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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="rasch model"> <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> 16791</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: rasch model</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16791</span> Rasch Analysis in the Development of 'Kohesif-Ques': An Instrument to Measure Social Cohesion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paramita%20Sekar%20Ayu">Paramita Sekar Ayu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunjaya%20Deni%20Kurniadi"> Sunjaya Deni Kurniadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yamazaki%20Chiho"> Yamazaki Chiho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilfi%20Lukman"> Hilfi Lukman</a>, <a href="https://publications.waset.org/abstracts/search?q=Koyama%20Hiroshi"> Koyama Hiroshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social cohesion, or closeness among members of society, is an important determinant of population health. A cohesive society is a crucial societal condition for a positive life evaluation and subjective wellbeing, and people living in a cohesive society are happier and more satisfied with life and achieve better health status. The objective of this study was to compose and validate a questionnaire for measuring social cohesion with Rasch analysis. We develop a set of 13 questions to measure 4 dimensions of social cohesion. Random samples of 166 Bandung citizens’ were selected to answer the questionnaire. To evaluate the questionnaire’s validity and reliability, Rasch analysis (a psychometric model for analyzing categorical data on questionnaire responses) was carried out using Winsteps version 3.75.0. Rasch analysis was performed on the response given to 13 items included in the questionnaire. The reliability coefficient, Cronbach’s alpha was 0.70, model RMSE 0.08, SD 0.54, separation 7.14, and reliability of 0.98. ‘Kohesif-Ques’ is a useful instrument to assess social cohesion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rasch%20analysis" title="rasch analysis">rasch analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=rasch%20model" title=" rasch model"> rasch model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cohesion" title=" social cohesion"> social cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=quesionnaire" title=" quesionnaire"> quesionnaire</a> </p> <a href="https://publications.waset.org/abstracts/97217/rasch-analysis-in-the-development-of-kohesif-ques-an-instrument-to-measure-social-cohesion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97217.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">177</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">16790</span> Characteristics and Item Parameters Fitness on Chemistry Teacher-Made Test Instrument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizki%20Nor%20Amelia">Rizki Nor Amelia</a>, <a href="https://publications.waset.org/abstracts/search?q=Farida%20A.%20Setiawati"> Farida A. Setiawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to: (1) describe the characteristics of teacher-made test instrument used to measure the ability of students’chemistry, and (2) identify the presence of the compability difficulty level set by teachers to difficulty level by empirical results. Based on these objectives, this study was a descriptive research. The analysis in this study used the Rasch model and Chi-square statistics. Analysis using Rasch Model was based on the response patterns of high school students to the teacher-made test instrument on chemistry subject Academic Year 2015/2016 in the Yogyakarta. The sample of this research were 358 students taken by cluster random sampling technique. The analysis showed that: (1) a teacher-made tests instrument has a medium on the mean difficulty level. This instrument is capable to measure the ability on the interval of -0,259 ≤ θ ≤ 0,659 logit. Maximum Test Information Function obtained at 18.187 on the ability +0,2 logit; (2) 100% items categorized either as easy or difficult by rasch model is match with the teachers’ judgment; while 37 items are categorized according to rasch model which 8.10% and 10.81% categorized as easy and difficult items respectively according to the teachers, the others are medium categorized. Overall, the distribution of the level of difficulty formulated by the teachers has the distinction (not match) to the level of difficulty based on the empirical results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=items%20parameter%20fitness" title=" items parameter fitness"> items parameter fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20model" title=" Rasch model"> Rasch model</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-made%20test" title=" teacher-made test"> teacher-made test</a> </p> <a href="https://publications.waset.org/abstracts/52859/characteristics-and-item-parameters-fitness-on-chemistry-teacher-made-test-instrument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52859.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">238</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">16789</span> The Doctor-Patient Interaction Experience Hierarchy Using Rasch Measurement Model Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan%20Nur%27ashiqin%20Wan%20Mohamad">Wan Nur'ashiqin Wan Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarina%20Othman"> Zarina Othman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Azman%20Abas"> Mohd Azman Abas</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Ya%27acob"> Azizah Ya'acob</a>, <a href="https://publications.waset.org/abstracts/search?q=Rozmel%20Abdul%20Latiff"> Rozmel Abdul Latiff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective doctor-patient interaction is vital to both doctor and patient relationship. It is the cornerstone of good practice and an integral quality of a healthcare institution. This paper presented the hierarchy of the communication elements in doctor-patient interaction during medical consultations in a medical centre in Malaysia. This study adapted The Picker Patient Experience Questionnaire (2002) to obtain the information from patients. The questionnaire survey was responded by 100 patients between the ages of 20 and 50. Data collected were analysed using Rasch Measurement Model to yield the hierarchy of the communication elements in doctor-patient interaction. The findings showed that the three highest ranking on the doctor-patient interaction were doctor’s treatment, important information delivery and patient satisfaction of doctor’s responses. The results are valuable in developing the framework for communication ethics of doctors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20elements" title="communication elements">communication elements</a>, <a href="https://publications.waset.org/abstracts/search?q=doctor-patient%20interaction" title=" doctor-patient interaction"> doctor-patient interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchy" title=" hierarchy"> hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20measurement%20model" title=" Rasch measurement model"> Rasch measurement model</a> </p> <a href="https://publications.waset.org/abstracts/98199/the-doctor-patient-interaction-experience-hierarchy-using-rasch-measurement-model-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98199.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">163</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">16788</span> One Plus One is More than Two: Why Nurse Recruiters Need to Use Various Multivariate Techniques to Understand the Limitations of the Concept of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Austyn%20Snowden">Austyn Snowden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: To examine the construct validity of the Trait Emotional Intelligence Questionnaire Short form. Background: Emotional intelligence involves the identification and regulation of our own emotions and the emotions of others. It is therefore a potentially useful construct in the investigation of recruitment and retention in nursing and many questionnaires have been constructed to measure it. Design: Secondary analysis of existing dataset of responses to TEIQue-SF using concurrent application of Rasch analysis and confirmatory factor analysis. Method: First year undergraduate nursing and computing students completed Trait Emotional Intelligence Questionnaire-Short Form. Responses were analysed by synthesising results of Rasch analysis and confirmatory factor analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=rasch%20analysis" title=" rasch analysis"> rasch analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=factor%20analysis" title=" factor analysis"> factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20recruiters" title=" nurse recruiters"> nurse recruiters</a> </p> <a href="https://publications.waset.org/abstracts/28174/one-plus-one-is-more-than-two-why-nurse-recruiters-need-to-use-various-multivariate-techniques-to-understand-the-limitations-of-the-concept-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28174.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">466</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">16787</span> Validity and Reliability of Competency Assessment Implementation (CAI) Instrument Using Rasch Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhamad%20Hanafi">Nurfirdawati Muhamad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmanirah%20Ab%20Rahman"> Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Ibrahim%20Mukhtar"> Marina Ibrahim Mukhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarebah%20Warman"> Sarebah Warman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to generate empirical evidence on validity and reliability of the item of Competency Assessment Implementation (CAI) Instrument using Rasch Model for polythomous data aided by Winstep software version 3.68. The construct validity was examined by analyzing the point-measure correlation index (PTMEA), in fit and outfit MNSQ values; meanwhile the reliability was examined by analyzing item reliability index. A survey technique was used as the major method with the CAI instrument on 156 teachers from vocational schools. The results have shown that the reliability of CAI Instrument items were between 0.80 and 0.98. PTMEA Correlation is in positive values, in which the item is able to distinguish between the ability of the respondent. Statistical data obtained shows that out of 154 items, 12 items from the instrument suggested to be omitted. This study is hoped could bring a new direction to the process of data analysis in educational research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20assessment" title="competency assessment">competency assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a> </p> <a href="https://publications.waset.org/abstracts/4060/validity-and-reliability-of-competency-assessment-implementation-cai-instrument-using-rasch-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4060.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">445</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">16786</span> Antimicrobial Resistance: Knowledge towards Antibiotics in a Mexican Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20D.%20Upegui">L. D. Upegui</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Alvarez-Solorza"> Isabel Alvarez-Solorza</a>, <a href="https://publications.waset.org/abstracts/search?q=Karina%20Garduno-Ulloa"> Karina Garduno-Ulloa</a>, <a href="https://publications.waset.org/abstracts/search?q=Maren%20Boecker"> Maren Boecker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The increasing prevalence rate of resistant and multiresistant bacterial strains to antibiotics is a threat to public health and requires a rapid multifunctional answer. Individuals that are affected by resistant strains present a higher morbidity and mortality than individuals that are infected with the same species of bacteria but with sensitive strains. There have been identified risk factors that are related to the misuse and overuse of antibiotics, like socio-demographic characteristics and psychological aspects of the individuals that have not been explored objectively due to a lack of valid and reliable instruments for their measurement. Objective: To validate a questionnaire for the evaluation of the levels of knowledge related to the use of antibiotics in a Mexican population. Materials and Methods: Analytical cross-sectional observational study. The questionnaire consists of 12 items to evaluated knowledge (1=no, 2=not sure, 3=yes) regarding the use of antibiotics, with higher scores corresponding to a higher level of knowledge. Data are collected in a sample of students. Data collection is still ongoing. In this abstract preliminary results of 30 respondents are reported which were collected during pilot-testing. The validation of the instrument was done using the Rasch model. Fit to the Rasch model was tested checking overall fit to the model, unidimensionality, local independence and evaluating the presence of Differential Item Functioning (DIF) by age and gender. The software Rumm2030 and the SPSS were used for the analyses. Results: The participants of the pilot-testing presented an average age of 32 years ± 12.6 and 53% were women. The preliminary results indicated that the items showed good fit to the Rasch model (chi-squared=12.8 p=0.3795). Unidimensionality (number of significant t-tests of 3%) could be proven, the items were locally independent, and no DIF was observed. Knowledge was the smallest regarding statements on the role of antibiotics in treating infections, e.g., most of the respondents did not know that antibiotics would not work against viral infections (70%) and that they could also cause side effects (87%). The knowledge score ranged from 0 to 100 points with a transformed measurement (mean of knowledge 27.1 ± 4.8). Conclusions: The instrument showed good psychometric proprieties. The low scores of knowledge about antibiotics suggest that misinterpretations on the use of these medicaments were prevalent, which could influence the production of antibiotic resistance. The application of this questionnaire will allow the objective identification of 'Hight risk groups', which will be the target population for future educational campaigns, to reduce the knowledge gaps on the general population as an effort against antibiotic resistance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antibiotics" title="antibiotics">antibiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=misuse" title=" misuse"> misuse</a>, <a href="https://publications.waset.org/abstracts/search?q=overuse" title=" overuse"> overuse</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20model" title=" Rasch model"> Rasch model</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a> </p> <a href="https://publications.waset.org/abstracts/80096/antimicrobial-resistance-knowledge-towards-antibiotics-in-a-mexican-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80096.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">156</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">16785</span> A Comparative Study of Self, Peer and Teacher Assessment Based on an English Writing Checklist </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoting%20Shi">Xiaoting Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, students' self-assessment and peer assessment of compositions in writing classes can effectively improve their ability of evaluative judgment. However, students' self-assessment and peer assessment are not advocated by most teachers because of the significant difference in scoring compared with teacher assessment. This study used a multi-faceted Rasch model to explore whether an English writing checklist containing 30 descriptors can effectively improve rating consistency among self-assessment, peer assessment and teacher assessment. Meanwhile, a questionnaire was adopted to survey students’ and teachers’ attitudes toward self-assessment and peer assessment using the writing checklist. Results of the multi-faceted Rasch model analysis show that the writing checklist can effectively distinguish the students’ writing ability (separate coefficient = 2.05, separate reliability = 0.81, chi-square value (df = 32) = 123.4). Moreover, the results revealed that the checklist could improve rating consistency among self-assessment, peer assessment and teacher assessment. (separate coefficient = 1.71, separate reliability = 0.75, chi-square value (df=4) = 20.8). The results of the questionnaire showed that more than 85% of students and all teachers believed that the checklist had a good advantage in self-assessment and peer assessment, and they were willing to use the checklist to conduct self-assessment and peer assessment in class in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20writing" title="english writing">english writing</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20checklist" title=" writing checklist"> writing checklist</a> </p> <a href="https://publications.waset.org/abstracts/132580/a-comparative-study-of-self-peer-and-teacher-assessment-based-on-an-english-writing-checklist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16784</span> Development and Validation of the 'Short Form BASIC Scale' Psychotic Tendencies Subscale</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Chun%20Wu">Chia-Chun Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying-Yao%20Cheng"> Ying-Yao Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was developing the 'short-form BASIC scale' psychotic tendencies subscale so as to provide a more efficient, economical and effective way to assess the mental health of recruits. 1749 students from Naval Recruit Training Center participated in this study. The multidimensional constructs of psychotic tendencies subscale include four dimensions: schizophrenic tendencies, manic tendencies, depression tendencies, and suicidal ideation. We cut down the 36-item psychotic tendencies subscale to 25 items by using multidimension Rasch techniques. They were applied to assess model-data fit and to provide the validity evidence of the short form BASIC scale of psychotic tendencies subscale. The person separation reliabilities of the measures from four dimensions were .70, .67, .74 and .57, respectively. In addition, there is a notable correlation between the length version and short version of schizophrenic tendencies (scaled .89), manic tendencies (.96), depression tendencies (.97) and suicidal ideation (.97). The results have indicated that the development of the study of short-form scale sufficient to replace the original scale. Therefore, it is suggested that short-form basic scale is used to assess the mental health with participants being more willing to answer questions to ensure the validation of assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BASIC%20scale" title="BASIC scale">BASIC scale</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20analysis" title=" Rasch analysis"> Rasch analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=short-form%20scale" title=" short-form scale"> short-form scale</a> </p> <a href="https://publications.waset.org/abstracts/48068/development-and-validation-of-the-short-form-basic-scale-psychotic-tendencies-subscale" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48068.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">361</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">16783</span> An Investigation of Item Bias in Free Boarding and Scholarship Examination in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ye%C5%9Fim%20%C3%96zer%20%C3%96zkan">Yeşim Özer Özkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20B%C3%BC%C5%9Fra%20Fincan"> Fatma Büşra Fincan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biased sample is a regression of an observation, design process and all of the specifications lead to tendency of a side or the situation of leaving from the objectivity. It is expected that, test items are answered by the students who come from different social groups and the same ability not to be different from each other. The importance of the expectation increases especially during student selection and placement examinations. For example, all of the test items should not be beneficial for just a male or female group. The aim of the research is an investigation of item bias whether or not the exam included in 2014 free boarding and scholarship examination in terms of gender variable. Data which belong to 5th, 6th, and 7th grade the secondary education students were obtained by the General Directorate of Measurement, Evaluation and Examination Services in Turkey. 20% students were selected randomly within 192090 students. Based on 38418 students’ exam paper were examined for determination item bias. Winsteps 3.8.1 package program was used to determine bias in analysis of data, according to Rasch Model in respect to gender variable. Mathematics items tests were examined in terms of gender bias. Firstly, confirmatory factor analysis was applied twenty-five math questions. After that, NFI, TLI, CFI, IFI, RFI, GFI, RMSEA, and SRMR were examined in order to be validity and values of goodness of fit. Modification index values of confirmatory factor analysis were examined and then some of the items were omitted because these items gave an error in terms of model conformity and conceptual. The analysis shows that in 2014 free boarding and scholarship examination exam does not include bias. This is an indication of the gender of the examination to be made in favor of or against different groups of students. <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=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20model" title=" Rasch model"> Rasch model</a> </p> <a href="https://publications.waset.org/abstracts/48816/an-investigation-of-item-bias-in-free-boarding-and-scholarship-examination-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48816.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">230</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">16782</span> Development and Testing of Health Literacy Scales for Chinese Primary and Secondary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiayue%20Guo">Jiayue Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Lili%20You"> Lili You</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Children and adolescent health are crucial for both personal well-being and the nation's future health landscape. Health Literacy (HL) is important in enabling adolescents to self-manage their health, a fundamental step towards health empowerment. However, there are limited tools for assessing HL among elementary and junior high school students. This study aims to construct and validate a test-based HL scale for Chinese students, offering a scientific reference for cross-cultural HL tool development. Methods: We conducted a cross-sectional online survey. Participants were recruited from a stratified cluster random sampling method, a total of 4189 Chinese in-school primary and secondary students. The development of the scale was completed by defining the concept of HL, establishing the item indicator system, screening items (7 health content dimensions), and evaluating reliability and validity. Delphi method expert consultation was used to screen items, the Rasch model was conducted for quality analysis, and Cronbach’s alpha coefficient was used to examine the internal consistency. Results: We developed four versions of the HL scale, each with a total score of 100, encompassing seven key health areas: hygiene, nutrition, physical activity, mental health, disease prevention, safety awareness, and digital health literacy. Each version measures four dimensions of health competencies: knowledge, skills, motivation, and behavior. After the second round of expert consultation, the average importance score of each item by experts is 4.5–5.0, and the coefficient of variation is 0.000–0.174. The knowledge and skills dimensions are judgment-based and multiple-choice questions, with the Rasch model confirming unidimensionality at a 5.7% residual variance. The behavioral and motivational dimensions, measured with scale-type items, demonstrated internal consistency via Cronbach's alpha and strong inter-item correlation with KMO values of 0.924 and 0.787, respectively. Bartlett's test of sphericity, with p-values <0.001, further substantiates the scale's reliability. Conclusions: The new test-based scale, designed to evaluate competencies within a multifaceted framework, aligns with current international adolescent literacy theories and China's health education policies, focusing not only on knowledge acquisition but also on the application of health-related thinking and behaviors. The scale can be used as a comprehensive tool for HL evaluation and a reference for other countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20health" title="adolescent health">adolescent health</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=rasch%20model" title=" rasch model"> rasch model</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/190123/development-and-testing-of-health-literacy-scales-for-chinese-primary-and-secondary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190123.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">28</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">16781</span> Research on the Cognition and Actual Phenomenon of School Bullying from the Perspective of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Chun%20Wu">Chia-Chun Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Hsien%20Sung"> Yu-Hsien Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to examine the consistency between students’ predictions and their actual observations on the bullying prevalence rate among different types of high-risk victims, thereby clarifying the reliability of students’ reports on the identification of bullying. A total of 1,732 Taiwanese students (734 males and 998 females) participated in this study. A Rasch model was adopted for data analysis. The results showed that students with “personality or behavioral issues” are more likely to be bullied in schools, based on both students’ predictions and actual observations. Moreover, the results differed significantly between genders and between various educational levels in students’ predictions and their actual observations on the bullying prevalence rate of different types of high-risk victims. To summarize, this study not only suggests that students’ reports on the identification of bullying are accurate and could be a valuable reference in terms of recognizing a bullying incident, but it also argues that more attention should be paid to students’ gender and educational level when taking their perspectives into consideration when it comes to identifying bullying behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20bullying" title="school bullying">school bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying%20recognition" title=" bullying recognition"> bullying recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=high-risk%20victims" title=" high-risk victims"> high-risk victims</a> </p> <a href="https://publications.waset.org/abstracts/156359/research-on-the-cognition-and-actual-phenomenon-of-school-bullying-from-the-perspective-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156359.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">84</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">16780</span> The Relationship between the Competence Perception of Student and Graduate Nurses and Their Autonomy and Critical Thinking Disposition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z%C3%BClfiye%20B%C4%B1kmaz">Zülfiye Bıkmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Aytolan%20Y%C4%B1ld%C4%B1r%C4%B1m"> Aytolan Yıldırım</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was planned as a descriptive regressive study in order to determine the relationship between the competency levels of working nurses, the levels of competency expected by nursing students, the critical thinking disposition of nurses, their perceived autonomy levels, and certain socio demographic characteristics. It is also a methodological study with regard to the intercultural adaptation of the Nursing Competence Scale (NCS) in both working and student samples. The sample of the study group of nurses at a university hospital for at least 6 months working properly and consists of 443 people filled out questionnaires. The student group, consisting of 543 individuals from the 4 public university nursing 3rd and 4th grade students. Data collection tools consisted of a questionnaire prepared in order to define the socio demographic, economic, and personal characteristics of the participants, the ‘Nursing Competency Scale’, the ‘Autonomy Subscale of the Sociotropy – Autonomy Scale’, and the ‘California Critical Thinking Disposition Inventory’. In data evaluation, descriptive statistics, nonparametric tests, Rasch analysis and correlation and regression tests were used. The language validity of the ‘NCS’ was performed by translation and back translation, and the context validity of the scale was performed with expert views. The scale, which was formed into its final structure, was applied in a pilot application from a group consisting of graduate and student nurses. The time constancy of the test was obtained by analysis testing retesting method. In order to reduce the time problems with the two half reliability method was used. The Cronbach Alfa coefficient of the scale was found to be 0.980 for the nurse group and 0.986 for the student group. Statistically meaningful relationships between competence and critical thinking and variables such as age, gender, marital status, family structure, having had critical thinking training, education level, class of the students, service worked in, employment style and position, and employment duration were found. Statistically meaningful relationships between autonomy and certain variables of the student group such as year, employment status, decision making style regarding self, total duration of employment, employment style, and education status were found. As a result, it was determined that the NCS which was adapted interculturally was a valid and reliable measurement tool and was found to be associated with autonomy and critical thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nurse" title="nurse">nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20analysis" title=" Rasch analysis"> Rasch analysis</a> </p> <a href="https://publications.waset.org/abstracts/56441/the-relationship-between-the-competence-perception-of-student-and-graduate-nurses-and-their-autonomy-and-critical-thinking-disposition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56441.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">393</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">16779</span> A New Nonlinear State-Space Model and Its Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Eqal%20Al%20Mazrooei">Abdullah Eqal Al Mazrooei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, a new nonlinear model will be introduced. The model is in the state-space form. The nonlinearity of this model is in the state equation where the state vector is multiplied by its self. This technique makes our model generalizes many famous models as Lotka-Volterra model and Lorenz model which have many applications in the real life. We will apply our new model to estimate the wind speed by using a new nonlinear estimator which suitable to work with our model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20systems" title="nonlinear systems">nonlinear systems</a>, <a href="https://publications.waset.org/abstracts/search?q=state-space%20model" title=" state-space model"> state-space model</a>, <a href="https://publications.waset.org/abstracts/search?q=Kronecker%20product" title=" Kronecker product"> Kronecker product</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20estimator" title=" nonlinear estimator"> nonlinear estimator</a> </p> <a href="https://publications.waset.org/abstracts/34407/a-new-nonlinear-state-space-model-and-its-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34407.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">691</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">16778</span> Differential Item Functioning in the Vocabulary Test of Grade 7 Students in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most common source of bias detected are those of gender and socioeconomic status. The present study investigated the Differential Item Functioning (DIF) or item bias between public and private school students in a vocabulary test. Studies on DIF were expanded by using the type of school as a source of bias. There were 200 participants in this study. 100 came from a public secondary school and 100 came from a private secondary school. The vocabulary skills of students were measured using a standardized vocabulary test for grade 7 students. Using DIF, specifically the Rasch-Welch approach, it was found that out of 24 items, 12 were biased for a specific group. The vocabulary skills on the use of slang, idiomatic expression, personification, collocations, and partitive relations were biased for private schools while the use of slang and homonymous words were biased for public school students. The analysis debunked the trend that private school students are outperforming public school students in terms of academic achievement. It was revealed that there are some competencies that private school students are having difficulty and vice versa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school%20students" title=" public school students"> public school students</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20school%20students" title=" private school students"> private school students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/98866/differential-item-functioning-in-the-vocabulary-test-of-grade-7-students-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98866.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">191</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">16777</span> Logistic Regression Model versus Additive Model for Recurrent Event Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Entisar%20A.%20Elgmati">Entisar A. Elgmati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recurrent infant diarrhea is studied using daily data collected in Salvador, Brazil over one year and three months. A logistic regression model is fitted instead of Aalen's additive model using the same covariates that were used in the analysis with the additive model. The model gives reasonably similar results to that using additive regression model. In addition, the problem with the estimated conditional probabilities not being constrained between zero and one in additive model is solved here. Also martingale residuals that have been used to judge the goodness of fit for the additive model are shown to be useful for judging the goodness of fit of the logistic model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=additive%20model" title="additive model">additive model</a>, <a href="https://publications.waset.org/abstracts/search?q=cumulative%20probabilities" title=" cumulative probabilities"> cumulative probabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=infant%20diarrhoea" title=" infant diarrhoea"> infant diarrhoea</a>, <a href="https://publications.waset.org/abstracts/search?q=recurrent%20event" title=" recurrent event"> recurrent event</a> </p> <a href="https://publications.waset.org/abstracts/27829/logistic-regression-model-versus-additive-model-for-recurrent-event-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27829.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">635</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">16776</span> Scenario-Based Scales and Situational Judgment Tasks to Measure the Social and Emotional Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alena%20Kulikova">Alena Kulikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonid%20Parmaksiz"> Leonid Parmaksiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Orel"> Ekaterina Orel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social and emotional skills are considered by modern researchers as predictors of a person's success both in specific areas of activity and in the life of a person as a whole. The popularity of this scientific direction ensures the emergence of a large number of practices aimed at developing and evaluating socio-emotional skills. Assessment of social and emotional development is carried out at the national level, as well as at the level of individual regions and institutions. Despite the fact that many of the already existing social and emotional skills assessment tools are quite convenient and reliable, there are now more and more new technologies and task formats which improve the basic characteristics of the tools. Thus, the goal of the current study is to develop a tool for assessing social and emotional skills such as emotion recognition, emotion regulation, empathy and a culture of self-care. To develop a tool assessing social and emotional skills, Rasch-Gutman scenario-based approach was used. This approach has shown its reliability and merit for measuring various complex constructs: parental involvement; teacher practices that support cultural diversity and equity; willingness to participate in the life of the community after psychiatric rehabilitation; educational motivation and others. To assess emotion recognition, we used a situational judgment task based on OCC (Ortony, Clore, and Collins) emotions theory. The main advantage of these two approaches compare to classical Likert scales is that it reduces social desirability in answers. A field test to check the psychometric properties of the developed instrument was conducted. The instrument was developed for the presidential autonomous non-profit organization “Russia - Land of Opportunity” for nationwide soft skills assessment among higher education students. The sample for the field test consisted of 500 people, students aged from 18 to 25 (mean = 20; standard deviation 1.8), 71% female. 67% of students are only studying and are not currently working and 500 employed adults aged from 26 to 65 (mean = 42.5; SD 9), 57% female. Analysis of the psychometric characteristics of the scales was carried out using the methods of IRT (Item Response Theory). A one-parameter rating scale model RSM (Rating scale model) and Graded Response model (GRM) of the modern testing theory were applied. GRM is a polyatomic extension of the dichotomous two-parameter model of modern testing theory (2PL) based on the cumulative logit function for modeling the probability of a correct answer. The validity of the developed scales was assessed using correlation analysis and MTMM (multitrait-multimethod matrix). The developed instrument showed good psychometric quality and can be used by HR specialists or educational management. The detailed results of a psychometric study of the quality of the instrument, including the functioning of the tasks of each scale, will be presented. Also, the results of the validity study by MTMM analysis will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20skills" title="social and emotional skills">social and emotional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=MTMM" title=" MTMM"> MTMM</a>, <a href="https://publications.waset.org/abstracts/search?q=IRT" title=" IRT"> IRT</a> </p> <a href="https://publications.waset.org/abstracts/162459/scenario-based-scales-and-situational-judgment-tasks-to-measure-the-social-and-emotional-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162459.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">74</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">16775</span> Mathematical Model to Quantify the Phenomenon of Democracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mechlouch%20Ridha%20Fethi">Mechlouch Ridha Fethi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a recent mathematical model in political sciences concerning democracy. The model is represented by a logarithmic equation linking the Relative Index of Democracy (RID) to Participation Ratio (PR). Firstly the meanings of the different parameters of the model were presented; and the variation curve of the RID according to PR with different critical areas was discussed. Secondly, the model was applied to a virtual group where we show that the model can be applied depending on the gender. Thirdly, it was observed that the model can be extended to different language models of democracy and that little use to assess the state of democracy for some International organizations like UNO. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democracy" title="democracy">democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=modelization" title=" modelization"> modelization</a>, <a href="https://publications.waset.org/abstracts/search?q=quantification" title=" quantification"> quantification</a> </p> <a href="https://publications.waset.org/abstracts/61269/mathematical-model-to-quantify-the-phenomenon-of-democracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61269.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">368</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">16774</span> The Achievement Model of University Social Responsibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Le%20Kang">Le Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> On the research question of 'how to achieve USR', this contribution reflects the concept of university social responsibility, identify three achievement models of USR as the society - diversified model, the university-cooperation model, the government - compound model, also conduct a case study to explore characteristics of Chinese achievement model of USR. The contribution concludes with discussion of how the university, government and society balance demands and roles, make necessarily strategic adjustment and innovative approach to repair the shortcomings of each achievement model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20university" title="modern university">modern university</a>, <a href="https://publications.waset.org/abstracts/search?q=USR" title=" USR"> USR</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20model" title=" achievement model"> achievement model</a>, <a href="https://publications.waset.org/abstracts/search?q=compound%20model" title=" compound model"> compound model</a> </p> <a href="https://publications.waset.org/abstracts/1884/the-achievement-model-of-university-social-responsibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1884.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">756</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">16773</span> Model Averaging for Poisson Regression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhou%20Jianhong">Zhou Jianhong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Model averaging is a desirable approach to deal with model uncertainty, which, however, has rarely been explored for Poisson regression. In this paper, we propose a model averaging procedure based on an unbiased estimator of the expected Kullback-Leibler distance for the Poisson regression. Simulation study shows that the proposed model average estimator outperforms some other commonly used model selection and model average estimators in some situations. Our proposed methods are further applied to a real data example and the advantage of this method is demonstrated again. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=model%20averaging" title="model averaging">model averaging</a>, <a href="https://publications.waset.org/abstracts/search?q=poission%20regression" title=" poission regression"> poission regression</a>, <a href="https://publications.waset.org/abstracts/search?q=Kullback-Leibler%20distance" title=" Kullback-Leibler distance"> Kullback-Leibler distance</a>, <a href="https://publications.waset.org/abstracts/search?q=statistics" title=" statistics"> statistics</a> </p> <a href="https://publications.waset.org/abstracts/5501/model-averaging-for-poisson-regression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5501.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">520</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">16772</span> Implementation and Validation of a Damage-Friction Constitutive Model for Concrete</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Madouni">L. Madouni</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ould%20Ouali"> M. Ould Ouali</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20E.%20Hannachi"> N. E. Hannachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Two constitutive models for concrete are available in ABAQUS/Explicit, the Brittle Cracking Model and the Concrete Damaged Plasticity Model, and their suitability and limitations are well known. The aim of the present paper is to implement a damage-friction concrete constitutive model and to evaluate the performance of this model by comparing the predicted response with experimental data. The constitutive formulation of this material model is reviewed. In order to have consistent results, the parameter identification and calibration for the model have been performed. Several numerical simulations are presented in this paper, whose results allow for validating the capability of the proposed model for reproducing the typical nonlinear performances of concrete structures under different monotonic and cyclic load conditions. The results of the evaluation will be used for recommendations concerning the application and further improvements of the investigated model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abaqus" title="Abaqus">Abaqus</a>, <a href="https://publications.waset.org/abstracts/search?q=concrete" title=" concrete"> concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=constitutive%20model" title=" constitutive model"> constitutive model</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20simulation" title=" numerical simulation"> numerical simulation</a> </p> <a href="https://publications.waset.org/abstracts/77318/implementation-and-validation-of-a-damage-friction-constitutive-model-for-concrete" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77318.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">364</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">16771</span> Model Driven Architecture Methodologies: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arslan%20Murtaza">Arslan Murtaza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Model Driven Architecture (MDA) is technique presented by OMG (Object Management Group) for software development in which different models are proposed and converted them into code. The main plan is to identify task by using PIM (Platform Independent Model) and transform it into PSM (Platform Specific Model) and then converted into code. In this review paper describes some challenges and issues that are faced in MDA, type and transformation of models (e.g. CIM, PIM and PSM), and evaluation of MDA-based methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=OMG" title="OMG">OMG</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20driven%20rrchitecture%20%28MDA%29" title=" model driven rrchitecture (MDA)"> model driven rrchitecture (MDA)</a>, <a href="https://publications.waset.org/abstracts/search?q=computation%20independent%20model%20%28CIM%29" title=" computation independent model (CIM)"> computation independent model (CIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=platform%20independent%20model%20%28PIM%29" title=" platform independent model (PIM)"> platform independent model (PIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=platform%20specific%20model%28PSM%29" title=" platform specific model(PSM)"> platform specific model(PSM)</a>, <a href="https://publications.waset.org/abstracts/search?q=MDA-based%20methodologies" title=" MDA-based methodologies"> MDA-based methodologies</a> </p> <a href="https://publications.waset.org/abstracts/34919/model-driven-architecture-methodologies-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34919.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">458</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">16770</span> The Influence of the Concentration and Temperature on the Rheological Behavior of Carbonyl-Methylcellulose </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Rabhi">Mohamed Rabhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kouider%20Halim%20Benrahou"> Kouider Halim Benrahou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rheological properties of the carbonyl-methylcellulose (CMC), of different concentrations (25000, 50000, 60000, 80000 and 100000 ppm) and different temperatures were studied. We found that the rheological behavior of all CMC solutions presents a pseudo-plastic behavior, it follows the model of Ostwald-de Waele. The objective of this work is the modeling of flow by the CMC Cross model. The Cross model gives us the variation of the viscosity according to the shear rate. This model allowed us to adjust more clearly the rheological characteristics of CMC solutions. A comparison between the Cross model and the model of Ostwald was made. Cross the model fitting parameters were determined by a numerical simulation to make an approach between the experimental curve and those given by the two models. Our study has shown that the model of Cross, describes well the flow of "CMC" for low concentrations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CMC" title="CMC">CMC</a>, <a href="https://publications.waset.org/abstracts/search?q=rheological%20modeling" title=" rheological modeling"> rheological modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=Ostwald%20model" title=" Ostwald model"> Ostwald model</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20model" title=" cross model"> cross model</a>, <a href="https://publications.waset.org/abstracts/search?q=viscosity" title=" viscosity"> viscosity</a> </p> <a href="https://publications.waset.org/abstracts/52311/the-influence-of-the-concentration-and-temperature-on-the-rheological-behavior-of-carbonyl-methylcellulose" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52311.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">405</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">16769</span> 3D Model of Rain-Wind Induced Vibration of Inclined Cable</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Viet-Hung%20Truong">Viet-Hung Truong</a>, <a href="https://publications.waset.org/abstracts/search?q=Seung-Eock%20Kim"> Seung-Eock Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rain–wind induced vibration of inclined cable is a special aerodynamic phenomenon because it is easily influenced by many factors, especially the distribution of rivulet and wind velocity. This paper proposes a new 3D model of inclined cable, based on single degree-of-freedom model. Aerodynamic forces are firstly established and verified with the existing results from a 2D model. The 3D model of inclined cable is developed. The 3D model is then applied to assess the effects of wind velocity distribution and the continuity of rivulets on the cable. Finally, an inclined cable model with small sag is investigated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20model" title="3D model">3D model</a>, <a href="https://publications.waset.org/abstracts/search?q=rain%20-%20wind%20induced%20vibration" title=" rain - wind induced vibration"> rain - wind induced vibration</a>, <a href="https://publications.waset.org/abstracts/search?q=rivulet" title=" rivulet"> rivulet</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20model" title=" analytical model"> analytical model</a> </p> <a href="https://publications.waset.org/abstracts/24366/3d-model-of-rain-wind-induced-vibration-of-inclined-cable" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24366.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">489</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">16768</span> Identifying Model to Predict Deterioration of Water Mains Using Robust Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Go%20Bong%20Choi">Go Bong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shin%20Je%20Lee"> Shin Je Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung%20Jin%20Yoo"> Sung Jin Yoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Gibaek%20Lee"> Gibaek Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jong%20Min%20Lee"> Jong Min Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In South Korea, it is difficult to obtain data for statistical pipe assessment. In this paper, to address these issues, we find that various statistical model presented before is how data mixed with noise and are whether apply in South Korea. Three major type of model is studied and if data is presented in the paper, we add noise to data, which affects how model response changes. Moreover, we generate data from model in paper and analyse effect of noise. From this we can find robustness and applicability in Korea of each model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proportional%20hazard%20model" title="proportional hazard model">proportional hazard model</a>, <a href="https://publications.waset.org/abstracts/search?q=survival%20model" title=" survival model"> survival model</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20main%20deterioration" title=" water main deterioration"> water main deterioration</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20sciences" title=" ecological sciences"> ecological sciences</a> </p> <a href="https://publications.waset.org/abstracts/3084/identifying-model-to-predict-deterioration-of-water-mains-using-robust-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3084.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">743</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">16767</span> Development and Optimization of German Diagnostical Tests in Mathematics for Vocational Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Thiele">J. Thiele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers working at vocational Colleges are often confronted with the problem, that many students graduated from different schools and therefore each had a different education. Especially in mathematics many students lack fundamentals or had different priorities at their previous schools. Furthermore, these vocational Colleges have to provide Graduations for many different working-fields, with different core themes. The Colleges are interested in measuring the different Education levels of their students and providing assistance for those who need to catch up. The Project mathe-meistern was initiated to remedy this problem at vocational Colleges. For this purpose, online-tests were developed. The aim of these tests is to evaluate basic mathematical abilities of the students. The tests are online Multiple-Choice-Tests with a total of 65 Items. They are accessed online with a unique Transaction-Number (TAN) for each participant. The content is divided in several Categories (Arithmetic, Algebra, Fractions, Geometry, etc.). After each test, the student gets a personalized summary depicting their strengths and weaknesses in mathematical Basics. Teachers can visit a special website to examine the results of their classes or single students. In total 5830 students did participate so far. For standardization and optimization purposes the tests are being evaluated, using the classic and probabilistic Test-Theory regarding Objectivity, Reliability and Validity, annually since 2015. This Paper is about the Optimization process considering the Rasch-scaling and Standardization of the tests. Additionally, current results using standardized tests will be discussed. To achieve this Competence levels and Types of errors of students attending vocational Colleges in Nordrheinwestfalen, Germany, were determined, using descriptive Data and Distractorevaluations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostical%20tests%20in%20mathematics" title="diagnostical tests in mathematics">diagnostical tests in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=distractor%20devaluation" title=" distractor devaluation"> distractor devaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=test-optimization" title=" test-optimization"> test-optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=test-theory" title=" test-theory"> test-theory</a> </p> <a href="https://publications.waset.org/abstracts/97362/development-and-optimization-of-german-diagnostical-tests-in-mathematics-for-vocational-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97362.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">16766</span> Equivalent Circuit Model for the Eddy Current Damping with Frequency-Dependence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhiguo%20Shi">Zhiguo Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Ning%20Loong"> Cheng Ning Loong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiazeng%20Shan"> Jiazeng Shan</a>, <a href="https://publications.waset.org/abstracts/search?q=Weichao%20Wu">Weichao Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study proposes an equivalent circuit model to simulate the eddy current damping force with shaking table tests and finite element modeling. The model is firstly proposed and applied to a simple eddy current damper, which is modelled in ANSYS, indicating that the proposed model can simulate the eddy current damping force under different types of excitations. Then, a non-contact and friction-free eddy current damper is designed and tested, and the proposed model can reproduce the experimental observations. The excellent agreement between the simulated results and the experimental data validates the accuracy and reliability of the equivalent circuit model. Furthermore, a more complicated model is performed in ANSYS to verify the feasibility of the equivalent circuit model in complex eddy current damper, and the higher-order fractional model and viscous model are adopted for comparison. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equivalent%20circuit%20model" title="equivalent circuit model">equivalent circuit model</a>, <a href="https://publications.waset.org/abstracts/search?q=eddy%20current%20damping" title=" eddy current damping"> eddy current damping</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20model" title=" finite element model"> finite element model</a>, <a href="https://publications.waset.org/abstracts/search?q=shake%20table%20test" title=" shake table test"> shake table test</a> </p> <a href="https://publications.waset.org/abstracts/119732/equivalent-circuit-model-for-the-eddy-current-damping-with-frequency-dependence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119732.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">191</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">16765</span> The Extended Skew Gaussian Process for Regression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Alodat">M. T. Alodat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a generalization to the Gaussian process regression(GPR) model called the extended skew Gaussian process for regression(ESGPr) model. The ESGPR model works better than the GPR model when the errors are skewed. We derive the predictive distribution for the ESGPR model at a new input. Also we apply the ESGPR model to FOREX data and we find that it fits the Forex data better than the GPR model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extended%20skew%20normal%20distribution" title="extended skew normal distribution">extended skew normal distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaussian%20process%20for%20regression" title=" Gaussian process for regression"> Gaussian process for regression</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20distribution" title=" predictive distribution"> predictive distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=ESGPr%20model" title=" ESGPr model"> ESGPr model</a> </p> <a href="https://publications.waset.org/abstracts/2233/the-extended-skew-gaussian-process-for-regression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2233.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">553</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">16764</span> Camera Model Identification for Mi Pad 4, Oppo A37f, Samsung M20, and Oppo f9</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulrich%20Wake">Ulrich Wake</a>, <a href="https://publications.waset.org/abstracts/search?q=Eniman%20Syamsuddin"> Eniman Syamsuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The model for camera model identificaiton is trained using pretrained model ResNet43 and ResNet50. The dataset consists of 500 photos of each phone. Dataset is divided into 1280 photos for training, 320 photos for validation and 400 photos for testing. The model is trained using One Cycle Policy Method and tested using Test-Time Augmentation. Furthermore, the model is trained for 50 epoch using regularization such as drop out and early stopping. The result is 90% accuracy for validation set and above 85% for Test-Time Augmentation using ResNet50. Every model is also trained by slightly updating the pretrained model’s weights <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%E2%80%8B%20One%20Cycle%20Policy" title=" One Cycle Policy"> One Cycle Policy</a>, <a href="https://publications.waset.org/abstracts/search?q=ResNet34" title=" ResNet34"> ResNet34</a>, <a href="https://publications.waset.org/abstracts/search?q=ResNet50" title=" ResNet50"> ResNet50</a>, <a href="https://publications.waset.org/abstracts/search?q=Test-Time%20Agumentation" title=" Test-Time Agumentation"> Test-Time Agumentation</a> </p> <a href="https://publications.waset.org/abstracts/124445/camera-model-identification-for-mi-pad-4-oppo-a37f-samsung-m20-and-oppo-f9" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124445.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">208</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">16763</span> A Theoretical Hypothesis on Ferris Wheel Model of University Social Responsibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Le%20Kang">Le Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the nature of the university, as a free and responsible academic community, USR is based on a different foundation —academic responsibility, so the Pyramid and the IC Model of CSR could not fully explain the most distinguished feature of USR. This paper sought to put forward a new model— Ferris Wheel Model, to illustrate the nature of USR and the process of achievement. The Ferris Wheel Model of USR shows the university creates a balanced, fairness and neutrality systemic structure to afford social responsibilities; that makes the organization could obtain a synergistic effect to achieve more extensive interests of stakeholders and wider social responsibilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=USR" title="USR">USR</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20model" title=" achievement model"> achievement model</a>, <a href="https://publications.waset.org/abstracts/search?q=ferris%20wheel%20model" title=" ferris wheel model"> ferris wheel model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibilities" title=" social responsibilities"> social responsibilities</a> </p> <a href="https://publications.waset.org/abstracts/29125/a-theoretical-hypothesis-on-ferris-wheel-model-of-university-social-responsibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29125.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">724</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">16762</span> Model Predictive Control of Three Phase Inverter for PV Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irtaza%20M.%20Syed">Irtaza M. Syed</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaamran%20Raahemifar"> Kaamran Raahemifar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a model predictive control (MPC) of a utility interactive three phase inverter (TPI) for a photovoltaic (PV) system at commercial level. The proposed model uses phase locked loop (PLL) to synchronize TPI with the power electric grid (PEG) and performs MPC control in a dq reference frame. TPI model consists of boost converter (BC), maximum power point tracking (MPPT) control, and a three leg voltage source inverter (VSI). Operational model of VSI is used to synthesize sinusoidal current and track the reference. Model is validated using a 35.7 kW PV system in Matlab/Simulink. Implementation and results show simplicity and accuracy, as well as reliability of the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=model%20predictive%20control" title="model predictive control">model predictive control</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20phase%20voltage%20source%20inverter" title=" three phase voltage source inverter"> three phase voltage source inverter</a>, <a href="https://publications.waset.org/abstracts/search?q=PV%20system" title=" PV system"> PV system</a>, <a href="https://publications.waset.org/abstracts/search?q=Matlab%2Fsimulink" title=" Matlab/simulink"> Matlab/simulink</a> </p> <a href="https://publications.waset.org/abstracts/40124/model-predictive-control-of-three-phase-inverter-for-pv-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40124.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">594</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=rasch%20model&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=rasch%20model&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=rasch%20model&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=rasch%20model&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=rasch%20model&page=6">6</a></li> <li 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