20in%20computer%20science." title=" motivation and performance in computer science."> motivation and performance in computer science.</a> </p> <a href="https://publications.waset.org/10013505/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/10013505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013505.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">302</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1765</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20Design" title="Curriculum Design">Curriculum Design</a>, <a href="https://publications.waset.org/search?q=Employability%20Skills" title=" Employability Skills"> Employability Skills</a>, <a href="https://publications.waset.org/search?q=Employers" title=" Employers"> Employers</a>, <a href="https://publications.waset.org/search?q=Graduates." title=" Graduates."> Graduates.</a> </p> <a href="https://publications.waset.org/9997359/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997359/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997359/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997359/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997359/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997359/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997359/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997359/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997359/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997359/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997359/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997359.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">1900</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1764</span> AI Tutor: A Computer Science Domain Knowledge Graph-Based QA System on JADE platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yingqi%20Cui">Yingqi Cui</a>, <a href="https://publications.waset.org/search?q=Changran%20Huang"> Changran Huang</a>, <a href="https://publications.waset.org/search?q=Raymond%20Lee"> Raymond Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper, we proposed an AI Tutor using ontology and natural language process techniques to generate a computer science domain knowledge graph and answer users’ questions based on the knowledge graph. We define eight types of relation to extract relationships between entities according to the computer science domain text. The AI tutor is separated into two agents: learning agent and Question-Answer (QA) agent and developed on JADE (a multi-agent system) platform. The learning agent is responsible for reading text to extract information and generate a corresponding knowledge graph by defined patterns. The QA agent can understand the users’ questions and answer humans’ questions based on the knowledge graph generated by the learning agent.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Artificial%20intelligence" title="Artificial intelligence">Artificial intelligence</a>, <a href="https://publications.waset.org/search?q=natural%20language%20process" title=" natural language process"> natural language process</a>, <a href="https://publications.waset.org/search?q=knowledge%20graph" title=" knowledge graph"> knowledge graph</a>, <a href="https://publications.waset.org/search?q=agent" title=" agent"> agent</a>, <a href="https://publications.waset.org/search?q=QA%20system." title=" QA system. "> QA system. </a> </p> <a href="https://publications.waset.org/10011676/ai-tutor-a-computer-science-domain-knowledge-graph-based-qa-system-on-jade-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011676/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011676/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011676/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011676/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011676/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011676/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011676/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011676/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011676/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011676/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011676.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">896</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1763</span> Analysis of Modified Heap Sort Algorithm on Different Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vandana%20Sharma">Vandana Sharma</a>, <a href="https://publications.waset.org/search?q=Parvinder%20S.%20Sandhu"> Parvinder S. Sandhu</a>, <a href="https://publications.waset.org/search?q=Satwinder%20Singh"> Satwinder Singh</a>, <a href="https://publications.waset.org/search?q=Baljit%20Saini"> Baljit Saini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In field of Computer Science and Mathematics, sorting algorithm is an algorithm that puts elements of a list in a certain order i.e. ascending or descending. Sorting is perhaps the most widely studied problem in computer science and is frequently used as a benchmark of a system-s performance. This paper presented the comparative performance study of four sorting algorithms on different platform. For each machine, it is found that the algorithm depends upon the number of elements to be sorted. In addition, as expected, results show that the relative performance of the algorithms differed on the various machines. So, algorithm performance is dependent on data size and there exists impact of hardware also. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithm" title="Algorithm">Algorithm</a>, <a href="https://publications.waset.org/search?q=Analysis" title=" Analysis"> Analysis</a>, <a href="https://publications.waset.org/search?q=Complexity" title=" Complexity"> Complexity</a>, <a href="https://publications.waset.org/search?q=Sorting." title=" Sorting."> Sorting.</a> </p> <a href="https://publications.waset.org/14236/analysis-of-modified-heap-sort-algorithm-on-different-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14236/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14236/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14236/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14236/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14236/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14236/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14236/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14236/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14236/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14236/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14236.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">2413</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1762</span> Prospective Class Teachers- Computer Experiences and Computer Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Deniz">L. Deniz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of the research is to investigate the computer experiences and computer attitudes of prospective class teachers. The research also investigated the differences between computer attitudes and computer experiences, computer competencies and the influence of genders. Ninety prospective class teachers participated in the research. Computer Attitude Scale- Marmara (CAS-M), and a questionnaire, about their computer experiences, and opinions toward the use of computers in the classroom setting, were administrated. The major findings are as follows: (1) 62% of prospective class teachers have computer at home; (2) 50% of the computer owners have computers less than three years; (3) No significant differences were found between computer attitudes and gender; (4) Differences were found between general computer attitudes and computer liking attitudes of prospective class teachers based on their computer competencies in favor of more competent ones.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20attitude" title="Computer attitude">Computer attitude</a>, <a href="https://publications.waset.org/search?q=computer%20experience" title=" computer experience"> computer experience</a>, <a href="https://publications.waset.org/search?q=prospective%0D%0Aclass%20teacher" title=" prospective class teacher"> prospective class teacher</a> </p> <a href="https://publications.waset.org/8160/prospective-class-teachers-computer-experiences-and-computer-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8160/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8160/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8160/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8160/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8160/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8160/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8160/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8160/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8160/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8160/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8160.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">1559</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1761</span> Mining Educational Data to Support Students’ Major Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to create the model for student in choosing an emphasized track of student majoring in computer science at Suan Sunandha Rajabhat University. The objective of this research is to develop the suggested system using data mining technique to analyze knowledge and conduct decision rules. Such relationships can be used to demonstrate the reasonableness of student choosing a track as well as to support his/her decision and the system is verified by experts in the field. The sampling is from student of computer science based on the system and the questionnaire to see the satisfaction. The system result is found to be satisfactory by both experts and student as well. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Data%20mining%20technique" title="Data mining technique">Data mining technique</a>, <a href="https://publications.waset.org/search?q=the%20decision%20support%20system" title=" the decision support system"> the decision support system</a>, <a href="https://publications.waset.org/search?q=knowledge%20and%20decision%20rules." title=" knowledge and decision rules. "> knowledge and decision rules. </a> </p> <a href="https://publications.waset.org/9997112/mining-educational-data-to-support-students-major-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997112/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997112/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997112/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997112/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997112/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997112/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997112/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997112/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997112/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997112/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997112.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">3284</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1760</span> Synchronous Courses Attendance in Distance Higher Education: Case Study of a Computer Science Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thierry%20Eude">Thierry Eude</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The use of videoconferencing platforms adapted to teaching offers students the opportunity to take distance education courses in much the same way as traditional in-class training. The sessions can be recorded and they allow students the option of following the courses synchronously or asynchronously. Three typical profiles can then be distinguished: students who choose to follow the courses synchronously, students who could attend the course in synchronous mode but choose to follow the session off-line, and students who follow the course asynchronously as they cannot attend the course when it is offered because of professional or personal constraints. Our study consists of observing attendance at all distance education courses offered in the synchronous mode by the Computer Science and Software Engineering Department at Laval University during 10 consecutive semesters. The aim is to identify factors that influence students in their choice of attending the distance courses in synchronous mode. It was found that participation tends to be relatively stable over the years for any one semester (fall, winter summer) and is similar from one course to another, although students may be increasingly familiar with the synchronous distance education courses. Average participation is around 28%. There may be deviations, but they concern only a few courses during certain semesters, suggesting that these deviations would only have occurred because of the composition of particular promotions during specific semesters. Furthermore, course schedules have a great influence on the attendance rate. The highest rates are all for courses which are scheduled outside office hours.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attendance" title="Attendance">Attendance</a>, <a href="https://publications.waset.org/search?q=distance%20undergraduate%20education%20in%20computer%20science" title=" distance undergraduate education in computer science"> distance undergraduate education in computer science</a>, <a href="https://publications.waset.org/search?q=student%20behavior" title=" student behavior"> student behavior</a>, <a href="https://publications.waset.org/search?q=synchronous%20e-learning." title=" synchronous e-learning. "> synchronous e-learning. </a> </p> <a href="https://publications.waset.org/10005804/synchronous-courses-attendance-in-distance-higher-education-case-study-of-a-computer-science-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005804/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005804/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005804/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005804/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005804/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005804/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005804/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005804/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005804/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005804/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005804.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">1433</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1759</span> Experimental teaching, Perceived usefulness, Ease of use, Learning Interest and Science Achievement of Taiwan 8th Graders in TIMSS 2007 Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pei%20Wen%20Liao">Pei Wen Liao</a>, <a href="https://publications.waset.org/search?q=Tsung%20Hau%20Jen"> Tsung Hau Jen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the data of Taiwanese 8th grader in the 4th cycle of Trends in International Mathematics and Science Study (TIMSS) are analyzed to examine the influence of the science teachers- preference in experimental teaching on the relationships between the affective variables ( the perceived usefulness of science, ease of using science and science learning interest) and the academic achievement in science. After dealing with the missing data, 3711 students and 145 science teacher-s data were analyzed through a Hierarchical Linear Modeling technique. The major objective of this study was to determine the role of the experimental teaching moderates the relationship between perceived usefulness and achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=TIMSS%20database" title="TIMSS database">TIMSS database</a>, <a href="https://publications.waset.org/search?q=Science%20achievement" title=" Science achievement"> Science achievement</a>, <a href="https://publications.waset.org/search?q=Experimental%0Ateaching" title=" Experimental teaching"> Experimental teaching</a>, <a href="https://publications.waset.org/search?q=Perceived%20Usefulness" title=" Perceived Usefulness"> Perceived Usefulness</a>, <a href="https://publications.waset.org/search?q=Perceived%20Ease%20of%20Use" title=" Perceived Ease of Use"> Perceived Ease of Use</a> </p> <a href="https://publications.waset.org/15284/experimental-teaching-perceived-usefulness-ease-of-use-learning-interest-and-science-achievement-of-taiwan-8th-graders-in-timss-2007-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15284/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15284/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15284/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15284/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15284/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15284/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15284/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15284/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15284/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15284/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15284.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">1657</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1758</span> Secondary Science Teachers’ Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Secondary%20school" title="Secondary school">Secondary school</a>, <a href="https://publications.waset.org/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/search?q=science-related%20attitude" title=" science-related attitude"> science-related attitude</a>, <a href="https://publications.waset.org/search?q=STS." title=" STS."> STS.</a> </p> <a href="https://publications.waset.org/9998785/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998785/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998785/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998785/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998785/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998785/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998785/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998785/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998785/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998785/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998785/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998785.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">2319</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1757</span> Authentic Learning for Computer Network with Mobile Device-Based Hands-On Labware</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kai%20Qian">Kai Qian</a>, <a href="https://publications.waset.org/search?q=Ming%20Yang"> Ming Yang</a>, <a href="https://publications.waset.org/search?q=Minzhe%20Guo"> Minzhe Guo</a>, <a href="https://publications.waset.org/search?q=Prabir%20Bhattacharya"> Prabir Bhattacharya</a>, <a href="https://publications.waset.org/search?q=Lixin%20Tao"> Lixin Tao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Computer network courses are essential parts of college computer science curriculum and hands-on networking experience is well recognized as an effective approach to help students understand better about the network concepts, the layered architecture of network protocols, and the dynamics of the networks. However, existing networking labs are usually server-based and relatively cumbersome, which require a certain level of specialty and resource to set up and maintain the lab environment. Many universities/colleges lack the resources and build-ups in this field and have difficulty to provide students with hands-on practice labs. A new affordable and easily-adoptable approach to networking labs is desirable to enhance network teaching and learning. In addition, current network labs are short on providing hands-on practice for modern wireless and mobile network learning. With the prevalence of smart mobile devices, wireless and mobile network are permeating into various aspects of our information society. The emerging and modern mobile technology provides computer science students with more authentic learning experience opportunities especially in network learning. A mobile device based hands-on labware can provide an excellent ‘real world’ authentic learning environment for computer network especially for wireless network study. In this paper, we present our mobile device-based hands-on labware (series of lab module) for computer network learning which is guided by authentic learning principles to immerse students in a real world relevant learning environment. We have been using this labware in teaching computer network, mobile security, and wireless network classes. The student feedback shows that students can learn more when they have hands-on authentic learning experience. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mobile%20computing" title="Mobile computing">Mobile computing</a>, <a href="https://publications.waset.org/search?q=android" title=" android"> android</a>, <a href="https://publications.waset.org/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/search?q=labware." title=" labware."> labware.</a> </p> <a href="https://publications.waset.org/16312/authentic-learning-for-computer-network-with-mobile-device-based-hands-on-labware" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16312/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16312/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16312/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16312/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16312/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16312/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16312/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16312/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16312/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16312/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16312.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">2074</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1756</span> Skills Development: The Active Learning Model of a French Computer Science Institute</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Paparisteidi">N. Paparisteidi</a>, <a href="https://publications.waset.org/search?q=D.%20Rodamitou"> D. Rodamitou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article focuses on the skills development and path planning of students studying computer science at EPITECH: French private institute of higher education. We examine students’ points of view and experience in a blended learning model based on a skills development curriculum. The study is based on the collection of four main categories of data: semi-participant observation, distribution of questionnaires, interviews, and analysis of internal school databases. The findings seem to indicate that a skills-based program on active learning enables students to develop their learning strategies as well as their personal skills and to actively engage in the creation of their career path and contribute to providing additional information to curricula planners and decision-makers about learning design in higher education. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=skills%20development." title=" skills development."> skills development.</a> </p> <a href="https://publications.waset.org/10013205/skills-development-the-active-learning-model-of-a-french-computer-science-institute" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013205.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">222</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1755</span> Open Science Philosophy and Paradigm of Scientific Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=C.%20Ardil">C. Ardil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the open science philosophy and paradigm of scientific research on how to transform classical research and innovation approaches. Open science is the practice of providing free and unrestricted online access to the products of scholarly research. Open science advocates for the immediate and unrestricted online access to published, peer-reviewed research in digital format. Open science research is made available for free in perpetuity and includes guidelines and/or licenses that communicate how researchers and readers can share and re-use the digital content. The emergence of open science has changed the scholarly research and publishing landscape, making research more broadly accessible to academic and non-academic audiences alike. Consequently, open science philosophy and its practice are discussed to cover all aspects of cyberscience in the context of research and innovation excellence for the benefit of global society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Open%20science" title="Open science">Open science</a>, <a href="https://publications.waset.org/search?q=open%20data" title=" open data"> open data</a>, <a href="https://publications.waset.org/search?q=open%20access" title=" open access"> open access</a>, <a href="https://publications.waset.org/search?q=cyberscience" title=" cyberscience "> cyberscience </a>, <a href="https://publications.waset.org/search?q=cybertechnology." title=" cybertechnology."> cybertechnology.</a> </p> <a href="https://publications.waset.org/10009980/open-science-philosophy-and-paradigm-of-scientific-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009980/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009980/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009980/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009980/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009980/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009980/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009980/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009980/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009980/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009980/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009980.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">686</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1754</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a videoconference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/search?q=science%20teaching." title=" science teaching."> science teaching.</a> </p> <a href="https://publications.waset.org/9997771/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997771/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997771/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997771/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997771/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997771/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997771/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997771/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997771/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997771/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997771/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997771.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">3521</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1753</span> Assessing Pre-Service Teachers' Computer PhobiaLevels in terms of Gender and Experience, Turkish Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=%C3%96.F.%20Ursavas">Ö.F. Ursavas</a>, <a href="https://publications.waset.org/search?q=H.%20Karal"> H. Karal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this study it is aimed to determine the level of preservice teachers- computer phobia. Whether or not computer phobia meaningfully varies statistically according to gender and computer experience has been tested in the study. The study was performed on 430 pre-service teachers at the Education Faculty in Rize/Turkey. Data in the study were collected through the Computer Phobia Scale consisting of the “Personal Knowledge Questionnaire", “Computer Anxiety Rating Scale", and “Computer Thought Survey". In this study, data were analyzed with statistical processes such as t test, and correlation analysis. According to results of statistical analyses, computer phobia of male pre-service teachers does not statistically vary depending on their gender. Although male preservice teachers have higher computer anxiety scores, they have lower computer thought scores. It was also observed that there is a negative and intensive relation between computer experience and computer anxiety. Meanwhile it was found out that pre-service teachers using computer regularly indicated lower computer anxiety. Obtained results were tried to be discussed in terms of the number of computer classes in the Education Faculty curriculum, hours of computer class and the computer availability of student teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20phobia" title="Computer phobia">Computer phobia</a>, <a href="https://publications.waset.org/search?q=computer%20anxiety" title=" computer anxiety"> computer anxiety</a>, <a href="https://publications.waset.org/search?q=computer%20thought" title=" computer thought"> computer thought</a>, <a href="https://publications.waset.org/search?q=pre-service%20teachers." title=" pre-service teachers."> pre-service teachers.</a> </p> <a href="https://publications.waset.org/5426/assessing-pre-service-teachers-computer-phobialevels-in-terms-of-gender-and-experience-turkish-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5426/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5426/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5426/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5426/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5426/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5426/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5426/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5426/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5426/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5426/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5426.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">2228</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1752</span> Metal Ship and Robotic Car: A Hands-On Activity to Develop Scientific and Engineering Skills for High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jutharat%20Sunprasert">Jutharat Sunprasert</a>, <a href="https://publications.waset.org/search?q=Ekapong%20Hirunsirisawat"> Ekapong Hirunsirisawat</a>, <a href="https://publications.waset.org/search?q=Narongrit%20Waraporn"> Narongrit Waraporn</a>, <a href="https://publications.waset.org/search?q=Somporn%20Peansukmanee"> Somporn Peansukmanee </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Metal Ship and Robotic Car is one of the hands-on activities in the course, the Fundamental of Engineering that can be divided into three parts. The first part, the metal ships, was made by using engineering drawings, physics and mathematics knowledge. The second part is where the students learned how to construct a robotic car and control it using computer programming. In the last part, the students had to combine the workings of these two objects in the final testing. This aim of study was to investigate the effectiveness of hands-on activity by integrating Science, Technology, Engineering and Mathematics (STEM) concepts to develop scientific and engineering skills. The results showed that the majority of students felt this hands-on activity lead to an increased confidence level in the integration of STEM. Moreover, 48% of all students engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science and mathematics, engineering drawing, engineering workshop and computer programming; most students agree and strongly agree with this learning process. This indicated that the hands-on activity: “Metal Ship and Robotic Car” is a useful tool to integrate each aspect of STEM. Furthermore, hands-on activities positively influence a student’s interest which leads to increased learning achievement and also in developing scientific and engineering skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hands-on%20activity" title="Hands-on activity">Hands-on activity</a>, <a href="https://publications.waset.org/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/search?q=computer%20programming" title=" computer programming"> computer programming</a>, <a href="https://publications.waset.org/search?q=metal%20work." title=" metal work."> metal work.</a> </p> <a href="https://publications.waset.org/10007008/metal-ship-and-robotic-car-a-hands-on-activity-to-develop-scientific-and-engineering-skills-for-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007008/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007008/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007008/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007008/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007008/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007008/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007008/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007008/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007008/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007008/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007008.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">972</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1751</span> Promoting Complex Systems Learning through the use of Computer Modeling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kamel%20Hashem">Kamel Hashem</a>, <a href="https://publications.waset.org/search?q=David%20Mioduser"> David Mioduser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes part of a project about Learningby- Modeling (LbM). Studying complex systems is increasingly important in teaching and learning many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Previous research indicates that involvement with modeling scientific phenomena and complex systems can play a powerful role in science learning. Some researchers argue with this view indicating that models and modeling do not contribute to understanding complexity concepts, since these increases the cognitive load on students. This study will investigate the effect of different modes of involvement in exploring scientific phenomena using computer simulation tools, on students- mental model from the perspective of structure, behavior and function. Quantitative and qualitative methods are used to report about 121 freshmen students that engaged in participatory simulations about complex phenomena, showing emergent, self-organized and decentralized patterns. Results show that LbM plays a major role in students' concept formation about complexity concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Complexity" title="Complexity">Complexity</a>, <a href="https://publications.waset.org/search?q=Educational%20technology" title=" Educational technology"> Educational technology</a>, <a href="https://publications.waset.org/search?q=Learning%20by%20modeling" title=" Learning by modeling"> Learning by modeling</a>, <a href="https://publications.waset.org/search?q=Mental%20models" title=" Mental models"> Mental models</a> </p> <a href="https://publications.waset.org/10214/promoting-complex-systems-learning-through-the-use-of-computer-modeling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10214.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">1573</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1750</span> 6DSpaces: Multisensory Interactive Installations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pedro%20Campos">Pedro Campos</a>, <a href="https://publications.waset.org/search?q=Miguel%20Campos"> Miguel Campos</a>, <a href="https://publications.waset.org/search?q=Carlos%20Ferreira"> Carlos Ferreira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interactive installations for public spaces are a particular kind of interactive systems, the design of which has been the subject of several research studies. Sensor-based applications are becoming increasingly popular, but the human-computer interaction community is still far from reaching sound, effective large-scale interactive installations for public spaces. The 6DSpaces project is described in this paper as a research approach based on studying the role of multisensory interactivity and how it can be effectively used to approach people to digital, scientific contents. The design of an entire scientific exhibition is described and the result was evaluated in the real world context of a Science Centre. Conclusions bring insight into how the human-computer interaction should be designed in order to maximize the overall experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=interaction%20design" title="interaction design">interaction design</a>, <a href="https://publications.waset.org/search?q=human-computer%20interaction" title=" human-computer interaction"> human-computer interaction</a>, <a href="https://publications.waset.org/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/search?q=multisensory%20installations" title=" multisensory installations"> multisensory installations</a> </p> <a href="https://publications.waset.org/12937/6dspaces-multisensory-interactive-installations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12937/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12937/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12937/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12937/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12937/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12937/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12937/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12937/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12937/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12937/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12937.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">1782</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1749</span> A Neural Network Based Facial Expression Analysis using Gabor Wavelets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Praseeda%20Lekshmi.V">Praseeda Lekshmi.V</a>, <a href="https://publications.waset.org/search?q=Dr.M.Sasikumar"> Dr.M.Sasikumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Facial expression analysis is rapidly becoming an area of intense interest in computer science and human-computer interaction design communities. The most expressive way humans display emotions is through facial expressions. In this paper we present a method to analyze facial expression from images by applying Gabor wavelet transform (GWT) and Discrete Cosine Transform (DCT) on face images. Radial Basis Function (RBF) Network is used to classify the facial expressions. As a second stage, the images are preprocessed to enhance the edge details and non uniform down sampling is done to reduce the computational complexity and processing time. Our method reliably works even with faces, which carry heavy expressions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Face%20Expression" title="Face Expression">Face Expression</a>, <a href="https://publications.waset.org/search?q=Radial%20Basis%20Function" title=" Radial Basis Function"> Radial Basis Function</a>, <a href="https://publications.waset.org/search?q=GaborWavelet%20Transform" title=" GaborWavelet Transform"> GaborWavelet Transform</a>, <a href="https://publications.waset.org/search?q=Human%20Computer%20Interaction." title=" Human Computer Interaction."> Human Computer Interaction.</a> </p> <a href="https://publications.waset.org/2741/a-neural-network-based-facial-expression-analysis-using-gabor-wavelets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2741/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2741/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2741/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2741/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2741/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2741/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2741/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2741/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2741/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2741/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2741.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">2107</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1748</span> Investigations on Some Operations of Soft Sets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Xun%20Ge">Xun Ge</a>, <a href="https://publications.waset.org/search?q=Songlin%20Yang"> Songlin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Soft set theory was initiated by Molodtsov in 1999. In the past years, this theory had been applied to many branches of mathematics, information science and computer science. In 2003, Maji et al. introduced some operations of soft sets and gave some operational rules. Recently, some of these operational rules are pointed out to be not true. Furthermore, Ali et al., in their paper, introduced and discussed some new operations of soft sets. In this paper, we further investigate these operational rules given by Maji et al. and Ali et al.. We obtain some sufficient-necessary conditions such that corresponding operational rules hold and give correct forms for some operational rules. These results will be help for us to use rightly operational rules of soft sets in research and application of soft set theory.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Soft%20sets" title="Soft sets">Soft sets</a>, <a href="https://publications.waset.org/search?q=union" title=" union"> union</a>, <a href="https://publications.waset.org/search?q=intersection" title=" intersection"> intersection</a>, <a href="https://publications.waset.org/search?q=complement." title=" complement."> complement.</a> </p> <a href="https://publications.waset.org/15505/investigations-on-some-operations-of-soft-sets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15505.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">1718</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1747</span> A Survey on Life Science Database Citation Frequency in Scientific Literatures </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hendry%20Muljadi">Hendry Muljadi</a>, <a href="https://publications.waset.org/search?q=Jiro%20Araki"> Jiro Araki</a>, <a href="https://publications.waset.org/search?q=Satoru%20Miyazaki"> Satoru Miyazaki</a>, <a href="https://publications.waset.org/search?q=Asao%20Fujiyama"> Asao Fujiyama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are so many databases of various fields of life sciences available online. To find well-used databases, a survey to measure life science database citation frequency in scientific literatures is done. The survey is done by measuring how many scientific literatures which are available on PubMed Central archive cited a specific life science database. This paper presents and discusses the results of the survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Life%20science" title="Life science">Life science</a>, <a href="https://publications.waset.org/search?q=database" title=" database"> database</a>, <a href="https://publications.waset.org/search?q=metadatabase" title=" metadatabase"> metadatabase</a>, <a href="https://publications.waset.org/search?q=PubMedCentral." title=" PubMedCentral."> PubMedCentral.</a> </p> <a href="https://publications.waset.org/5783/a-survey-on-life-science-database-citation-frequency-in-scientific-literatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5783/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5783/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5783/chicago" 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