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presentation</title> <meta name="description" content="Search results for: presentation"> <meta name="keywords" content="presentation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="presentation"> <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> 1312</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: presentation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1312</span> “Presently”: A Personal Trainer App to Self-Train and Improve Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyam%20Mehraaj">Shyam Mehraaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Samanthi%20E.%20R.%20Siriwardana"> Samanthi E. R. Siriwardana</a>, <a href="https://publications.waset.org/abstracts/search?q=Shehara%20A.%20K.%20G.%20H."> Shehara A. K. G. H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wanigasinghe%20N.%20T."> Wanigasinghe N. T.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wandana%20R.%20A.%20K."> Wandana R. A. K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wedage%20C.%20V."> Wedage C. V.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A presentation is a critical tool for conveying not just spoken information but also a wide spectrum of human emotions. The single most effective thing to make the presentation successful is to practice it beforehand. Preparing for a presentation has been shown to be essential for improving emotional control, intonation and prosody, pronunciation, and vocabulary, as well as the quality of the presentation slides. As a result, practicing has become one of the most critical parts of giving a good presentation. In this research, the main focus is to analyze the audio, video, and slides of the presentation uploaded by the presenters. This proposed solution is based on the Natural Language Processing and Computer Vision techniques to cater to the requirement for the presenter to do a presentation beforehand using a mobile responsive web application. The proposed system will assist in practicing the presentation beforehand by identifying the presenters’ emotions, body language, tonality, prosody, pronunciations and vocabulary, and presentation slides quality. Overall, the system will give a rating and feedback to the presenter about the performance so that the presenters’ can improve their presentation skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=presentation" title="presentation">presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20learning%20processing" title=" natural learning processing"> natural learning processing</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title=" computer vision"> computer vision</a> </p> <a href="https://publications.waset.org/abstracts/150559/presently-a-personal-trainer-app-to-self-train-and-improve-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1311</span> The Quality of the Presentation Influence the Audience Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gilang%20Maulana">Gilang Maulana</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhika%20Rahma%20Qomariah"> Dhika Rahma Qomariah</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasin%20Fadil"> Yasin Fadil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This research meant to measure the magnitude of the influence of the quality of the presentation to the targeted audience perception in catching information presentation. Design/Methodology/Approach: This research uses a quantitative research method. The kind of data that uses in this research is the primary data. The population in this research are students the economics faculty of Semarang State University. The sampling techniques uses in this research is purposive sampling. The retrieving data uses questionnaire on 30 respondents. The data analysis uses descriptive analysis. Result: The quality of presentation influential positive against perception of the audience. This proved that the more qualified presentation will increase the perception of the audience. Limitation: Respondents were limited to only 30 people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20presentation" title="quality of presentation">quality of presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=audience" title=" audience"> audience</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=semarang%20state%20university" title=" semarang state university"> semarang state university</a> </p> <a href="https://publications.waset.org/abstracts/34240/the-quality-of-the-presentation-influence-the-audience-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34240.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">392</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">1310</span> Affirming Students’ Attention and Perceptions on Prezi Presentation via Eye Tracking System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood">Mona Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshazlina%20Shaik%20Othman"> Norshazlina Shaik Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate graduate students’ visual attention and perceptions of a Prezi presentation. Ten post-graduate master students were presented with a Prezi presentation at the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia (USM). The eye movement indicators such as dwell time, average fixation on the areas of interests, heat maps and focus maps were abstracted to indicate the students’ visual attention. Descriptive statistics was employed to analyze the students’ perception of the Prezi presentation in terms of text, slide design, images, layout and overall presentation. The result revealed that the students paid more attention to the text followed by the images and sub heading presented through the Prezi presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=Prezi" title=" Prezi"> Prezi</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/18507/affirming-students-attention-and-perceptions-on-prezi-presentation-via-eye-tracking-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18507.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">441</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">1309</span> Exploring Teacher Verbal Feedback on Postgraduate Students' Performances in Presentations in English </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaowaret%20Tharawoot"> Yaowaret Tharawoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an analytic and descriptive classroom-centered research, the purpose of which is to explore teacher verbal feedback on postgraduate students’ performances in presentations in English in an English for Specific Purposes (ESP) postgraduate classroom. The participants are a Thai female teacher, two Thai female postgraduate students, and two foreign male postgraduate students. The current study draws on both classroom observation and interview data. The class focused on the students’ presentations and the teacher’s providing verbal feedback on them was observed nine times with audio recording and taking notes. For the interviews, the teacher was interviewed about linkages between her verbal feedback and each student’s presentation skills in English. For the data analysis, the audio files from the observations were transcribed and analyzed both quantitatively and qualitatively. The quantitative approach addressed the frequencies and percentages of content of the teacher’s verbal feedback for each student’s performances based on eight presentation factors (content, structure, grammar, coherence, vocabulary, speaking skills, involving the audience, and self-presentation). Based on the quantitative data including the interview data, a qualitative analysis of the transcripts was made to describe the occurrences of several content of verbal feedback for each student’s presentation performances. The study’s findings may help teachers to reflect on their providing verbal feedback based on various students’ performances in presentation in English. They also help students who have similar characteristics to the students in the present study when giving a presentation in English improve their presentation performances by applying the teacher’s verbal feedback content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20verbal%20feedback" title="teacher verbal feedback">teacher verbal feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20factors" title=" presentation factors"> presentation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20in%20English" title=" presentation in English"> presentation in English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20performances" title=" presentation performances"> presentation performances</a> </p> <a href="https://publications.waset.org/abstracts/105396/exploring-teacher-verbal-feedback-on-postgraduate-students-performances-in-presentations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105396.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">1308</span> Non-Profit Organizations and the Future: Framework for the Preparation and Presentation of Annual Reports </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadzira%20Yahaya">Nadzira Yahaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Saunah%20Zainon"> Saunah Zainon</a>, <a href="https://publications.waset.org/abstracts/search?q=Marshita%20Hashim"> Marshita Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruhaya%20Atan"> Ruhaya Atan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Non-profit organizations (NPOs) in Malaysia are diverse in their origins, structures, objectives, and stakeholders. The largest category of NPOs is from charity and religious category while many other categories such as youth, professionals, women, education and mutual benefits either operate independently or controlled by governments. NPOs have stewardship obligations to their stakeholders and other users of their annual reports, including the public at large. The existing accounting practices without the proper framework of the preparation and presentation of annual reports resulted in a lack of uniformity in the preparation and presentation of NPOs annual reports. Furthermore, a lack of awareness of the applicability of accounting standards and the adoption of different bases of accounting resulted in the need for framework in the preparation and presentation of financial statements for true and fair view of the state of affairs and the operating result of the NPOs activities. This study presents the proposed framework for the preparation and presentation of NPOs annual reports to help the organizations provide high-quality reporting for them to be accountable for good stewardship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=annual%20reports" title="annual reports">annual reports</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=NPOs" title=" NPOs"> NPOs</a>, <a href="https://publications.waset.org/abstracts/search?q=preparation%20and%20presentation" title=" preparation and presentation"> preparation and presentation</a> </p> <a href="https://publications.waset.org/abstracts/4125/non-profit-organizations-and-the-future-framework-for-the-preparation-and-presentation-of-annual-reports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4125.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">443</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">1307</span> Real, Ideal, or False Self- Presentation among Young Adult and Middle Adult Facebook Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Joan%20Grafil">Maria Joan Grafil</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannah%20Wendam"> Hannah Wendam</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Joyce%20%20Yu"> Christine Joyce Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social networking sites had been a big part of life of most people. One of the most popular among these is Facebook. Users range from young adults to late adults. While it is more popular among emerging and young adults, this social networking site gives people opportunities to express the self. Via Facebook, people have the opportunity to think about what they prefer to show others. This study identified which among the multiple facets of the self (real self, false self or ideal self) is dominantly presented by young adults and middle adults in using the social networking site Facebook. South Metro Manila was the locale of this study where 100 young adult participants (aged 18-25) were students from nearby universities and the 100 middle adult participants (aged 35-45) were working residents within the area. Participants were comprised of 53% females and 47% males. The data was gathered using a self-report questionnaire to determine which online self-presentation (real self-presentation, false self-presentation, or ideal self-presentation) of the participants has greater extent when engaging in the social networking site Facebook. Using means comparison, results showed that both young adults and middle adults engaged primarily in real self-presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=false%20self" title="false self">false self</a>, <a href="https://publications.waset.org/abstracts/search?q=ideal%20self" title=" ideal self"> ideal self</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20adult" title=" middle adult"> middle adult</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20self" title=" real self"> real self</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20presentation" title=" self presentation"> self presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adult" title=" young adult"> young adult</a> </p> <a href="https://publications.waset.org/abstracts/54665/real-ideal-or-false-self-presentation-among-young-adult-and-middle-adult-facebook-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54665.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">288</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">1306</span> Acute Peritonitis Caused by Perforated Appendicitis Accompanied by Synchronous Encephalopathy: A Rare Primary Presentation of Varicella Zoster Infection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahla%20Afshar%20Paiman">Shahla Afshar Paiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Madani"> Sedigheh Madani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Hosseininezhad"> Zahra Hosseininezhad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The most common causes of appendix luminal obstruction are fecaliths and lymphoid follicle hyperplasia. Appendicitis is a very rare Gastrointestinal complication of varicella zosterand it is mostly observed in immune-compromised patient. Case presentation: Here we reported a case of varicella zoster-related perforated appendicitis with synchronous encephalopathy as a first presentation of chickenpox in a 10-year-old boy. He had no history of immunodeficiency or predisposing factors and his diagnosis is confirmed by both serological lab tests and abdominal fluid (peritoneal secretion) PCR. Conclusion: Varicella zoster could cause appendicitis as first presentation, along with other critical complications look likes encephalopathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varicella%20zoster" title="Varicella zoster">Varicella zoster</a>, <a href="https://publications.waset.org/abstracts/search?q=appendicitis" title=" appendicitis"> appendicitis</a>, <a href="https://publications.waset.org/abstracts/search?q=encephalitis" title=" encephalitis"> encephalitis</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/178279/acute-peritonitis-caused-by-perforated-appendicitis-accompanied-by-synchronous-encephalopathy-a-rare-primary-presentation-of-varicella-zoster-infection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178279.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">59</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">1305</span> Investigation of Verbal Feedback and Learning Process for Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral presentation has been used mostly in business communication. The business presentation is carrying out through an audio and visual presentation material such as statistical documents, projectors, etc. Common examples of business presentation are intra-organization and sales presentations. The study aims at investigating functions, strategies and contents of assessors’ verbal feedback on presenters’ oral presentations and exploring presenters’ learning process and specific views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. This study is designed as a descriptive qualitative research; four master students and one teacher in English for Business and Industry Presentation Techniques class of public university will be selected. The researcher hopes that any understanding how assessors’ verbal feedback on oral presentations and learning process may illuminate issues for other people. The data from this research may help to expand and facilitate the readers’ understanding of assessors’ verbal feedback on oral presentations and learning process in their own situations. The research instruments include an audio recorder, video recorder and an interview. The students will be interviewing in order to ask for their views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. After finishing data collection, the data will be analyzed and transcribed. The findings of this study are significant because it can provide presenters knowledge to enhance their learning process and provide teachers knowledge about providing verbal feedback on student’s oral presentations on a business context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20context" title="business context">business context</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation" title=" oral presentation"> oral presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20feedback" title=" verbal feedback"> verbal feedback</a> </p> <a href="https://publications.waset.org/abstracts/96943/investigation-of-verbal-feedback-and-learning-process-for-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96943.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">194</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">1304</span> The Impact of Locations on the Perception of the Same Product: An Application to Motor Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Claudia%20Pellicelli">Anna Claudia Pellicelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Procacci"> Silvia Procacci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to demonstrate how different locations, where the same product is unveiled and tested, can provide a different result in terms of perception by the same kind of people. The experiment was done in occasion of the presentation of a new bike. A group of dealers has been invited in Lloret de Mar, two persons from the headquarter were present to run the presentation, together with an outsourced trainer. Half day dedicated to the theoretical presentation and half day to the test of the new bike on the road, including the test of its direct competitors. The same presentation, organized in the same way, has been delivered in Italy, in 4 locations often used to run business meetings with dealers. In the end of all days of the presentation, dealers had to fill a questionnaire regarding the evaluation of the different bikes tested. The result of the questionnaire showed how the group invited in Spain rated much higher the new bike compared with the dealers testing the bike in locations already known and close to their home. So, in terms of business strategy, it is important to take into account how the location and the way of presenting any product or service can have a favourable impact on the people we want to convince. The next step of the experiment will be to cross check the sales of that bike with the dealers and measure if there is a relation between the top sellers and the one that appreciated the bike the most, in Spain. It would mean that they were able to transfer to customers the same good feelings and impressions they had in Spain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=product%20presentation" title="product presentation">product presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=locations" title=" locations"> locations</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20effect" title=" emotional effect"> emotional effect</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20strategy" title=" business strategy"> business strategy</a> </p> <a href="https://publications.waset.org/abstracts/76375/the-impact-of-locations-on-the-perception-of-the-same-product-an-application-to-motor-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76375.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">401</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">1303</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. Thus, it is important that for the student have a creativity to adapt the multimedia element in the development of presentation products for learning and teaching the process. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire then analyzed using SPSS version 20.0. The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings s implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%20process" title=" presentation products and development for learning and teaching process"> presentation products and development for learning and teaching process</a> </p> <a href="https://publications.waset.org/abstracts/31786/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31786.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">426</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">1302</span> Create and Design Visual Presentation to Promote Thai Cuisine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supaporn%20Wimonchailerk">Supaporn Wimonchailerk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study how to design and create the media to promote Thai cuisine. The study used qualitative research methods by using in-depth interview 3 key informants who have experienced in the production of food or cooking shows in television programs with an aspect of acknowledging Thai foods. The results showed that visual presentation is divided into four categories. First, the light meals should be presented in details via the close-up camera with lighting to make the food look more delicious. Then the curry presentation should be arranged a clear and crisp light focus on a colorful curry paste. Besides the vision of hot steam floating from the plate and a view of curry spread on steamed rice can call great attentions. Third, delivering good appearances of the fried or spicy foods, the images must allow the audiences to see the shine of the coat covering the texture of the food and the colorful of the ingredients. Fourth, the presentation of sweets is recommended to focus on details of food design, composition, and layout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20production" title="media production">media production</a>, <a href="https://publications.waset.org/abstracts/search?q=television" title=" television"> television</a>, <a href="https://publications.waset.org/abstracts/search?q=promote" title=" promote"> promote</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20cuisine" title=" Thai cuisine"> Thai cuisine</a> </p> <a href="https://publications.waset.org/abstracts/39961/create-and-design-visual-presentation-to-promote-thai-cuisine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39961.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">237</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">1301</span> Project Based Learning in Language Lab: An Analysis in ESP Learning Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Priya">S. Priya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A project based learning assignment in English for Specific Purposes (ESP) context based on Communicative English as prescribed in the university syllabus for engineering students and its learning outcome from ESP context is the focus of analysis through this paper. The task based on Project Based Learning (PBL) was conducted in the digital language lab which had audio visual aids to support the team presentation. The total strength of 48 students of Mechanical Branch were divided into 6 groups, each consisting of 8 students. The group members were selected on random numbering basis. They were given a group task to represent a power point presentation on a topic related to their core branch. They had to discuss the issue and choose their topic and represent in a given format. It provided the individual role of each member in the presentation. A brief overview of the project and the outcome of its technical aspects were also had to be included. Each group had to highlight the contributions of that innovative technology through their presentation. The power point should be provided in a CD format. The variations in the choice of subjects, their usage of digital technologies, co-ordination for competition, learning experience of first time stage presentation, challenges of team cohesiveness were some criteria observed as their learning experience. For many other students undergoing the stages of planning, preparation and practice as steps for presentation had been the learning outcomes as given through their feedback form. The evaluation pattern is distributed for individual contribution and group effectiveness which promotes quality of presentation. The evaluated skills are communication skills, group cohesiveness, and audience response, quality of technicality and usage of technical terms. This paper thus analyses how project based learning improves the communication, life skills and technical skills in English for Specific learning context through PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20lab" title="language lab">language lab</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP%20context" title=" ESP context"> ESP context</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20skills" title=" communicative skills"> communicative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20skills" title=" life skills"> life skills</a> </p> <a href="https://publications.waset.org/abstracts/63457/project-based-learning-in-language-lab-an-analysis-in-esp-learning-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63457.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">239</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">1300</span> Juvenile Paget’s Disease(JPD) of Bone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aftab%20Ahmed">Aftab Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghulam%20Mehboob"> Ghulam Mehboob</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The object of presentation is to highlight the importance of condition which is a very rare genetic disorder although Paget’s disease is common but its juvenile type is very rare and a late presentation due to very slow onset and lack of earlier standard management. We present a case of 25 years old male with a chronic history of bone pain and a slow onset of mild swelling, later on diagnosed as juvenile Paget disease of bone. Rarity of this condition with inaccessibility for standard health treatment can lead to a significant delay in presentation and its management. There have been 50 reported cases worldwide according to Genetic Home Reference. There is increased osteoclastic activity along with osteoblastic activity related to gene alteration and osteoprotegrin deficiency. Morbidity of disease is very significant which lead children to become immobilize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=juvenile" title="juvenile">juvenile</a>, <a href="https://publications.waset.org/abstracts/search?q=Paget%E2%80%99s%20disease" title=" Paget’s disease"> Paget’s disease</a>, <a href="https://publications.waset.org/abstracts/search?q=bone" title=" bone"> bone</a>, <a href="https://publications.waset.org/abstracts/search?q=Northern%20Area%20of%20Pakistan" title=" Northern Area of Pakistan"> Northern Area of Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/43837/juvenile-pagets-diseasejpd-of-bone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43837.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">327</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">1299</span> English 2A Students’ Oral Presentation Errors: Basis for English Policy Revision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marylene%20N.%20Tizon">Marylene N. Tizon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English instructors pay attention on errors committed by students as errors show whether they know or master their oral skills and what difficulties they may have in the process of learning the English language. This descriptive quantitative study aimed at identifying and categorizing the oral presentation errors of the purposively chosen 118 English 2A students enrolled during the first semester of school year 2013 – 2014. The analysis of the data for this study was undertaken using the errors committed by the students in their presentation. Marking and classifying of errors were made by first classifying them into linguistic grammatical errors then all errors were categorized further into Surface Structure Errors Taxonomy with the use of Frequency and Percentage distribution. From the analysis of the data, the researcher found out: Errors in tenses of the verbs (71 or 16%) and in addition 167 or 37% were most frequently uttered by the students. And Question and negation mistakes (12 or 3%) and misordering errors (28 or 7%) were least frequently enunciated by the students. Thus, the respondents in this study most frequently enunciated errors in tenses and in addition while they uttered least frequently the errors in question, negation, and misordering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammatical%20error" title="grammatical error">grammatical error</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation%20error" title=" oral presentation error"> oral presentation error</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20structure%20errors%20taxonomy" title=" surface structure errors taxonomy"> surface structure errors taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20quantitative%20design" title=" descriptive quantitative design"> descriptive quantitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=Asia" title=" Asia"> Asia</a> </p> <a href="https://publications.waset.org/abstracts/32377/english-2a-students-oral-presentation-errors-basis-for-english-policy-revision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32377.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">392</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">1298</span> Memorabilia of Suan Sunandha through Interactive User Interface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nalinee%20Sophatsathit">Nalinee Sophatsathit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of memorabilia of Suan Sunandha are to develop a general knowledge presentation about the historical royal garden through interactive graphic simulation technique and to employ high-functionality context in enhancing interactive user navigation. The approach infers non-intrusive display of relevant history in response to situational context. User’s navigation runs through the virtual reality campus, consisting of new and restored buildings. A flash back presentation of information pertaining to the history in the form of photos, paintings, and textual descriptions are displayed along each passing-by building. To keep the presentation lively, graphical simulation is created in a serendipity game play so that the user can both learn and enjoy the educational tour. The benefits of this human-computer interaction development are two folds. First, lively presentation technique and situational context modeling are developed that entail a usable paradigm of knowledge and information presentation combinations. Second, cost effective training and promotion for both internal personnel and public visitors to learn and keep informed of this historical royal garden can be furnished without the need for a dedicated public relations service. Future improvement on graphic simulation and ability based display can extend this work to be more realistic, user-friendly, and informative for all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20user%20navigation" title="interactive user navigation">interactive user navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=high-functionality%20context" title=" high-functionality context"> high-functionality context</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20context" title=" situational context"> situational context</a>, <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title=" human-computer interaction"> human-computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/4369/memorabilia-of-suan-sunandha-through-interactive-user-interface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1297</span> Pilomatrixoma of the Left Infra-Orbital Region in a 9 Year Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Shaikh">Zainab Shaikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Miyanji"> Yusuf Miyanji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pilomatrixoma is a benign neoplasm of the hair follicle matrix that is not commonly diagnosed in general practice. This is a case report of a 9-year-old boy who presented with a one-year history of a 19mm x 11 mm swelling in the left infra-orbital region. This was previously undiagnosed in Spain, where the patient resided at the time of initial presentation, due to the language barrier the patient’s family encountered. An ultrasound and magnetic resonance imaging gave useful information regarding surrounding structures for complete tumor excision and indicated that the risk of facial nerve palsy is low. The lesion was surgically excised and a definitive diagnosis was made after histopathology. Pilomatrixoma, although not rare in its occurrence, is rarely this large at the time of excision due to early presentation. This case highlights the importance of including pilomatrixoma in the differential diagnosis of dermal and subcutaneous lesions in the head and neck region, as it is often misdiagnosed due to the lack of awareness of its clinical presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pilomatrixoma" title="pilomatrixoma">pilomatrixoma</a>, <a href="https://publications.waset.org/abstracts/search?q=swelling" title=" swelling"> swelling</a>, <a href="https://publications.waset.org/abstracts/search?q=infra-orbital" title=" infra-orbital"> infra-orbital</a>, <a href="https://publications.waset.org/abstracts/search?q=facial%20swelling" title=" facial swelling"> facial swelling</a> </p> <a href="https://publications.waset.org/abstracts/142999/pilomatrixoma-of-the-left-infra-orbital-region-in-a-9-year-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142999.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">1296</span> Using VR as a Training Tool in the Banking Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bj%C3%B8rn%20Salskov">Bjørn Salskov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolaj%20Bang"> Nicolaj Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Falko"> Charlotte Falko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Future labour markets demand employees that can carry out a non-linear task which is still not possible for computers. This means that employees must have well-developed soft-skills to perform at high levels in such a work environment. One of these soft-skills is presenting a message effectively. To be able to present a message effectively, one needs to practice this. To practice effectively, the trainee needs feedback on the current performance. Here VR environments can be used as a practice tool because it gives the trainee a sense of presence and reality. VR environments are becoming a cost-effective training method since it does not demand the presence of an expert to provide this feedback. The research article analysed in this study suggests that VR environment can be used and are able to provide the necessary feedback to the trainee which in turn will help the trainee become better at the task. The research analysed in this review does, however, show that there is a need for a study with larger sample size and a study which runs over a longer period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20training" title=" VR training"> VR training</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20as%20a%20training%20tool" title=" VR as a training tool"> VR as a training tool</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20and%20presentation" title=" VR and presentation"> VR and presentation</a> </p> <a href="https://publications.waset.org/abstracts/146654/using-vr-as-a-training-tool-in-the-banking-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146654.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">122</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">1295</span> Visual and Clinical Outcome in Patients with Corneal Lacerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avantika%20Verma">Avantika Verma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In industrialized nations, corneal lacerations are one of the most common reason for hospitalization. This study was designed to study visual and clinical outcome in patients presenting with full thickness corneal lacerations in Indian population and to ascertain the impact of various preoperative and operative factors influencing prognosis after repair of corneal lacerations. Males in third decade with injuries at work with metallic objects were common. Lens damage, hyphema, vitreous hemorrhage, retinal detachment and endophthalmitis were seen. All the patients underwent primary repair within first 24 hours of presentation. At 3 months, 74.3% had a good visual outcome. About 5.7% of patients had no perception of light.In conclusion, various demographic and preoperative factors like age, time of presentation, vision at presentation, length of corneal wound, involvement of visual axis, associated ocular features like hyphaema, lenticular changes, vitreous haemorrhage and retinal detachment are significant prognostic indicators for final visual outcome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corneal%20laceration" title="corneal laceration">corneal laceration</a>, <a href="https://publications.waset.org/abstracts/search?q=corneal%20wound%20repair" title=" corneal wound repair"> corneal wound repair</a>, <a href="https://publications.waset.org/abstracts/search?q=injury" title=" injury"> injury</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20outcome" title=" visual outcome"> visual outcome</a> </p> <a href="https://publications.waset.org/abstracts/70121/visual-and-clinical-outcome-in-patients-with-corneal-lacerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1294</span> Stabilization of Expansive Soils by Additions Binders Hydraulic Lime and Cement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kherafa%20Abdennasser">Kherafa Abdennasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literature review was conducted to gather as much information. Concerns the phenomenon of swelling clays, as well as a presentation of some bibliographic findings on factors affecting the swelling potential. Citing the various techniques of stabilization of clays as well as a presentation of some literature results on the stabilization of swelling. Then a characterization of the materials was carried out at basic bibliographic study. These are standard mechanical geotechnical testing. Simple practical, economical and efficient to minimize the phenomenon swelling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stabilization" title="stabilization">stabilization</a>, <a href="https://publications.waset.org/abstracts/search?q=expansive%20soils" title=" expansive soils"> expansive soils</a>, <a href="https://publications.waset.org/abstracts/search?q=cement" title=" cement"> cement</a>, <a href="https://publications.waset.org/abstracts/search?q=lime" title=" lime"> lime</a>, <a href="https://publications.waset.org/abstracts/search?q=oedometer" title=" oedometer"> oedometer</a> </p> <a href="https://publications.waset.org/abstracts/30656/stabilization-of-expansive-soils-by-additions-binders-hydraulic-lime-and-cement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1293</span> Implementing Contextual Approach to Improve EFL Learners’ English Speaking Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanik">Samanik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This writing is correlated with English teaching material development, Contextual Teaching Learning (CTL). CTL is believed to facilitate students with real world challenge. Contextual Teaching and Learning is identified as a promising strategy that actively engages students and promotes skills development. It is based on the notion that learning can only occur when students are able to connect between content and context. It also helps teachers link between the materials taught with real-world situations and encourage students to make connection between the knowledge possessed by its application. Besides, it directs students to be critical and analytical. In accordance, this paper looks for the opportunity to improve EFL learners’ English speaking skill through tour guide presentation. A single case study will be conducted to highlight EFL learners’ experience of doing tour guide presentation in the English class room setting. The writer assumes that CLT will contribute positively to EFL learners’ English speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking%20skill" title="English speaking skill">English speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20teaching%20learning" title=" contextual teaching learning"> contextual teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20presentation" title=" tour guide presentation"> tour guide presentation</a> </p> <a href="https://publications.waset.org/abstracts/55011/implementing-contextual-approach-to-improve-efl-learners-english-speaking-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55011.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">1292</span> A Rare Atypical Presentation of Iichthyosis Follicularis, Alopecia, and Photophobia Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20R.%20Apoorva">D. R. Apoorva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ichthyosis follicularis, alopecia, and photophobia (IFAP) syndrome is a rare oculocutaneous disorder of genetic origin. This disorder results from mutations in the membrane-bound transcription factor protease site, two genes that impair cholesterol homeostasis, and the ability to cope with endoplasmic reticulum stress. We report a rare case of IFAP syndrome with an atypical presentation, and it was interesting to note that the child had patchy non-scarring alopecia over the scalp along with unilateral madarosis. To our best knowledge, this unique presentation has not been described earlier. The child presented with photophobia and unilateral ptosis. The child also had short stature and intellectual disability. Skin histopathology was nonspecific and consisted of dilated hair follicles with keratin plugs extending above the skin surface. This rare oculocutaneous disorder requires proper documentation so that identification of its variants may be possible in the future. Early recognition of atypical presentations can help in preventing cardiovascular complications, which remain the major cause of death. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alopecia" title="alopecia">alopecia</a>, <a href="https://publications.waset.org/abstracts/search?q=photophobia" title=" photophobia"> photophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=ichthyosis%20follicularis" title=" ichthyosis follicularis"> ichthyosis follicularis</a>, <a href="https://publications.waset.org/abstracts/search?q=IFAP%20syndrome" title=" IFAP syndrome"> IFAP syndrome</a> </p> <a href="https://publications.waset.org/abstracts/152090/a-rare-atypical-presentation-of-iichthyosis-follicularis-alopecia-and-photophobia-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152090.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">79</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">1291</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.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">265</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">1290</span> Developing Abbreviated Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lynette%20Nickleberry%20Stewart">Lynette Nickleberry Stewart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present presentation seeks to explore distinction across disciplines in the appropriateness of accelerated courses and suggestions for implementing accelerated courses in various disciplines. Grounded in a review of research on accelerated learning (AL), this presentation will discuss the intradisciplinary appropriateness of accelerated courses for various topics and student types, and make suggestions for implementing augmented courses. Meant to inform an emerging ‘handbook’ of accelerated course development, facilitators will lead participants in a discussion of personal challenges and triumphs in their attempts at accelerated course design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20learning" title="adult learning">adult learning</a>, <a href="https://publications.waset.org/abstracts/search?q=abbreviated%20courses" title=" abbreviated courses"> abbreviated courses</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20learning" title=" accelerated learning"> accelerated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20design" title=" course design "> course design </a> </p> <a href="https://publications.waset.org/abstracts/121665/developing-abbreviated-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121665.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">119</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">1289</span> Using iPads and Tablets in Language Teaching and Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ece%20Sarigul">Ece Sarigul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is an undeniable fact that, teachers need new strategies to communicate with students of the next generation and to shape enticing educational experiences for them. Many schools have launched iPad/ Tablets initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads / Tablets increase student engagement and learning is not well understood. This presentation aims to examine the use of iPads and Tablets in primary and high schools in Turkey as well as in the world to increase academic achievement through promotion of higher order thinking skills. In addition to explaining the ideas of school teachers and students who use the specific iPads or Tablets , various applications in schools and their use will be discussed and demonstrated in this study. The specific” iPads or Tablets” applications discussed in this presentation can be incorporated into the curriculum to assist in developing transformative practices and programs to meet the needs of a diverse student population. In the conclusion section of the presentation, there will be some suggestions for teachers about the effective use of technological devices in the classroom. This study can help educators understand better how students are currently using iPads and Tablets and shape future use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ipads" title="ipads">ipads</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=tablets" title=" tablets"> tablets</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/29873/using-ipads-and-tablets-in-language-teaching-and-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29873.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">254</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">1288</span> Upside Down Words as Initial Clinical Presentation of an Underlying Acute Ischemic Stroke</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramuel%20Spirituel%20Mattathiah%20A.%20San%20Juan">Ramuel Spirituel Mattathiah A. San Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Neil%20Ambasing"> Neil Ambasing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Reversal of vision metamorphopsia is a transient form of metamorphopsia described as an upside-down alteration of the visual field in the coronal plane. Patients would describe objects, such as cups, upside down, but the tea would not spill, and people would walk on their heads. It is extremely rare as a stable finding, lasting days or weeks. We report a case wherein this type of metamorphopsia occurred only in written words and lasted for six months. Objective: To the best of our knowledge, we report the first rare occurrence of reversal of vision metamorphopsia described as inverted words as the sole initial presentation of an underlying stroke. Case Presentation: We report a 59-year-old male with poorly controlled hypertension and diabetes mellitus who presented with a 3-day history of difficulty reading, described as the words were turned upside down as if the words were inverted horizontally then with the progression of deficits such as right homonymous hemianopia and achromatopsia, prosopagnosia. Cranial magnetic resonance imaging (MRI) revealed an acute infarct on the left posterior cerebral artery territory. Follow-up after six months revealed improvement of the visual field cut but with the persistence of the higher cortical function deficits. Conclusion: We report the first rare occurrence of metamorphopsia described as purely inverted words as the sole initial presentation of an underlying stroke. The differential diagnoses of a patient presenting with text reversal metamorphopsia should include stroke in the occipitotemporal areas. It further expands the landscape of metamorphopsias due to its exclusivity to written words and prolonged duration. Knowing these clinical features will help identify the lesion locus and improve subsequent stroke care, especially in time-bound management like intravenous thrombolysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rare%20presentation" title="rare presentation">rare presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20reversal%20metamorphopsia" title=" text reversal metamorphopsia"> text reversal metamorphopsia</a>, <a href="https://publications.waset.org/abstracts/search?q=ischemic%20stroke" title=" ischemic stroke"> ischemic stroke</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke" title=" stroke"> stroke</a> </p> <a href="https://publications.waset.org/abstracts/169453/upside-down-words-as-initial-clinical-presentation-of-an-underlying-acute-ischemic-stroke" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169453.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">59</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">1287</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.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">350</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">1286</span> Cretinism Muscular Hypertrophy: An Unorthodox Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harim%20Mohsin">Harim Mohsin</a>, <a href="https://publications.waset.org/abstracts/search?q=Afshan%20Channa"> Afshan Channa</a>, <a href="https://publications.waset.org/abstracts/search?q=Beena%20Saad"> Beena Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Kocher Debre Semelaigne Syndrome (KDSS) is known as cretinism muscular hypertrophy. It is an unusual presentation in intellectually deficit children, commonly associated with congenital or iatrogenic hypothyroidism. The creatinine phosphokinase (CPK) is usually elevated and it’s commonly found in males, consanguineous marriage and ages 18 months to 10 years. It might be misdiagnosed without the classical features of hypothyroidism at first presentation. We present a case of 15 year old intellectually deficit female with epilepsy managed on phenytoin. She had rigidity, myxedema, calf muscle hypertrophy and agitation. The patient was managed as Neuroleptic Malignant Syndrome due to raised CPK of 40,680 IU/L and mixed presentation. Nevertheless, no improvement was noticed and thyroid profile was done to exclude alternative resources. Thyroid stimulating hormone (TSH) was 74.5 IU, Free T3 1.22 ng/dl, and Free T4 0.43 ng/dl. Thyroxine was started along with change in antiepileptic leading to recovery. This case report highlights the inconsistent finding of KDSS. The female gender, non-consanguineous marriage, delayed onset with primarily neuromuscular symptoms, and raised CPK is a rare demonstration in KDSS. Additionally, thyroid profile is not routinely done, which can lead to misdiagnosis and mismanagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cretinism" title="cretinism">cretinism</a>, <a href="https://publications.waset.org/abstracts/search?q=hypothyroidism" title=" hypothyroidism"> hypothyroidism</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit" title=" intellectual deficit"> intellectual deficit</a>, <a href="https://publications.waset.org/abstracts/search?q=KDSS" title=" KDSS"> KDSS</a> </p> <a href="https://publications.waset.org/abstracts/36833/cretinism-muscular-hypertrophy-an-unorthodox-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36833.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">375</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">1285</span> The Use of Hedging Devices in Studens’ Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Navila">Siti Navila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hedging as a kind of pragmatic competence is an essential part in achieving the goal in communication, especially in academic discourse where the process of sharing knowledge among academic community takes place. Academic discourse demands an appropriateness and modesty of an author or speaker in stating arguments, to name but few, by considering the politeness, being cautious and tentative, and differentiating personal opinions and facts in which these aspects can be achieved through hedging. This study was conducted to find the hedging devices used by students as well as to analyze how they use them in their oral presentation. Some oral presentations from English Department students of the State University of Jakarta on their Academic Presentation course final test were recorded and explored formally and functionally. It was found that the most frequent hedging devices used by students were shields from all hedging devices that students commonly used when they showed suggestion, stated claims, showed opinion to provide possible but still valid answer, and offered the appropriate solution. The researcher suggests that hedging can be familiarized in learning, since potential conflicts that is likely to occur while delivering ideas in academic contexts such as disagreement, criticism, and personal judgment can be reduced with the use of hedging. It will also benefit students in achieving the academic competence with an ability to demonstrate their ideas appropriately and more acceptable in academic discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging" title=" hedging"> hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging%20devices" title=" hedging devices"> hedging devices</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20hedges" title=" lexical hedges"> lexical hedges</a>, <a href="https://publications.waset.org/abstracts/search?q=Meyer%20classification" title=" Meyer classification"> Meyer classification</a> </p> <a href="https://publications.waset.org/abstracts/31732/the-use-of-hedging-devices-in-studens-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31732.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">460</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">1284</span> Prevention of the Post – Intensive Care Syndrome (PICS) by Implementation of an ICU Delirium Prevention Strategy (DPB)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20M.%20H.%20J.%20Roekaerts">Paul M. H. J. Roekaerts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, it became clear that much intensive care (ICU) survivors develop a post-intensive care syndrome (PICS) consisting of psychiatric, cognitive and physical problems for a prolonged period after their ICU stay. Physical inactivity and delirium during the ICU stay are the main determinants of the post-ICU PICS. This presentation will focus on delirium, its epidemiology, prevalence, effect on outcome, risk factors and the current standard of care for managing delirium. Because ICU delirium is a predictor of prolonged length-of-stay in the ICU and of death, the use of a delirium prevention bundle (DPB) becomes mandatory in every ICU. In this presentation, a DPB bundle will be discussed consisting of six components: pain, sedation, sleep, sensory and intellectual stimulation, early mobilization, and hydration. For every of the six components, what to do and what not to do will be discussed. The author will present his own institutional policy on pharmacological and non-pharmacological interventions in the management of delirium. The component ‘early mobilization’ will be discussed more in detail, as this component is extremely important in the prevention of delirium as well as in the prevention of the PICS. The author will conclude his presentation with the remaining areas of uncertainties/work and research to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=delirium" title="delirium">delirium</a>, <a href="https://publications.waset.org/abstracts/search?q=delirium%20prevention%20bundle" title=" delirium prevention bundle"> delirium prevention bundle</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mobilisation%20in%20intensive%20care%20%28ICU%29" title=" early mobilisation in intensive care (ICU)"> early mobilisation in intensive care (ICU)</a>, <a href="https://publications.waset.org/abstracts/search?q=post-intensive%20care%20syndrome%20%28PICS%29" title=" post-intensive care syndrome (PICS)"> post-intensive care syndrome (PICS)</a> </p> <a href="https://publications.waset.org/abstracts/76724/prevention-of-the-post-intensive-care-syndrome-pics-by-implementation-of-an-icu-delirium-prevention-strategy-dpb" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76724.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">317</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">1283</span> Application of an Educational Program for Al Jouf University Students regarding Scientific Writing and Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Abdel%20Moneim%20Al%20Tawil">Fatma Abdel Moneim Al Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was undertaken to evaluate an educational program regarding scientific writing and presentation skills among university students. This interventional study used a one-group, pretest/posttest design and was conducted in Al Jouf University among four colleges in Saudi Arabia. Baseline students’ assessment was conducted for developing educational program. Interventional, one group, pretest/posttest study was designed to evaluate the effectiveness of the educational program. Three parts evaluation sheet with total scores of 30 was used for 113 students for the development of the program and 52 students for test pretest phase. Wilcoxon signed ranks showed statistically significant improvement in the combined overall program skills score from a median of 56.7 pre to a median of 86.7 post, (z = 6.231, p < 0.001). When compared to preprogram intervention, post interventions 51.9 % of students achieve excellent performance. While pre intervention no students (0.0 %) achieve this score. Regarding to scientific writing skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 60 pre to a median of 90 post, (z = 6.122, p < 0.001). None of students had excellent performance changed to 73.1%. Regarding to oral presentation skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 50 pre to a median of 80 post, (z = 6.153, p < 0.001). None of students had excellent performance changed to 48.1%. Such educational program needs to be incorporated into classroom delivery of the students’ curriculum. Scientific writing skills book needed to be developed to be recommended as a basic educational strategy for all university faculties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title="scientific writing">scientific writing</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20%20program" title=" educational program "> educational program </a> </p> <a href="https://publications.waset.org/abstracts/11111/application-of-an-educational-program-for-al-jouf-university-students-regarding-scientific-writing-and-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11111.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">451</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=presentation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation&page=5">5</a></li> <li class="page-item"><a class="page-link" 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