CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: instrument</title> <meta name="description" content="Search results for: instrument"> <meta name="keywords" content="instrument"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="instrument" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="instrument"> <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> 1154</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: instrument</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1154</span> Non-Contact Digital Music Instrument Using Light Sensing Technology </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aishwarya%20Ravichandra">Aishwarya Ravichandra</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirtana%20Kirtivasan"> Kirtana Kirtivasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Adithi%20Mahesh"> Adithi Mahesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20S.Savanth"> Ashwini S.Savanth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Non-Contact Digital Music System has been conceptualized and implemented to create a new era of digital music. This system replaces the strings of a traditional stringed instrument with laser beams to avoid bruising of the user’s hand. The system consists of seven laser modules, detector modules and distance sensors that form the basic hardware blocks of this instrument. Arduino ATmega2560 microcontroller is used as the primary interface between the hardware and the software. MIDI (Musical Instrument Digital Interface) is used as the protocol to establish communication between the instrument and the virtual synthesizer software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arduino" title="Arduino">Arduino</a>, <a href="https://publications.waset.org/abstracts/search?q=detector" title=" detector"> detector</a>, <a href="https://publications.waset.org/abstracts/search?q=laser" title=" laser"> laser</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=note%20on" title=" note on"> note on</a>, <a href="https://publications.waset.org/abstracts/search?q=note%20off" title=" note off"> note off</a>, <a href="https://publications.waset.org/abstracts/search?q=pitch%20bend" title=" pitch bend"> pitch bend</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharp%20IR%20distance%20sensor" title=" Sharp IR distance sensor"> Sharp IR distance sensor</a> </p> <a href="https://publications.waset.org/abstracts/76975/non-contact-digital-music-instrument-using-light-sensing-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76975.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">407</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">1153</span> Development of an Instrument: The Contemporary Adolescent Well-Being Scale (CAWBS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Camille%20Rault">Camille Rault</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Bahr"> Mark Bahr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to develop a contemporaneous instrument measuring adolescent’s subjective well-being (SWB). The instrument development underwent a three-phase pilot study. Phase one (N = 31) used a qualitative approach to generate domains of SWB relevant to adolescents. During the second phase (N = 22), items were tested targeting these domains. Finally, the third phase (N = 22) assisted in addition, deletion and refinement according to the first two phases of the pilot. A total of 49 items were retained for the final version of the instrument. The Contemporary Adolescent Well-Being Scale (CAWBS) was administered to 1071 school children (599 girls) aged between ten to 18 years old (M = 14,70; SD = 1.45) from Queensland, Australia. Results confirmed the seven-factor construct hypothesized and explained 45% of the variance. The questionnaire pertained to seven domains of adolescent’s SWB, namely; Overall life satisfaction; Bullying; Body image; Social connectedness; Activities; Control appraisal; and Negative feelings. Reliability was shown to be acceptable with Cronbach’s alpha ranging from .58 to .89. Future research should refine the CAWBS and investigate the psychometric properties of this instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title=" construct validity"> construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument" title=" instrument"> instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a> </p> <a href="https://publications.waset.org/abstracts/64335/development-of-an-instrument-the-contemporary-adolescent-well-being-scale-cawbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64335.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">269</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">1152</span> Opportunity Integrated Assessment Facilitating Critical Thinking and Science Process Skills Measurement on Acid Base Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anggi%20Ristiyana%20Puspita%20Sari">Anggi Ristiyana Puspita Sari</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To recognize the importance of the development of critical thinking and science process skills, the instrument should give attention to the characteristics of chemistry. Therefore, constructing an accurate instrument for measuring those skills is important. However, the integrated instrument assessment is limited in number. The purpose of this study is to validate an integrated assessment instrument for measuring students’ critical thinking and science process skills on acid base matter. The development model of the test instrument adapted McIntire model. The sample consisted of 392 second grade high school students in the academic year of 2015/2016 in Yogyakarta. Exploratory factor analysis (EFA) was conducted to explore construct validity, whereas content validity was substantiated by Aiken’s formula. The result shows that the KMO test is 0.714 which indicates sufficient items for each factor and the Bartlett test is significant (a significance value of less than 0.05). Furthermore, content validity coefficient which is based on 8 expert judgments is obtained at 0.85. The findings support the integrated assessment instrument to measure critical thinking and science process skills on acid base matter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acid%20base%20matter" title="acid base matter">acid base matter</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/52908/opportunity-integrated-assessment-facilitating-critical-thinking-and-science-process-skills-measurement-on-acid-base-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52908.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">323</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">1151</span> Developing E-Psychological Instrument for an Effective Flood Victims' Mental Health Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Nazilah">A. Nazilah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Floods are classified among sudden onset phenomenon and the highest natural disasters happen in Malaysia. Floods have a negative impact on mental health. Measuring the psychopathology symptoms among flood victims is an important step for intervention and treatment. However, there is a gap of a valid, reliable and an efficient instrument to measure flood victims' mental health, especially in Malaysia. This study aims to replicate the earlier studies of developing e-Psychological Instrument for Flood Victims (e-PIFV). The e-PIFV is a digital self-report inventory that has 84 items with 4 dimension scales namely stress, anxiety, depression, and trauma. Two replicated studies have been done to validate the instrument using expert judgment method. Results showed that content coefficient validity for each sub-scale of the instrument ranging from moderate to very strong validity. In study I, coefficient values of stress was 0.7, anxiety was 0.9, depression was 1.0, trauma was 0.6 and overall was 0.8. In study II, the coefficient values for two subscales and overall scale were increased. The coefficient value of stress was 0.8, anxiety was 0.9, depression was 1.0, trauma was 0.8 and overall was 0.9. This study supports the theoretical framework and provides practical implication in the field of clinical psychology and flood management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20e-psychological%20instrument" title="developing e-psychological instrument">developing e-psychological instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20validity" title=" content validity"> content validity</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument" title=" instrument"> instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20management" title=" mental health management"> mental health management</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20victims" title=" flood victims"> flood victims</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopathology" title=" psychopathology"> psychopathology</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/107812/developing-e-psychological-instrument-for-an-effective-flood-victims-mental-health-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107812.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1150</span> Wave Pressure Metering with the Specific Instrument and Measure Description Determined by the Shape and Surface of the Instrument including the Number of Sensors and Angle between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Branimir%20Jurun">Branimir Jurun</a>, <a href="https://publications.waset.org/abstracts/search?q=Elza%20Jurun"> Elza Jurun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Focus of this paper is description and functioning manner of the instrument for wave pressure metering. Moreover, an essential component of this paper is the proposal of a metering unit for the direct wave pressure measurement determined by the shape and surface of the instrument including the number of sensors and angle between them. Namely, far applied instruments by means of height, length, direction, wave time period and other components determine wave pressure on a particular area. This instrument, allows the direct measurement i.e. measurement without additional calculation, of the wave pressure expressed in a standardized unit of measure. That way the instrument has a standardized form, surface, number of sensors and the angle between them. In addition, it is made with the status that follows the wave and always is on the water surface. Database quality which is listed by the instrument is made possible by using the Arduino chip. This chip is programmed for receiving by two data from each of the sensors each second. From these data by a pre-defined manner a unique representative value is estimated. By this procedure all relevant wave pressure measurement results are directly and immediately registered. Final goal of establishing such a rich database is a comprehensive statistical analysis that ranges from multi-criteria analysis across different modeling and parameters testing to hypothesis accepting relating to the widest variety of man-made activities such as filling of beaches, security cages for aquaculture, bridges construction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instrument" title="instrument">instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=metering" title=" metering"> metering</a>, <a href="https://publications.waset.org/abstracts/search?q=water" title=" water"> water</a>, <a href="https://publications.waset.org/abstracts/search?q=waves" title=" waves"> waves</a> </p> <a href="https://publications.waset.org/abstracts/57868/wave-pressure-metering-with-the-specific-instrument-and-measure-description-determined-by-the-shape-and-surface-of-the-instrument-including-the-number-of-sensors-and-angle-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57868.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">264</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">1149</span> Validity and Reliability of Competency Assessment Implementation (CAI) Instrument Using Rasch Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhamad%20Hanafi">Nurfirdawati Muhamad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmanirah%20Ab%20Rahman"> Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Ibrahim%20Mukhtar"> Marina Ibrahim Mukhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarebah%20Warman"> Sarebah Warman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to generate empirical evidence on validity and reliability of the item of Competency Assessment Implementation (CAI) Instrument using Rasch Model for polythomous data aided by Winstep software version 3.68. The construct validity was examined by analyzing the point-measure correlation index (PTMEA), in fit and outfit MNSQ values; meanwhile the reliability was examined by analyzing item reliability index. A survey technique was used as the major method with the CAI instrument on 156 teachers from vocational schools. The results have shown that the reliability of CAI Instrument items were between 0.80 and 0.98. PTMEA Correlation is in positive values, in which the item is able to distinguish between the ability of the respondent. Statistical data obtained shows that out of 154 items, 12 items from the instrument suggested to be omitted. This study is hoped could bring a new direction to the process of data analysis in educational research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20assessment" title="competency assessment">competency assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a> </p> <a href="https://publications.waset.org/abstracts/4060/validity-and-reliability-of-competency-assessment-implementation-cai-instrument-using-rasch-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1148</span> Developing Critical-Process Skills Integrated Assessment Instrument as Alternative Assessment on Electrolyte Solution Matter in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sri%20Rejeki%20Dwi%20Astuti">Sri Rejeki Dwi Astuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demanding of the asessment in learning process was impact by policy changes. Nowadays, the assessment not only emphasizes knowledge, but also skills and attitude. However, in reality there are many obstacles in measuring them. This paper aimed to describe how to develop instrument of integrated assessment as alternative assessment to measure critical thinking skills and science process skills in electrolyte solution and to describe instrument’s characteristic such as logic validity and construct validity. This instrument development used test development model by McIntire. Development process data was acquired based on development test step and was analyzed by qualitative analysis. Initial product was observed by three peer reviewer and six expert judgment (two subject matter expert, two evaluation expert and two chemistry teacher) to acquire logic validity test. Logic validity test was analyzed using Aiken’s formula. The estimation of construct validity was analyzed by exploratory factor analysis. Result showed that integrated assessment instrument has 0,90 of Aiken’s Value and all item in integrated assessment asserted valid according to construct validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title="construct validity">construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=logic%20validity" title=" logic validity"> logic validity</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/52860/developing-critical-process-skills-integrated-assessment-instrument-as-alternative-assessment-on-electrolyte-solution-matter-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52860.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">263</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">1147</span> Developing an Instrument to Measure Teachers’ Self-Efficacy of Teaching Innovation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huda%20S.%20Al-Azmi">Huda S. Al-Azmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing consensus that adoption of teachers’ self-efficacy measurement tools help to assess teachers’ abilities in specific areas in order to improve their skills. As a result, different instruments to assess teachers’ ability were developed by academics and practitioners. However, many of these instruments focused either on general teaching skills, or on the other hand, were very specific to one subject. As such, these instruments do not offer a tool to measure the ability of teachers in teaching 21<sup>st</sup> century skills such as innovation skills. Teaching innovation skills helps to prepare students for lives and careers in the 21<sup>st</sup> century. The purpose of this study is to develop an instrument measuring teachers’ self-efficacy of teaching innovation skills related to the classroom context and evaluating the teachers’ beliefs regarding their ability in teaching innovation skills. To reach this goal, the 16-item instrument measures four dimensions of innovation skills: creativity, critical thinking, communication, and collaboration. 211 secondary-school teachers filled out the survey to quantitatively analyze the quality of the instrument. The instrument’s reliability and item analysis were measured by using jMetrik. The results concluded that the mean of self-efficacy ranged from 3 to 3.6 without extreme high or low self-efficacy scores. The discrimination analysis revealed that one item recorded a negative correlation with the total, and three items recorded low correlation with the total. The reliabilities of items ranged from 0.64 to 0.69 and the instrument needed a couple of revisions before practical use. The study concluded the need to discard one item and revise five items to increase the quality of the instrument for future work. <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=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20skills" title=" innovation skills"> innovation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/95079/developing-an-instrument-to-measure-teachers-self-efficacy-of-teaching-innovation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95079.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">214</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">1146</span> Quality Teaching Evaluation Instrument: A Student Learning-centred Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuy%20T.%20T.%20Tran">Thuy T. T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamish%20Coates"> Hamish Coates</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophie%20Arkoudis"> Sophie Arkoudis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evaluation instruments of teaching are abundant; however, these do not prompt any enhancement in the quality of teaching, not least because these instruments are framed only by teacher-centered conceptions of teaching. There is a need for more sophisticated teaching evaluation measures that focus on student learning and multi-stakeholder involvement. This study aims to develop such an evaluation instrument for Vietnamese higher education. The study uses several kinds of methods. The instrument was initially drafted through in-depth review of research, paying close attention to Vietnamese higher education. Draft evaluation instruments were produced and reviewed by 34 experts. The outcomes of this qualitative and quantitative data reveal an instrument that highlights the value of a multisource student-centered approach, and the rich integration of contextual and cultural traits where Confucian values are emphasized. The validation affirms that evaluating teaching in such way will facilitate the continuous learning growth of all stakeholders involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi%20stakeholders" title="multi stakeholders">multi stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20teaching" title=" quality teaching"> quality teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20evaluation" title=" teaching evaluation"> teaching evaluation</a> </p> <a href="https://publications.waset.org/abstracts/76855/quality-teaching-evaluation-instrument-a-student-learning-centred-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76855.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">310</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">1145</span> Developing and Validating an Instrument for Measuring Mobile Government Adoption in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Alotaibi">Sultan Alotaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dmitri%20Roussinov"> Dmitri Roussinov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many governments recently started to change the ways of providing their services by allowing their citizens to access services from anywhere without the need of visiting the location of the service provider. Mobile government (M-government) is one of the techniques that fulfill that goal. It has been adopted by many governments. M-government can be defined as an implementation of Electronic Government (E-Government) by using mobile technology with the aim of improving service delivery to citizens, businesses and all government agencies. There have been several research projects developing models to understand the behavior of individuals towards the adoption of m-government. This paper proposes a model for adoption of m-government services in Saudi Arabia by extending Technology Acceptance Model (TAM) by introducing external factors. This paper also reports on the development of a survey instrument designed to measure user perception of mobile government acceptance. A survey instrument has been developed by using existing scales from prior instruments and a pilot study has been conducted by distributing the survey to 33 participants. As a result, a survey instrument has been refined to retain 43 items. The results also showed that the reliabilities of all the scales in the survey instrument are above the levels acceptable in current academic research, thus the instruments developed by us are capable of analyzing the factors in M-government adoption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TAM" title="TAM">TAM</a>, <a href="https://publications.waset.org/abstracts/search?q=m-government" title=" m-government"> m-government</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptance" title=" acceptance"> acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20government" title=" mobile government"> mobile government</a> </p> <a href="https://publications.waset.org/abstracts/47469/developing-and-validating-an-instrument-for-measuring-mobile-government-adoption-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47469.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">249</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">1144</span> Feasiblity of Replacing Inductive Instrument Transformers with Non-Conventional Intrument Transformers to replace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20A.%20Wallace">David A. Wallace</a>, <a href="https://publications.waset.org/abstracts/search?q=Salakjit%20J.%20Nilboworn"> Salakjit J. Nilboworn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Secure and reliable transmission and distribution of electrical power is crucial in today’s ever-increasing demand for electricity. Traditional methods of protecting the electrical grid have relied on relaying systems receiving voltage and current inputs from inductive instruments transformers (IT). This method has provided robust and stable performance throughout the years. Today with the advent of new non-conventional transformers (NCIT) and sensors, the electrical landscape is changing. These new systems have to ability to provide the same electrical performance as traditional instrument transformers with the added features of data acquisition, communication, smaller footprint, lower cost and resistance to GMD/GIC events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-conventional%20instrument%20transformers" title="non-conventional instrument transformers">non-conventional instrument transformers</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20substations" title=" digital substations"> digital substations</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20grids" title=" smart grids"> smart grids</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-grids" title=" micro-grids"> micro-grids</a> </p> <a href="https://publications.waset.org/abstracts/169714/feasiblity-of-replacing-inductive-instrument-transformers-with-non-conventional-intrument-transformers-to-replace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169714.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">82</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">1143</span> Economic Analysis of Policy Instruments for Energy Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Etidel%20Labidi">Etidel Labidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Energy efficiency improvement is one of the means to reduce energy consumption and carbon emissions. Recently, some developed countries have implemented the tradable white certificate scheme (TWC) as a new policy instrument based on market approach to support energy efficiency improvements. The major focus of this paper is to compare the White Certificates (TWC) scheme as an innovative policy instrument for energy efficiency improvement to other policy instruments: energy taxes and regulations setting a minimum level of energy efficiency. On the basis of our theoretical discussion and numerical simulation, we show that the white certificates system is the most interesting policy instrument for saving energy because it generates the most important level of energy savings and the least increase in energy service price. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20savings" title="energy savings">energy savings</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title=" energy efficiency"> energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20policy" title=" energy policy"> energy policy</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20certificates" title=" white certificates"> white certificates</a> </p> <a href="https://publications.waset.org/abstracts/85878/economic-analysis-of-policy-instruments-for-energy-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85878.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">335</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">1142</span> Islamic Financial Instrument, Standard Parallel Salam as an Alternative to Conventional Derivatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Naserpoor">Alireza Naserpoor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Derivatives are the most important innovation which has happened in the past decades. When it comes to financial markets, it has changed the whole way of operations of stock, commodities and currency market. Beside a lot of advantages, Conventional derivatives contracts have some disadvantages too. Some problems have been caused by derivatives contain raising Volatility, increasing Bankruptcies and causing financial crises. Standard Parallel Salam contract as an Islamic financial product meanwhile is a financing instrument can be used for risk management by investors. Standard Parallel Salam is a Shari’ah-Compliant contract. Furthermore, it is an alternative to conventional derivatives. Despite the fact that the unstructured types of that, has been used in several Islamic countries, This contract as a structured and standard financial instrument introduced in Iran Mercantile Exchange in 2014. In this paper after introducing parallel Salam, we intend to examine a collection of international experience and local measure regarding launching standard parallel Salam contract and proceed to describe standard scenarios for trading this instrument and practical experience in Iran Mercantile Exchange about this instrument. Afterwards, we make a comparison between SPS and Futures contracts as a conventional derivative. Standard parallel salam contract as an Islamic financial product, can be used for risk management by investors. SPS is a Shariah-Compliant contract. Furthermore it is an alternative to conventional derivatives. This contract as a structured and standard financial instrument introduced in Iran Mercantile Exchange in 2014. despite the fact that the unstructured types of that, has been used in several Islamic countries. In this article after introducing parallel salam, we intend to examine a collection of international experience and local measure regarding launching standard parallel salam contract and proceed to describe standard scenarios for trading this instrument containing two main approaches in SPS using, And practical experience in IME about this instrument Afterwards, a comparison between SPS and Futures contracts as a conventional derivatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=futures%20contracts" title="futures contracts">futures contracts</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging" title=" hedging"> hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=shari%E2%80%99ah%20compliant%20instruments" title=" shari’ah compliant instruments"> shari’ah compliant instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20parallel%20salam" title=" standard parallel salam "> standard parallel salam </a> </p> <a href="https://publications.waset.org/abstracts/19729/islamic-financial-instrument-standard-parallel-salam-as-an-alternative-to-conventional-derivatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19729.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">390</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">1141</span> Impact of Instrument Transformer Secondary Connections on Performance of Protection System: Experiences from Indian POWERGRID</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pankaj%20Kumar%20Jha">Pankaj Kumar Jha</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahendra%20Singh%20Hada"> Mahendra Singh Hada</a>, <a href="https://publications.waset.org/abstracts/search?q=Brijendra%20Singh"> Brijendra Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandeep%20Yadav"> Sandeep Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protective relays are commonly connected to the secondary windings of instrument transformers, i.e., current transformers (CTs) and/or capacitive voltage transformers (CVTs). The purpose of CT and CVT is to provide galvanic isolation from high voltages and reduce primary currents and voltages to a nominal quantity recognized by the protective relays. Selecting the correct instrument transformers for an application is imperative: failing to do so may compromise the relay’s performance, as the output of the instrument transformer may no longer be an accurately scaled representation of the primary quantity. Having an accurately rated instrument transformer is of no use if these devices are not properly connected. The performance of the protective relay is reliant on its programmed settings and on the current and voltage inputs from the instrument transformers secondary. This paper will help in understanding the fundamental concepts of the connections of Instrument Transformers to the protection relays and the effect of incorrect connection on the performance of protective relays. Multiple case studies of protection system mal-operations due to incorrect connections of instrument transformers will be discussed in detail in this paper. Apart from the connection issue of instrument transformers to protective relays, this paper will also discuss the effect of multiple earthing of CTs and CVTs secondary on the performance of the protection system. Case studies presented in this paper will help the readers to analyse the problem through real-world challenges in complex power system networks. This paper will also help the protection engineer in better analysis of disturbance records. CT and CVT connection errors can lead to undesired operations of protection systems. However, many of these operations can be avoided by adhering to industry standards and implementing tried-and-true field testing and commissioning practices. Understanding the effect of missing neutral of CVT, multiple earthing of CVT secondary, and multiple grounding of CT star points on the performance of the protection system through real-world case studies will help the protection engineer in better commissioning the protection system and maintenance of the protection system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bus%20reactor" title="bus reactor">bus reactor</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20transformer" title=" current transformer"> current transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=capacitive%20voltage%20transformer" title=" capacitive voltage transformer"> capacitive voltage transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20protection" title=" distance protection"> distance protection</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20protection" title=" differential protection"> differential protection</a>, <a href="https://publications.waset.org/abstracts/search?q=directional%20earth%20fault" title=" directional earth fault"> directional earth fault</a>, <a href="https://publications.waset.org/abstracts/search?q=disturbance%20report" title=" disturbance report"> disturbance report</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument%20transformer" title=" instrument transformer"> instrument transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=REF%20protection" title=" REF protection"> REF protection</a>, <a href="https://publications.waset.org/abstracts/search?q=shunt%20reactor" title=" shunt reactor"> shunt reactor</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20selection%20relay" title=" voltage selection relay"> voltage selection relay</a>, <a href="https://publications.waset.org/abstracts/search?q=VT%20fuse%20failure" title=" VT fuse failure"> VT fuse failure</a> </p> <a href="https://publications.waset.org/abstracts/166346/impact-of-instrument-transformer-secondary-connections-on-performance-of-protection-system-experiences-from-indian-powergrid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166346.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">81</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">1140</span> Design of a Virtual Instrument (VI) System for Earth Resistivity Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henry%20Okoh">Henry Okoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Obaro%20Verisa%20Omayuli"> Obaro Verisa Omayuli</a>, <a href="https://publications.waset.org/abstracts/search?q=Gladys%20A.%20Osagie"> Gladys A. Osagie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of developing nations is the dearth of measurement devices. Aside the shortage, when available, they are either old or obsolete and also very expensive. When this is the situation, researchers must design alternative systems to help meet the desired needs of academia. This paper presents a design of cost-effective multi-disciplinary virtual instrument system for scientific research. This design was based on NI USB-6255 multifunctional DAQ which was used for earth resistivity measurement in Schlumberger array and the result obtained compared closely with that of a conventional ABEM Terrameter. This instrument design provided a hands-on experience as related to full-waveform signal acquisition in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cost-effective" title="cost-effective">cost-effective</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20acquisition%20%28DAQ%29" title=" data acquisition (DAQ)"> data acquisition (DAQ)</a>, <a href="https://publications.waset.org/abstracts/search?q=full-waveform" title=" full-waveform"> full-waveform</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary" title=" multi-disciplinary"> multi-disciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=Schlumberger%20array" title=" Schlumberger array"> Schlumberger array</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20Instrumentation%20%28VI%29." title=" virtual Instrumentation (VI)."> virtual Instrumentation (VI).</a> </p> <a href="https://publications.waset.org/abstracts/6484/design-of-a-virtual-instrument-vi-system-for-earth-resistivity-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6484.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">470</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">1139</span> Musical Instrument Recognition in Polyphonic Audio Through Convolutional Neural Networks and Spectrograms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rujia%20Chen">Rujia Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Ghobakhlou"> Akbar Ghobakhlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajit%20Narayanan"> Ajit Narayanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the task of identifying musical instruments in polyphonic compositions using Convolutional Neural Networks (CNNs) from spectrogram inputs, focusing on binary classification. The model showed promising results, with an accuracy of 97% on solo instrument recognition. When applied to polyphonic combinations of 1 to 10 instruments, the overall accuracy was 64%, reflecting the increasing challenge with larger ensembles. These findings contribute to the field of Music Information Retrieval (MIR) by highlighting the potential and limitations of current approaches in handling complex musical arrangements. Future work aims to include a broader range of musical sounds, including electronic and synthetic sounds, to improve the model's robustness and applicability in real-time MIR systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=binary%20classifier" title="binary classifier">binary classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=CNN" title=" CNN"> CNN</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrogram" title=" spectrogram"> spectrogram</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument" title=" instrument"> instrument</a> </p> <a href="https://publications.waset.org/abstracts/185822/musical-instrument-recognition-in-polyphonic-audio-through-convolutional-neural-networks-and-spectrograms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185822.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">77</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">1138</span> Assessing an Instrument Usability: Response Interpolation and Scale Sensitivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Betsy%20Ng">Betsy Ng</a>, <a href="https://publications.waset.org/abstracts/search?q=Seng%20Chee%20Tan"> Seng Chee Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Choon%20Lang%20Quek"> Choon Lang Quek</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Looker"> Peter Looker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaime%20Koh"> Jaime Koh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to determine the particular scale rating that stands out for an instrument. The instrument was designed to assess student perceptions of various learning environments, namely face-to-face, online and blended. The original instrument had a 5-point Likert items (1 = strongly disagree and 5 = strongly agree). Alternate versions were modified with a 6-point Likert scale and a bar scale rating. Participants consisted of undergraduates in a local university were involved in the usability testing of the instrument in an electronic setting. They were presented with the 5-point, 6-point and percentage-bar (100-point) scale ratings, in response to their perceptions of learning environments. The 5-point and 6-point Likert scales were presented in the form of radio button controls for each number, while the percentage-bar scale was presented with a sliding selection. Among these responses, 6-point Likert scale emerged to be the best overall. When participants were confronted with the 5-point items, they either chose 3 or 4, suggesting that data loss could occur due to the insensitivity of instrument. The insensitivity of instrument could be due to the discreet options, as evidenced by response interpolation. To avoid the constraint of discreet options, the percentage-bar scale rating was tested, but the participant responses were not well-interpolated. The bar scale might have provided a variety of responses without a constraint of a set of categorical options, but it seemed to reflect a lack of perceived and objective accuracy. The 6-point Likert scale was more likely to reflect a respondent’s perceived and objective accuracy as well as higher sensitivity. This finding supported the conclusion that 6-point Likert items provided a more accurate measure of the participant’s evaluation. The 5-point and bar scale ratings might not be accurately measuring the participants’ responses. This study highlighted the importance of the respondent’s perception of accuracy, respondent’s true evaluation, and the scale’s ease of use. Implications and limitations of this study were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=usability" title="usability">usability</a>, <a href="https://publications.waset.org/abstracts/search?q=interpolation" title=" interpolation"> interpolation</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitivity" title=" sensitivity"> sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=Likert%20scales" title=" Likert scales"> Likert scales</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a> </p> <a href="https://publications.waset.org/abstracts/62241/assessing-an-instrument-usability-response-interpolation-and-scale-sensitivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62241.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">406</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">1137</span> Characteristics and Item Parameters Fitness on Chemistry Teacher-Made Test Instrument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizki%20Nor%20Amelia">Rizki Nor Amelia</a>, <a href="https://publications.waset.org/abstracts/search?q=Farida%20A.%20Setiawati"> Farida A. Setiawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to: (1) describe the characteristics of teacher-made test instrument used to measure the ability of students’chemistry, and (2) identify the presence of the compability difficulty level set by teachers to difficulty level by empirical results. Based on these objectives, this study was a descriptive research. The analysis in this study used the Rasch model and Chi-square statistics. Analysis using Rasch Model was based on the response patterns of high school students to the teacher-made test instrument on chemistry subject Academic Year 2015/2016 in the Yogyakarta. The sample of this research were 358 students taken by cluster random sampling technique. The analysis showed that: (1) a teacher-made tests instrument has a medium on the mean difficulty level. This instrument is capable to measure the ability on the interval of -0,259 ≤ θ ≤ 0,659 logit. Maximum Test Information Function obtained at 18.187 on the ability +0,2 logit; (2) 100% items categorized either as easy or difficult by rasch model is match with the teachers’ judgment; while 37 items are categorized according to rasch model which 8.10% and 10.81% categorized as easy and difficult items respectively according to the teachers, the others are medium categorized. Overall, the distribution of the level of difficulty formulated by the teachers has the distinction (not match) to the level of difficulty based on the empirical results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=items%20parameter%20fitness" title=" items parameter fitness"> items parameter fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20model" title=" Rasch model"> Rasch model</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-made%20test" title=" teacher-made test"> teacher-made test</a> </p> <a href="https://publications.waset.org/abstracts/52859/characteristics-and-item-parameters-fitness-on-chemistry-teacher-made-test-instrument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1136</span> Translation and Adaptation of the Assessment Instrument “Kiddycat” for European Portuguese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elsa%20Marta%20Soares">Elsa Marta Soares</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Rita%20Valente"> Ana Rita Valente</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristiana%20Rodrigues"> Cristiana Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Filipa%20Gon%C3%A7alves"> Filipa Gonçalves </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The assessment of feelings and attitudes of preschool children in relation to stuttering is crucial. Negative experiences can lead to anxiety, worry or frustration. To avoid the worsening of attitudes and feelings related to stuttering, it is important the early detection in order to intervene as soon as possible through an individualized intervention plan. Then it is important to have Portuguese instruments that allow this assessment. Aims: The aim of the present study is to realize the translation and adaptation of the Communication Attitude Test for Children in Preschool Age and Kindergarten (KiddyCat) for EP. Methodology: For the translation and adaptation process, a methodological study was carried out with the following steps: translation, back translation, assessment by a committee of experts and pre-test. This abstract describes the results of the first two phases of this process. The translation was accomplished by two bilingual individuals without experience in health and any knowledge about the instrument. One of them was an English teacher and the other one a Translator. The back-translation was conducted by two Senior Class Teachers that live in United Kingdom without any knowledge in health and about the instrument. Results and Discussion: In translation there were differences in semantic equivalences of various expressions and concepts. A discussion between the two translators, mediated by the researchers, allowed to achieve the consensus version of the translated instrument. Taking into account the original version of KiddyCAT the results demonstrated that back-translation versions were similar to the original version of this assessment instrument. Although the back-translators used different words, they were synonymous, maintaining semantic and idiomatic equivalences of the instrument’s items. Conclusion: This project contributes with an important resource that can be used in the assessment of feelings and attitudes of preschool children who stutter. This was the first phase of the research; expert panel and pretest are being developed. Therefore, it is expected that this instrument contributes to an holistic therapeutic intervention, taking into account the individual characteristics of each child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings%20and%20attitudes" title=" feelings and attitudes"> feelings and attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering "> stuttering </a> </p> <a href="https://publications.waset.org/abstracts/121633/translation-and-adaptation-of-the-assessment-instrument-kiddycat-for-european-portuguese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121633.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">149</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">1135</span> The Next Game Changer: 3-D Printed Musical Instruments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20Ko">Leonardo Ko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an era marked by rapid technological innovation, the classical instrument industry nonetheless has not seen significant change. Is this a matter of stubborn traditionalism, or do old, conventional instruments really sound better? Because of the widespread use of 3-D printing, it seems feasible to produce modern, 3-D printed instruments that adhere to the basic conventions of standard construction. This study aimed to design and create a practical, effective 3-D printed acoustic violin. A cost-benefit analysis of materials and design is presented in addition to a report on sound tests in which a pool of professional musicians compared the traditional violin to its synthetic counterpart with regard to acoustic properties. With a low-cost yet functional instrument, musicians of all levels would be able to afford instruments with much greater ease; the present study thus hopes to contribute to efforts to increase the accessibility of classical music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20musical%20instrument" title="acoustic musical instrument">acoustic musical instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20musical%20education" title=" classical musical education"> classical musical education</a>, <a href="https://publications.waset.org/abstracts/search?q=low-cost" title=" low-cost"> low-cost</a>, <a href="https://publications.waset.org/abstracts/search?q=3-D%20printing" title=" 3-D printing"> 3-D printing</a> </p> <a href="https://publications.waset.org/abstracts/39307/the-next-game-changer-3-d-printed-musical-instruments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39307.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">229</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">1134</span> Simultaneous Measurement of Wave Pressure and Wind Speed with the Specific Instrument and the Unit of Measurement Description</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Branimir%20Jurun">Branimir Jurun</a>, <a href="https://publications.waset.org/abstracts/search?q=Elza%20Jurun"> Elza Jurun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this paper is the description of an instrument called 'Quattuor 45' and defining of wave pressure measurement. Special attention is given to measurement of wave pressure created by the wind speed increasing obtained with the instrument 'Quattuor 45' in the investigated area. The study begins with respect to theoretical attitudes and numerous up to date investigations related to the waves approaching the coast. The detailed schematic view of the instrument is enriched with pictures from ground plan and side view. Horizontal stability of the instrument is achieved by mooring which relies on two concrete blocks. Vertical wave peak monitoring is ensured by one float above the instrument. The synthesis of horizontal stability and vertical wave peak monitoring allows to create a representative database for wave pressure measuring. Instrument ‘Quattuor 45' is named according to the way the database is received. Namely, the electronic part of the instrument consists of the main chip ‘Arduino', its memory, four load cells with the appropriate modules and the wind speed sensor 'Anemometers'. The 'Arduino' chip is programmed to store two data from each load cell and two data from the anemometer on SD card each second. The next part of the research is dedicated to data processing. All measured results are stored automatically in the database and after that detailed processing is carried out in the MS Excel. The result of the wave pressure measurement is synthesized by the unit of measurement kN/m². This paper also suggests a graphical presentation of the results by multi-line graph. The wave pressure is presented on the left vertical axis, while the wind speed is shown on the right vertical axis. The time of measurement is displayed on the horizontal axis. The paper proposes an algorithm for wind speed measurements showing the results for two characteristic winds in the Adriatic Sea, called 'Bura' and 'Jugo'. The first of them is the northern wind that reaches high speeds, causing low and extremely steep waves, where the pressure of the wave is relatively weak. On the other hand, the southern wind 'Jugo' has a lower speed than the northern wind, but due to its constant duration and constant speed maintenance, it causes extremely long and high waves that cause extremely high wave pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instrument" title="instrument">instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=measuring%20unit" title=" measuring unit"> measuring unit</a>, <a href="https://publications.waset.org/abstracts/search?q=waves%20pressure%20metering" title=" waves pressure metering"> waves pressure metering</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20seed%20measurement" title=" wind seed measurement"> wind seed measurement</a> </p> <a href="https://publications.waset.org/abstracts/82845/simultaneous-measurement-of-wave-pressure-and-wind-speed-with-the-specific-instrument-and-the-unit-of-measurement-description" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1133</span> Instrument Development and Validation for Quality Early Childhood Curriculum in the Malaysian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadiah%20Baharom">Sadiah Baharom</a>, <a href="https://publications.waset.org/abstracts/search?q=Che%20Nidzam%20Che%20Ahmad"> Che Nidzam Che Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Saipol%20Barin%20Ramli"> Saipol Barin Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Asmayati%20Yahaya"> Asmayati Yahaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sopia%20Md%20Yassin"> Sopia Md Yassin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The early childhood care and education (ECCE) in Malaysia aspire to develop children who are intellectually, emotionally, physically and spiritually balanced. This aspiration can only materialise if the early childhood program developed comprehensive and is of high quality comparable to international standards. As such, there is a pressing need to assess the quality of the program in an all-encompassing manner. The overall research project aims at developing a comprehensive and integrated model of high-quality Malaysian ECCE. One of the major objectives of this project is to assess and evaluate the scope and quality of the existing ECCE programs in Malaysia. To this end, a specific aspect of this objective is to develop and validate an instrument to assess and evaluate the ECCE curriculum of the country. Thus this paper describes the development and validation of an instrument to explore the quality of early childhood care and education curriculum currently implemented in the country’s ECCE centres. The generation of the constructs and items were based on a set of criteria mapped against existing ECCE practice, document analyses, expert interviews and panel discussions. The items went through expert validation and were field tested on 597 ECCE teachers. The data obtained went through an exploratory factor analysis to validate the constructs of the instrument followed by reliability studies on internal consistency based on the Cronbach Alpha values. The final set of items for the ECCE curriculum instrument, earmarked for the main study, consists of four constructs namely philosophy and core values, curriculum content, curriculum review and unique features. Each construct consists of between 21 to 3 items with a total of 36 items in all. The reliability coefficients for each construct range from 0.65 to 0.961. These values are within the acceptable limits for a reliable instrument to be used in the main study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20and%20care%20education" title="early childhood and care education">early childhood and care education</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument%20development" title=" instrument development"> instrument development</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20studies" title=" reliability studies"> reliability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=validity%20studies" title=" validity studies"> validity studies</a> </p> <a href="https://publications.waset.org/abstracts/72594/instrument-development-and-validation-for-quality-early-childhood-curriculum-in-the-malaysian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72594.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">201</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">1132</span> Autism Screening Questionnaire for Daycare Attendees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Alejandro%20Torres-Lopez">David Alejandro Torres-Lopez </a>, <a href="https://publications.waset.org/abstracts/search?q=Lilia%20Albores-Gallo"> Lilia Albores-Gallo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronald%20Soto-Calderon"> Ronald Soto-Calderon</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Lagunes-Cordoba"> Roberto Lagunes-Cordoba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Screening Questionnaire for Daycare Attendees (ASQ-DAT) is a screening instrument that assesses the risk of autism in children between 12 and 47 months, being the first free observational instrument created according to the criteria of the DSM-5 that can be applied by teachers in nurseries. The people in charge of answering the questionnaires are the daycare assistants. Its application presents a series of previous activities with which daycare assistants are familiar (dance, games, oral narration and breakfast), which are executed with the children and then answer a questionnaire with dichotomous questions "Yes/No" in approximately 3 minutes per child. The instrument was developed with the participation of nurseries according to the protocols of the creation of psychometric instruments of the Classical Test Theory having as a gold standard ADOS-2 Modules T and 1. The results of the investigation show that the use of ASQ-DAT combined with the application of M-CHAT / RF provides more information about the risk of ASD in young children, which allows improvements in the screening. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title="diagnosis">diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=daycare" title=" daycare"> daycare</a> </p> <a href="https://publications.waset.org/abstracts/92545/autism-screening-questionnaire-for-daycare-attendees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92545.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">219</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">1131</span> Assessment of Age-Friendliness in Rural Areas: An Investigation of Content Validity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Erjauz">Barbara Erjauz</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliane%20Eichhorn"> Juliane Eichhorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Purpose: The world´s population is rapidly aging, wherefore the World Health Organization (WHO) is dealing with concepts of Age-Friendly-Communities and criteria to define them. Also in Germany, we can find an aging population and a large amount of seniors is living in rural areas. Those regions are defined by unique social and environmental characteristics, which can enhance or decrease age-friendliness. To identify and work with these characteristics, we are in need of appropriate assessment instruments. To the author’s best knowledge until now, no instrument could be identified as suitable and scientifically proven for the German speaking area. The aim of the study was to identify an assessment instrument to measure the age-friendliness of rural communities and its psychometric testing regarding the content validity. Methods: A literature search was carried out to identify instruments related to concepts of Age-Friendly-Communities. According to the German situation, an instrument was chosen and modified based on a Delphi-study. In this context, the content validity was investigated by calculating the Content Validity Index (CVI). Results: An instrument consisting of 86 items based on WHO indicators and the German situation in rural areas was created. 43 items (50%) had a Content Validity Index for Items (I-CVI) of 1,00, 37 items (43%) had an I-CVI of >0,78 and > 1.00, and 6 items had an I-CVI of >0,78. The value of the Content Validity Index for Scales, averaging calculation method (S-CVI/Ave) for the entire scale was 0,91. Conclusions: The results indicate a good content validity and it can be concluded that the created instrument represents the phenomenon of age-friendliness in rural areas. Nevertheless, further psychometric testing related to reliability, validity and responsiveness is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=age-friendly" title=" age-friendly"> age-friendly</a>, <a href="https://publications.waset.org/abstracts/search?q=rural" title=" rural"> rural</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20testing" title=" psychometric testing"> psychometric testing</a> </p> <a href="https://publications.waset.org/abstracts/92944/assessment-of-age-friendliness-in-rural-areas-an-investigation-of-content-validity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92944.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">241</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">1130</span> Crosssampler: A Digital Convolution Cross Synthesis Instrument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jimmy%20Eadie">Jimmy Eadie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Convolutional Cross Synthesis (CCS) has emerged as a powerful technique for blending input signals to create hybrid sounds. It has significantly expanded the horizons of digital signal processing, enabling artists to explore audio effects. However, the conventional applications of CCS primarily revolve around reverberation and room simulation rather than being utilized as a creative synthesis method. In this paper, we present the design of a digital instrument called CrossSampler that harnesses a parametric approach to convolution cross-synthesis, which involves using adjustable parameters to control the blending of audio signals through convolution. These parameters allow for customization of the resulting sound, offering greater creative control and flexibility. It enables users to shape the output by manipulating factors such as duration, intensity, and spectral characteristics. This approach facilitates experimentation and exploration in sound design and opens new sonic possibilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convolution" title="convolution">convolution</a>, <a href="https://publications.waset.org/abstracts/search?q=synthesis" title=" synthesis"> synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=sampling" title=" sampling"> sampling</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20instrument" title=" virtual instrument"> virtual instrument</a> </p> <a href="https://publications.waset.org/abstracts/183096/crosssampler-a-digital-convolution-cross-synthesis-instrument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183096.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">64</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">1129</span> Musical Instruments Classification Using Machine Learning Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhalke%20D.%20G.">Bhalke D. G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Bormane%20D.%20S."> Bormane D. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kharate%20G.%20K."> Kharate G. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents classification of musical instrument using machine learning techniques. The classification has been carried out using temporal, spectral, cepstral and wavelet features. Detail feature analysis is carried out using separate and combined features. Further, instrument model has been developed using K-Nearest Neighbor and Support Vector Machine (SVM). Benchmarked McGill university database has been used to test the performance of the system. Experimental result shows that SVM performs better as compared to KNN classifier. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feature%20extraction" title="feature extraction">feature extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=SVM" title=" SVM"> SVM</a>, <a href="https://publications.waset.org/abstracts/search?q=KNN" title=" KNN"> KNN</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20instruments" title=" musical instruments"> musical instruments</a> </p> <a href="https://publications.waset.org/abstracts/23369/musical-instruments-classification-using-machine-learning-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23369.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">480</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">1128</span> Cross Cultural Adaptation and Content Validation of the Assessment Instrument Preschooler Awareness of Stuttering Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Belchior">Catarina Belchior</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Martins"> Catarina Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Mendes"> Sara Mendes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Rita%20S.%20Valente"> Ana Rita S. Valente</a>, <a href="https://publications.waset.org/abstracts/search?q=Elsa%20Marta%20Soares"> Elsa Marta Soares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The negative feelings and attitudes that a person who stutters can develop are extremely relevant when considering assessment and intervention in Speech and Language Therapy. This relates to the fact that the person who stutters can experience feelings such as shame, fear and negative beliefs when communicating. Considering the complexity and importance of integrating diverse aspects in stuttering intervention, it is central to identify those emotions as early as possible. Therefore, this research aimed to achieve the translation, adaptation to European Portuguese and to analyze the content validation of the Preschooler Awareness Stuttering Survey (Abbiati, Guitar & Hutchins, 2015), an instrument that allows the assessment of the impact of stuttering on preschool children who stutter considering feelings and attitudes. Methodology: Cross-sectional descriptive qualitative research. The following methodological procedures were followed: translation, back-translation, panel of experts and pilot study. This abstract describes the results of the first three phases of this process. The translation was accomplished by two Speech Language Therapists (SLT). Both professionals have more than five years of experience and are users of English language. One of them has a broad experience in the field of stuttering. Back-translation was conducted by two bilingual individuals without experience in health or any knowledge about the instrument. The panel of experts was composed by 3 different SLT, experts in the field of stuttering. Results and Discussion: In the translation and back-translation process it was possible to verify differences in semantic and idiomatic equivalences of several concepts and expressions, as well as the need to include new information to enhance the understanding of the application of the instrument. The meeting between the two translators and the researchers allowed the achievement of a consensus version that was used in back-translation. Considering adaptation and content validation, the main change made by the experts was the conceptual equivalence of the questions and answers of the instrument's sheets. Considering that in the translated consensus version the questions began with various nouns such as 'is' or 'the cow' and that the answers did not contain the adverb 'much' as in the original instrument, the panel agreed that it would be more appropriate if the questions all started with 'how' and that all the answers should present the adverb 'much'. This decision was made to ensure that the translate instrument would be similar to the original and so that the results obtained could be comparable between the original and the translated instrument. There was also elaborated one semantic equivalence between concepts. The panel of experts found that all other items and specificities of the instrument were adequate, concluding the adequacy of the instrument considering its objectives and its intended target population. Conclusion: This research aspires to diversify the existing validated resources in this scope, adding a new instrument that allows the assessment of preschool children who stutter. Consequently, it is hoped that this instrument will provide a real and reliable assessment that can lead to an appropriate therapeutic intervention according to the characteristics and needs of each child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stuttering" title="stuttering">stuttering</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings%20and%20attitudes" title=" feelings and attitudes"> feelings and attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20language%20therapy" title=" speech language therapy"> speech language therapy</a> </p> <a href="https://publications.waset.org/abstracts/107708/cross-cultural-adaptation-and-content-validation-of-the-assessment-instrument-preschooler-awareness-of-stuttering-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107708.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">149</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">1127</span> The Development Stages of Transformation of Water Policy Management in Victoria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratri%20Werdiningtyas">Ratri Werdiningtyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongping%20Wei"> Yongping Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Western"> Andrew Western</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The status quo of social-ecological systems is the results of not only natural processes but also the accumulated consequence of policies applied in the past. Often water management objectives are challenging and are only achieved to a limited degree on the ground. In choosing water management approaches, it is important to account for current conditions and important differences due to varied histories. Since the mid-nineteenth century, Victorian water management has evolved through a series of policy regime shifts. The main goal of this research to explore and identify the stages of the evolution of the water policy instruments as practiced in Victoria from 1890-2016. This comparative historical analysis has identified four stages in Victorian policy instrument development. In the first stage, the creation of policy instruments aimed to match the demand and supply of the resource (reserve condition). The second stage begins after natural system alone failed to balance supply and demand. The focus of the policy instrument shifted to an authority perspective in this stage. Later, the increasing number of actors interested in water led to another change in policy instrument. The third stage focused on the significant role of information from different relevant actors. The fourth and current stage is the most advanced, in that it involved the creation of a policy instrument for synergizing the previous three focal factors: reserve, authority, and information. When considering policy in other jurisdiction, these findings suggest that a key priority should be to reflect on the jurisdictions current position among these four evolutionary stages and try to make improve progressively rather than directly adopting approaches from elsewhere without understanding the current position. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policy%20instrument" title="policy instrument">policy instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20transformation" title=" policy transformation"> policy transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-ecolgical%20system" title=" socio-ecolgical system"> socio-ecolgical system</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20management" title=" water management"> water management</a> </p> <a href="https://publications.waset.org/abstracts/98337/the-development-stages-of-transformation-of-water-policy-management-in-victoria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98337.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">145</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">1126</span> A Quantitative Survey Research on the Development and Assessment of Attitude toward Mathematics Instrument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soofia%20Malik">Soofia Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instrument to measure undergraduate students’ attitudes toward mathematics (MAT) and to assess the data collected from the instrument for validity and reliability. The instrument is developed using five subscales: anxiety, enjoyment, self-confidence, value, and technology. The technology dimension is added as the fifth subscale of attitude toward mathematics because of the recent trend of incorporating online homework in mathematics courses as well as due to heavy reliance of higher education on using online learning management systems, such as Blackboard and Moodle. The sample consists of 163 (M = 82, F = 81) undergraduates enrolled in College Algebra course in the summer 2017 semester at a university in the USA. The data is analyzed to answer the research question: if and how do undergraduate students’ attitudes toward mathematics load using Principal Components Analysis (PCA)? As a result of PCA, three subscales emerged namely: anxiety/self-confidence scale, enjoyment, and value scale. After deleting the last five items or the last two subscales from the initial MAT scale, the Cronbach’s alpha was recalculated using the scores from 20 items and was found to be α = .95. It is important to note that the reliability of the initial MAT form was α = .93. This means that employing the final MAT survey form would yield consistent results in repeated uses. The final MAT form is, therefore, more reliable as compared to the initial MAT form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20algebra" title="college algebra">college algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=Cronbach%27s%20alpha%20reliability%20coefficient" title=" Cronbach's alpha reliability coefficient"> Cronbach's alpha reliability coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=Principal%20Components%20Analysis" title=" Principal Components Analysis"> Principal Components Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PCA" title=" PCA"> PCA</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20mathematics" title=" technology in mathematics"> technology in mathematics</a> </p> <a href="https://publications.waset.org/abstracts/93511/a-quantitative-survey-research-on-the-development-and-assessment-of-attitude-toward-mathematics-instrument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93511.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">123</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">1125</span> The Construct of Assessment Instrument for Value, Attitude and Professionalism among Students Faculty of Sports Science and Coaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Hashim">Ahmad Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Thariq%20Khan%20Azizuddin%20Khan"> Thariq Khan Azizuddin Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulakbal%20Abd%20Karim"> Zulakbal Abd Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nohazira%20Abdul%20Karim"> Nohazira Abdul Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to obtain the validity and reliability of a survey instrument to evaluate the values, attitudes, and professionalism of sports science students, from the Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris (UPSI). It is a survey which is divided into two components namely first; moral, self-esteem, proactive, self-reliant and voluntary and second; ethics and professionalism. Development of the survey instrument is based on the Malaysian Education Development Plan, Higher Education Malaysia. There are 50 items prepared based on the five-point Likert scale which were tested at the pilot test level. It involved 212 research subjects selected based on random sampling. In addition, the research method applied is in the form of pre-experimental one group pre-test-post-test. Results of the analysis showed that overall field expert validity is r = .89, while the Cronbach alpha reliability correlation value of outdoor education instrument evaluation survey is r = .85. Next, this survey was tested again for construct validity using the factor analysis method for statistical analysis which would validate each item tested was supposed to be in the right component. From the analysis, results show that Bartlett's test is significant p < .05 and Kaiser-Meyer-Olkin index range is r = .87. The result showed 39 survey items are produced out of 50 items of the survey based on this factor analysis method. Research has shown that the survey instrument developed is valid and reliable to be used for the Faculty of Sports Sciences and Coaching, UPSI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=values" title="values">values</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/106346/the-construct-of-assessment-instrument-for-value-attitude-and-professionalism-among-students-faculty-of-sports-science-and-coaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <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=instrument&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=38">38</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=39">39</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=instrument&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>