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Rao</title> <meta name="description" content="Search results for: Bhavani Rao"> <meta name="keywords" content="Bhavani Rao"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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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="Bhavani Rao"> <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> 9</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Bhavani Rao</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Impact of Lined/Unlined Canal on Groundwater Recharge in the Lower Bhavani Basin, Tamilnadu, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Mirudhula">K. Mirudhula</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Saravanan"> R. Saravanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bhavani basin is the fourth largest Sub Basin in the Cauvery basin. The entire command area of all three major canals that takes off from the Bhavani river falls within the Erode District i.e. Lower Bhavani Project (LBP), Kodiveri and Kalingarayan canals. The LBP canal is a major source of irrigation in Erode District. Many of these canals are unlined and leakage takes place from them. Thus the seepage from the canal helps in recharging the wells in the area, enabling to get adequate water supply for the crops when water was not released from Bhavanisagar Dam. In this study, the groundwater recharge is determined by groundwater flow modeling using Visual MODFLOW model. For this purpose, three major natural sources of groundwater recharge are taken into consideration such as rainfall infiltration, canal seepage and return flow of irrigation. The model was run and ZONEBUDGET gives an idea about the amount of recharge from lined/unlined canal to the field. Unlined canal helps to recharge the groundwater about 20% more than the lined canal. The analysis reveals that the annual rainfall also has rapidly changed in this region. In the LBP canal Head reach meets their requirement with available quantity of water from the canal system. Tail end reach does not receive the required quantity of water because of seepage loss and conveyance loss. Hence the lined canal can be provided for full length of the main canal. Branch canals and minor distributaries are suggested to maintain the canals with unlined canal system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lower%20Bhavani%20basin" title="lower Bhavani basin">lower Bhavani basin</a>, <a href="https://publications.waset.org/abstracts/search?q=erode" title=" erode"> erode</a>, <a href="https://publications.waset.org/abstracts/search?q=groundwater%20flow%20modeling" title=" groundwater flow modeling"> groundwater flow modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=irrigation%20practice" title=" irrigation practice"> irrigation practice</a>, <a href="https://publications.waset.org/abstracts/search?q=lined%20canal%20system" title=" lined canal system"> lined canal system</a> </p> <a href="https://publications.waset.org/abstracts/23156/impact-of-linedunlined-canal-on-groundwater-recharge-in-the-lower-bhavani-basin-tamilnadu-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23156.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 paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Gamification to Enhance Learning Using Gagne's Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20McLain">M. L. McLain</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Sreelakshmi"> R. Sreelakshmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhishek"> Abhishek</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajeshwaran"> Rajeshwaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhavani%20Rao"> Bhavani Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jayakrishnan"> R. Jayakrishnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology enhanced learning has brought drastic changes in the field of education in the modern world. In this study we explore a novel way to improve how high school students learn by building a serious game that uses a pedagogical model developed by Robert Gagne. By integrating serious game with principles of Gagne’s learning model can provide engaging and meaningful instructions to students. The game developed in this study is a waste sorting game that can easily and succinctly demonstrate the principles of this learning model. All the tasks in the game that the player has to accomplish correspond to Gagne’s “Nine Events of Learning”. A quiz is incorporated in order to get data on the progress made by the player in understanding the concept and as well as to assess them. Additionally, an experimental study was conducted which demonstrates that game based learning using Gagne’s event is more effective than a traditional classroom setup. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20based%20learning" title="game based learning">game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sorting%20and%20recycling%20of%20waste" title=" sorting and recycling of waste"> sorting and recycling of waste</a>, <a href="https://publications.waset.org/abstracts/search?q=Gagne%E2%80%99s%20learning%20model" title=" Gagne’s learning model"> Gagne’s learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20enhanced%20learning" title=" technology enhanced learning"> technology enhanced learning</a> </p> <a href="https://publications.waset.org/abstracts/31477/gamification-to-enhance-learning-using-gagnes-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31477.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">631</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Visualize Global Warming and Its Consequences Using Augmented Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20R.%20Parvathy">K. R. Parvathy</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Rao%20Bhavani"> R. Rao Bhavani </a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20McLain"> M. L. McLain</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jayakrishnan"> R. Jayakrishnan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) technology is considered to be an important emerging technology used in education today. One potentially key use of AR in education is to teach socio-scientific issues (SSI), topics that inure students towards social conscience and critical thinking. This work uses multiple markers and virtual buttons that interact with each other, creating a life-like visual spectacle. Learning about issues such as global warming by using AR technology, students will have an increased sense of experiencing immersion, immediacy, and presence, thereby enhancing their learning as well as likely improving their ability to make better informed decisions about considerations of such issues. Another advantage of AR is that it is a low cost technology, making it advantageous for educators to adapt to their classrooms. Also in this work we compare the effectiveness of AR versus ordinary video by polling a group of students to assess the content understandability, effectiveness and interaction of both the delivery methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20warming" title=" global warming"> global warming</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20markers" title=" multiple markers"> multiple markers</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20buttons" title=" virtual buttons"> virtual buttons</a> </p> <a href="https://publications.waset.org/abstracts/31567/visualize-global-warming-and-its-consequences-using-augmented-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31567.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">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Strength Properties of Concrete Paving Blocks with Fly Ash and Glass Powder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joel%20Santhosh">Joel Santhosh</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Bhavani%20Shankar%20Rao"> N. Bhavani Shankar Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problems associated with construction site have been known for many years. Construction industry has to support a world of continuing population growth and economic development. The rising costs of construction materials and the need to adhere to sustainability, alternative construction techniques and materials are being sought. To increase the applications of concrete paving blocks, greater understanding of products produced with locally available materials and indigenously produced mineral admixtures is essential. In the present investigation, concrete paving blocks may be produced with locally available aggregates, cement, fly ash and waste glass powder as the mineral admixture. The ultimate aim of this work is to ascertain the performance of concrete paving blocks containing fly ash and glass powder and compare it with the performance of conventional concrete paving blocks. Mix design is carried out to form M40 grade of concrete by using IS: 10262: 2009 and specification given by IRC: SP: 63: 2004. The paving blocks are tested in accordance to IS: 15658: 2006. It showed that the partial replacement of cement by fly ash and waste glass powder satisfies the minimum requirement as specified by the Indian standard IS: 15658: 2006 for concrete paving blocks to be used in non traffic, light traffic and medium-heavy traffic areas. The study indicated that fly ash and waste glass powder can effectively be used as cement replacement without substantial change in strength. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paving%20block" title="paving block">paving block</a>, <a href="https://publications.waset.org/abstracts/search?q=fly%20ash" title=" fly ash"> fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=glass%20powder" title=" glass powder"> glass powder</a>, <a href="https://publications.waset.org/abstracts/search?q=strength" title=" strength"> strength</a>, <a href="https://publications.waset.org/abstracts/search?q=abrasion%20resistance" title=" abrasion resistance"> abrasion resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=durability" title=" durability"> durability</a> </p> <a href="https://publications.waset.org/abstracts/17008/strength-properties-of-concrete-paving-blocks-with-fly-ash-and-glass-powder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17008.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">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Preparation and Characterisation of Electrospun Extracted β-Chitosan/Poly(Vinyl Alcohol) Blend Nanofibers for Tissue Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Roshan%20Ara%20Begum">E. Roshan Ara Begum</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Bhavani"> K. Bhavani</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Subachitra"> K. Subachitra</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Kirthika"> C. Kirthika</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Shenbagarathai"> R. Shenbagarathai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, there has been a growing concern for the production of chitosan blend nanofibrous scaffold for its favorable physicochemical properties which mimic the native extracellular matrix (ECM) both morphologically and chemically. Therefore, this study focused on production of β-chitosan(β-Cts) and Poly(vinyl alcohol)(PVA) blend nanofibrous scaffold by electrospinning. β-Cts was extracted from the squid pen waste of locally available squid variety Loligo duvauceli (Indian Squid). To the best of our knowledge, there are no reports on nanofibers preparation from the extracted β-Cts. Both the β-Cts and PVA polymers were mixed in two different proportions (30:70 and 40:60 respectively. The electrospun nanofibrous scaffolds were characterized by SEM, swelling property, in vitro enzymatic degradation, and hemo, biocompatibility properties. β-Cts/PVA nanofibers scaffolds had an average fiber diameter of 120 to 550nm.Among the two different β-Cts/PVA blends nanofibers the β-Cts/PVA (40:60) blend fibers demonstrated favourable tissue engineering properties. The β-Cts/PVA (40:60) blend nanofibers exhibited a swelling ratio of 36 ± 2.5% with mass loss percentage of 20 ± 2.71% after 4 weeks of degradation. It has exhibited good hemocompatible properties. HEK-293(Human Embryonic Kidney) cells lines were able to adhere and proliferate well in the β-Cts/PVA blends nanofibers. All these results indicated that electrospun β-Cts/PVA blends nanofibers are a suitable scaffold to be used for tissue engineering purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%CE%B2-chitosan" title="β-chitosan">β-chitosan</a>, <a href="https://publications.waset.org/abstracts/search?q=electrospinning" title=" electrospinning"> electrospinning</a>, <a href="https://publications.waset.org/abstracts/search?q=nanofibers" title=" nanofibers"> nanofibers</a>, <a href="https://publications.waset.org/abstracts/search?q=poly%28vinyl%20alcohol%29%20%28PVA%29" title=" poly(vinyl alcohol) (PVA)"> poly(vinyl alcohol) (PVA)</a> </p> <a href="https://publications.waset.org/abstracts/85353/preparation-and-characterisation-of-electrospun-extracted-v-chitosanpolyvinyl-alcohol-blend-nanofibers-for-tissue-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85353.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">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> The Pitfalls of Empowerment Initiatives in India: Overcoming Male Resistance to Women Empowerment Through Community Outreach, TVET, and Improved Sanitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Coley">Christopher Coley</a>, <a href="https://publications.waset.org/abstracts/search?q=Srividya%20Sheshadri"> Srividya Sheshadri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rao%20R.%20Bhavani"> Rao R. Bhavani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empowering marginalized populations, especially women, with greater economic, social, and other leadership roles has been shown to have a profound effect on entire communities. There are discernible links between sustainable development, poverty reduction, and skill training for empowerment; however, one of the major challenges with implementing empowerment programs is to establish an understanding within the community that investing in women’s education carries the potential of high return for everyone. Effective strategies that can both empower women, and overcome the complex social issues normally faced, need to be developed and shared across stakeholders. Amrita University’s AMMACHI Labs, a research lab engaged in women empowerment through Technical Vocational Education and Training (TVET), has launched a new initiative, WE: Sanitation, a project aiming to train women to build their own toilets and promote healthy sanitation practices in rural villages across India. While in some cases, the community has come together and toilets are being built, there has been resistance by the community, especially men, in many places. This paper will explore the experiences of field workers and the initial results of the WE: Sanitation project, including observations on the trends of community dynamics, raise important questions for the direction of development work in general, and especially for sanitation projects in rural India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community-based%20development" title="community-based development">community-based development</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20dynamics" title=" gender dynamics"> gender dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20sanitation" title=" Indian sanitation"> Indian sanitation</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET" title=" TVET"> TVET</a> </p> <a href="https://publications.waset.org/abstracts/34671/the-pitfalls-of-empowerment-initiatives-in-india-overcoming-male-resistance-to-women-empowerment-through-community-outreach-tvet-and-improved-sanitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34671.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">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Design of Self-Heating Containers Using Sodium Acetate Trihydrate for Chemical Energy – Food Products </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rameshaiah%20Gowdara%20Narayanappa">Rameshaiah Gowdara Narayanappa</a>, <a href="https://publications.waset.org/abstracts/search?q=Manikonda%20Prithvi"> Manikonda Prithvi</a>, <a href="https://publications.waset.org/abstracts/search?q=Manoj%20Kumar"> Manoj Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Suraj%20Bhavani"> Suraj Bhavani</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikram%20Singh"> Vikram Singh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Long ago heating of food was only related to fire or electricity. Heating and storage of consumer foods were satisfied by the use of vacuum thermo flaks, electric heating cans and DC powered heating cans. But many of which did not sustain the heat for a long period of time and were impractical for remote areas. The use of chemical energy for heating foods directed us to think about the applications of exothermic reactions as a source of heat. Initial studies of calcium oxide showed desirability but not feasible because the reaction was uncontrollable and irreversible. In this research work we viewed at crystallization of super saturated sodium acetate trihydrate solution. Supersaturated sodium acetate trihydrate has a freezing point of 540 C (1300 F), but it observed to be stable as a liquid at much lower temperatures. Mechanical work is performed to create an active chemical energy zone within the working fluid, when crystallization process is initiated. Due to this the temperature rises to its freezing point which in turn heats the contents in the storage container. Present work endeavor to design a self-heating storage container is suitable for consumer dedications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crystallization" title="crystallization">crystallization</a>, <a href="https://publications.waset.org/abstracts/search?q=exothermic%20reactions" title=" exothermic reactions"> exothermic reactions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-heating%20container" title=" self-heating container"> self-heating container</a>, <a href="https://publications.waset.org/abstracts/search?q=super%20saturation" title=" super saturation"> super saturation</a>, <a href="https://publications.waset.org/abstracts/search?q=vacuum%20thermo%20flask" title=" vacuum thermo flask"> vacuum thermo flask</a> </p> <a href="https://publications.waset.org/abstracts/19718/design-of-self-heating-containers-using-sodium-acetate-trihydrate-for-chemical-energy-food-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19718.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">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Leading with Skill Development: A Collaborative and Community Based Approach to Ending Open Defecation in Rural India via Computerized Technical Vocational Education and Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Srividya%20Sheshadri">Srividya Sheshadri</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Coley"> Christopher Coley</a>, <a href="https://publications.waset.org/abstracts/search?q=Roa.%20R.%20Bhavani"> Roa. R. Bhavani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India currently accounts for 60 percent of the open defecation that is practiced globally. While research in the domain of sanitation development makes it apparent that girls and women living in rural India are disproportionately affected, interventions to address this dilemma are lacking. An important but relatively unexplored connection with poor sanitation is that women living in rural India are not only the largest marginalized group without access to adequate sanitation facilities, they also represent a majority of India’s unskilled workers. By training women to build their own toilets, through an approach that has demonstrated success in empowering marginalized communities through technical and vocational education and training (TVET), a collaborative dynamic emerges that can engage entire communities in the movement towards total sanitation. Designed and implemented by Amrita University, this technology-enhanced, community-based approach to skill development, known as Amrita computerized Vocational Education and Training (or Amrita cVET), has begun to show promise in addressing the struggle to end open defecation, and raise sanitation awareness, as well as strengthen personal and community development among women living in rural India. While Amrita cVET project, known as Women Empowerment: Sanitation, is currently in implementation in seven states throughout India, this paper will discuss early stages of the intervention in rural villages within the Indian states of: Karnataka and Goa, where previous sanitation efforts have failed to take hold. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20based%20development" title="community based development">community based development</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment%20studies" title=" empowerment studies"> empowerment studies</a>, <a href="https://publications.waset.org/abstracts/search?q=sanitation%20in%20India" title=" sanitation in India"> sanitation in India</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20vocational%20training" title=" computerized vocational training"> computerized vocational training</a> </p> <a href="https://publications.waset.org/abstracts/34710/leading-with-skill-development-a-collaborative-and-community-based-approach-to-ending-open-defecation-in-rural-india-via-computerized-technical-vocational-education-and-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34710.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">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Navigating the Case-Based Learning Multimodal Learning Environment: A Qualitative Study Across the First-Year Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhavani%20Veasuvalingam">Bhavani Veasuvalingam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Case-based learning (CBL) is a popular instructional method aimed to bridge theory to clinical practice. This study aims to explore CBL mixed modality curriculum in influencing students’ learning styles and strategies that support learning. An explanatory sequential mixed method study was employed with initial phase, 44-itemed Felderman’s Index of Learning Style (ILS) questionnaire employed across year one medical students (n=142) using convenience sampling to describe the preferred learning styles. The qualitative phase utilised three focus group discussions (FGD) to explore in depth on the multimodal learning style exhibited by the students. Most students preferred combination of learning stylesthat is reflective, sensing, visual and sequential i.e.: RSVISeq style (24.64%) from the ILS analysis. The frequency of learning preference from processing to understanding were well balanced, with sequential-global domain (66.2%); sensing-intuitive (59.86%), active- reflective (57%), and visual-verbal (51.41%). The qualitative data reported three major themes, namely Theme 1: CBL mixed modalities navigates learners’ learning style; Theme 2: Multimodal learners active learning strategies supports learning. Theme 3: CBL modalities facilitating theory into clinical knowledge. Both quantitative and qualitative study strongly reports the multimodal learning style of the year one medical students. Medical students utilise multimodal learning styles to attain the clinical knowledge when learning with CBL mixed modalities. Educators’ awareness of the multimodal learning style is crucial in delivering the CBL mixed modalities effectively, considering strategic pedagogical support students to engage and learn CBL in bridging the theoretical knowledge into clinical practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case-based%20learning" title="case-based learning">case-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learnign%20style" title=" learnign style"> learnign style</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/151162/navigating-the-case-based-learning-multimodal-learning-environment-a-qualitative-study-across-the-first-year-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151162.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">95</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul 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