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taxonomy</title> <meta name="description" content="Search results for: Bloom taxonomy"> <meta name="keywords" content="Bloom taxonomy"> <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 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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="Bloom taxonomy"> <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> 191</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Bloom taxonomy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> Revised Bloom’s Taxonomy for Assessment in Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Sindhu">K. Sindhu</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Shubha%20Rao"> V. Shubha Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of every faculty is to guide students to learn fundamental concepts and also improve thinking skills. Curriculum questionnaires must be framed, which would facilitate students to improve their thinking skills. Improving thinking skill is a difficult task and one of the ways to achieve this is to frame questionnaires using Bloom’s Taxonomy. Bloom’s Taxonomy helps the faculty to assess the students in a systematic approach which involves students performing successfully at each level in a systematic manner. In this paper, we have discussed on Revised Bloom’s Taxonomy and how to frame our questions based on the taxonomy for assessment. We have also presented mapping the questions with the taxonomy table which shows the mapping of the questions in knowledge and cognitive domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bloom%E2%80%99s%20taxonomy" title="bloom’s taxonomy">bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=questions" title=" questions"> questions</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/19434/revised-blooms-taxonomy-for-assessment-in-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19434.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">501</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">190</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Taxonomy Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Mayuasti">M. Mayuasti</a>, <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika"> Hevriani Sevrika</a>, <a href="https://publications.waset.org/abstracts/search?q=Armilia%20Riza"> Armilia Riza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension <p class="card-text"><strong>Keywords:</strong> <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=blooms%E2%80%99%20critical%20thinking%20questioning%20strategy" title=" blooms’ critical thinking questioning strategy"> blooms’ critical thinking questioning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20purposes%20class" title=" specific purposes class"> specific purposes class</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a> </p> <a href="https://publications.waset.org/abstracts/23741/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-taxonomy-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23741.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">557</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">189</span> Case Studies in Three Domains of Learning: Cognitive, Affective, Psychomotor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeinabsadat%20Haghshenas">Zeinabsadat Haghshenas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bloom’s Taxonomy has been changed during the years. The idea of this writing is about the revision that has happened in both facts and terms. It also contains case studies of using cognitive Bloom’s taxonomy in teaching geometric solids to the secondary school students, affective objectives in a creative workshop for adults and psychomotor objectives in fixing a malfunctioned refrigerator lamp. There is also pointed to the important role of classification objectives in adult education as a way to prevent memory loss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20domain" title=" affective domain"> affective domain</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20domain" title=" cognitive domain"> cognitive domain</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20loss" title=" memory loss"> memory loss</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20domain" title=" psychomotor domain"> psychomotor domain</a> </p> <a href="https://publications.waset.org/abstracts/23643/case-studies-in-three-domains-of-learning-cognitive-affective-psychomotor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23643.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">188</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Critical Thinking Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika%20Mayuasti">Hevriani Sevrika Mayuasti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension. <p class="card-text"><strong>Keywords:</strong> <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=blooms%E2%80%99%20critical%20thinking" title=" blooms’ critical thinking"> blooms’ critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=questioning" title=" questioning"> questioning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/21716/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-critical-thinking-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21716.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">656</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">187</span> Teaching and Learning Jazz Improvisation Using Bloom's Taxonomy of Learning Domains</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Graham%20Wood">Graham Wood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 20th Century saw the introduction of many new approaches to music making, including the structured and academic study of jazz improvisation. The rise of many school and tertiary jazz programs was rapid and quickly spread around the globe in a matter of decades. It could be said that the curriculum taught in these new programs was often developed in an ad-hoc manner due to the lack of written literature in this new and rapidly expanding area and the vastly different pedagogical principles when compared to classical music education that was prevalent in school and tertiary programs. There is widespread information regarding the theory and techniques used by jazz improvisers, but methods to practice these concepts in order to achieve the best outcomes for students and teachers is much harder to find. This research project explores the authors’ experiences as a studio jazz piano teacher, ensemble teacher and classroom improvisation lecturer over fifteen years and suggests an alignment with Bloom’s taxonomy of learning domains. This alignment categorizes the different tasks that need to be taught and practiced in order for the teacher and the student to devise a well balanced and effective practice routine and for the teacher to develop an effective teaching program. These techniques have been very useful to the teacher and the student to ensure that a good balance of cognitive, psychomotor and affective skills are taught to the students in a range of learning contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bloom" title="bloom">bloom</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=jazz" title=" jazz"> jazz</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/58359/teaching-and-learning-jazz-improvisation-using-blooms-taxonomy-of-learning-domains" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58359.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">256</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">186</span> Recommendations for Teaching Word Formation for Students of Linguistics Using Computer Terminology as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Kostrubina">Svetlana Kostrubina</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Prokopeva"> Anastasia Prokopeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a comprehensive study of the word formation processes in computer terminology within English and Russian languages and provides listeners with a system of exercises for training these skills. The originality is that this study focuses on a comparative approach, which shows both general patterns and specific features of English and Russian computer terms word formation. The key point is the system of exercises development for training computer terminology based on Bloom’s taxonomy. Data contain 486 units (228 English terms from the Glossary of Computer Terms and 258 Russian terms from the Terminological Dictionary-Reference Book). The objective is to identify the main affixation models in the English and Russian computer terms formation and to develop exercises. To achieve this goal, the authors employed Bloom’s Taxonomy as a methodological framework to create a systematic exercise program aimed at enhancing students’ cognitive skills in analyzing, applying, and evaluating computer terms. The exercises are appropriate for various levels of learning, from basic recall of definitions to higher-order thinking skills, such as synthesizing new terms and critically assessing their usage in different contexts. Methodology also includes: a method of scientific and theoretical analysis for systematization of linguistic concepts and clarification of the conceptual and terminological apparatus; a method of nominative and derivative analysis for identifying word-formation types; a method of word-formation analysis for organizing linguistic units; a classification method for determining structural types of abbreviations applicable to the field of computer communication; a quantitative analysis technique for determining the productivity of methods for forming abbreviations of computer vocabulary based on the English and Russian computer terms, as well as a technique of tabular data processing for a visual presentation of the results obtained. a technique of interlingua comparison for identifying common and different features of abbreviations of computer terms in the Russian and English languages. The research shows that affixation retains its productivity in the English and Russian computer terms formation. Bloom’s taxonomy allows us to plan a training program and predict the effectiveness of the compiled program based on the assessment of the teaching methods used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20formation" title="word formation">word formation</a>, <a href="https://publications.waset.org/abstracts/search?q=affixation" title=" affixation"> affixation</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20terms" title=" computer terms"> computer terms</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%27s%20taxonomy" title=" Bloom's taxonomy"> Bloom's taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/193861/recommendations-for-teaching-word-formation-for-students-of-linguistics-using-computer-terminology-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193861.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">11</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">185</span> LORA: A Learning Outcome Modelling Approach for Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqeel%20Zeid">Aqeel Zeid</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasna%20Anees"> Hasna Anees</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Adheeb"> Mohamed Adheeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Rifan"> Mohamed Rifan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kalpani%20Manathunga"> Kalpani Manathunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To achieve constructive alignment in a higher education program, a clear set of learning outcomes must be defined. Traditional learning outcome definition techniques such as Bloom’s taxonomy are not written to be utilized by the student. This might be disadvantageous for students in student-centric learning settings where the students are expected to formulate their own learning strategies. To solve the problem, we propose the learning outcome relation and aggregation (LORA) model. To achieve alignment, we developed learning outcome, assessment, and resource authoring tools which help teachers to tag learning outcomes during creation. A pilot study was conducted with an expert panel consisting of experienced professionals in the education domain to evaluate whether the LORA model and tools present an improvement over the traditional methods. The panel unanimously agreed that the model and tools are beneficial and effective. Moreover, it helped them model learning outcomes in a more student centric and descriptive way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title="learning design">learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title=" constructive alignment"> constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title=" Bloom’s taxonomy"> Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome%20modelling" title=" learning outcome modelling"> learning outcome modelling</a> </p> <a href="https://publications.waset.org/abstracts/142400/lora-a-learning-outcome-modelling-approach-for-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142400.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">184</span> Effect of Non-Fat Solid Ratio on Bloom Formation in Untempered Chocolate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huanhuan%20Zhao">Huanhuan Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryony%20J.%20James"> Bryony J. James</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between the non-fat solid ratio and bloom formation in untempered chocolate was investigated using two types of chocolate: model chocolate made of varying cocoa powder ratios (46, 49.5 and 53%) and cocoa butter, and commercial Lindt chocolate with varying cocoa content (70, 85 and 90%). X-ray diffraction and colour measurement techniques were used to examine the polymorphism of cocoa butter and the surface whiteness index (WI), respectively. The polymorphic transformation of cocoa butter was highly correlated with the changes of WI during 30 days of storage since it led to the redistribution of fat within the chocolate matrix and resulted in a bloomed surface. The change in WI indicated a similar bloom rate in the chocolates, but the model chocolates with a higher cocoa powder ratio had more pronounced total bloom. This is due to a higher ratio of non-fat solid particles on the surface resulting in microscopic changes in morphology. The ratio of non-fat solids is an important factor in determining the extent of bloom but not the bloom rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=untempered%20chocolate" title="untempered chocolate">untempered chocolate</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure%20of%20bloom" title=" microstructure of bloom"> microstructure of bloom</a>, <a href="https://publications.waset.org/abstracts/search?q=polymorphic%20transformation" title=" polymorphic transformation"> polymorphic transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20whiteness" title=" surface whiteness"> surface whiteness</a> </p> <a href="https://publications.waset.org/abstracts/76912/effect-of-non-fat-solid-ratio-on-bloom-formation-in-untempered-chocolate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76912.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">346</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">183</span> Analysis of Computer Science Papers Conducted by Board of Intermediate and Secondary Education at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameema%20Mahroof">Ameema Mahroof</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saeed"> Muhammad Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze the papers of computer science conducted by Board of Intermediate and Secondary Education with reference to Bloom’s taxonomy. The present study has two parts. First, the analysis is done on the papers conducted by Board of Intermediate of Secondary Education on the basis of basic rules of item construction especially Bloom’s (1956). And the item analysis is done to improve the psychometric properties of a test. The sample included the question papers of computer science of higher secondary classes (XI-XII) for the years 2011 and 2012. For item analysis, the data was collected from 60 students through convenient sampling. Findings of the study revealed that in the papers by Board of intermediate and secondary education the maximum focus was on knowledge and understanding level and very less focus was on the application, analysis, and synthesis. Furthermore, the item analysis on the question paper reveals that item difficulty of most of the questions did not show a balanced paper, the items were either very difficult while most of the items were too easy (measuring knowledge and understanding abilities). Likewise, most of the items were not truly discriminating the high and low achievers; four items were even negatively discriminating. The researchers also analyzed the items of the paper through software Conquest. These results show that the papers conducted by Board of Intermediate and Secondary Education were not well constructed. It was recommended that paper setters should be trained in developing the question papers that can measure various cognitive abilities of students so that a good paper in computer science should assess all cognitive abilities of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title="Bloom’s taxonomy">Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20paper" title=" question paper"> question paper</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20domain" title=" cognitive domain"> cognitive domain</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a> </p> <a href="https://publications.waset.org/abstracts/95002/analysis-of-computer-science-papers-conducted-by-board-of-intermediate-and-secondary-education-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95002.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">150</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">182</span> Methodology for Developing an Intelligent Tutoring System Based on Marzano’s Taxonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Navarro%20Perales">Joaquin Navarro Perales</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lidia%20Franzoni%20Vel%C3%A1zquez"> Ana Lidia Franzoni Velázquez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Cervantes%20P%C3%A9rez"> Francisco Cervantes Pérez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mexican educational system faces diverse challenges related with the quality and coverage of education. The development of Intelligent Tutoring Systems (ITS) may help to solve some of them by helping teachers to customize their classes according to the performance of the students in online courses. In this work, we propose the adaptation of a functional ITS based on Bloom’s taxonomy called <em>Sistema de Apoyo Generalizado para la Enseñanza Individualizada</em> (SAGE), to measure student’s metacognition and their emotional response based on Marzano’s taxonomy. The students and the system will share the control over the advance in the course, so they can improve their metacognitive skills. The system will not allow students to get access to subjects not mastered yet. The interaction between the system and the student will be implemented through Natural Language Processing techniques, thus avoiding the use of sensors to evaluate student’s response. The teacher will evaluate student’s knowledge utilization, which is equivalent to the last cognitive level in Marzano’s taxonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title="intelligent tutoring systems">intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20modelling" title=" student modelling"> student modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20computing" title=" affective computing"> affective computing</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/96468/methodology-for-developing-an-intelligent-tutoring-system-based-on-marzanos-taxonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96468.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">196</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">181</span> Meta-Instruction Theory in Mathematics Education and Critique of Bloom’s Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdollah%20Aliesmaeili">Abdollah Aliesmaeili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to present a different perspective on the basic math teaching method called meta-instruction, which reverses the learning path. Meta-instruction is a method of teaching in which the teaching trajectory starts from brain education into learning. This research focuses on the behavior of the mind during learning. In this method, students are not instructed in mathematics, but they are educated. Another goal of the research is to "criticize Bloom's classification in the cognitive domain and reverse it", because it cannot meet the educational and instructional needs of the new generation and "substituting math education instead of math teaching". This is an indirect method of teaching. The method of research is longitudinal through four years. Statistical samples included students ages 6 to 11. The research focuses on improving the mental abilities of children to explore mathematical rules and operations by playing only with eight measurements (any years 2 examinations). The results showed that there is a significant difference between groups in remembering, understanding, and applying. Moreover, educating math is more effective than instructing in overall learning abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applying" title="applying">applying</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%27s%20taxonomy" title=" Bloom's taxonomy"> Bloom's taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20education" title=" brain education"> brain education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20method" title=" mathematics teaching method"> mathematics teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-instruction" title=" meta-instruction"> meta-instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=remembering" title=" remembering"> remembering</a>, <a href="https://publications.waset.org/abstracts/search?q=starmath%20method" title=" starmath method"> starmath method</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/191148/meta-instruction-theory-in-mathematics-education-and-critique-of-blooms-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191148.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">23</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">180</span> Teaching, Learning and Evaluation Enhancement of Information Communication Technology Education in Schools through Pedagogical and E-Learning Techniques in the Sri Lankan Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20G.%20N.%20A.%20S.%20Fernando">M. G. N. A. S. Fernando</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study uses a researchable framework to improve the quality of ICT education and the Teaching Learning Assessment/ Evaluation (TLA/TLE) process. It utilizes existing resources while improving the methodologies along with pedagogical techniques and e-Learning approaches used in the secondary schools of Sri Lanka. The study was carried out in two phases. Phase I focused on investigating the factors which affect the quality of ICT education. Based on the key factors of phase I, the Phase II focused on the design of an Experimental Application Model with 6 activity levels. Each Level in the Activity Model covers one or more levels in the Revised Bloom’s Taxonomy. Towards further enhancement of activity levels, other pedagogical techniques (activity based learning, e-learning techniques, problem solving activities and peer discussions etc.) were incorporated to each level in the activity model as appropriate. The application model was validated by a panel of teachers including a domain expert and was tested in the school environment too. The validity of performance was proved using 6 hypotheses testing and other methodologies. The analysis shows that student performance with problem solving activities increased by 19.5% due to the different treatment levels used. Compared to existing process it was also proved that the embedded techniques (mixture of traditional and modern pedagogical methods and their applications) are more effective with skills development of teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20models" title="activity models">activity models</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title=" Bloom’s taxonomy"> Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title=" ICT education"> ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/83380/teaching-learning-and-evaluation-enhancement-of-information-communication-technology-education-in-schools-through-pedagogical-and-e-learning-techniques-in-the-sri-lankan-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83380.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">179</span> The Teaching and Learning Process and Information and Communication Technologies from the Remote Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosiris%20Maturo%20Domingues">Rosiris Maturo Domingues</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Luissa%20Masmo"> Patricia Luissa Masmo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cibele%20Cavalheiro%20Neves"> Cibele Cavalheiro Neves</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Dalla%20Martha%20Rodriguez"> Juliana Dalla Martha Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article reports the experience of the pedagogical consultants responsible for the curriculum development of Senac São Paulo courses when facing the emergency need to maintain the pedagogical process in their schools in the face of the Covid-19 pandemic. The urgent adjustment to distance education resulted in the improvement of the process and the adoption of new teaching and learning strategies mediated by technologies. The processes for preparing and providing guidelines for professional education courses were also readjusted. Thus, a bank of teaching-learning strategies linked to digital resources was developed, categorized, and identified by their didactic-pedagogical potential, having as an intersection didactic planning based on learning objectives based on Bloom's taxonomy (revised), given its convergence with the competency approach adopted by Senac. Methodologically, a relationship was established between connectivity and digital networks and digital evolution in school environments, culminating in new paradigms and processes of educational communication and new trends in teaching and learning. As a result, teachers adhered to the use of digital tools in their practices, transposing face-to-face classroom methodologies and practices to online media, whose criticism was the use of ICTs in an instrumental way, reducing methodologies and practices to teaching only transmissive. There was recognition of the insertion of technology as a facilitator of the educational process in a non-palliative way and the development of a web curriculum, now and fully, carried out in contexts of ubiquity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technologies" title="technologies">technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20strategies" title=" teaching-learning strategies"> teaching-learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%20taxonomy" title=" Bloom taxonomy"> Bloom taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/160398/the-teaching-and-learning-process-and-information-and-communication-technologies-from-the-remote-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160398.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">89</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">178</span> Innovative Business Education Pedagogy: A Case Study of Action Learning at NITIE, Mumbai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudheer%20Dhume">Sudheer Dhume</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Prasad"> T. Prasad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are distinct signs of Business Education losing its sheen. It is more so in developing countries. One of the reasons is the value addition at the end of 2 year MBA program is not matching with the requirements of present times and expectations of the students. In this backdrop, Pedagogy Innovation has become prerequisite for making our MBA programs relevant and useful. This paper is the description and analysis of innovative Action Learning pedagogical approach adopted by a group of faculty members at NITIE Mumbai. It not only promotes multidisciplinary research but also enhances integration of the functional areas skillsets in the students. The paper discusses the theoretical bases of this pedagogy and evaluates the effectiveness of it vis-à-vis conventional pedagogical tools. The evaluation research using Bloom’s taxonomy framework showed that this blended method of Business Education is much superior as compared to conventional pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20learning" title="action learning">action learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blooms%20taxonomy" title=" blooms taxonomy"> blooms taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20education" title=" business education"> business education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/44740/innovative-business-education-pedagogy-a-case-study-of-action-learning-at-nitie-mumbai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44740.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">270</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">177</span> The Effect of Bunch in the Branch on Vegetative Characteristics of Pistacia vera</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Sohrabi">Alireza Sohrabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Mohammadi"> Hamid Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pistachio fruit is a strategic product in Iran. One of the problems caused the reduction of pistachio proceeds is related to biennial- bearing or alternative bearing. Biennial- bearing is very important and is happened because of the fallen female bloom buds in vintage year. This test was done according to random blocks of 6 orchards in the type of Ahmad Aghaie with 4 iterations. Vegetative properties of branch are investigated. The results are shown that if the bunch numbers are increased, the possibility of falling is increased in bloom buds. The least possibility of falling of bloom buds is specified in trimming of one bunch and has significant difference with other trimming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternate%20bearing" title="alternate bearing">alternate bearing</a>, <a href="https://publications.waset.org/abstracts/search?q=pistachio" title=" pistachio"> pistachio</a>, <a href="https://publications.waset.org/abstracts/search?q=cluster" title=" cluster"> cluster</a>, <a href="https://publications.waset.org/abstracts/search?q=bud" title=" bud"> bud</a> </p> <a href="https://publications.waset.org/abstracts/39450/the-effect-of-bunch-in-the-branch-on-vegetative-characteristics-of-pistacia-vera" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39450.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">437</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">176</span> Social Networking Application: What Is Their Quality and How Can They Be Adopted in Open Distance Learning Environments?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asteria%20Nsamba">Asteria Nsamba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social networking applications and tools have become compelling platforms for generating and sharing knowledge across the world. Social networking applications and tools refer to a variety of social media platforms which include Facebook, Twitter WhatsApp, blogs and Wikis. The most popular of these platforms are Facebook, with 2.41 billion active users on a monthly basis, followed by WhatsApp with 1.6 billion users and Twitter with 330 million users. These communication platforms have not only impacted social lives but have also impacted students’ learning, across different delivery modes in higher education: distance, conventional and blended learning modes. With this amount of interest in these platforms, knowledge sharing has gained importance within the context in which it is required. In open distance learning (ODL) contexts, social networking platforms can offer students and teachers the platform on which to create and share knowledge, and form learning collaborations. Thus, they can serve as support mechanisms to increase interactions and reduce isolation and loneliness inherent in ODL. Despite this potential and opportunity, research indicates that many ODL teachers are not inclined to using social media tools in learning. Although it is unclear why these tools are uncommon in these environments, concerns raised in the literature have indicated that many teachers have not mastered the art of teaching with technology. Using technological, pedagogical content knowledge (TPCK) and product quality theory, and Bloom’s Taxonomy as lenses, this paper is aimed at; firstly, assessing the quality of three social media applications: Facebook, Twitter and WhatsApp, in order to determine the extent to which they are suitable platforms for teaching and learning, in terms of content generation, information sharing and learning collaborations. Secondly, the paper demonstrates the application of teaching, learning and assessment using Bloom’s Taxonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20tools" title=" social networking tools"> social networking tools</a>, <a href="https://publications.waset.org/abstracts/search?q=TPACK" title=" TPACK"> TPACK</a> </p> <a href="https://publications.waset.org/abstracts/120283/social-networking-application-what-is-their-quality-and-how-can-they-be-adopted-in-open-distance-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120283.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">124</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">175</span> A Holistic View of Microbial Community Dynamics during a Toxic Harmful Algal Bloom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shi-Bo%20Feng">Shi-Bo Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheng-Jie%20Zhang"> Sheng-Jie Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin%20Zhou"> Jin Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between microbial diversity and algal bloom has received considerable attention for decades. Microbes undoubtedly affect annual bloom events and impact the physiology of both partners, as well as shape ecosystem diversity. However, knowledge about interactions and network correlations among broader-spectrum microbes that lead to the dynamics in a complete bloom cycle are limited. In this study, pyrosequencing and network approaches simultaneously assessed the associate patterns among bacteria, archaea, and microeukaryotes in surface water and sediments in response to a natural dinoflagellate (Alexandrium sp.) bloom. In surface water, among the bacterial community, Gamma-Proteobacteria and Bacteroidetes dominated in the initial bloom stage, while Alpha-Proteobacteria, Cyanobacteria, and Actinobacteria become the most abundant taxa during the post-stage. In the archaea biosphere, it clustered predominantly with Methanogenic members in the early pre-bloom period while the majority of species identified in the later-bloom stage were ammonia-oxidizing archaea and Halobacteriales. In eukaryotes, dinoflagellate (Alexandrium sp.) was dominated in the onset stage, whereas multiply species (such as microzooplankton, diatom, green algae, and rotifera) coexistence in bloom collapse stag. In sediments, the microbial species biomass and richness are much higher than the water body. Only Flavobacteriales and Rhodobacterales showed a slight response to bloom stages. Unlike the bacteria, there are small fluctuations of archaeal and eukaryotic structure in the sediment. The network analyses among the inter-specific associations show that bacteria (Alteromonadaceae, Oceanospirillaceae, Cryomorphaceae, and Piscirickettsiaceae) and some zooplankton (Mediophyceae, Mamiellophyceae, Dictyochophyceae and Trebouxiophyceae) have a stronger impact on the structuring of phytoplankton communities than archaeal effects. The changes in population were also significantly shaped by water temperature and substrate availability (N & P resources). The results suggest that clades are specialized at different time-periods and that the pre-bloom succession was mainly a bottom-up controlled, and late-bloom period was controlled by top-down patterns. Additionally, phytoplankton and prokaryotic communities correlated better with each other, which indicate interactions among microorganisms are critical in controlling plankton dynamics and fates. Our results supplied a wider view (temporal and spatial scales) to understand the microbial ecological responses and their network association during algal blooming. It gives us a potential multidisciplinary explanation for algal-microbe interaction and helps us beyond the traditional view linked to patterns of algal bloom initiation, development, decline, and biogeochemistry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microbial%20community" title="microbial community">microbial community</a>, <a href="https://publications.waset.org/abstracts/search?q=harmful%20algal%20bloom" title=" harmful algal bloom"> harmful algal bloom</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20process" title=" ecological process"> ecological process</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a> </p> <a href="https://publications.waset.org/abstracts/101891/a-holistic-view-of-microbial-community-dynamics-during-a-toxic-harmful-algal-bloom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101891.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">174</span> A Taxonomy of Behavior for a Medical Coordinator by Utlizing Leadership Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aryana%20Collins%20Jackson">Aryana Collins Jackson</a>, <a href="https://publications.waset.org/abstracts/search?q=Elisabetta%20Bevacqua"> Elisabetta Bevacqua</a>, <a href="https://publications.waset.org/abstracts/search?q=Pierre%20De%20Loor"> Pierre De Loor</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronan%20Querrec"> Ronan Querrec</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a taxonomy of non-technical skills, communicative intentions, and behavior for an individual acting as a medical coordinator. In medical emergency situations, a leader among the group is imperative to both patient health and team emotional and mental health. Situational Leadership is used to make clear and easy-to-follow guidelines for behavior depending on circumstantial factors. Low-level leadership behaviors belonging to two different styles, directive and supporting, are identified from literature and are included in the proposed taxonomy. The high-level information in the taxonomy consists of the necessary non-technical skills belonging to a medical coordinator: situation awareness, decision making, task management, and teamwork. Finally, communicative intentions, dimensions, and functions are included. Thus this work brings high-level and low-level information - medical non-technical skills, communication capabilities, and leadership behavior - into a single versatile taxonomy of behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20behavior" title="human behavior">human behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20styles" title=" leadership styles"> leadership styles</a>, <a href="https://publications.waset.org/abstracts/search?q=medical" title=" medical"> medical</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title=" taxonomy"> taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/121282/a-taxonomy-of-behavior-for-a-medical-coordinator-by-utlizing-leadership-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121282.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">159</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">173</span> Constructive Alignment in the Digital Age: Challenges and Opportunities at the University of Sulaimani</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daban%20Mohammed%20Haji">Daban Mohammed Haji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the application of constructive alignment in digital education at the University of Sulaimani, focusing specifically on the Language and Culture Center, Translation Department, and English Department. Constructive alignment, an outcome-based pedagogical framework developed by John Biggs, ensures that learning activities and assessments are directly aligned with the intended learning outcomes (ILOs). The study's findings reveal a significant gap in awareness and understanding of this pedagogical concept among lecturers. Many instructors are unfamiliar with constructive alignment, and those who have some knowledge of it face considerable challenges. These challenges include aligning learning activities and assessments with the ILOs and fostering higher-order cognitive skills as outlined in the SOLO taxonomy and revised Bloom’s taxonomy. To address this issue, the existing pedagogy center at the University of Sulaimani could play a pivotal role. This center has the potential to foster faculty development and promote the adoption of constructive alignment in online teaching. By leveraging the center's expertise and resources, a tailored program can be designed to enhance faculty understanding and application of this pedagogical framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centerdness" title=" student-centerdness"> student-centerdness</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=bologna%20process" title=" bologna process"> bologna process</a> </p> <a href="https://publications.waset.org/abstracts/187324/constructive-alignment-in-the-digital-age-challenges-and-opportunities-at-the-university-of-sulaimani" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187324.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">32</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">172</span> Neither ‘Institutional’ nor ‘Remedial’: Court-Ordered Trusts in English and Canadian Private Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Reilly">Adam Reilly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The major claim of this paper is that both the English and Canadian branches of the common law have been ill-served by the 'institutional'/'remedial' taxonomy of constructive trusts; what shall be termed the 'orthodox taxonomy'. The orthodox taxonomy is found both within the case law and the attendant academic commentary. In truth, the orthodox taxonomy is especially dangerous because it contains a kernel of truth together with a misconception; the interplay of both has caused more harm than the misconception alone would have managed. The kernel of truth is that some trusts arise automatically when the necessary facts occur ('institutional') and other trusts arise only by way of court order ('remedial'). The misconception is that these two labels represent an exhaustive nomenclature of two distinct 'kinds' of constructive trust such that any particular constructive trust must necessarily be 'institutional' if it is not 'remedial' and vice versa. The central difficulty is that our understanding of 'remedial' trusts is relatively poor, with the result that anyone using the orthodox taxonomy shall be led astray in one of three ways: (i) by rejecting it wholesale; (ii) by adopting one ‘type’ of trust to the exclusion of the other (as in English law); or (iii) by applying it as an analytical device with sub-optimal results which are difficult to defend. This paper shall seek to resolve these difficulties by clarifying the criteria for identifying and distinguishing true 'remedial' constructive trusts. It shall then provide some working examples of how English and Canadian private law at present misunderstand constructive trusts and how that misunderstanding might be resolved once we distinguish the orthodox taxonomy's kernel of truth from the misconception outlined above. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparative%20law" title="comparative law">comparative law</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20trusts" title=" constructive trusts"> constructive trusts</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20remedies" title=" equitable remedies"> equitable remedies</a>, <a href="https://publications.waset.org/abstracts/search?q=remedial%20constructive%20trusts" title=" remedial constructive trusts"> remedial constructive trusts</a> </p> <a href="https://publications.waset.org/abstracts/123914/neither-institutional-nor-remedial-court-ordered-trusts-in-english-and-canadian-private-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123914.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">141</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">171</span> A Taxonomy Proposal on Criterion Structure for Evaluating Freight Village Concepts in Early-Stage Design Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R%C4%B1za%20G%C3%BCrhan%20Korkut">Rıza Gürhan Korkut</a>, <a href="https://publications.waset.org/abstracts/search?q=Metin%20%C3%87elik"> Metin Çelik</a>, <a href="https://publications.waset.org/abstracts/search?q=S%C3%BCleyman%20%C3%96zkaynak"> Süleyman Özkaynak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The early-stage design and development projects for the freight village initiatives require a comprehensive analysis of both qualitative and quantitative data. Considering the literature review on structural and operational management requirements, this study proposed an original taxonomy on criterion structure to assess freight village conceptualization. The potential challenges and uncertainties of the developed taxonomy are extended. Besides requirement analysis, this study is also expected to contribute to forthcoming research on benchmarking of freight villages in different regions. The methodology used in this research is a systematic review on several articles as per their modelling approaches, sustainability, entities and decisions made together with the uncertainties and features of their models taken into consideration. The major findings of the study that are the categories for assessing the projects attributes on their environmental, socio-economical, accessibility and location aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=logistics%20centers" title="logistics centers">logistics centers</a>, <a href="https://publications.waset.org/abstracts/search?q=freight%20village" title=" freight village"> freight village</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20management" title=" operational management"> operational management</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title=" taxonomy"> taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/84930/a-taxonomy-proposal-on-criterion-structure-for-evaluating-freight-village-concepts-in-early-stage-design-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84930.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">170</span> A Taxonomy of the Informational Content of Virtual Heritage Serious Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20C.%20Hanes">Laurence C. Hanes</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20J.%20Stone"> Robert J. Stone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Video games have reached a point of huge commercial success as well as wide familiarity with audiences both young and old. Much attention and research have also been directed towards serious games and their potential learning affordances. It is little surprise that the field of virtual heritage has taken a keen interest in using serious games to present cultural heritage information to users, with applications ranging from museums and cultural heritage institutions, to academia and research, to schools and education. Many researchers have already documented their efforts to develop and distribute virtual heritage serious games. Although attempts have been made to create classifications of the different types of virtual heritage games (somewhat akin to the idea of game genres), no formal taxonomy has yet been produced to define the different types of cultural heritage and historical information that can be presented through these games at a content level, and how the information can be manifested within the game. This study proposes such a taxonomy. First the informational content is categorized as heritage or historical, then further divided into tangible, intangible, natural, and analytical. Next, the characteristics of the manifestation within the game are covered. The means of manifestation, level of demonstration, tone, and focus are all defined and explained. Finally, the potential learning outcomes of the content are discussed. A demonstration of the taxonomy is then given by describing the informational content and corresponding manifestations within several examples of virtual heritage serious games as well as commercial games. It is anticipated that this taxonomy will help designers of virtual heritage serious games to think about and clearly define the information they are presenting through their games, and how they are presenting it. Another result of the taxonomy is that it will enable us to frame cultural heritage and historical information presented in commercial games with a critical lens, especially where there may not be explicit learning objectives. Finally, the results will also enable us to identify shared informational content and learning objectives between any virtual heritage serious and/or commercial games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informational%20content" title="informational content">informational content</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title=" taxonomy"> taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20heritage" title=" virtual heritage"> virtual heritage</a> </p> <a href="https://publications.waset.org/abstracts/67313/a-taxonomy-of-the-informational-content-of-virtual-heritage-serious-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67313.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">367</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">169</span> Ranking of Provinces in Iran for Capital Formation in Spatial Planning with Numerical Taxonomy Technique (An Improvement) Case Study: Agriculture Sector </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Nouparast">Farhad Nouparast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For more production we need more capital formation. Capital formation in each country should be based on comparative advantages in different economic sectors due to the different production possibility curves. In regional planning, recognizing the relative advantages and consequently investing in more production requires identifying areas with the necessary capabilities and location of each region compared to other regions. In this article, ranking of Iran's provinces is done according to the specific and given variables as the best investment position in agricultural activity. So we can provide the necessary background for investment analysis in different regions of the country to formulate national and regional planning and execute investment projects. It is used factor analysis technique and numerical taxonomy analysis to do this in thisarticle. At first, the provinces are homogenized and graded according to the variables using cross-sectional data obtained from the agricultural census and population and housing census of Iran as data matrix. The results show that which provinces have the most potential for capital formation in agronomy sub-sector. Taxonomy classifies organisms based on similar genetic traits in biology and botany. Numerical taxonomy using quantitative methods controls large amounts of information and get the number of samples and categories and take them based on inherent characteristics and differences indirectly accommodates. Numerical taxonomy is related to multivariate statistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Capital%20Formation" title="Capital Formation">Capital Formation</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=Multivariate%20statistics" title=" Multivariate statistics"> Multivariate statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Numerical%20Taxonomy%20Analysis" title=" Numerical Taxonomy Analysis"> Numerical Taxonomy Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Production" title=" Production"> Production</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranking" title=" Ranking"> Ranking</a>, <a href="https://publications.waset.org/abstracts/search?q=Spatial%20Planning" title=" Spatial Planning "> Spatial Planning </a> </p> <a href="https://publications.waset.org/abstracts/119380/ranking-of-provinces-in-iran-for-capital-formation-in-spatial-planning-with-numerical-taxonomy-technique-an-improvement-case-study-agriculture-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119380.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">140</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">168</span> Interactive and Innovative Environments for Modeling Digital Educational Games and Animations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Srdi%C4%87">Ida Srdić</a>, <a href="https://publications.waset.org/abstracts/search?q=Luka%20Mandi%C4%87"> Luka Mandić</a>, <a href="https://publications.waset.org/abstracts/search?q=LidijaMandi%C4%87"> LidijaMandić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitization and intensive use of tablets, smartphones, the internet, mobile, and web applications have massively disrupted our habits, and the way audiences (especially youth) consume content. To introduce educational content in games and animations, and at the same time to keep it interesting and compelling for kids, is a challenge. In our work, we are comparing the different possibilities and potentials that digital games could provide to successfully mitigate direct connection with education. We analyze the main directions and educational methods in game-based learning and the possibilities of interactive modeling through questionnaires for user experience and requirements. A pre and post-quantitative survey will be conducted in order to measure levels of objective knowledge as well as the games perception. This approach enables quantitative and objective evaluation of the impact the game has on participants. Also, we will discuss the main barriers to the use of games in education and how games can be best used for learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title="Bloom’s taxonomy">Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20games" title=" epistemic games"> epistemic games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objectives" title=" learning objectives"> learning objectives</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environments" title=" virtual learning environments"> virtual learning environments</a> </p> <a href="https://publications.waset.org/abstracts/145447/interactive-and-innovative-environments-for-modeling-digital-educational-games-and-animations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145447.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">98</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">167</span> The Influence of Zinc Applications from Soil and Foliar at Different Levels on Some Quality Characteristics of Sultana Raisins</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harun%20%C3%87oban">Harun Çoban</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayd%C4%B1n%20Ak%C4%B1n"> Aydın Akın</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the effects of different dose zinc application from soil and foliar on drying yield and some quality characters of raisins ‘Sultana’ were investigated. The experiment was conducted in randomized blocks with four replications, zinc treatment was used at one time (before pre- bloom) and from foliar in three times (pre-bloom, fruit set, and veraison). At harvest, both soil and foliar zinc sulphate applications increased the amount of fresh grapes per vine. Fresh grapes were dried on the drying place. However, the most efficient applications for drying yield and quality of raisins were observed from foliar. Therefore, it was preferred that foliar application dosage level at 0.10 %. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=zinc" title="zinc">zinc</a>, <a href="https://publications.waset.org/abstracts/search?q=raisins" title=" raisins"> raisins</a>, <a href="https://publications.waset.org/abstracts/search?q=soil%20application" title=" soil application"> soil application</a>, <a href="https://publications.waset.org/abstracts/search?q=foliar%20application" title=" foliar application"> foliar application</a>, <a href="https://publications.waset.org/abstracts/search?q=sultana" title=" sultana"> sultana</a>, <a href="https://publications.waset.org/abstracts/search?q=expertise%20value" title=" expertise value"> expertise value</a> </p> <a href="https://publications.waset.org/abstracts/47052/the-influence-of-zinc-applications-from-soil-and-foliar-at-different-levels-on-some-quality-characteristics-of-sultana-raisins" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47052.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">313</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">166</span> An Expert System for Assessment of Learning Outcomes for ABET Accreditation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Imam">M. H. Imam</a>, <a href="https://publications.waset.org/abstracts/search?q=Imran%20A.%20Tasadduq"> Imran A. Tasadduq</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul-Rahim%20Ahmad"> Abdul-Rahim Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahd%20M.%20Aldosari"> Fahd M. Aldosari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning outcomes of a course (CLOs) and the abilities at the time of graduation referred to as Student Outcomes (SOs) are required to be assessed for ABET accreditation. A question in an assessment must target a CLO as well as an SO and must represent a required level of competence. This paper presents the idea of an Expert System (ES) to select a proper question to satisfy ABET accreditation requirements. For ES implementation, seven attributes of a question are considered including the learning outcomes and Bloom’s Taxonomy level. A database contains all the data about a course including course content topics, course learning outcomes and the CLO-SO relationship matrix. The knowledge base of the presented ES contains a pool of questions each with tags of the specified attributes. Questions and the attributes represent expert opinions. With implicit rule base the inference engine finds the best possible question satisfying the required attributes. It is shown that the novel idea of such an ES can be implemented and applied to a course with success. An application example is presented to demonstrate the working of the proposed ES. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expert%20system" title="expert system">expert system</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20outcomes" title=" student outcomes"> student outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20learning%20outcomes" title=" course learning outcomes"> course learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20attributes" title=" question attributes"> question attributes</a> </p> <a href="https://publications.waset.org/abstracts/42958/an-expert-system-for-assessment-of-learning-outcomes-for-abet-accreditation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42958.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">251</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">165</span> Chinese Fantasy Novel: New Word Teaching for Non-Native Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bok%20Check%20Meng">Bok Check Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=Goh%20Ying%20Soon"> Goh Ying Soon </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Giving additional learning materials such as Chinese fantasy novel to non-native learners can be strenuous. Instructors have to understand the underpinning theories about cognitive theory for new word instruction. This paper discusses the underpinning theories. Relevant literature reviews are given. There are basically five major areas of cognitive related theories mentioned in this article. These include motivational learning theory, Affective theory of learning, Cognitive psychology theory, Vocabulary acquisition theory and Bloom’s cognitive levels theory. A theoretical framework has been constructed. Thus, this will give a hand in ensuring non-native learners might gain positive outcomes in the instruction process. Instructors who are interested in teaching new word from Chinese fantasy novel in specific to support additional learning might be able to get insights from this article. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20fantasy%20novel" title="Chinese fantasy novel">Chinese fantasy novel</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20word%20teaching" title=" new word teaching"> new word teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20learners" title=" non-native learners"> non-native learners</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20theory" title=" cognitive theory"> cognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=bloom" title=" bloom "> bloom </a> </p> <a href="https://publications.waset.org/abstracts/15944/chinese-fantasy-novel-new-word-teaching-for-non-native-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15944.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">735</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">164</span> Intentional Cultivation of Non-toxic Filamentous Cyanobacteria Tolypothrix as an Approach to Treat Eutrophic Waters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simona%20Lucakova">Simona Lucakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Irena%20Branyikova"> Irena Branyikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Eutrophication, a condition when water becomes over-enriched with nutrients (P, N), can lead to undesirable excessive growth of phytoplankton, so-called algal bloom. This process results in the accumulation of toxin-producing cyanobacteria and oxygen depletion, both possibly leading to the collapse of the whole ecosystem. In real conditions, the limiting nutrient, which determines the possible growth of harmful algal bloom, is usually phosphorus. Algicides or flocculants have been applied in the eutrophicated waterbody in order to reduce the phytoplankton growth, which leads to the introduction of toxic chemicals into the water. In our laboratory, the idea of the prevention of harmful phytoplankton growth by the intentional cultivation of non-toxic cyanobacteria Tolypothrix tenuis in semi-open floating photobioreactors directly on the surface of phosphorus-rich waterbody is examined. During the process of cultivation, redundant phosphorus is incorporated into cyanobacterial biomass, which can be subsequently used for the production of biofuels, cosmetics, pharmaceuticals, or biostimulants for agricultural use. To determine the ability of phosphorus incorporation, batch-cultivation of Tolypothrix biomass in media simulating eutrophic water (10% BG medium) and in effluent from municipal wastewater treatment plant, both with the initial phosphorus concentration in the range 0.5-1.0 mgP/L was performed in laboratory-scale models of floating photobioreactors. After few hours of cultivation, the phosphorus content was decreased below the target limit of 0.035 mgP/L, which was given as a borderline for the algal bloom formation. Under laboratory conditions, the effect of several parameters on the rate of phosphorus decrease was tested (illumination, temperature, stirring speed/aeration gas flow, biomass to medium ratio). Based on the obtained results, a bench-scale floating photobioreactor was designed and will be tested for Tolypothrix growth in real conditions. It was proved that intentional cultivation of cyanobacteria Tolypothrix could be a suitable approach for extracting redundant phosphorus from eutrophic waters as prevention of algal bloom formation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyanobacteria" title="cyanobacteria">cyanobacteria</a>, <a href="https://publications.waset.org/abstracts/search?q=eutrophication" title=" eutrophication"> eutrophication</a>, <a href="https://publications.waset.org/abstracts/search?q=floating%20photobioreactor" title=" floating photobioreactor"> floating photobioreactor</a>, <a href="https://publications.waset.org/abstracts/search?q=Tolypothrix" title=" Tolypothrix"> Tolypothrix</a> </p> <a href="https://publications.waset.org/abstracts/141388/intentional-cultivation-of-non-toxic-filamentous-cyanobacteria-tolypothrix-as-an-approach-to-treat-eutrophic-waters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141388.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">165</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">163</span> Mitigating Denial of Service Attacks in Information Centric Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bander%20Alzahrani">Bander Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information-centric networking (ICN) using architectures such as Publish-Subscribe Internet Routing Paradigm (PSIRP) is one of the promising candidates for a future Internet, has recently been under the spotlight by the research community to investigate the possibility of redesigning the current Internet architecture to solve many issues such as routing scalability, security, and quality of services issues.. The Bloom filter-based forwarding is a source-routing approach that is used in the PSIRP architecture. This mechanism is vulnerable to brute force attacks which may lead to denial-of-service (DoS) attacks. In this work, we present a new forwarding approach that keeps the advantages of Bloom filter-based forwarding while mitigates attacks on the forwarding mechanism. In practice, we introduce a special type of forwarding nodes called Edge-FW to be placed at the edge of the network. The role of these node is to add an extra security layer by validating and inspecting packets at the edge of the network against brute-force attacks and check whether the packet contains a legitimate forwarding identifier (FId) or not. We leverage Certificateless Aggregate Signature (CLAS) scheme with a small size of 64-bit which is used to sign the FId. Hence, this signature becomes bound to a specific FId. Therefore, malicious nodes that inject packets with random FIds will be easily detected and dropped at the Edge-FW node when the signature verification fails. Our preliminary security analysis suggests that with the proposed approach, the forwarding plane is able to resist attacks such as DoS with very high probability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bloom%20filter" title="bloom filter">bloom filter</a>, <a href="https://publications.waset.org/abstracts/search?q=certificateless%20aggregate%20signature" title=" certificateless aggregate signature"> certificateless aggregate signature</a>, <a href="https://publications.waset.org/abstracts/search?q=denial-of-service" title=" denial-of-service"> denial-of-service</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20centric%20network" title=" information centric network"> information centric network</a> </p> <a href="https://publications.waset.org/abstracts/70786/mitigating-denial-of-service-attacks-in-information-centric-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70786.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">198</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">162</span> Business Skills Laboratory in Action: Combining a Practice Enterprise Model and an ERP-Simulation to a Comprehensive Business Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karoliina%20Nisula">Karoliina Nisula</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuli%20Pekkola"> Samuli Pekkola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business education has been criticized for being too theoretical and distant from business life. Different types of experiential learning environments ranging from manual role-play to computer simulations and enterprise resource planning (ERP) systems have been used to introduce the realistic and practical experience into business learning. Each of these learning environments approaches business learning from a different perspective. The implementations tend to be individual exercises supplementing the traditional courses. We suggest combining them into a business skills laboratory resembling an actual workplace. In this paper, we present a concrete implementation of an ERP-supported business learning environment that is used throughout the first year undergraduate business curriculum. We validate the implementation by evaluating the learning outcomes through the different domains of Bloom’s taxonomy. We use the role-play oriented practice enterprise model as a comparison group. Our findings indicate that using the ERP simulation improves the poor and average students’ lower-level cognitive learning. On the affective domain, the ERP-simulation appears to enhance motivation to learn as well as perceived acquisition of practical hands-on skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20simulations" title="business simulations">business simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20systems" title=" ERP systems"> ERP systems</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environments" title=" learning environments"> learning environments</a> </p> <a href="https://publications.waset.org/abstracts/76976/business-skills-laboratory-in-action-combining-a-practice-enterprise-model-and-an-erp-simulation-to-a-comprehensive-business-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76976.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">259</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=Bloom%20taxonomy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Bloom%20taxonomy&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Bloom%20taxonomy&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Bloom%20taxonomy&page=5">5</a></li> <li class="page-item"><a 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