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book</title> <meta name="description" content="Search results for: picture book"> <meta name="keywords" content="picture book"> <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="picture book"> <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> 933</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: picture book</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">933</span> The Preparation and Effectiveness of Picture Book for Increasing Knowledge about Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denia%20Prameswari">Denia Prameswari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impacts of divorce are not only felt by parents but also by children. Preschool children are the most distressed while facing parental divorce. The negative impacts of divorce on children can be minimized when children had pervious knowledge about the event. One of the method to give knowledge about divorce to children is through picture book. Unfortunately, in Indonesia, researchers have not found picture books for preschoolers about divorce. This study aims to test the effectiveness of picture book in increasing knowledge of preschool children about divorce. Formulation of picture books in this study is based on three sources of information: (1) the study of literature, (2) analysis of picture books, and (3) need assessment. This picture book that have been prepared, then used to test its effectiveness for increasing knowledge of preschool children about divorce. The test was conducted using pre and post test on 5 participants. The statistical method used in this study is paired sample t-test. The purposive sampling method was used to select the participants. The participants for this study are preschool children with parents that is undergoing divorce proceedings. The result shows that picture books in this study significantly increase preschool children's knowledge about divorce. As an additional result, parents find it easier to explain divorce to their children using the picture book from this study. For further study, researcher can make another picture book about divorce for children at different age or to face another challenging situation in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=divorce" title="divorce">divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a> </p> <a href="https://publications.waset.org/abstracts/36882/the-preparation-and-effectiveness-of-picture-book-for-increasing-knowledge-about-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36882.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">932</span> Integrating Indigenous Students’ Funds of Knowledge to Introduce Multiplication with a Picture Storybook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murni%20Sianturi">Murni Sianturi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Au%20%20Hurit"> Andreas Au Hurit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The low level of Indigenous Papuan students’ literacy and numeracy in Merauke Regency-Indonesia needs to be considered. The development of a learnable storybook with pictures related to their lives might raise their curiosity to read. This study aimed to design a storybook as a complementary resource for the third graders using Indigenous Malind cultural approaches by employing research and development methods. The product developed was a thematic-integrative picture storybook using funds of knowledge from Indigenous students. All the book contents depicted Indigenous students’ lives and were in line with the national curriculum syllabus, specifically representing one sub-theme−multiplication topic. Multiplication material of grade 3 was modified in the form of a story, and at the end of the reading, students were given several multiplication exercises. Based on the results of the evaluation from the expert team, it was found that the average score was in the excellent category. The students’ and teacher’s responses to the storybook were very positive. Students were thrilled when reading this book and also effortlessly understood the concept of multiplication. Therefore, this book might be used as a companion book to the main book and serve as introductory reading material for students prior to discussing multiplication material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20picture%20storybook" title="a picture storybook">a picture storybook</a>, <a href="https://publications.waset.org/abstracts/search?q=funds%20of%20knowledge" title=" funds of knowledge"> funds of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20elementary%20students" title=" Indigenous elementary students"> Indigenous elementary students</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=numeracy" title=" numeracy"> numeracy</a> </p> <a href="https://publications.waset.org/abstracts/138000/integrating-indigenous-students-funds-of-knowledge-to-introduce-multiplication-with-a-picture-storybook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138000.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">189</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">931</span> The Design of Children’s Picture Book from the Tales of Amphawa Fireflies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marut%20Phichetvit">Marut Phichetvit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research objective aims to search information about storytelling and fable associated with fireflies in Amphawa community, in order to design and create a story book which is appropriate for the interests of children in early childhood. This book should help building the development of learning about the natural environment, imagination, and creativity among children, which then, brings about the promotion of the development, conservation and dissemination of cultural values and uniqueness of the Amphawa community. The population used in this study were 30 students in early childhood aged between 6-8 years-old, grade 1-3 from the Demonstration School of Suan Sunandha Rajabhat University. The method used for this study was purposive sampling and the research conducted by the query and analysis of data from both the document and the narrative field tales and fable associated with the fireflies of Amphawa community. Then, using the results to synthesize and create a conceptual design in a form of 8 visual images which were later applied to 1 illustrated children’s book and presented to the experts to evaluate and test this media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20illustrated%20book" title="children’s illustrated book">children’s illustrated book</a>, <a href="https://publications.waset.org/abstracts/search?q=fireflies" title=" fireflies"> fireflies</a>, <a href="https://publications.waset.org/abstracts/search?q=Amphawa" title=" Amphawa"> Amphawa</a> </p> <a href="https://publications.waset.org/abstracts/7597/the-design-of-childrens-picture-book-from-the-tales-of-amphawa-fireflies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7597.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">205</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">930</span> Book Recommendation Using Query Expansion and Information Retrieval Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ritesh%20Kumar">Ritesh Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajendra%20Pamula"> Rajendra Pamula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present our contribution for book recommendation. In our experiment, we combine the results of Sequential Dependence Model (SDM) and exploitation of book information such as reviews, tags and ratings. This social information is assigned by users. For this, we used CLEF-2016 Social Book Search Track Suggestion task. Finally, our proposed method extensively evaluated on CLEF -2015 Social Book Search datasets, and has better performance (nDCG@10) compared to other state-of-the-art systems. Recently we got the good performance in CLEF-2016. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sequential%20dependence%20model" title="sequential dependence model">sequential dependence model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20information" title=" social information"> social information</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20book%20search" title=" social book search"> social book search</a>, <a href="https://publications.waset.org/abstracts/search?q=query%20expansion" title=" query expansion"> query expansion</a> </p> <a href="https://publications.waset.org/abstracts/68130/book-recommendation-using-query-expansion-and-information-retrieval-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68130.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">289</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">929</span> Cultural Variation in Book-sharing Between U.S. and Nigerian Parents and Their Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mercy%20Vivian%20Sulaiman">Mercy Vivian Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Chavajay"> Pablo Chavajay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined parents ways of supporting and facilitating their first-grade children in a book-activity in Nigeria and the United States. Seventy-five parent-child dyads (38 from Nigeria and 37 from the U.S.) were video recorded constructing narratives around a wordless picture book. Analyses focused on identifying parents’ means of facilitating children’s involvement as well as parents and children's reliance on questions and statements during the shared activity. Nigerian parents assumed a sole narrator approach, guiding the narratives and providing most of the information to their children through referential questions and referential and behavioral statements. Unlike the Nigerian parents, US parents engaged in a shared narrator approach, encouraging and building more on their children's contributions, asking more inferential and yes/no questions, and making more inferential and yes/no statements. Nigerian and US children’s extent and types of questions and statements made during their involvement in the activities varied and their contributions resembled those of their parents in their respective cultural groups. These findings highlight significant cultural variations and similarities in book-sharing practices between parents and children, underscoring the role of parental approaches to children's narrative construction and their impact on their learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=book-sharing" title="book-sharing">book-sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20differences" title=" cultural differences"> cultural differences</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interactions" title=" parent-child interactions"> parent-child interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20contributions" title=" narrative contributions"> narrative contributions</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=united%20states" title=" united states"> united states</a> </p> <a href="https://publications.waset.org/abstracts/190772/cultural-variation-in-book-sharing-between-us-and-nigerian-parents-and-their-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190772.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">24</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">928</span> The Effectiveness of Using Picture Storybooks on Young English as a Foreign Language Learners for English Vocabulary Acquisition and Moral Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Yung%20Hsuan%20Ma">Tiffany Yung Hsuan Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Whole Language Approach, which gained prominence in the 1980s, and the increasing emphasis on multimodal resources in educational research have elevated the utilization of picture books in English as a foreign language (EFL) instruction. This approach underscores real-world language application, providing EFL learners with a range of sensory stimuli, including visual elements. Additionally, the substantial impact of picture books on fostering prosocial behaviors in children has garnered recognition. These narratives offer opportunities to impart essential values such as kindness, fairness, and respect. Examining how picture books enhance vocabulary acquisition can offer valuable insights for educators in devising engaging language activities conducive to a positive learning environment. This research entails a case study involving two kindergarten-aged EFL learners and employs qualitative methods, including worksheets, observations, and interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners' acquisition of essential vocabulary, (2) The influence of these books on their behavior at home, and (3) Effective teaching strategies for the seamless integration of picture storybooks into EFL instruction for young learners. The findings can provide guidance to parents, educators, curriculum developers, and policymakers regarding the advantages and optimal approaches to incorporating picture books into language instruction. Ultimately, this research has the potential to enhance English language learning outcomes and promote moral education within the Taiwanese EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a> </p> <a href="https://publications.waset.org/abstracts/173749/the-effectiveness-of-using-picture-storybooks-on-young-english-as-a-foreign-language-learners-for-english-vocabulary-acquisition-and-moral-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173749.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">70</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">927</span> The Effect of Book-Tax Conformity on Audit Quality: Evidence from Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yosra%20Makni%20Fourati">Yosra Makni Fourati</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Masmoudi%20Mardassi"> Sana Masmoudi Mardassi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the effect of Book-tax conformity on audit quality regarding the proxies of audit fees, auditors’ industry specialization and audit report lag. Using a sample of Canadian firms listed on the Toronto Stock Exchange spanning the years 2006- 2016, we applied an Ordinary Least Squares (OLS) regression to test hypotheses of this research. The authors find that higher Book-tax conformity leads to lower audit fees. They also provide evidence that there is a negative association between Book-tax conformity and auditors’ industry specialization, whereas there is a positive association between Book-tax conformity and audit report lag. Overall, the findings are prominent to better understanding the effect of Book-tax conformity on audit quality and are relevant for academic researchers, practitioners, and regulators. As the paper investigates the relationship of Book-tax conformity and audit quality using a sample of Canadian firms, it brings original insights regarding the importance of audit fees and Book-tax conformity. In addition, it considers the role of auditor’s industry specialization in the relation between audit quality and Book-tax conformity by considering a sample listed on the Toronto Stock Exchange. This paper contributes to the existing literature by highlighting the Canadian setting, to our best knowledge. In addition, our results are prominent to the auditing literature as they introduce a different determinant of auditors’ industry specialization and audit report lag. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audit%20fees" title="audit fees">audit fees</a>, <a href="https://publications.waset.org/abstracts/search?q=auditors%27%20industry%20specialization" title=" auditors' industry specialization"> auditors' industry specialization</a>, <a href="https://publications.waset.org/abstracts/search?q=audit%20report%20lag" title=" audit report lag"> audit report lag</a>, <a href="https://publications.waset.org/abstracts/search?q=book-tax%20conformity" title=" book-tax conformity"> book-tax conformity</a> </p> <a href="https://publications.waset.org/abstracts/109898/the-effect-of-book-tax-conformity-on-audit-quality-evidence-from-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109898.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">158</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">926</span> E-Book Market In Vietnam: Great Potential, Many Barriers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zakir%20Hossain">Zakir Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays reading e-books on laptops, smartphones, and tablets have become a new leisure activity for Vietnamese youth. Since 2011 the copyrighted e-book market began to develop in Vietnam with the participation of five local enterprises. Over the last five years, thousands of e-books were published including the first online early education book series for children from 0 to 6 years old. Research shows that 61% Vietnamese find reading e-books is comfortable, and 45% feel convenient buying books online. More than half of the Vietnamese consider reading online far better than buying printed books, and surprisingly people over age 30 desire reading online while those under 18 prefer reading printed books. Hence with a market of more than 40 million regular internet users including 22 million smartphone users, Vietnam has ample opportunities to develop the e-book market and contribute a great deal to the diversity of the local reading culture which is essential for Building a Lifelong Learning Society, a state ambition of Vietnam by 2020. However, the e-book market in Vietnam is still in its infancy and is growing far too slowly than e-book producers had expected. All five e-book enterprises are facing numerous challenges. While the big profit that e-book technology can bring has been clearly recognised in other countries, e-books in Vietnam only make up less than 1% share of the book market. The objective of the study is to identify the difficulties and barriers to the development of the e-book market in Vietnam through an extensive literature review available in English. The study revealed that illegal e-books due to copyright infringement and an inconvenient payment system to purchase e-books are the major obstacles. The great potential of e-books in Vietnam is a reality but requires government enforcement of copyright protection laws, a new area of focus for the e-book market. Furthermore, Vietnamese readers should change their habits from using free and illegal e-books to develop the e-publishing industry in Vietnam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=copyright" title="copyright">copyright</a>, <a href="https://publications.waset.org/abstracts/search?q=e-book" title=" e-book"> e-book</a>, <a href="https://publications.waset.org/abstracts/search?q=e-book%20reading" title=" e-book reading"> e-book reading</a>, <a href="https://publications.waset.org/abstracts/search?q=e-publishing" title=" e-publishing"> e-publishing</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/56793/e-book-market-in-vietnam-great-potential-many-barriers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56793.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">925</span> Retranslation of Orientalism: Reading Said in Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadil%20Elmenfi">Fadil Elmenfi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Edward Said, in his book Culture and Imperialism, devotes the introduction to the Arabic translation. He claims that the fading echo of Orientalism in the Arab world is unlike the positive reflections of its counterpart elsewhere in the world. The probable reason behind his inquiry would be that the methodology Abu Deeb applied in translating Said's book contributed to the book having the limited impact which Said is referring to. The paper adds new insights to the body of theory and the effectiveness of the performance of translation from culture to culture. It presents a survey that can provide the reader with an overview of Said's Orientalism and the two Arabic translations of the book. It investigates some of the problems of translating cultural texts, more specifically translating features of Said's style. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orientalism" title="Orientalism">Orientalism</a>, <a href="https://publications.waset.org/abstracts/search?q=retranslation" title=" retranslation"> retranslation</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20Language" title=" Arabic Language"> Arabic Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Enani" title=" Muhammad Enani"> Muhammad Enani</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Abu%20Deeb" title=" Kamal Abu Deeb"> Kamal Abu Deeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Said" title=" Edward Said"> Edward Said</a> </p> <a href="https://publications.waset.org/abstracts/1973/retranslation-of-orientalism-reading-said-in-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1973.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">519</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">924</span> Preschool Story Retelling: Actions and Verb Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20Nwokah">Eva Nwokah</a>, <a href="https://publications.waset.org/abstracts/search?q=Casey%20Taliancich-Klinger"> Casey Taliancich-Klinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Luna"> Lauren Luna</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Rodriguez"> Sarah Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Story-retelling is a technique frequently used to assess children’s language skills and support their development of narratives. Fourteen preschool children listened to one of two stories from the wordless, illustrated Frog book series and then retold the story using the pictures. A comparison of three verb types (action, mental and other) in the original story model, and children's verb use in their retold stories revealed the salience of action events. The children's stories contained a similar proportion of verb types to the original story. However, the action verbs they used were rarely those they had heard in the original. The implications for the process of lexical encoding and narrative recall are discussed, as well as suggestions for the use of wordless picture books and the language teaching of new verbs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=story%20re-telling" title="story re-telling">story re-telling</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20use" title=" verb use"> verb use</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20language" title=" preschool language"> preschool language</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20books" title=" wordless picture books"> wordless picture books</a> </p> <a href="https://publications.waset.org/abstracts/74836/preschool-story-retelling-actions-and-verb-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">923</span> The Valuation of Equity Book Value and Net Income of Financial Firms in Times of Financial Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sami%20Adwan">Sami Adwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Alhaj%20Ismail"> Alaa Alhaj Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudia%20Girardone"> Claudia Girardone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the changes in the value relevance of book value of equity and net income of financial firms over the crisis period. It also examines how these changes vary with three variables, namely, fair value exposure, ownership concentration, and regulatory capital ratios. Using a sample of financial firms operating in the European Economic Area over 2005-2011, our findings suggest that the value relevance of book value of equity increases while that of net income decreases during the financial crisis. We find that more exposure to fair value accounting mitigates the impact of the crisis on the value relevance of book value of equity and net income. We also find that more concentrated ownership appears to have a mitigating impact on the changes in the value relevance of both book value of equity and net income in times of financial crisis. Finally, we find evidence that the level of regulatory capital ratios tends to have an attenuating effect on the changes in the value relevance of net income (but not book value of equity) in times of financial crisis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=value%20relevance" title="value relevance">value relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20crisis" title=" financial crisis"> financial crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20firms" title=" financial firms"> financial firms</a>, <a href="https://publications.waset.org/abstracts/search?q=fair%20value" title=" fair value"> fair value</a>, <a href="https://publications.waset.org/abstracts/search?q=ownership%20concentration" title=" ownership concentration"> ownership concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=regulatory%20capital" title=" regulatory capital"> regulatory capital</a> </p> <a href="https://publications.waset.org/abstracts/103677/the-valuation-of-equity-book-value-and-net-income-of-financial-firms-in-times-of-financial-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103677.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">181</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">922</span> Systems Approach to Design and Production of Picture Books for the Pre-Primary Classes to Attain Educational Goals in Southwest Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azeez%20Ayodele%20Ayodele">Azeez Ayodele Ayodele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the problem of picture books design and the quality of the pictures in picture books. The research surveyed nursery and primary schools in four major cities in southwest of Nigeria. The instruments including the descriptive survey questionnaire and a structured interview were developed, validated and administered for collection of relevant data. Descriptive statistics was used in analyzing the data. The result of the study revealed that there were poor quality of pictures in picture books and this is due to scarcity of trained graphic designers who understand systems approach to picture books design and production. There is thus a need for more qualified graphic designers, given in-service professional training as well as a refresher course as criteria for upgrading by the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pictures" title="pictures">pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20books" title=" picture books"> picture books</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-primary%20schools" title=" pre-primary schools"> pre-primary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=trained%20graphic%20designers" title=" trained graphic designers"> trained graphic designers</a> </p> <a href="https://publications.waset.org/abstracts/52170/systems-approach-to-design-and-production-of-picture-books-for-the-pre-primary-classes-to-attain-educational-goals-in-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52170.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">247</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">921</span> Application of Interval Valued Picture Fuzzy Set in Medical Diagnosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Palash%20Dutta">Palash Dutta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More frequently uncertainties are encountered in medical diagnosis and therefore it is the most important and interesting area of applications of fuzzy set theory. In this present study, an attempt has been made to extend Sanchez’s approach for medical diagnosis via interval valued picture fuzzy sets and exhibit the technique with suitable case studies. In this article, it is observed that a refusal can be expressed in the databases concerning the examined objects. The technique is performing diagnosis on the basis of distance measures and as a result, this approach makes it possible to introduce weights of all symptoms and consequently patient can be diagnosed directly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20diagnosis" title="medical diagnosis">medical diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20set" title=" fuzzy set"> fuzzy set</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20fuzzy%20set" title=" picture fuzzy set"> picture fuzzy set</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20valued%20picture%20fuzzy%20set" title=" interval valued picture fuzzy set"> interval valued picture fuzzy set</a> </p> <a href="https://publications.waset.org/abstracts/54935/application-of-interval-valued-picture-fuzzy-set-in-medical-diagnosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54935.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">379</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">920</span> Translating the Gendered Discourse: A Corpus-Based Study of the Chinese Science Fiction The Three Body Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Gu">Yi Gu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Three-Body Problem by Cixin Liu has been a bestseller Chinese Sci-Fi novel for years since 2008. The book was translated into English by Ken Liu in 2014 and won the prestigious 2015 science fiction and fantasy writing Hugo Award, drawing greater attention from wider international communities. The story exposes the horrors of the Chinese Cultural Revolution in the 1960s, in an intriguing narrative for readers at home and abroad. However, without the access to the source text, western readers may not be aware that the original Chinese version of the book is rich in gender-bias. Some Chinese scholars have applied feminist translation theories to their analysis on this book before, based on isolated selected, cherry-picking examples. Thus this paper aims to obtain a more thorough picture of how translators can cope with gender discrimination and reshape the gendered discourse from the source text, by systematically investigating the lexical and syntactic patterns in the translation of Liu’s entire book of 400 pages. The source text and the translation were downloaded into digital files, automatically aligned at paragraph level and then manually post-edited. They were then compiled into a parallel corpus of 114,629 English words and 204,145 Chinese characters using Sketch Engine. Gender-discrimination markers such as the overuse of ‘girl’ to describe an adult woman were searched in the source text, and the alignment made it possible to identify the strategies adopted by the translator to mitigate gender discrimination. The results provide a framework for translators to address gender bias. The study also shows how corpus methods can be used to further research in feminist translation and critical discourse analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=feminist%20translation" title=" feminist translation"> feminist translation</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20fiction%20translation" title=" science fiction translation"> science fiction translation</a> </p> <a href="https://publications.waset.org/abstracts/91710/translating-the-gendered-discourse-a-corpus-based-study-of-the-chinese-science-fiction-the-three-body-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">919</span> The Impact of an Interactive E-Book on Mathematics Reading and Spatial Ability in Middle School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abebayehu%20Yohannes">Abebayehu Yohannes</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-Ling%20Chen"> Hsiu-Ling Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiu-Chen%20Chang"> Chiu-Chen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics reading and spatial ability are important learning components in mathematics education. However, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. The result indicated that both groups had a significant increase in the mathematics reading ability test, and a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition, the interactive e-book learning mode had significant impacts on students’ spatial ability. It was also found that the richness of content with visual and interactive elements provided in the interactive e-book enhanced students’ satisfaction with the teaching material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20e-books" title="interactive e-books">interactive e-books</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20ability" title=" spatial ability"> spatial ability</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20reading" title=" mathematics reading"> mathematics reading</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20view" title=" three view"> three view</a> </p> <a href="https://publications.waset.org/abstracts/147704/the-impact-of-an-interactive-e-book-on-mathematics-reading-and-spatial-ability-in-middle-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147704.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">192</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">918</span> Factors Affecting Students' Performance in the Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amylyn%20F.%20Labasano">Amylyn F. Labasano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A significant number of empirical studies are carried out to investigate factors affecting college students’ performance in the academic examination. With a wide-array of literature-and studies-supported findings, this study is limited only on the students’ probability of passing periodical exams which is associated with students’ gender, absences in the class, use of reference book, and hours of study. Binary logistic regression was the technique used in the analysis. The research is based on the students’ record and data collected through survey. The result reveals that gender, use of reference book and hours of study are significant predictors of passing an examination while students’ absenteeism is an insignificant predictor. Females have 45% likelihood of passing the exam than their male classmates. Students who use and read their reference book are 38 times more likely pass the exam than those who do not use and read their reference book. Those who spent more than 3 hours in studying are four (4) times more likely pass the exam than those who spent only 3 hours or less in studying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absences" title="absences">absences</a>, <a href="https://publications.waset.org/abstracts/search?q=binary%20logistic%20regression" title=" binary logistic regression"> binary logistic regression</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=hours%20of%20study%20prediction-causation%20method" title=" hours of study prediction-causation method"> hours of study prediction-causation method</a>, <a href="https://publications.waset.org/abstracts/search?q=periodical%20exams" title=" periodical exams"> periodical exams</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20sampling" title=" random sampling"> random sampling</a>, <a href="https://publications.waset.org/abstracts/search?q=reference%20book" title=" reference book"> reference book</a> </p> <a href="https://publications.waset.org/abstracts/40763/factors-affecting-students-performance-in-the-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40763.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">312</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">917</span> Exploring the Factors Affecting the Intention of Using Mobile Phone E-Book by TAM and IDT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen-Ku%20Kuo">Yen-Ku Kuo</a>, <a href="https://publications.waset.org/abstracts/search?q=Chie-Bein%20Chen"> Chie-Bein Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jyh-Yi%20Shih"> Jyh-Yi Shih</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuang-Yi%20Lin"> Kuang-Yi Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-Han%20Peng"> Chien-Han Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is primarily concerned with exploring what factors affect the consumer’s intention of using mobile phone e-book. In developing research structure, we adopted technology acceptance model (TAM) and Innovation Diffusion Theory (IDT) as a foundation. The analysis method of structural equation model (SEM) was used to carry out this study. Subjects were 261 users who are using or used the mobile phone e-book. The findings can be summed up as follows: (1) The subjective norm and job relevance has non-significant and positive influence to the perceived usefulness. This represents now the user are still in a small number and most of them used it in non-work related purpose. (2) The output quality, result demonstrability and perceived ease of use were confirmed to have positive and significant influence to the perceived usefulness. (3) The moderator “innovative diffusion” affects the relationship between the attitude and behavior intention. These findings could be a reference for the practice and future study to make further exploration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone%20e-book" title="mobile phone e-book">mobile phone e-book</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model%20%28TAM%29" title=" technology acceptance model (TAM)"> technology acceptance model (TAM)</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20diffusion%20theory%20%28IDT%29" title=" innovation diffusion theory (IDT)"> innovation diffusion theory (IDT)</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20model%20%28SEM%29" title=" structural equation model (SEM)"> structural equation model (SEM)</a> </p> <a href="https://publications.waset.org/abstracts/7536/exploring-the-factors-affecting-the-intention-of-using-mobile-phone-e-book-by-tam-and-idt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7536.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">510</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">916</span> [Keynote Talk]: Pragmatic Leadership in School Organization and Research in Physical Education Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a review of a recently published book (April 2018) by Dr. Ellie Abdi. The book divides into two sections of 1) leadership in school organization and 2) pragmatic research in physical education professional development. The first part of the book explores school organizational development in terms of 1) communication development, 2) community development, and 3) decision making development. It concludes to acknowledge that decision making is the heart of educational management. This is while communication and community are essential to the development of the school organization. The role of a leader in a professional learning community (PLC) is acknowledged with the organizational development plan and moves onto 5 overall objectives of a professional development plan. It clarifies that professional learning community (PLC) benefits both students and professionals in education. Furthermore, professional development needs to be involved in opportunities to value diversity and foundations of learning, in addition to search for veteran teachers who offer a rich combination of experience and perspective. School educational platform in terms of teacher training in physical education is discussed in the second part. The book reviews that well-designed programs are powerful and constructive ways to identify the strength and weaknesses of teachers. Post-positivism, constructivism, advocacy/participatory, and pragmatism in teacher education are also disclosed. The book specifically unfolds pragmatic research in professional development of physical education. It provides researchers, doctoral, and masters level students with defined examples. In summary, the book shows how appropriate it is when many different traditions are displayed in a pragmatic way, following the stages of research from development to dissemination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic" title=" pragmatic"> pragmatic</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/110505/keynote-talk-pragmatic-leadership-in-school-organization-and-research-in-physical-education-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110505.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">162</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">915</span> Causes and Consequences of Unauthorized Use of Books: Readers, Authors, and Publishers' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ar%C5%ABnas%20Gudinavi%C4%8Dius">Arūnas Gudinavičius</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincas%20Grigas"> Vincas Grigas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The current study aims to identify and explore causes and consequences of unauthorized use of books from readers’, publishers’, and authors’ points of view. The case of Lithuania also assessed, especially historical background (banned alphabet, book smuggling, theft as the social norm in Soviet times) of the country. Design/methodology/approach: Aiming for more understanding why readers, authors and publishers are using or not using technology for unauthorized access of books, technology acceptance model approach was used, a total of 30 respondents (publishers, authors and readers) were interviewed in semi-structured face-to-face interviews and thematic analysis of collected qualitative data was conducted. Interviews were coded in English with coding software for further analysis. Findings: Findings indicate that the main cause for the unauthorized use of books is a lack of legal e-book titles and acquisition options. This mainly points at publishers, however, instead of using unauthorized sources as opportunities for author promotion or marketing, they rather concentrate on the causes of unauthorized use of books which they are not in control of, including access to unauthorized sources, habits, and economic causes. Some publishers believe that the lack of legal e-book titles is the consequence of unauthorized use of book rather than its cause. Originality: This research contributed to the body of knowledge by investigating unauthorized use of books from readers’, publishers’, and authors’ points of view which renders to have a better understanding of the causes and consequences of such behavior, as well as differences between these roles. We suggest that these causes lead to the intention to use and actual use of technology which is easier to use and which gives more perceived advantages – technology for unauthorized downloading and reading of books vs legal e-book acquisition options. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20piracy" title="digital piracy">digital piracy</a>, <a href="https://publications.waset.org/abstracts/search?q=unauthorized%20access" title=" unauthorized access"> unauthorized access</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing%20industry" title=" publishing industry"> publishing industry</a>, <a href="https://publications.waset.org/abstracts/search?q=book%20reader" title=" book reader"> book reader</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20rights" title=" intellectual property rights"> intellectual property rights</a> </p> <a href="https://publications.waset.org/abstracts/141512/causes-and-consequences-of-unauthorized-use-of-books-readers-authors-and-publishers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141512.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">172</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">914</span> Scaffolding Pre-Service Teachers’ Experiences with Book Creator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bekir%20Mugayitoglu">Bekir Mugayitoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work shares pre-service teachers' experiences with the Book Creator application during the face-to-face class. Participants for this work were pre-service teachers in a semester-long instructional technology course who developed their own e-books. The work was conducted during the Fall of 2023. Eleven pre-service teachers completed the project, producing books appropriate to their area of concentration. Analysis of participant progress reports shows, that Exemplars showcase creative ways to prepare pre-service teachers to design their own books and have an opportunity to use mobile apps to create a variety of e-material options. The findings support future opportunities for pre-service teachers to design and implement technology-supported literacy applications to integrate into their own classroom pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title="scaffolding">scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=e-book" title=" e-book"> e-book</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20pedagogy" title=" classroom pedagogy"> classroom pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face%20class" title=" face-to-face class"> face-to-face class</a> </p> <a href="https://publications.waset.org/abstracts/181496/scaffolding-pre-service-teachers-experiences-with-book-creator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181496.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">62</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">913</span> Inclusion in Rabbinic and Protestant Translations of the Hebrew book of Proverbs (1865) History of Translations and Cultural Inclusion Terms of Reference</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mh.%20D%20Tammam%20Ayoubi">Mh. D Tammam Ayoubi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Old Testament has been translated into many languages, including Arabic. There have been consecutive translations of it since Islamic antiquity. The Rabbinic translation, which rendered the Hebrew text into Arabic without a linguistic medium, appeared later. It was followed by several Orthodox and Jesuit trials, including the Protestant translation. Those two translations were chosen to study the book of Proverbs, which is classified as one of the books of Wisdom; something that distances it from being either symbolical or historical and makes the translation the subject of the translator's ideology starting from the incorporated cultural element be it Jewish, Aramaic or Islamist (Mu'tazila) of the first translation, or through the choice of the equivalent signs of origin, and the neutralization of the Rabbinic, Arabic, and Greek element of the second translation. The various Protestant translation of different authors has contributed to the multiplicity of the term of reference, mostly Christian, in contrast with the single reference of one author, which carries multiple conflicting cultural facades when it comes to the Rabbinic translation. This has led to a change in the origin through the inclusion of those various verbal or interpretative elements in the book of Proverbs, which will be examined in the verses through a comparative study with the original Hebrew text or the cultural terms or references. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rabbinic%20and%20protestant%20translations" title="rabbinic and protestant translations">rabbinic and protestant translations</a>, <a href="https://publications.waset.org/abstracts/search?q=book%20of%20proverbs" title=" book of proverbs"> book of proverbs</a>, <a href="https://publications.waset.org/abstracts/search?q=hebrew" title=" hebrew"> hebrew</a>, <a href="https://publications.waset.org/abstracts/search?q=protestant%20translation" title=" protestant translation"> protestant translation</a> </p> <a href="https://publications.waset.org/abstracts/163583/inclusion-in-rabbinic-and-protestant-translations-of-the-hebrew-book-of-proverbs-1865-history-of-translations-and-cultural-inclusion-terms-of-reference" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163583.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">912</span> The Work Book Tool, a Lifelong Chronicle: Part of the "Designprogrammet" at the Design School of the University in Kalmar, Sweden</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henriette%20Jarild-Koblanck">Henriette Jarild-Koblanck</a>, <a href="https://publications.waset.org/abstracts/search?q=Monica%20Moro"> Monica Moro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research has been implemented at the Kalmar University now LNU Linnaeus University inside the Design Program (Designprogrammet) for several years. The Work Book tool was created using the framework of the Bologna declaration. The project concerns primarily pedagogy and design methodology, focusing on how we evaluate artistic work processes and projects and on how we can develop the preconditions for cross-disciplinary work. The original idea of the Work Book springs from the steady habit of the Swedish researcher and now retired full professor and dean Henriette Koblanck to put images, things and colours in a notebook, right from her childhood, writing down impressions and reflections. On this preliminary thought of making use of a work book, in a form freely chosen by the user, she began to develop the Design Program (Designprogrammet) that was applied at the Kalmar University now LNU Linnaeus University, where she called a number of professionals to collaborate, among them Monica Moro an Italian designer, researcher, and teacher in the field of colour and shape. The educational intention is that the Work Book should become a tool that is both inspirational for the process of thinking and intuitional creating, and personal support for both rational and technical thinking. The students were to use the Work Book not only to visually and graphically document their results from investigations, experiments and thoughts but also as a tool to present their works to others, -students, tutors and teachers, or to other stakeholders they discussed the proceedings with. To help the students a number of matrixes were developed oriented to evaluate the projects in elaboration, based on the Bologna Declaration. In conclusion, the feedback from the students is excellent; many are still using the Work Book as a professional tool as in their words they consider it a rather accurate representation of their working process, and furthermore of themselves, so much that many of them have used it as a portfolio when applying for jobs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title="academic program">academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20student%E2%80%99s%20progress" title=" assessment of student’s progress"> assessment of student’s progress</a>, <a href="https://publications.waset.org/abstracts/search?q=Bologna%20Declaration" title=" Bologna Declaration"> Bologna Declaration</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/63631/the-work-book-tool-a-lifelong-chronicle-part-of-the-designprogrammet-at-the-design-school-of-the-university-in-kalmar-sweden" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63631.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">338</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">911</span> “The Unbearable Lightness of Being” Book as an Interdisciplinary Study Basis for Students’ Learning Process about Love and Politics at Old Communist Czechoslovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clarissa%20Valen%C3%A7a%20Travassos%20da%20Silva">Clarissa Valença Travassos da Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, it is intended to study the book “The unbearable Lightness of Being” by the Czech Republican writer Milan Kundera. The main objective is to be an interdisciplinary study basis for students in the world about love and politics at old communist Czechoslovakia. Love is presented by discussing the relationship between Tomas and Tereza and the discovery of true love. Furthermore, it is debated the Russian invasion in Czechoslovakia and the outcomes of it for the personages, all this related to the contradiction of lightness and heaviness in life. For the production of this didactic material, the researcher based her work on the original book, “The Unbearable Lightness of Being” by Kundera, Milan Kundera’s interviews, Friedrich Nietzche, Zygmunt Bauman and George Orwell, among Brazilian and international articles on the issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lightness" title="lightness">lightness</a>, <a href="https://publications.waset.org/abstracts/search?q=heaviness" title=" heaviness"> heaviness</a>, <a href="https://publications.waset.org/abstracts/search?q=Russia" title=" Russia"> Russia</a>, <a href="https://publications.waset.org/abstracts/search?q=Czechoslovakia" title=" Czechoslovakia"> Czechoslovakia</a>, <a href="https://publications.waset.org/abstracts/search?q=love" title=" love"> love</a> </p> <a href="https://publications.waset.org/abstracts/13617/the-unbearable-lightness-of-being-book-as-an-interdisciplinary-study-basis-for-students-learning-process-about-love-and-politics-at-old-communist-czechoslovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13617.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">399</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">910</span> An Efficient Book Keeping Strategy for the Formation of the Design Matrix in Geodetic Network Adjustment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20G.%20Omogunloye">O. G. Omogunloye</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20B.%20Olaleye"> J. B. Olaleye</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20E.%20Abiodun"> O. E. Abiodun</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20O.%20Odumosu"> J. O. Odumosu</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20G.%20Ajayi"> O. G. Ajayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to proffer easy formulation and computation of least square observation equation’s design matrix by using an efficient book keeping strategy. Usually, for a large network of many triangles and stations, a rigorous task is involved in the computation and placement of the values of the differentials of each observation with respect to its station coordinates (latitude and longitude), in their respective rows and columns. The efficient book keeping strategy seeks to eliminate or reduce this rigorous task involved, especially in large network, by simple skillful arrangement and development of a short program written in the Matlab environment, the formulation and computation of least square observation equation’s design matrix can be easily achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=differential" title=" differential"> differential</a>, <a href="https://publications.waset.org/abstracts/search?q=geodetic" title=" geodetic"> geodetic</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix" title=" matrix"> matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=station" title=" station"> station</a> </p> <a href="https://publications.waset.org/abstracts/71597/an-efficient-book-keeping-strategy-for-the-formation-of-the-design-matrix-in-geodetic-network-adjustment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">909</span> Developing a Test Specifications for an Internationalization Course: Environment for Health in Thai Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rungrawee%20Samawathdana">Rungrawee Samawathdana</a>, <a href="https://publications.waset.org/abstracts/search?q=Aim-Utcha%20Wattanaburanon"> Aim-Utcha Wattanaburanon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Test specifications for open book or notes exams provide the essential information to identify the types of the test items with validity of the evaluations process. This article explains the purpose of test specifications and illustrates how to use it to help construct the approach of open book or notes exams. The complication of the course objectives is challenging for the test designing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=course%20curriculum" title="course curriculum">course curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=environment%20for%20health" title=" environment for health"> environment for health</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20specifications" title=" test specifications "> test specifications </a> </p> <a href="https://publications.waset.org/abstracts/20315/developing-a-test-specifications-for-an-internationalization-course-environment-for-health-in-thai-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20315.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">576</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">908</span> Discovering Word-Class Deficits in Persons with Aphasia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yashaswini%20Channabasavegowda">Yashaswini Channabasavegowda</a>, <a href="https://publications.waset.org/abstracts/search?q=Hema%20Nagaraj"> Hema Nagaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The current study aims at discovering word-class deficits concerning the noun-verb ratio in confrontation naming, picture description, and picture-word matching tasks. A total of ten persons with aphasia (PWA) and ten age-matched neurotypical individuals (NTI) were recruited for the study. The research includes both behavioural and objective measures to assess the word class deficits in PWA. Objective: The main objective of the research is to identify word class deficits seen in persons with aphasia, using various speech eliciting tasks. Method: The study was conducted in the L1 of the participants, considered to be Kannada. Action naming test and Boston naming test adapted to the Kannada version are administered to the participants; also, a picture description task is carried out. Picture-word matching task was carried out using e-prime software (version 2) to measure the accuracy and reaction time with respect to identification verbs and nouns. The stimulus was presented through auditory and visual modes. Data were analysed to identify errors noticed in the naming of nouns versus verbs, with respect to the Boston naming test and action naming test and also usage of nouns and verbs in the picture description task. Reaction time and accuracy for picture-word matching were extracted from the software. Results: PWA showed a significant difference in sentence structure compared to age-matched NTI. Also, PWA showed impairment in syntactic measures in the picture description task, with fewer correct grammatical sentences and fewer correct usage of verbs and nouns, and they produced a greater proportion of nouns compared to verbs. PWA had poorer accuracy and lesser reaction time in the picture-word matching task compared to NTI, and accuracy was higher for nouns compared to verbs in PWA. The deficits were noticed irrespective of the cause leading to aphasia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nouns" title="nouns">nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=verbs" title=" verbs"> verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=aphasia" title=" aphasia"> aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=naming" title=" naming"> naming</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a> </p> <a href="https://publications.waset.org/abstracts/149450/discovering-word-class-deficits-in-persons-with-aphasia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149450.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">102</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">907</span> Bilingual Books in British Sign Language and English: The Development of E-Book</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katherine%20O%27Grady-Bray">Katherine O'Grady-Bray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For some deaf children, reading books can be a challenge. Frank Barnes School (FBS) provides guided reading time with Teachers of the Deaf, in which they read books with deaf children using a bilingual approach. The vocabulary and context of the story is explained to deaf children in BSL so they develop skills bridging English and BSL languages. However, the success of this practice is only achieved if the person is fluent in both languages. FBS piloted a scheme to convert an Oxford Reading Tree (ORT) book into an e-book that can be read using tablets. Deaf readers at FBS have access to both languages (BSL and English) during lessons and outside the classroom. The pupils receive guided reading sessions with a Teacher of the Deaf every morning, these one to one sessions give pupils the opportunity to learn how to bridge both languages e.g. how to translate English to BSL and vice versa. Generally, due to our pupils’ lack of access to incidental learning, gaining new information about the world around them is limited. This highlights the importance of quality time to scaffold their language development. In some cases, there is a shortfall of parental support at home due to poor communication skills or an unawareness of how to interact with deaf children. Some families have a limited knowledge of sign language or simply don’t have the required learning environment and strategies needed for language development with deaf children. As the majority of our pupils’ preferred language is BSL we use that to teach reading and writing English. If this is not mirrored at home, there is limited opportunity for joint reading sessions. Development of the e-Book required planning and technical development. The overall production took time as video footage needed to be shot and then edited individually for each page. There were various technical considerations such as having an appropriate background colour so not to draw attention away from the signer. Appointing a signer with the required high level of BSL was essential. The language and pace of the sign language was an important consideration as it was required to match the age and reading level of the book. When translating English text to BSL, careful consideration was given to the nonlinear nature of BSL and the differences in language structure and syntax. The e-book was produced using Apple’s ‘iBook Author’ software which allowed video footage of the signer to be embedded on pages opposite the text and illustration. This enabled BSL translation of the content of the text and inferences of the story. An interpreter was used to directly ‘voice over’ the signer rather than the actual text. The aim behind the structure and layout of the e-book is to allow parents to ‘read’ with their deaf child which helps to develop both languages. From observations, the use of e-books has given pupils confidence and motivation with their reading, developing skills bridging both BSL and English languages and more effective reading time with parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20book" title="bilingual book">bilingual book</a>, <a href="https://publications.waset.org/abstracts/search?q=e-book" title=" e-book"> e-book</a>, <a href="https://publications.waset.org/abstracts/search?q=BSL%20and%20English" title=" BSL and English"> BSL and English</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20e-book" title=" bilingual e-book"> bilingual e-book</a> </p> <a href="https://publications.waset.org/abstracts/85267/bilingual-books-in-british-sign-language-and-english-the-development-of-e-book" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85267.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">169</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">906</span> Investigating Malaysian Prereader’s Cognitive Processes when Reading English Picture Storybooks: A Comparative Eye-Tracking Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siew%20Ming%20Thang">Siew Ming Thang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wong%20Hoo%20Keat"> Wong Hoo Keat</a>, <a href="https://publications.waset.org/abstracts/search?q=Chee%20Hao%20Sue"> Chee Hao Sue</a>, <a href="https://publications.waset.org/abstracts/search?q=Fung%20Lan%20Loo"> Fung Lan Loo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahju%20Rosalind"> Ahju Rosalind</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are numerous studies that explored young learners’ literacy skills in Malaysia but none that uses the eye-tracking device to track their cognitive processes when reading picture storybooks. This study used this method to investigate two groups of prereaders’ cognitive processes in four conditions. (1) A congruent picture was presented, and a matching narration was read aloud by a recorder; (2) Children heard a narration telling about the same characters in the picture but involves a different scene; (3) Only a picture with matching text was present; (4) Students only heard the reading aloud of the text on the screen. The two main objectives of this project are to test which content of pictures helps the prereaders (i.e., young children who have not received any formal reading instruction) understand the narration and whether children try to create a coherent mental representation from the oral narration and the pictures. The study compares two groups of children from two different kindergartens. Group1: 15 Chinese children; Group2: 17 Malay children. The medium of instruction was English. An eye-tracker were used to identify Areas of Interest (AOI) of each picture and the five target elements and calculate number of fixations and total time spent on fixation of pictures and written texts. Two mixed factorial ANOVAs with the storytelling performance (good, average, or weak) and vocabulary level (low, medium, high) as between-subject variables, and the Areas of Interests (AOIs) and display conditions as the within-subject variables were performedon the variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye-tracking" title="eye-tracking">eye-tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20processes" title=" cognitive processes"> cognitive processes</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=prereaders" title=" prereaders"> prereaders</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a> </p> <a href="https://publications.waset.org/abstracts/155608/investigating-malaysian-prereaders-cognitive-processes-when-reading-english-picture-storybooks-a-comparative-eye-tracking-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155608.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">95</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">905</span> Webster´s Spelling Book: A Product of Language-in-Education Policies in the United States in the Early 1800s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Andrea%20Garrido%20Meirelles">Virginia Andrea Garrido Meirelles </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Noah Webster was a lexicographer and a language reformer and is considered the ‘Father of American Scholarship and Education’ because of the exceptional contributions he made as a teacher and grammarian. The goal of this study is to show that the success of his plan can be explained by the fact that it matched the language-in-education policies of his time. To accomplish that goal the present study analyzes the Massachusetts School Laws of 1642, 1647 and 1648 and compares them to the preface of the first edition of The Grammatical Institute of the English Language. The referred laws were three legislative acts enacted in the Massachusetts Colony and replicated almost identically in the other New England colonies. The purpose of those laws was to eradicate pauperism and poverty, on the one side, and to disseminate the idea of right citizenship, on the other. However, until the Declaration of Independence in 1776, all the primers used in the colony were printed in Britain. In 1783, Noah Webster published the first part of his Grammatical Institute of the English Language. In this book, the author states that his goal is to promote the republican principles that guide the civil rights of that time. The material included many texts taken from the Bible to inspire aversion to inadequate behavior and preference for service and good manners. In addition, its goal was to present ‘a new plan of reducing the pronunciation of our language to an easy standard,’ and in that way, create a unified language to abolish ignorance and language corruption. The comparison between the laws and Webster’s Spelling Book shows that the book is the result of the historical and political situation when it was conceived and it satisfied the requirements of the language-in-education policies of the time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20English" title="American English">American English</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Massachusetts%20school%20laws" title=" the Massachusetts school laws"> the Massachusetts school laws</a>, <a href="https://publications.waset.org/abstracts/search?q=webster%27s%20spelling%20book" title=" webster's spelling book"> webster's spelling book</a> </p> <a href="https://publications.waset.org/abstracts/81101/websters-spelling-book-a-product-of-language-in-education-policies-in-the-united-states-in-the-early-1800s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81101.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">209</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">904</span> The Design Method of Artificial Intelligence Learning Picture: A Case Study of DCAI's New Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weichen%20Chang">Weichen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To create a guided teaching method for AI generative drawing design, this paper develops a set of teaching models for AI generative drawing (DCAI), which combines learning modes such as problem-solving, thematic inquiry, phenomenon-based, task-oriented, and DFC . Through the information security AI picture book learning guided programs and content, the application of participatory action research (PAR) and interview methods to explore the dual knowledge of Context and ChatGPT (DCAI) for AI to guide the development of students' AI learning skills. In the interviews, the students highlighted five main learning outcomes (self-study, critical thinking, knowledge generation, cognitive development, and presentation of work) as well as the challenges of implementing the model. Through the use of DCAI, students will enhance their consensus awareness of generative mapping analysis and group cooperation, and they will have knowledge that can enhance AI capabilities in DCAI inquiry and future life. From this paper, it is found that the conclusions are (1) The good use of DCAI can assist students in exploring the value of their knowledge through the power of stories and finding the meaning of knowledge communication; (2) Analyze the transformation power of the integrity and coherence of the story through the context so as to achieve the tension of ‘starting and ending’; (3) Use ChatGPT to extract inspiration, arrange story compositions, and make prompts that can communicate with people and convey emotions. Therefore, new knowledge construction methods will be one of the effective methods for AI learning in the face of artificial intelligence, providing new thinking and new expressions for interdisciplinary design and design education practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=task-oriented" title=" task-oriented"> task-oriented</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualization" title=" contextualization"> contextualization</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20education" title=" design education"> design education</a> </p> <a href="https://publications.waset.org/abstracts/187456/the-design-method-of-artificial-intelligence-learning-picture-a-case-study-of-dcais-new-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187456.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">30</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=picture%20book&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=picture%20book&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=picture%20book&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=picture%20book&page=5">5</a></li> <li class="page-item"><a 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