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<meta name="description" content="Search results for: task"> <meta name="keywords" content="task"> <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" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="task"> <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> 2107</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: task</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1957</span> Resilient Manufacturing in Times of Mass Customisation: Using Augmented Reality to Improve Training and Operating Practices of EV’s Battery Assembly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorena%20Caires%20Moreira">Lorena Caires Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Kauffman"> Marcos Kauffman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper outlines the results of experimental research on deploying an emerging augmented reality (AR) system for real-time task assistance of highly customized and high-risk manual operations. The focus is on operators’ training capabilities and the aim is to test if such technologies can support achieving higher levels of knowledge retention and accuracy of task execution to improve health and safety (H and S) levels. The proposed solution is tested and validated using a real-world case study of electric vehicles’ battery module assembly. The experimental results revealed that the proposed AR method improved the training practices by increasing the knowledge retention levels from 40% to 84% and improved the accuracy of task execution from 20% to 71%, compared to the traditional paper-based method. The results of this research can be used as a demonstration of how emerging technologies are advancing the choice of manual, hybrid, or fully automated processes by promoting the connected worker (Industry 5.0) and supporting manufacturing in becoming more resilient in times of constant market changes. <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=extended%20reality" title=" extended reality"> extended reality</a>, <a href="https://publications.waset.org/abstracts/search?q=connected%20worker" title=" connected worker"> connected worker</a>, <a href="https://publications.waset.org/abstracts/search?q=XR-assisted%20operator" title=" XR-assisted operator"> XR-assisted operator</a>, <a href="https://publications.waset.org/abstracts/search?q=manual%20assembly" title=" manual assembly"> manual assembly</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%205.0" title=" industry 5.0"> industry 5.0</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20training" title=" smart training"> smart training</a>, <a href="https://publications.waset.org/abstracts/search?q=battery%20assembly" title=" battery assembly"> battery assembly</a> </p> <a href="https://publications.waset.org/abstracts/143704/resilient-manufacturing-in-times-of-mass-customisation-using-augmented-reality-to-improve-training-and-operating-practices-of-evs-battery-assembly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1956</span> The Effect of the Vernacular on Code-Switching Hebrew into Palestinian Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ward%20Makhoul">Ward Makhoul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Code-switching (CS) is known as a ubiquitous phenomenon in multilingual societies and countries. Vernacular Palestinian Arabic (PA) variety spoken in Israel is among these languages, informally used for day-to-day conversations only. Such conversations appear to contain code-switched instances from Hebrew, the formal and dominant language of the country, even in settings where the need for CS seems to be unnecessary. This study examines the CS practices in PA and investigates the reason behind these CS instances in controlled settings and the correlation between bilingual dominance and CS. In the production-task interviews and Bilingual Language Profile test (BLP), there was a correlation between language dominance and CS; 13 participants were interviewed to elicit and analyze natural speech-containing CS instances, along with undergoing a BLP test. The acceptability judgment task observed the limits and boundaries of different code-switched linguistic structures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-switching" title="code-switching">code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=Hebrew" title=" Hebrew"> Hebrew</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian-Arabic" title=" Palestinian-Arabic"> Palestinian-Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular" title=" vernacular"> vernacular</a> </p> <a href="https://publications.waset.org/abstracts/158189/the-effect-of-the-vernacular-on-code-switching-hebrew-into-palestinian-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158189.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">118</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">1955</span> Odor-Color Association Stroop-Task and the Importance of an Odorant in an Odor-Imagery Task </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Ham">Jonathan Ham</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Koch"> Christopher Koch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are consistently observed associations between certain odors and colors, and there is an association between the ability to imagine vivid visual objects and imagine vivid odors. However, little has been done to investigate how the associations between odors and visual information effect visual processes. This study seeks to understand the relationship between odor imaging, color associations, and visual attention by utilizing a Stroop-task based on common odor-color associations. This Stroop-task was designed using three fruits with distinct odors that are associated with the color of the fruit: lime with green, strawberry with red, and lemon with yellow. Each possible word-color combination was presented in the experimental trials. When the word matched the associated color (lime written in green) it was considered congruent; if it did not, it was considered incongruent (lime written in red or yellow). In experiment I (n = 34) participants were asked to both imagine the odor of the fruit on the screen and identify which fruit it was, and each word-color combination was presented 20 times (a total of 180 trials, with 60 congruent and 120 incongruent instances). Response time and error rate of the participant responses were recorded. There was no significant difference in either measure between the congruent and incongruent trials. In experiment II participants (n = 18) followed the identical procedure as in the previous experiment with the addition of an odorant in the room. The odorant (orange) was not the fruit or color used in the experimental trials. With a fruit-based odorant in the room, the response times (measured in milliseconds) between congruent and incongruent trials were significantly different, with incongruent trials (M = 755.919, SD = 239.854) having significantly longer response times than congruent trials (M = 690.626, SD = 198.822), t (1, 17) = 4.154, p < 0.01. This suggests that odor imagery does affect visual attention to colors, and the ability to inhibit odor-color associations; however, odor imagery is difficult and appears to be facilitated in the presence of a related odorant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=odor-color%20associations" title="odor-color associations">odor-color associations</a>, <a href="https://publications.waset.org/abstracts/search?q=odor%20imagery" title=" odor imagery"> odor imagery</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibition" title=" inhibition"> inhibition</a> </p> <a href="https://publications.waset.org/abstracts/102195/odor-color-association-stroop-task-and-the-importance-of-an-odorant-in-an-odor-imagery-task" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102195.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">176</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">1954</span> The Impact of Trait and Mathematical Anxiety on Oscillatory Brain Activity during Lexical and Numerical Error-Recognition Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20N.%20Savostyanov">Alexander N. Savostyanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20A.%20Dolgorukova"> Tatyana A. Dolgorukova</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20A.%20Esipenko"> Elena A. Esipenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20S.%20Zaleshin"> Mikhail S. Zaleshin</a>, <a href="https://publications.waset.org/abstracts/search?q=Margherita%20Malanchini"> Margherita Malanchini</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20V.%20Budakova"> Anna V. Budakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20E.%20Saprygin"> Alexander E. Saprygin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yulia%20V.%20Kovas"> Yulia V. Kovas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study compared spectral-power indexes and cortical topography of brain activity in a sample characterized by different levels of trait and mathematical anxiety. 52 healthy Russian-speakers (age 17-32; 30 males) participated in the study. Participants solved an error recognition task under 3 conditions: A lexical condition (simple sentences in Russian), and two numerical conditions (simple arithmetic and complicated algebraic problems). Trait and mathematical anxiety were measured using self-repot questionnaires. EEG activity was recorded simultaneously during task execution. Event-related spectral perturbations (ERSP) were used to analyze spectral-power changes in brain activity. Additionally, sLORETA was applied in order to localize the sources of brain activity. When exploring EEG activity recorded after tasks onset during lexical conditions, sLORETA revealed increased activation in frontal and left temporal cortical areas, mainly in the alpha/beta frequency ranges. When examining the EEG activity recorded after task onset during arithmetic and algebraic conditions, additional activation in delta/theta band in the right parietal cortex was observed. The ERSP plots reveled alpha/beta desynchronizations within a 500-3000 ms interval after task onset and slow-wave synchronization within an interval of 150-350 ms. Amplitudes of these intervals reflected the accuracy of error recognition, and were differently associated with the three (lexical, arithmetic and algebraic) conditions. The level of trait anxiety was positively correlated with the amplitude of alpha/beta desynchronization. The level of mathematical anxiety was negatively correlated with the amplitude of theta synchronization and of alpha/beta desynchronization. Overall, trait anxiety was related with an increase in brain activation during task execution, whereas mathematical anxiety was associated with increased inhibitory-related activity. We gratefully acknowledge the support from the №11.G34.31.0043 grant from the Government of the Russian Federation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20and%20numerical%20error-recognition%20tasks" title=" lexical and numerical error-recognition tasks"> lexical and numerical error-recognition tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=alpha%2Fbeta%20desynchronization" title=" alpha/beta desynchronization"> alpha/beta desynchronization</a> </p> <a href="https://publications.waset.org/abstracts/27035/the-impact-of-trait-and-mathematical-anxiety-on-oscillatory-brain-activity-during-lexical-and-numerical-error-recognition-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27035.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">525</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">1953</span> The Effect of Balance Training on Stable and Unstable Surfaces under Cognitive Dual-Task Condition on the Two Directions of Body Sway, Functional Balance and Fear of Fall in Non-Fallers Older Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20Azimzadeh">Elham Azimzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahimeh%20Khorshidi"> Fahimeh Khorshidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Farsi"> Alireza Farsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Balance impairment and fear of falling in older adults may reduce their quality of life. Reactive balance training could improve rapid postural responses and fall prevention in the elderly during daily tasks. Performing postural training and simultaneously cognitive dual tasks could be similar to the daily circumstances. Purpose: This study aimed to determine the effect of balance training on stable and unstable surfaces under dual cognitive task conditions on postural control and fear of falling in the elderly. Methods: Thirty non-fallers of older adults (65-75 years) were randomly assigned to two training groups: stable-surface (n=10), unstable-surface (n=10), or a control group (n=10). The intervention groups underwent six weeks of balance training either on a stable (balance board) or an unstable (wobble board) surface while performing a cognitive dual task. The control group received no balance intervention. COP displacements in the anterioposterior (AP) and mediolateral (ML) directions using a computerized balance board, functional balance using TUG, and fear of falling using FES-I were measured in all participants before and after the interventions. Summary of Results: Mixed ANOVA (3 groups * 2 times) with repeated measures and post hoc test showed a significant improvement in both intervention groups in AP index (F= 11/652, P= 0/0002) and functional balance (F= 9/961, P= 0/0001). However, the unstable surface training group had more improvement. However, the fear of falling significantly improved after training on an unstable surface (p= 0/035). All groups had no significant improvement in the ML index (p= 0/817). In the present study, there was an improvement in the AP index after balance training. Conclusion: Unstable surface training may reduce reaction time in posterior ankle muscle activity. Furthermore, focusing attention on cognitive tasks can lead to maintaining balance unconsciously. Most of the daily activities need attention distribution among several activities. So, balance training concurrent to a dual cognitive task is challenging and more similar to the real world. According to the specificity of the training principle, it may improve functional independence and fall prevention in the elderly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20dual%20task" title="cognitive dual task">cognitive dual task</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20falling" title=" fear of falling"> fear of falling</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20control" title=" postural control"> postural control</a>, <a href="https://publications.waset.org/abstracts/search?q=unstable%20surface" title=" unstable surface"> unstable surface</a> </p> <a href="https://publications.waset.org/abstracts/180597/the-effect-of-balance-training-on-stable-and-unstable-surfaces-under-cognitive-dual-task-condition-on-the-two-directions-of-body-sway-functional-balance-and-fear-of-fall-in-non-fallers-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180597.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">63</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">1952</span> Application of Fourier Series Based Learning Control on Mechatronic Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Ba%C3%9Fler">Sandra Baßler</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20D%C3%BCnow"> Peter Dünow</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathias%20Marquardt"> Mathias Marquardt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Fourier series based learning control (FSBLC) algorithm for tracking trajectories of mechanical systems with unknown nonlinearities is presented. Two processes are introduced to which the FSBLC with PD controller is applied. One is a simplified service robot capable of climbing stairs due to special wheels and the other is a propeller driven pendulum with nearly the same requirements on control. Additionally to the investigation of learning the feed forward for the desired trajectories some considerations on the implementation of such an algorithm on low cost microcontroller hardware are made. Simulations of the service robot as well as practical experiments on the pendulum show the capability of the used FSBLC algorithm to perform the task of improving control behavior for repetitive task of such mechanical systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climbing%20stairs" title="climbing stairs">climbing stairs</a>, <a href="https://publications.waset.org/abstracts/search?q=FSBLC" title=" FSBLC"> FSBLC</a>, <a href="https://publications.waset.org/abstracts/search?q=ILC" title=" ILC"> ILC</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20robot" title=" service robot"> service robot</a> </p> <a href="https://publications.waset.org/abstracts/47470/application-of-fourier-series-based-learning-control-on-mechatronic-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1951</span> A Step Towards Automating the Synthesis of a Scene Script</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Americo%20Pereira">Americo Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Carvalho"> Ricardo Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Carvalho"> Pedro Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Corte-Real"> Luis Corte-Real</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generating 3D content is a task mostly done by hand. It requires specific knowledge not only on how to use the tools for the task but also on the fundamentals of a 3D environment. In this work, we show that automatic generation of content can be achieved, from a scene script, by leveraging existing tools so that non-experts can easily engage in a 3D content generation without requiring vast amounts of time in exploring and learning how to use specific tools. This proposal carries several benefits, including flexible scene synthesis with different levels of detail. Our preliminary results show that the automatically generated content is comparable to the content generated by users with low experience in 3D modeling while vastly reducing the amount of time required for the generation and adds support to implement flexible scenarios for visual scene visualization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20virtualization" title="3D virtualization">3D virtualization</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=scene%20script" title=" scene script"> scene script</a>, <a href="https://publications.waset.org/abstracts/search?q=synthesis" title=" synthesis"> synthesis</a> </p> <a href="https://publications.waset.org/abstracts/136994/a-step-towards-automating-the-synthesis-of-a-scene-script" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1950</span> Generating Product Description with Generative Pre-Trained Transformer 2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minh-Thuan%20Nguyen">Minh-Thuan Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Phuong-Thai%20Nguyen"> Phuong-Thai Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Van-Vinh%20Nguyen"> Van-Vinh Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Quang-Minh%20Nguyen"> Quang-Minh Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on automatically generating descriptions for e-commerce products is gaining increasing attention in recent years. However, the generated descriptions of their systems are often less informative and attractive because of lacking training datasets or the limitation of these approaches, which often use templates or statistical methods. In this paper, we explore a method to generate production descriptions by using the GPT-2 model. In addition, we apply text paraphrasing and task-adaptive pretraining techniques to improve the qualify of descriptions generated from the GPT-2 model. Experiment results show that our models outperform the baseline model through automatic evaluation and human evaluation. Especially, our methods achieve a promising result not only on the seen test set but also in the unseen test set. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GPT-2" title="GPT-2">GPT-2</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20description" title=" product description"> product description</a>, <a href="https://publications.waset.org/abstracts/search?q=transformer" title=" transformer"> transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=task-adaptive" title=" task-adaptive"> task-adaptive</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20model" title=" language model"> language model</a>, <a href="https://publications.waset.org/abstracts/search?q=pretraining" title=" pretraining"> pretraining</a> </p> <a href="https://publications.waset.org/abstracts/141901/generating-product-description-with-generative-pre-trained-transformer-2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141901.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">197</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">1949</span> Learning to Recommend with Negative Ratings Based on Factorization Machine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caihong%20Sun">Caihong Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Xizi%20Zhang"> Xizi Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rating prediction is an important problem for recommender systems. The task is to predict the rating for an item that a user would give. Most of the existing algorithms for the task ignore the effect of negative ratings rated by users on items, but the negative ratings have a significant impact on users’ purchasing decisions in practice. In this paper, we present a rating prediction algorithm based on factorization machines that consider the effect of negative ratings inspired by Loss Aversion theory. The aim of this paper is to develop a concave and a convex negative disgust function to evaluate the negative ratings respectively. Experiments are conducted on MovieLens dataset. The experimental results demonstrate the effectiveness of the proposed methods by comparing with other four the state-of-the-art approaches. The negative ratings showed much importance in the accuracy of ratings predictions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=factorization%20machines" title="factorization machines">factorization machines</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20engineering" title=" feature engineering"> feature engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20ratings" title=" negative ratings"> negative ratings</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20systems" title=" recommendation systems"> recommendation systems</a> </p> <a href="https://publications.waset.org/abstracts/71527/learning-to-recommend-with-negative-ratings-based-on-factorization-machine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71527.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">242</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">1948</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Umm%20Alqura%20university" title=" Umm Alqura university"> Umm Alqura university</a> </p> <a href="https://publications.waset.org/abstracts/129686/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129686.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">187</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">1947</span> The Impact of Task Type and Group Size on Dialogue Argumentation between Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Soledad%20Peralta">Nadia Soledad Peralta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the framework of socio-cognitive interaction, argumentation is understood as a psychological process that supports and induces reasoning and learning. Most authors emphasize the great potential of argumentation to negotiate with contradictions and complex decisions. So argumentation is a target for researchers who highlight the importance of social and cognitive processes in learning. In the context of social interaction among university students, different types of arguments are analyzed according to group size (dyads and triads) and the type of task (reading of frequency tables, causal explanation of physical phenomena, the decision regarding moral dilemma situations, and causal explanation of social phenomena). Eighty-nine first-year social sciences students of the National University of Rosario participated. Two groups were formed from the results of a pre-test that ensured the heterogeneity of points of view between participants. Group 1 consisted of 56 participants (performance in dyads, total: 28), and group 2 was formed of 33 participants (performance in triads, total: 11). A quasi-experimental design was performed in which effects of the two variables (group size and type of task) on the argumentation were analyzed. Three types of argumentation are described: authentic dialogical argumentative resolutions, individualistic argumentative resolutions, and non-argumentative resolutions. The results indicate that individualistic arguments prevail in dyads. That is, although people express their own arguments, there is no authentic argumentative interaction. Given that, there are few reciprocal evaluations and counter-arguments in dyads. By contrast, the authentically dialogical argument prevails in triads, showing constant feedback between participants’ points of view. It was observed that, in general, the type of task generates specific types of argumentative interactions. However, it is possible to emphasize that the authentically dialogic arguments predominate in the logical tasks, whereas the individualists or pseudo-dialogical are more frequent in opinion tasks. Nerveless, these relationships between task type and argumentative mode are best clarified in an interactive analysis based on group size. Finally, it is important to stress the value of dialogical argumentation in educational domains. Argumentative function not only allows a metacognitive reflection about their own point of view but also allows people to benefit from exchanging points of view in interactive contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociocognitive%20interaction" title="sociocognitive interaction">sociocognitive interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=size%20of%20the%20grup" title=" size of the grup"> size of the grup</a> </p> <a href="https://publications.waset.org/abstracts/156851/the-impact-of-task-type-and-group-size-on-dialogue-argumentation-between-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1946</span> The Impact of Sign Language on Generating and Maintaining a Mental Image</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Shiuan%20Chiu">Yi-Shiuan Chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deaf signers have been found to have better mental image performance than hearing nonsigners. The goal of this study was to investigate the ability to generate mental images, to maintain them, and to manipulate them in deaf signers of Taiwanese Sign Language (TSL). In the visual image task, participants first memorized digits formed in a cell of 4 × 5 grids. After presenting a cue of Chinese digit character shown on the top of a blank cell, participants had to form a corresponding digit. When showing a probe, which was a grid containing a red circle, participants had to decide as quickly as possible whether the probe would have been covered by the mental image of the digit. The ISI (interstimulus interval) between cue and probe was manipulated. In experiment 1, 24 deaf signers and 24 hearing nonsigners were asked to perform image generation tasks (ISI: 200, 400 ms) and image maintenance tasks (ISI: 800, 2000 ms). The results showed that deaf signers had had an enhanced ability to generate and maintain a mental image. To explore the process of mental image, in experiment 2, 30 deaf signers and 30 hearing nonsigners were asked to do visual searching when maintaining a mental image. Between a digit image cue and a red circle probe, participants were asked to search a visual search task to see if a target triangle apex was directed to the right or left. When there was only one triangle in the searching task, the results showed that both deaf signers and hearing non-signers had similar visual searching performance in which the searching targets in the mental image locations got facilitates. However, deaf signers could maintain better and faster mental image performance than nonsigners. In experiment 3, we increased the number of triangles to 4 to raise the difficulty of the visual search task. The results showed that deaf participants performed more accurately in visual search and image maintenance tasks. The results suggested that people may use eye movements as a mnemonic strategy to maintain the mental image. And deaf signers had enhanced abilities to resist the interference of eye movements in the situation of fewer distractors. In sum, these findings suggested that deaf signers had enhanced mental image processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20signers" title="deaf signers">deaf signers</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20maintain" title=" image maintain"> image maintain</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20image" title=" mental image"> mental image</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20search" title=" visual search"> visual search</a> </p> <a href="https://publications.waset.org/abstracts/104952/the-impact-of-sign-language-on-generating-and-maintaining-a-mental-image" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104952.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">154</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">1945</span> Practical Methods for Automatic MC/DC Test Cases Generation of Boolean Expressions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sekou%20Kangoye">Sekou Kangoye</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexis%20Todoskoff"> Alexis Todoskoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Barreau"> Mihaela Barreau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modified Condition/Decision Coverage (MC/DC) is a structural coverage criterion that aims to prove that all conditions involved in a Boolean expression can influence the result of that expression. In the context of automotive, MC/DC is highly recommended and even required for most security and safety applications testing. However, due to complex Boolean expressions that often embedded in those applications, generating a set of MC/DC compliant test cases for any of these expressions is a nontrivial task and can be time consuming for testers. In this paper we present an approach to automatically generate MC/DC test cases for any Boolean expression. We introduce novel techniques, essentially based on binary trees to quickly and optimally generate MC/DC test cases for the expressions. Thus, the approach can be used to reduce the manual testing effort of testers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=binary%20trees" title="binary trees">binary trees</a>, <a href="https://publications.waset.org/abstracts/search?q=MC%2FDC" title=" MC/DC"> MC/DC</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20case%20generation" title=" test case generation"> test case generation</a>, <a href="https://publications.waset.org/abstracts/search?q=nontrivial%20task" title=" nontrivial task"> nontrivial task</a> </p> <a href="https://publications.waset.org/abstracts/29442/practical-methods-for-automatic-mcdc-test-cases-generation-of-boolean-expressions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29442.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">447</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">1944</span> The Medical Student Perspective on the Role of Doubt in Medical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhavi-Priya%20Singh">Madhavi-Priya Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Liam%20Lowe"> Liam Lowe</a>, <a href="https://publications.waset.org/abstracts/search?q=Farouk%20Arnaout"> Farouk Arnaout</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludmilla%20Pillay"> Ludmilla Pillay</a>, <a href="https://publications.waset.org/abstracts/search?q=Giordan%20Perez"> Giordan Perez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20Mischker"> Luke Mischker</a>, <a href="https://publications.waset.org/abstracts/search?q=Steve%20Costa"> Steve Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: An Emergency Department consultant identified the failure of medical students to complete the task of clerking a patient in its entirety. As six medical students on our first clinical placement, we recognised our own failure and endeavored to examine why this failure was consistent among all medical students that had been given this task, despite our best motivations as adult learners. Aim: Our aim is to understand and investigate the elements which impeded our ability to learn and perform as medical students in the clinical environment, with reference to the prescribed task. We also aim to generate a discussion around the delivery of medical education with potential solutions to these barriers. Methods: Six medical students gathered together to have a comprehensive reflective discussion to identify possible factors leading to the failure of the task. First, we thoroughly analysed the delivery of the instructions with reference to the literature to identify potential flaws. We then examined personal, social, ethical, and cultural factors which may have impacted our ability to complete the task in its entirety. Results: Through collation of our shared experiences, with support from discussion in the field of medical education and ethics, we identified two major areas that impacted our ability to complete the set task. First, we experienced an ethical conflict where we believed the inconvenience and potential harm inflicted on patients did not justify the positive impact the patient interaction would have on our medical learning. Second, we identified a lack of confidence stemming from multiple factors, including the conflict between preclinical and clinical learning, perceptions of perfectionism in the culture of medicine, and the influence of upward social comparison. Discussion: After discussions, we found that the various factors we identified exacerbated the fears and doubts we already had about our own abilities and that of the medical education system. This doubt led us to avoid completing certain aspects of the tasks that were prescribed and further reinforced our vulnerability and perceived incompetence. Exploration of philosophical theories identified the importance of the role of doubt in education. We propose the need for further discussion around incorporating both pedagogic and andragogic teaching styles in clinical medical education and the acceptance of doubt as a driver of our learning. Conclusion: Doubt will continue to permeate our thoughts and actions no matter what. The moral or psychological distress that arises from this is the key motivating factor for our avoidance of tasks. If we accept this doubt and education embraces this doubt, it will no longer linger in the shadows as a negative and restrictive emotion but fuel a brighter dialogue and positive learning experience, ultimately assisting us in achieving our full potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20student" title=" medical student"> medical student</a>, <a href="https://publications.waset.org/abstracts/search?q=doubt" title=" doubt"> doubt</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=faith" title=" faith"> faith</a> </p> <a href="https://publications.waset.org/abstracts/149540/the-medical-student-perspective-on-the-role-of-doubt-in-medical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149540.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1943</span> Subdued Electrodermal Response to Empathic Induction Task in Intimate Partner Violence (IPV) Perpetrators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20Comes%20Fayos">Javier Comes Fayos</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Rodr%C3%ADguez%20Moreno"> Isabel Rodríguez Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bressanutti"> Sara Bressanutti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marisol%20Lila"> Marisol Lila</a>, <a href="https://publications.waset.org/abstracts/search?q=Angel%20Romero%20Mart%C3%ADnez"> Angel Romero Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Moya%20Albiol"> Luis Moya Albiol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empathy is a cognitive-affective capacity whose deterioration is associated with aggressive behaviour. Deficient affective processing is one of the predominant risk factors in men convicted of intimate partner violence (IPV perpetrators), since it makes their capacity to empathize very difficult. The objective of this study is to compare the response of electrodermal activity (EDA), as an indicator of emotionality, to an empathic induction task, between IPV perpetrators and men without a history of violence. The sample was composed of 51 men who attended the CONTEXTO program, with penalties for gender violence under two years, and 47 men with no history of violence. Empathic induction was achieved through the visualization of 4 negative emotional-eliciting videos taken from an emotional induction battery of videos validated for the Spanish population. The participants were asked to actively empathize with the video characters (previously pointed out). The psychophysiological recording of the EDA was accomplished by the "Vrije Universiteit Ambulatory Monitoring System (VU-AMS)." An analysis of repeated measurements was carried out with 10 intra-subject measurements (time) and "group" (IPV perpetrators and non-violent perpetrators) as the inter-subject factor. First, there were no significant differences between groups in the baseline AED levels. Yet, a significant interaction between the “time” and “group” was found with IPV perpetrators exhibiting lower EDA response than controls after the empathic induction task. These findings provide evidence of a subdued EDA response after an empathic induction task in IPV perpetrators with respect to men without a history of violence. Therefore, the lower psychophysiological activation would be indicative of difficulties in the emotional processing and response, functions that are necessary for the empathic function. Consequently, the importance of addressing possible empathic difficulties in IPV perpetrator psycho-educational programs is reinforced, putting special emphasis on the affective dimension that could hinder the empathic function. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electrodermal%20activity" title="electrodermal activity">electrodermal activity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20induction" title=" emotional induction"> emotional induction</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=intimate%20partner%20violence" title=" intimate partner violence"> intimate partner violence</a> </p> <a href="https://publications.waset.org/abstracts/135109/subdued-electrodermal-response-to-empathic-induction-task-in-intimate-partner-violence-ipv-perpetrators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1942</span> Analysis of Brain Activities due to Differences in Running Shoe Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kei%20Okubo">Kei Okubo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yosuke%20Kurihara"> Yosuke Kurihara</a>, <a href="https://publications.waset.org/abstracts/search?q=Takashi%20Kaburagi"> Takashi Kaburagi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kajiro%20Watanabe"> Kajiro Watanabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many of the ever-growing elderly population require exercise, such as running, for health management. One important element of a runner’s training is the choice of shoes for exercise; shoes are important because they provide the interface between the feet and road. When we purchase shoes, we may instinctively choose a pair after trying on many different pairs of shoes. Selecting the shoes instinctively may work, but it does not guarantee a suitable fit for running activities. Therefore, if we could select suitable shoes for each runner from the viewpoint of brain activities, it would be helpful for validating shoe selection. In this paper, we describe how brain activities show different characteristics during particular task, corresponding to different properties of shoes. Using five subjects, we performed a verification experiment, applying weight, softness, and flexibility as shoe properties. In order to affect the shoe property’s differences to the brain, subjects run for ten min. Before and after running, subjects conducted a paced auditory serial addition task (PASAT) as the particular task; and the subjects’ brain activities during the PASAT are evaluated based on oxyhemoglobin and deoxyhemoglobin relative concentration changes, measured by near-infrared spectroscopy (NIRS). When the brain works actively, oxihemoglobin and deoxyhemoglobin concentration drastically changes; therefore, we calculate the maximum values of concentration changes. In order to normalize relative concentration changes after running, the maximum value are divided by before running maximum value as evaluation parameters. The classification of the groups of shoes is expressed on a self-organizing map (SOM). As a result, deoxyhemoglobin can make clusters for two of the three types of shoes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20activities" title="brain activities">brain activities</a>, <a href="https://publications.waset.org/abstracts/search?q=NIRS" title=" NIRS"> NIRS</a>, <a href="https://publications.waset.org/abstracts/search?q=PASAT" title=" PASAT"> PASAT</a>, <a href="https://publications.waset.org/abstracts/search?q=running%20shoes" title=" running shoes"> running shoes</a> </p> <a href="https://publications.waset.org/abstracts/16935/analysis-of-brain-activities-due-to-differences-in-running-shoe-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16935.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">373</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">1941</span> Resource Orchestration Based on Two-Sides Scheduling in Computing Network Control Sytems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Guo">Li Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianhong%20Wang"> Jianhong Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Dian%20Huang"> Dian Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Shengzhong%20Feng"> Shengzhong Feng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computing networks as a new network architecture has shown great promise in boosting the utilization of different resources, such as computing, caching, and communications. To maximise the efficiency of resource orchestration in computing network control systems (CNCSs), this work proposes a dynamic orchestration strategy of a different resource based on task requirements from computing power requestors (CPRs). Specifically, computing power providers (CPPs) in CNCSs could share information with each other through communication channels on the basis of blockchain technology, especially their current idle resources. This dynamic process is modeled as a cooperative game in which CPPs have the same target of maximising long-term rewards by improving the resource utilization ratio. Meanwhile, the task requirements from CPRs, including size, deadline, and calculation, are simultaneously considered in this paper. According to task requirements, the proposed orchestration strategy could schedule the best-fitting resource in CNCSs, achieving the maximum long-term rewards of CPPs and the best quality of experience (QoE) of CRRs at the same time. Based on the EdgeCloudSim simulation platform, the efficiency of the proposed strategy is achieved from both sides of CPRs and CPPs. Besides, experimental results show that the proposed strategy outperforms the other comparisons in all cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computing%20network%20control%20systems" title="computing network control systems">computing network control systems</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20orchestration" title=" resource orchestration"> resource orchestration</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20scheduling" title=" dynamic scheduling"> dynamic scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain" title=" blockchain"> blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20game" title=" cooperative game"> cooperative game</a> </p> <a href="https://publications.waset.org/abstracts/161104/resource-orchestration-based-on-two-sides-scheduling-in-computing-network-control-sytems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161104.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">114</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">1940</span> Artificial Intelligent-Based Approaches for Task ‎Offloading, ‎Resource ‎Allocation and Service ‎Placement of ‎Internet of Things ‎Applications: State of the Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Z.%20Cherhabil">Fatima Z. Cherhabil</a>, <a href="https://publications.waset.org/abstracts/search?q=Mammar%20Sedrati"> Mammar Sedrati</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia-Sabrina%20Bendib%E2%80%8E"> Sonia-Sabrina Bendib‎</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to support the continued growth, critical latency of ‎IoT ‎applications, and ‎various obstacles of traditional data centers, ‎mobile edge ‎computing (MEC) has ‎emerged as a promising solution that extends cloud data-processing and decision-making to edge devices. ‎By adopting a MEC structure, IoT applications could be executed ‎locally, on ‎an edge server, different fog nodes, or distant cloud ‎data centers. However, we are ‎often ‎faced with wanting to optimize conflicting criteria such as ‎minimizing energy ‎consumption of limited local capabilities (in terms of CPU, RAM, storage, bandwidth) of mobile edge ‎devices and trying to ‎keep ‎high performance (reducing ‎response time, increasing throughput and service availability) ‎at the same ‎time‎. Achieving one goal may affect the other, making task offloading (TO), ‎resource allocation (RA), and service placement (SP) complex ‎processes. ‎It is a nontrivial multi-objective optimization ‎problem ‎to study the trade-off between conflicting criteria. ‎The paper provides a survey on different TO, SP, and RA recent multi-‎objective optimization (MOO) approaches used in edge computing environments, particularly artificial intelligent (AI) ones, to satisfy various objectives, constraints, and dynamic conditions related to IoT applications‎. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20edge%20computing" title="mobile edge computing">mobile edge computing</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-objective%20optimization" title=" multi-objective optimization"> multi-objective optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20%E2%80%8Eintelligence%20%E2%80%8Eapproaches" title=" artificial ‎intelligence ‎approaches"> artificial ‎intelligence ‎approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20offloading" title=" task offloading"> task offloading</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20allocation" title=" resource allocation"> resource allocation</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%8E%20service%20placement" title="‎ service placement">‎ service placement</a> </p> <a href="https://publications.waset.org/abstracts/150855/artificial-intelligent-based-approaches-for-task-offloading-resource-allocation-and-service-placement-of-internet-of-things-applications-state-of-the-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150855.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">115</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">1939</span> Time Management in the Public Sector in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Ewankhiwimen%20Aigbomian">Sunny Ewankhiwimen Aigbomian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Time, is a scarce resource and in everything we do, time is required to accomplish any given task. The need for this presentation is predicated on the way majority of Nigerian especially in the public sector operators see “Time Management”. Time as resources cannot be regained if lost or managed badly. As a significant aspect of human life it should be handled with diligence and utmost seriousness if the public sector is to function as a coordinated entity. In our homes, private life and offices, we schedule different things to ensure that some things do not go the unexpected. When it comes to service delivery on the part of government, it ought to be more serious because government is all about effect and efficient service delivery and “Time” is a significant variable necessary to successful accomplishment. The need for Nigerian government to re-examine time management in her public sector with a view of repositioning the sector to be able to compete well with other public sectors in the world. The peculiarity of Time management in Public Sector in Nigerian context as examined and some useful recommendations of immerse assistance proffered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title="Nigeria">Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sector" title=" public sector"> public sector</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management" title=" time management"> time management</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a> </p> <a href="https://publications.waset.org/abstracts/173202/time-management-in-the-public-sector-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1938</span> The Inattentional Blindness Paradigm: A Breaking Wave for Attentional Biases in Test Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kritika%20Kulhari">Kritika Kulhari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aparna%20Sahu"> Aparna Sahu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Test anxiety results from concerns about failure in examinations or evaluative situations. Attentional biases are known to pronounce the symptomatic expression of test anxiety. In recent times, the inattentional blindness (IB) paradigm has shown promise as an attention bias modification treatment (ABMT) for anxiety by overcoming practice and expectancy effects which preexisting paradigms fail to counter. The IB paradigm assesses the inability of an individual to attend to a stimulus that appears suddenly while indulging in a perceptual discrimination task. The present study incorporated an IB task with three critical items (book, face, and triangle) appearing randomly in the perceptual discrimination task. Attentional biases were assessed as detection and identification of the critical item. The sample (N = 50) consisted of low test anxiety (LTA) and high test anxiety (HTA) groups based on the reactions to tests scale scores. Test threat manipulation was done with pre- and post-test assessment of test anxiety using the State Test Anxiety Inventory. A mixed factorial design with gender, test anxiety, presence or absence of test threat, and critical items was conducted to assess their effects on attentional biases. Results showed only a significant main effect for test anxiety on detection with higher accuracy of detection of the critical item for the LTA group. The study presents promising results in the realm of ABMT for test anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentional%20bias" title="attentional bias">attentional bias</a>, <a href="https://publications.waset.org/abstracts/search?q=attentional%20bias%20modification%20treatment" title=" attentional bias modification treatment"> attentional bias modification treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=inattentional%20blindness" title=" inattentional blindness"> inattentional blindness</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20anxiety" title=" test anxiety"> test anxiety</a> </p> <a href="https://publications.waset.org/abstracts/106231/the-inattentional-blindness-paradigm-a-breaking-wave-for-attentional-biases-in-test-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106231.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">225</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">1937</span> Ratings of Hand Activity and Force Levels in Identical Hand-Intensive Work Tasks in Women and Men</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunilla%20Dahlgren">Gunilla Dahlgren</a>, <a href="https://publications.waset.org/abstracts/search?q=Per%20Liv"> Per Liv</a>, <a href="https://publications.waset.org/abstracts/search?q=Fredrik%20%C3%96hberg"> Fredrik Öhberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisbeth%20Slunga%20J%C3%A4rvholm"> Lisbeth Slunga Järvholm</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikael%20Forsman"> Mikael Forsman</a>, <a href="https://publications.waset.org/abstracts/search?q=B%C3%B6rje%20Rehn"> Börje Rehn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Accuracy of risk assessment tools in hand-repetitive work is important. This can support precision in the risk management process and for a sustainable working life for women and men equally. Musculoskeletal disorders, MSDs, from the hand, wrist, and forearm, are common in the working population. Women report a higher prevalence of MSDs in these regions. Objective: The objective of this study was to compare if women and men who performed the identical hand-intensive work task were rated equally using the Hand Activity Threshold Limit Value® (HA-TLV) when self-rated and observer-rated. Method: Fifty-six workers from eight companies participated, with various intensities in hand-repetitive work tasks. In total, 18 unique identical hand-intensive work tasks were executed in 28 pairs of a woman and a man. Hand activity and force levels were assessed. Each worker executed the work task for 15 minutes, which was also video recorded. Data was collected on workers who self-rated directly after the execution of the work task. Also, experienced observers performed ratings from videos of the same work tasks. For comparing means between women and men, paired samples t-tests were used. Results: The main results showed that there was no difference in self-ratings of hand activity level and force by women and men who executed the same work task. Further, there was no difference between observer ratings of hand activity level. However, the observer force ratings of women and men differed significantly (p=0.01). Conclusion: Hand activity and force levels are rated equally in women and men when self-rated, also by observers for hand activity. However, it is an observandum that observer force rating is rated higher for women and lower for men. This indicates the need of comparing force ratings with technical measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20differences" title=" sex differences"> sex differences</a>, <a href="https://publications.waset.org/abstracts/search?q=repetitive%20strain%20injury" title=" repetitive strain injury"> repetitive strain injury</a>, <a href="https://publications.waset.org/abstracts/search?q=cumulative%20trauma%20disorders" title=" cumulative trauma disorders"> cumulative trauma disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20extremity" title=" upper extremity"> upper extremity</a>, <a href="https://publications.waset.org/abstracts/search?q=exposure%20assessment" title=" exposure assessment"> exposure assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=workload" title=" workload"> workload</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20risk%20assessment" title=" health risk assessment"> health risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=observation" title=" observation"> observation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychophysics" title=" psychophysics"> psychophysics</a> </p> <a href="https://publications.waset.org/abstracts/155760/ratings-of-hand-activity-and-force-levels-in-identical-hand-intensive-work-tasks-in-women-and-men" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155760.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">125</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">1936</span> The Effect of Observational Practice on the Volleyball Service Learning with Emphasis on the Role of Self–Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majed%20Zobairy">Majed Zobairy</a>, <a href="https://publications.waset.org/abstracts/search?q=Payam%20Mohammadpanahi"> Payam Mohammadpanahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Skill movement education is one of extremely important duty for sport coaches and sport teachers. Researchers have done lots of studies in this filed to gain the best methodology in movement learning. One of the essential aspects in skill movement education is observational learning. Observational learning, or learning by watching demonstrations, has been characterized as one of the most important methods by which people learn variety of skill and behaviours.The purpose of this study was determined the effect of observational practice on the volleyball service learning with emphasis on the Role of Self–Efficacy. Methods: The Sample consisted of100 male students was assigned accessible sampling technique and homogeneous manner with emphasis on the Role of Self–Efficacy level to 4 groups. The first group performed physical training, the second group performed observational practice task, the third practiced physically and observationally and the fourth group served as the control group. The experimental groups practiced in a one day acquisition and performed the retention task, after 72 hours. Kolmogorov-Smirnov test and independent t-test were used for Statistical analyses. Results and Discussion: Results shows that observation practice task group can significantly improve volleyball services skills acquisition (T=7.73). Also mixed group (physically and observationally) is significantly better than control group regarding to volleyball services skills acquisition (T=7.04). Conclusion: Results have shown observation practice task group and mixed group are significantly better than control group in acquisition test. The present results are in line with previous studies, suggesting that observation learning can improve performance. On the other hand, results shows that self-efficacy level significantly effect on acquisition movement skill. In other words, high self-efficacy is important factor in skill learning level in volleyball service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observational%20practice" title="observational practice">observational practice</a>, <a href="https://publications.waset.org/abstracts/search?q=volleyball%20service" title=" volleyball service"> volleyball service</a>, <a href="https://publications.waset.org/abstracts/search?q=self%E2%80%93efficacy" title=" self–efficacy"> self–efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20science" title=" sport science"> sport science</a> </p> <a href="https://publications.waset.org/abstracts/17406/the-effect-of-observational-practice-on-the-volleyball-service-learning-with-emphasis-on-the-role-of-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17406.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">394</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">1935</span> MarginDistillation: Distillation for Face Recognition Neural Networks with Margin-Based Softmax</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svitov%20David">Svitov David</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyamkin%20Sergey"> Alyamkin Sergey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The usage of convolutional neural networks (CNNs) in conjunction with the margin-based softmax approach demonstrates the state-of-the-art performance for the face recognition problem. Recently, lightweight neural network models trained with the margin-based softmax have been introduced for the face identification task for edge devices. In this paper, we propose a distillation method for lightweight neural network architectures that outperforms other known methods for the face recognition task on LFW, AgeDB-30 and Megaface datasets. The idea of the proposed method is to use class centers from the teacher network for the student network. Then the student network is trained to get the same angles between the class centers and face embeddings predicted by the teacher network. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ArcFace" title="ArcFace">ArcFace</a>, <a href="https://publications.waset.org/abstracts/search?q=distillation" title=" distillation"> distillation</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title=" face recognition"> face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=margin-based%20softmax" title=" margin-based softmax"> margin-based softmax</a> </p> <a href="https://publications.waset.org/abstracts/127812/margindistillation-distillation-for-face-recognition-neural-networks-with-margin-based-softmax" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127812.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1934</span> An Efficient Book Keeping Strategy for the Formation of the Design Matrix in Geodetic Network Adjustment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20G.%20Omogunloye">O. G. Omogunloye</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20B.%20Olaleye"> J. B. Olaleye</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20E.%20Abiodun"> O. E. Abiodun</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20O.%20Odumosu"> J. O. Odumosu</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20G.%20Ajayi"> O. G. Ajayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to proffer easy formulation and computation of least square observation equation’s design matrix by using an efficient book keeping strategy. Usually, for a large network of many triangles and stations, a rigorous task is involved in the computation and placement of the values of the differentials of each observation with respect to its station coordinates (latitude and longitude), in their respective rows and columns. The efficient book keeping strategy seeks to eliminate or reduce this rigorous task involved, especially in large network, by simple skillful arrangement and development of a short program written in the Matlab environment, the formulation and computation of least square observation equation’s design matrix can be easily achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=differential" title=" differential"> differential</a>, <a href="https://publications.waset.org/abstracts/search?q=geodetic" title=" geodetic"> geodetic</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix" title=" matrix"> matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=station" title=" station"> station</a> </p> <a href="https://publications.waset.org/abstracts/71597/an-efficient-book-keeping-strategy-for-the-formation-of-the-design-matrix-in-geodetic-network-adjustment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1933</span> Teaching the Student Agenda: A Case Study of Using Film Production in Students' English Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Zefeiti">Ali Zefeiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has always been a debate on critical versus pragmatic approach to learning English. Different elements of teaching take different shapes in the two approaches. This study concerns itself with the students who are the main pillar of the teaching/learning operation. Students have always been placed into classrooms to learn what the curricula of different courses offer. There is little room for students to state their own learning needs as they often have to conform with the group requirement. This study focuses on an extra-curricular activity students did alongside their mainstream learning. The students come from different colleges and different EAP courses. They are united by their passion for the task and learning many things along the way. The data are collected through interviews and students' journals. The study was concerned with the effect of this extra-curricular activity on students' main learning trajectory. The students were engaged in the task of film production over the period of their English Language course. The findings show that students are able to set their own agenda for learning and have actually had a lot of skills and vocabulary to take to class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20EAP" title="critical EAP">critical EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20EAP" title=" pragmatic EAP"> pragmatic EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/59014/teaching-the-student-agenda-a-case-study-of-using-film-production-in-students-english-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59014.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">455</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">1932</span> The Concurrent Effect of Autistic and Schizotypal Traits on Convergent and Divergent Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Abu-Akel">Ahmad Abu-Akel</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilie%20De%20Montpellier"> Emilie De Montpellier</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophie%20Von%20Bentivegni"> Sophie Von Bentivegni</a>, <a href="https://publications.waset.org/abstracts/search?q=Lyn%20Luechinger"> Lyn Luechinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessandro%20Ishii"> Alessandro Ishii</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Mohr"> Christine Mohr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Convergent and divergent thinking are two main components of creativity that have been viewed as complementary. While divergent thinking refers to the fluency and flexibility of generating new ideas, convergent thinking refers to the ability to systematically apply rules and knowledge to arrive at the optimal solution or idea. These creativity components have been shown to be susceptible to variation in subclinical expressions of autistic and schizotypal traits within the general population. Research, albeit inconclusively, mainly linked positive schizotypal traits with divergent thinking and autistic traits with convergent thinking. However, cumulative evidence suggests that these trait dimensions can co-occur in the same individual more than would be expected by chance and that their concurrent effect can be diametric and even interactive. The current study aimed at investigating the concurrent effect of these trait dimensions on tasks assessing convergent and divergent thinking abilities. We predicted that individuals with high positive schizotypal traits alone would perform particularly well on the divergent thinking task, whilst those with high autistic traits alone would perform particularly well on the convergent thinking task. Crucially, we also predicted that individuals who are high on both autistic and positive schizotypal traits would perform particularly well on both the divergent and convergent thinking tasks. This was investigated in a non-clinical sample of 142 individuals (Males = 45%; Mean age = 21.45, SD = 2.30), sufficient to minimally observe an effect size f² ≥ .10. Divergent thinking was evaluated using the Alternative Uses Task, and convergent thinking with the Anagrams Task. Autistic and schizotypal traits were respectively assessed with the Autism Quotient Questionnaire (AQ) and the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE). Regression analyses revealed that the positive association of autistic traits with convergent thinking scores was qualified with an interaction with positive schizotypal traits. Specifically, positive schizotypal traits were negatively associated with convergent thinking scores when AQ scores were relatively low, but this trend was reversed when AQ scores were high. Conversely, the positive effect of AQ scores on convergent thinking progressively increased with increasing positive schizotypal traits. The results of divergent thinking task are currently being analyzed and will be reported at the conference. The association of elevated autistic and positive schizotypal traits with convergent thinking may represent a unique profile of creative thinkers who are able to simultaneously draw on trait-specific advantages conferred by autistic and positively schizotypal traits such as local and global processing. This suggests that main-effect models can tell an incomplete story regarding the effect of autistic and positive schizotypal traits on creativity-related processes. Future creativity research should consider their interaction and the benefits conferred by their co-presence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=schizotypy" title=" schizotypy"> schizotypy</a>, <a href="https://publications.waset.org/abstracts/search?q=convergent%20thinking" title=" convergent thinking"> convergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=divergent%20thinking" title=" divergent thinking"> divergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=comorbidity" title=" comorbidity"> comorbidity</a> </p> <a href="https://publications.waset.org/abstracts/92235/the-concurrent-effect-of-autistic-and-schizotypal-traits-on-convergent-and-divergent-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92235.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">180</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">1931</span> Scheduling Tasks in Embedded Systems Based on NoC Architecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Dorota">D. Dorota</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a method to generate and schedule task in the architecture of embedded systems based on the simulated annealing. This method takes into account the attribute of divisibility of tasks. A proposal represents the process in the form of trees. Despite the fact that the architecture of Network-on-Chip (NoC) is an interesting alternative to a bus architecture based on multi-processors systems, it requires a lot of work that ensures the optimization of communication. This paper proposes an effective approach to generate dedicated NoC topology solving communication problems. Network NoC is generated taking into account the energy consumption and resource issues. Ultimately generated is minimal, dedicated NoC topology. The proposed solution is assumed to be a simple router design and the minimum number of lines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Network-on-Chip" title="Network-on-Chip">Network-on-Chip</a>, <a href="https://publications.waset.org/abstracts/search?q=NoC-based%20embedded%20systems" title=" NoC-based embedded systems"> NoC-based embedded systems</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling%20task%20in%20embedded%20systems" title=" scheduling task in embedded systems"> scheduling task in embedded systems</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20annealing" title=" simulated annealing"> simulated annealing</a> </p> <a href="https://publications.waset.org/abstracts/13048/scheduling-tasks-in-embedded-systems-based-on-noc-architecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13048.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">377</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">1930</span> Structural and Functional Correlates of Reaction Time Variability in a Large Sample of Healthy Adolescents and Adolescents with ADHD Symptoms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20O%E2%80%99Halloran">Laura O’Halloran</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhipeng%20Cao"> Zhipeng Cao</a>, <a href="https://publications.waset.org/abstracts/search?q=Clare%20M.%20Kelly"> Clare M. Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Hugh%20Garavan"> Hugh Garavan</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Whelan"> Robert Whelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reaction time (RT) variability on cognitive tasks provides the index of the efficiency of executive control processes (e.g. attention and inhibitory control) and is considered to be a hallmark of clinical disorders, such as attention-deficit disorder (ADHD). Increased RT variability is associated with structural and functional brain differences in children and adults with various clinical disorders, as well as poorer task performance accuracy. Furthermore, the strength of functional connectivity across various brain networks, such as the negative relationship between the task-negative default mode network and task-positive attentional networks, has been found to reflect differences in RT variability. Although RT variability may provide an index of attentional efficiency, as well as being a useful indicator of neurological impairment, the brain substrates associated with RT variability remain relatively poorly defined, particularly in a healthy sample. Method: Firstly, we used the intra-individual coefficient of variation (ICV) as an index of RT variability from “Go” responses on the Stop Signal Task. We then examined the functional and structural neural correlates of ICV in a large sample of 14-year old healthy adolescents (n=1719). Of these, a subset had elevated symptoms of ADHD (n=80) and was compared to a matched non-symptomatic control group (n=80). The relationship between brain activity during successful and unsuccessful inhibitions and gray matter volume were compared with the ICV. A mediation analysis was conducted to examine if specific brain regions mediated the relationship between ADHD symptoms and ICV. Lastly, we looked at functional connectivity across various brain networks and quantified both positive and negative correlations during “Go” responses on the Stop Signal Task. Results: The brain data revealed that higher ICV was associated with increased structural and functional brain activation in the precentral gyrus in the whole sample and in adolescents with ADHD symptoms. Lower ICV was associated with lower activation in the anterior cingulate cortex (ACC) and medial frontal gyrus in the whole sample and in the control group. Furthermore, our results indicated that activation in the precentral gyrus (Broadman Area 4) mediated the relationship between ADHD symptoms and behavioural ICV. Conclusion: This is the first study first to investigate the functional and structural correlates of ICV collectively in a large adolescent sample. Our findings demonstrate a concurrent increase in brain structure and function within task-active prefrontal networks as a function of increased RT variability. Furthermore, structural and functional brain activation patterns in the ACC, and medial frontal gyrus plays a role-optimizing top-down control in order to maintain task performance. Our results also evidenced clear differences in brain morphometry between adolescents with symptoms of ADHD but without clinical diagnosis and typically developing controls. Our findings shed light on specific functional and structural brain regions that are implicated in ICV and yield insights into effective cognitive control in healthy individuals and in clinical groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction-time%20variability" title=" reaction-time variability"> reaction-time variability</a>, <a href="https://publications.waset.org/abstracts/search?q=default%20mode" title=" default mode"> default mode</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20connectivity" title=" functional connectivity"> functional connectivity</a> </p> <a href="https://publications.waset.org/abstracts/64704/structural-and-functional-correlates-of-reaction-time-variability-in-a-large-sample-of-healthy-adolescents-and-adolescents-with-adhd-symptoms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64704.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">255</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">1929</span> Can the Intervention of SCAMPER Bring about Changes of Neural Activation While Taking Creativity Tasks?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Chu%20Yeh">Yu-Chu Yeh</a>, <a href="https://publications.waset.org/abstracts/search?q=WeiChin%20Hsu"> WeiChin Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih-Yen%20Chang"> Chih-Yen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Substitution, combination, modification, putting to other uses, elimination, and rearrangement (SCAMPER) has been regarded as an effective technique that provides a structured way to help people to produce creative ideas and solutions. Although some neuroscience studies regarding creativity training have been conducted, no study has focused on SCAMPER. This study therefore aimed at examining whether the learning of SCAMPER through video tutorials would result in alternations of neural activation. Thirty college students were randomly assigned to the experimental group or the control group. The experimental group was requested to watch SCAMPER videos, whereas the control group was asked to watch natural-scene videos which were regarded as neutral stimulating materials. Each participant was brain scanned in a Functional magnetic resonance imaging (fMRI) machine while undertaking a creativity test before and after watching the videos. Furthermore, a two-way ANOVA was used to analyze the interaction between groups (the experimental group; the control group) and tasks (C task; M task; X task). The results revealed that the left precuneus significantly activated in the interaction of groups and tasks, as well as in the main effect of group. Furthermore, compared with the control group, the experimental group had greater activation in the default mode network (left precuneus and left inferior parietal cortex) and the motor network (left postcentral gyrus and left supplementary area). The findings suggest that the SCAMPER training may facilitate creativity through the stimulation of the default mode network and the motor network. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=default%20mode%20network" title=" default mode network"> default mode network</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20activation" title=" neural activation"> neural activation</a>, <a href="https://publications.waset.org/abstracts/search?q=SCAMPER" title=" SCAMPER"> SCAMPER</a> </p> <a href="https://publications.waset.org/abstracts/120798/can-the-intervention-of-scamper-bring-about-changes-of-neural-activation-while-taking-creativity-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120798.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">100</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">1928</span> Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Ahmad">Adnan Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusri%20Kamin"> Yusri Kamin</a>, <a href="https://publications.waset.org/abstracts/search?q=Asnol%20Dahar%20Minghat"> Asnol Dahar Minghat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Khir%20Nordin"> Mohd. Khir Nordin</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayana%20Farzeha"> Dayana Farzeha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Nabil"> Ahmad Nabil </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem-solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teaching%20method" title="vocational teaching method">vocational teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20task" title=" practical task"> practical task</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preferences" title=" teacher preferences"> teacher preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20preferences" title=" student preferences"> student preferences</a> </p> <a href="https://publications.waset.org/abstracts/8306/vocational-teaching-method-a-conceptual-model-in-teaching-automotive-practical-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8306.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">452</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=5" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=4">4</a></li> <li class="page-item"><a class="page-link" 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