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acquisition</title> <meta name="description" content="Search results for: acquisition"> <meta name="keywords" content="acquisition"> <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="acquisition"> <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> 1084</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: acquisition</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1084</span> A Rapid Code Acquisition Scheme in OOC-Based CDMA Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keunhong%20Chae">Keunhong Chae</a>, <a href="https://publications.waset.org/abstracts/search?q=Seokho%20Yoon"> Seokho Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose a code acquisition scheme called improved multiple-shift (IMS) for optical code division multiple access systems, where the optical orthogonal code is used instead of the pseudo noise code. Although the IMS algorithm has a similar process to that of the conventional MS algorithm, it has a better code acquisition performance than the conventional MS algorithm. We analyze the code acquisition performance of the IMS algorithm and compare the code acquisition performances of the MS and the IMS algorithms in single-user and multi-user environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code%20acquisition" title="code acquisition">code acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20CDMA" title=" optical CDMA"> optical CDMA</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20orthogonal%20code" title=" optical orthogonal code"> optical orthogonal code</a>, <a href="https://publications.waset.org/abstracts/search?q=serial%20algorithm" title=" serial algorithm"> serial algorithm</a> </p> <a href="https://publications.waset.org/abstracts/23348/a-rapid-code-acquisition-scheme-in-ooc-based-cdma-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23348.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">540</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">1083</span> L2 Acquisition of Tense and Aspect by Cantonese and Mandarin ESL Learners of Different Proficiency Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mable%20Chan">Mable Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspect" title="aspect">aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=tense" title=" tense"> tense</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title=" universal grammar"> universal grammar</a> </p> <a href="https://publications.waset.org/abstracts/46891/l2-acquisition-of-tense-and-aspect-by-cantonese-and-mandarin-esl-learners-of-different-proficiency-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1082</span> 2L1, a Bridge between L1 and L2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Ginghina">Elena Ginghina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title=" first language acquisition"> first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers%20of%20German" title=" native speakers of German"> native speakers of German</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/24096/2l1-a-bridge-between-l1-and-l2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24096.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">574</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">1081</span> Study of a Few Additional Posterior Projection Data to 180° Acquisition for Myocardial SPECT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasuyuki%20Takahashi">Yasuyuki Takahashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirotaka%20Shimada"> Hirotaka Shimada</a>, <a href="https://publications.waset.org/abstracts/search?q=Takao%20Kanzaki"> Takao Kanzaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Dual-detector SPECT system is widely by use of myocardial SPECT studies. With 180-degree (180°) acquisition, reconstructed images are distorted in the posterior wall of myocardium due to the lack of sufficient data of posterior projection. We hypothesized that quality of myocardial SPECT images can be improved by the addition of data acquisition of only a few posterior projections to ordinary 180° acquisition. The proposed acquisition method (180° plus acquisition methods) uses the dual-detector SPECT system with a pair of detector arranged in 90° perpendicular. Sampling angle was 5°, and the acquisition range was 180° from 45° right anterior oblique to 45° left posterior oblique. After the acquisition of 180°, the detector moved to additional acquisition position of reverse side once for 2 projections, twice for 4 projections, or 3 times for 6 projections. Since these acquisition methods cannot be done in the present system, actual data acquisition was done by 360° with a sampling angle of 5°, and projection data corresponding to above acquisition position were extracted for reconstruction. We underwent the phantom studies and a clinical study. SPECT images were compared by profile curve analysis and also quantitatively by contrast ratio. The distortion was improved by 180° plus method. Profile curve analysis showed increased of cardiac cavity. Analysis with contrast ratio revealed that SPECT images of the phantoms and the clinical study were improved from 180° acquisition by the present methods. The difference in the contrast was not clearly recognized between 180° plus 2 projections, 180° plus 4 projections, and 180° plus 6 projections. 180° plus 2 projections method may be feasible for myocardial SPECT because distortion of the image and the contrast were improved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=180%C2%B0%20plus%20acquisition%20method" title="180° plus acquisition method">180° plus acquisition method</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20few%20posterior%20projections" title=" a few posterior projections"> a few posterior projections</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-detector%20SPECT%20system" title=" dual-detector SPECT system"> dual-detector SPECT system</a>, <a href="https://publications.waset.org/abstracts/search?q=myocardial%20SPECT" title=" myocardial SPECT"> myocardial SPECT</a> </p> <a href="https://publications.waset.org/abstracts/32339/study-of-a-few-additional-posterior-projection-data-to-180-acquisition-for-myocardial-spect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32339.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">295</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">1080</span> Student's Perception of Home Background and the Acquisition of English Language in Mbonge Municipality, Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Japhet%20Asanji">Japhet Asanji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bases of this research were to explore student’s perception of home background and the acquisition of English Language in Mbonge Municipality by examining how financial status, level of education, marital status and parenting styles of their parents influence English Language Acquisition. Using random sampling techniques, closed-ended questionnaires were administered to 60 students, and the data was analysed using descriptive statistical analysis. The results reaffirm the positive relationship between student’s perception of home background and the acquisition of English language. Contributions, limitations, and direction for further research are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student" title="student">student</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20background" title=" home background"> home background</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20acquisition" title=" English language acquisition"> English language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Cameroon" title=" Cameroon"> Cameroon</a> </p> <a href="https://publications.waset.org/abstracts/89865/students-perception-of-home-background-and-the-acquisition-of-english-language-in-mbonge-municipality-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89865.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">374</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">1079</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khlaid%20Albishi">Khlaid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Bisha%20college" title=" Bisha college"> Bisha college</a> </p> <a href="https://publications.waset.org/abstracts/22544/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22544.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">499</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">1078</span> Design of a Low Cost Motion Data Acquisition Setup for Mechatronic Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baris%20Can%20Yalcin">Baris Can Yalcin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motion sensors have been commonly used as a valuable component in mechatronic systems, however, many mechatronic designs and applications that need motion sensors cost enormous amount of money, especially high-tech systems. Design of a software for communication protocol between data acquisition card and motion sensor is another issue that has to be solved. This study presents how to design a low cost motion data acquisition setup consisting of MPU 6050 motion sensor (gyro and accelerometer in 3 axes) and Arduino Mega2560 microcontroller. Design parameters are calibration of the sensor, identification and communication between sensor and data acquisition card, interpretation of data collected by the sensor. <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=mechatronics" title=" mechatronics"> mechatronics</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20sensor" title=" motion sensor"> motion sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20acquisition" title=" data acquisition"> data acquisition</a> </p> <a href="https://publications.waset.org/abstracts/10243/design-of-a-low-cost-motion-data-acquisition-setup-for-mechatronic-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10243.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">588</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">1077</span> Competency Based Talent Acquisition: Concept, Practice, and Model, with Reference to Indian Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manasi%20V.%20Shah">Manasi V. Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations, in the competitive era, are participating in the competency act. They have discerned that, strategically researched and defined competencies when put up on the shelf, can help in achieving business goals. The research focuses on critical elements of competency-based talent acquisition process from practical vantage, with significant experience in a variety of business settings. The research is exploratory and descriptive in nature. The research conduct and outcome is the hinge on with reference to Indian Industries. It elaborates about the concept, practice and a brief model that human resource practitioner can use for effective talent acquisition process, which in turn would be in alignment with business performance. The research helps to present a prudent understanding of recruiting and selecting apt human capital, that can fit in a given job role and has action oriented competency based assessment approach for measuring the probable success of a job incumbent in a given job role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20based%20talent%20acquisition" title="competency based talent acquisition">competency based talent acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20concept" title=" talent acquisition concept"> talent acquisition concept</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20acquisition%20practice" title=" talent acquisition practice"> talent acquisition practice</a> </p> <a href="https://publications.waset.org/abstracts/61639/competency-based-talent-acquisition-concept-practice-and-model-with-reference-to-indian-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61639.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">1076</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.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">183</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">1075</span> The Relevance of the U-Shaped Learning Model to the Acquisition of the Difference between C'est and Il Est in the English Learners of French Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Booluck">Pooja Booluck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A U-shaped learning curve entails a three-step process: a good performance followed by a bad performance followed by a good performance again. U-shaped curves have been observed not only in language acquisition but also in various fields such as temperature face recognition object permanence to name a few. Building on previous studies of the curve child language acquisition and Second Language Acquisition this empirical study seeks to investigate the relevance of the U-shaped learning model to the acquisition of the difference between cest and il est in the English Learners of French context. The present study was developed to assess whether older learners of French in the ELF context follow the same acquisition pattern. The empirical study was conducted on 15 English learners of French which lasted six weeks. Compositions and questionnaires were collected from each subject at three time intervals (after one week after three weeks after six weeks) after which students work were graded as being either correct or incorrect. The data indicates that there is evidence of a U-shaped learning curve in the acquisition of cest and il est and students did follow the same acquisition pattern as children in regards to rote-learned terms and subject clitics. This paper also discusses the need to introduce modules on U-shaped learning curve in teaching curriculum as many teachers are unaware of the trajectory learners undertake while acquiring core components in grammar. In addition this study also addresses the need to conduct more research on the acquisition of rote-learned terms and subject clitics in SLA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20language%20acquisition" title="child language acquisition">child language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=rote-learning" title=" rote-learning"> rote-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=subject%20clitics" title=" subject clitics"> subject clitics</a>, <a href="https://publications.waset.org/abstracts/search?q=u-shaped%20learning%20model" title=" u-shaped learning model"> u-shaped learning model</a> </p> <a href="https://publications.waset.org/abstracts/51329/the-relevance-of-the-u-shaped-learning-model-to-the-acquisition-of-the-difference-between-cest-and-il-est-in-the-english-learners-of-french-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51329.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">293</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">1074</span> English Language Acquisition and Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuqing%20Sun">Yuqing Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, English has been taught in many countries as a second language. One of the major ways to learn this language is through the class teaching. As in the field of second language acquisition, there are many factors to affect its acquisition processes, such as the target language itself, a learner’s personality, cognitive factor, language transfer, and the outward factors (teaching method, classroom, environmental factor, teaching policy, social environment and so on). Flipped Classroom as a newly developed classroom model has been widely used in language teaching classroom, which was, to some extent, accepted by teachers and students for its effect. It distinguishes itself from the traditional classroom for its focus on the learner and its great importance attaching to the personal learning process and the application of technology. The class becomes discussion-targeted, and the class order is somewhat inverted since the teaching process is carried out outside the class, while the class is only for knowledge-internalization. This paper will concentrate on the influences of the flipped classroom, as a classroom affecting factor, on the the process of English acquisition by the way of case studies (English teaching class in China), and the analysis of the mechanism of the flipped classroom itself to propose some feasible advice of promoting the the effectiveness of English acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title="second language acquisition">second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=case" title=" case"> case</a> </p> <a href="https://publications.waset.org/abstracts/61418/english-language-acquisition-and-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61418.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">400</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">1073</span> The EFL Mental Lexicon: Connectivity and the Acquisition of Lexical Knowledge Depth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Soussi">Khalid Soussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study at hand has attempted to describe the acquisition of three EFL lexical knowledge aspects - meaning, synonymy and collocation – across three academic levels: Baccalaureate, second year and fourth year university levels in Morocco. The research also compares the development of the three lexical knowledge aspects between knowledge (reception) and use (production) and attempts to trace their order of acquisition. This has led to the use of three main data collection tasks: translation, acceptability judgment and multiple choices. The study has revealed the following findings. First, L1 and EFL mental lexicons are connected at the lexical knowledge depth. Second, such connection is active whether in language reception or use. Third, the connectivity between L1 and EFL mental lexicons tends to relatively decrease as the academic level of the learners increases. Finally, the research has revealed a significant 'order' of acquisition between the three lexical aspects, though not a very strong one. <p class="card-text"><strong>Keywords:</strong> <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=EFL%20lexical%20knowledge" title=" EFL lexical knowledge"> EFL lexical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20lexicon" title=" mental lexicon"> mental lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20knowledge%20depth" title=" vocabulary knowledge depth"> vocabulary knowledge depth</a> </p> <a href="https://publications.waset.org/abstracts/83869/the-efl-mental-lexicon-connectivity-and-the-acquisition-of-lexical-knowledge-depth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83869.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">283</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">1072</span> The New Economy: A Pedagogy for Vocational and Technical Education Programmes in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Nwakanma">Sunny Nwakanma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of the new economy has created a new world order for skill acquisition, economic activities and employment. It has dramatically changed the way we live, learn, work and even think about work. It has also created new opportunities as well as challenges and uncertainty. This paper will not only demystify the new economy and present its instrumentality in the acceleration of skill acquisition in technical education, but will also highlight industrial and occupational changes brought about by the synergy between information and communication technology revolution and the global economic system. It advocates among other things, the use of information and communication technology mediated instruction in technical education as it provides the flexibility to meet diverse learners’ need anytime and anywhere and facilitate skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20economy" title="new economy">new economy</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a> </p> <a href="https://publications.waset.org/abstracts/122265/the-new-economy-a-pedagogy-for-vocational-and-technical-education-programmes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122265.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">131</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">1071</span> An Efficient Acquisition Algorithm for Long Pseudo-Random Sequence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan-Hsin%20Hsieh">Wan-Hsin Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chieh-Fu%20Chang"> Chieh-Fu Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming-Seng%20Kao"> Ming-Seng Kao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a novel method termed the Phase Coherence Acquisition (PCA) is proposed for pseudo-random (PN) sequence acquisition. By employing complex phasors, the PCA requires only complex additions in the order of N, the length of the sequence, whereas the conventional method utilizing fast Fourier transform (FFT) requires complex multiplications and additions both in the order of Nlog2N . In order to combat noise, the input and local sequences are partitioned and mapped into complex phasors in PCA. The phase differences between pairs of input and local phasors are utilized for acquisition, and thus complex multiplications are avoided. For more noise-robustness capability, the multi-layer PCA is developed to extract the code phase step by step. The significant reduction of computational loads makes the PCA an attractive method, especially when the sequence length of is extremely large which becomes intractable for the FFT-based acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FFT" title="FFT">FFT</a>, <a href="https://publications.waset.org/abstracts/search?q=PCA" title=" PCA"> PCA</a>, <a href="https://publications.waset.org/abstracts/search?q=PN%20sequence" title=" PN sequence"> PN sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=convolution%20theory" title=" convolution theory"> convolution theory</a> </p> <a href="https://publications.waset.org/abstracts/23602/an-efficient-acquisition-algorithm-for-long-pseudo-random-sequence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23602.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">478</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">1070</span> Rapid Algorithm for GPS Signal Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabricio%20Costa%20Silva">Fabricio Costa Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Xavier%20de%20Souza"> Samuel Xavier de Souza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Global Positioning System (GPS) receiver is responsible to determine position, velocity and timing information by using satellite information. To get this information are necessary to combine an incoming and a locally generated signal. The procedure called acquisition need to found two information, the frequency and phase of the incoming signal. This is very time consuming, so there are several techniques to reduces the computational complexity, but each of then put projects issues in conflict. I this papers we present a method that can reduce the computational complexity by reducing the search space and paralleling the search. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GPS" title="GPS">GPS</a>, <a href="https://publications.waset.org/abstracts/search?q=acquisition" title=" acquisition"> acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=parallelism" title=" parallelism"> parallelism</a> </p> <a href="https://publications.waset.org/abstracts/21960/rapid-algorithm-for-gps-signal-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21960.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">538</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">1069</span> Rapid Parallel Algorithm for GPS Signal Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabricio%20Costa%20Silva">Fabricio Costa Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Xavier%20de%20Souza"> Samuel Xavier de Souza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Global Positioning System (GPS) receiver is responsible to determine position, velocity and timing information by using satellite information. To get this information's are necessary to combine an incoming and a locally generated signal. The procedure called acquisition need to found two information, the frequency and phase of the incoming signal. This is very time consuming, so there are several techniques to reduces the computational complexity, but each of then put projects issues in conflict. I this papers we present a method that can reduce the computational complexity by reducing the search space and paralleling the search. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GPS" title="GPS">GPS</a>, <a href="https://publications.waset.org/abstracts/search?q=acquisition" title=" acquisition"> acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20complexity" title=" low complexity"> low complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=parallelism" title=" parallelism"> parallelism</a> </p> <a href="https://publications.waset.org/abstracts/21803/rapid-parallel-algorithm-for-gps-signal-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1068</span> Neuroplasticity in Language Acquisition in English as Foreign Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabitha%20Rahim">Sabitha Rahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of teaching vocabulary of English as Foreign Language (EFL), the confluence of memory and retention is one of the most significant factors in students' language acquisition. The progress of students engaged in foreign language acquisition is often stymied by vocabulary attrition, which leads to learners' lack of confidence and motivation. However, among other factors, little research has investigated the importance of neuroplasticity in Foreign Language acquisition and how underused neural pathways lead to the loss of plasticity, thereby affecting the learners’ vocabulary retention and motivation. This research explored the effect of enhancing vocabulary acquisition of EFL students in the Foundation Year at King Abdulaziz University through various methods and neuroplasticity exercises that reinforced their attention, motivation, and engagement. It analyzed the results to determine if stimulating the brain of EFL learners by various physical and mental activities led to the improvement in short and long term memory in vocabulary retention. The main data collection methods were student surveys, assessment records of teachers, student achievement test results, and students' follow-up interviews. A key implication of this research is for the institutions to consider having multiple varieties of student activities promoting brain plasticity within the classrooms as an effective tool for foreign language acquisition. Building awareness among the faculty and adapting the curriculum to include activities that promote brain plasticity ensures an enhanced learning environment and effective language acquisition in EFL classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20paths" title=" neural paths"> neural paths</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroplasticity" title=" neuroplasticity"> neuroplasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20attrition" title=" vocabulary attrition"> vocabulary attrition</a> </p> <a href="https://publications.waset.org/abstracts/124459/neuroplasticity-in-language-acquisition-in-english-as-foreign-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124459.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">176</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">1067</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.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">452</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">1066</span> Investigating the Dynamics of Knowledge Acquisition in Learning Using Differential Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gilbert%20Makanda">Gilbert Makanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Roelf%20Sypkens"> Roelf Sypkens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A mathematical model for knowledge acquisition in teaching and learning is proposed. In this study we adopt the mathematical model that is normally used for disease modelling into teaching and learning. We derive mathematical conditions which facilitate knowledge acquisition. This study compares the effects of dropping out of the course at early stages with later stages of learning. The study also investigates effect of individual interaction and learning from other sources to facilitate learning. The study fits actual data to a general mathematical model using Matlab ODE45 and lsqnonlin to obtain a unique mathematical model that can be used to predict knowledge acquisition. The data used in this study was obtained from the tutorial test results for mathematics 2 students from the Central University of Technology, Free State, South Africa in the department of Mathematical and Physical Sciences. The study confirms already known results that increasing dropout rates and forgetting taught concepts reduce the population of knowledgeable students. Increasing teaching contacts and access to other learning materials facilitate knowledge acquisition. The effect of increasing dropout rates is more enhanced in the later stages of learning than earlier stages. The study opens up a new direction in further investigations in teaching and learning using differential equations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20equations" title="differential equations">differential equations</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20acquisition" title=" knowledge acquisition"> knowledge acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=least%20squares%20nonlinear" title=" least squares nonlinear"> least squares nonlinear</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamical%20systems" title=" dynamical systems"> dynamical systems</a> </p> <a href="https://publications.waset.org/abstracts/74529/investigating-the-dynamics-of-knowledge-acquisition-in-learning-using-differential-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1065</span> Effect of the Keyword Strategy on Lexical Semantic Acquisition: Recognition, Retention and Comprehension in an English as Second Language Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Muhammad%20Shitu">Fatima Muhammad Shitu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study seeks to investigate the effect of the keyword strategy on lexico–semantic acquisition, recognition, retention and comprehension in an ESL context. The aim of the study is to determine whether the keyword strategy can be used to enhance acquisition. As a quasi- experimental research, the objectives of the study include: To determine the extent to which the scores obtained by the subjects, who were trained on the use of the keyword strategy for acquisition, differ at the pre-tests and the post–tests and also to find out the relationship in the scores obtained at these tests levels. The sample for the study consists of 300 hundred undergraduate ESL Students in the Federal College of Education, Kano. The seventy-five lexical items for acquisition belong to the lexical field category known as register, and they include Medical, Agriculture and Photography registers (MAP). These were divided in the ratio twenty-five (25) lexical items in each lexical field. The testing technique was used to collect the data while the descriptive and inferential statistics were employed for data analysis. For the purpose of testing, the two kinds of tests administered at each test level include the WARRT (Word Acquisition, Recognition, and Retention Test) and the CCPT (Cloze Comprehension Passage Test). The results of the study revealed that there are significant differences in the scores obtained between the pre-tests, and the post–tests and there are no correlations in the scores obtained as well. This implies that the keyword strategy has effectively enhanced the acquisition of the lexical items studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=keyword" title="keyword">keyword</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical" title=" lexical"> lexical</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/50708/effect-of-the-keyword-strategy-on-lexical-semantic-acquisition-recognition-retention-and-comprehension-in-an-english-as-second-language-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50708.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">311</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">1064</span> The Importance of Science and Technology Education in Skill Acquisition for Self Dependence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olaje%20Monday%20Olaje">Olaje Monday Olaje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and technology has been prove to be the back bone for economic development of any country, and for Nigeria, it has more critical role to play. This paper examines the importance of science and technology education for national development and self dependence for Nigerian citizens. A historical overview of the interconnectivity of science and technology and self dependence is heighted. The current situation and challenges facing science and technology education are also highlighted to bring out the theoretical importance of science and technology education for self dependence which actually has not been practically achieved. Recommendations are also made at the of the study so as to skill acquisition through science and technology for self dependence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-dependence" title=" self-dependence"> self-dependence</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30436/the-importance-of-science-and-technology-education-in-skill-acquisition-for-self-dependence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30436.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">505</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">1063</span> The Impact of Student-Led Entrepreneurship Education through Skill Acquisition in Federal Polytechnic, Bida, Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Abubakar%20Mikugi">Ibrahim Abubakar Mikugi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigerian graduates could only be self-employed and marketable if they acquire relevant skills and knowledge for successful establishment in various occupation and gainful employment. Research has shown that entrepreneurship education will be successful through developing individual entrepreneurial attitudes, raising awareness of career options by integrating and inculcating a positive attitude in the mind of students through skill acquisition. This paper examined the student- led entrepreneurship education through skill acquisition with specific emphasis on analysis of David Kolb experiential learning cycle. This Model allows individual to review their experience through reflection and converting ideas into action by doing. The methodology used was theoretical approach through journal, internet and Textbooks. Challenges to entrepreneurship education through skill acquisition were outlined. The paper concludes that entrepreneurship education is recognised by both policy makers and academics; entrepreneurship is more than mere encouraging business start-ups. Recommendations were given which include the need for authorities to have a clear vision towards entrepreneurship education and skill acquisition. Authorities should also emphasise a periodic and appropriate evaluation of entrepreneurship and to also integrate into schools academic curriculum to encourage practical learning by doing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Cefe%20methodology" title=" Cefe methodology"> Cefe methodology</a> </p> <a href="https://publications.waset.org/abstracts/24123/the-impact-of-student-led-entrepreneurship-education-through-skill-acquisition-in-federal-polytechnic-bida-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">520</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1062</span> Standard Protocol Selection for Acquisition of Breast Thermogram in Perspective of Early Breast Cancer Detection </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mrinal%20Kanti%20Bhowmik">Mrinal Kanti Bhowmik</a>, <a href="https://publications.waset.org/abstracts/search?q=Usha%20Rani%20Gogoi%20Jr."> Usha Rani Gogoi Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Anjan%20Kumar%20Ghosh"> Anjan Kumar Ghosh</a>, <a href="https://publications.waset.org/abstracts/search?q=Debotosh%20Bhattacharjee"> Debotosh Bhattacharjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last few decades, breast thermography has achieved an average sensitivity and specificity of 90% for breast tumor detection. Breast thermography is a non-invasive, cost-effective, painless and radiation-free breast imaging modality which makes a significant contribution to the evaluation and diagnosis of patients, suspected of having breast cancer. An abnormal breast thermogram may indicate significant biological risk for the existence or the development of breast tumors. Breast thermography can detect a breast tumor, when the tumor is in its early stage or when the tumor is in a dense breast. The infrared breast thermography is very sensitive to environmental changes for which acquisition of breast thermography should be performed under strictly controlled conditions by undergoing some standard protocols. Several factors like air, temperature, humidity, etc. are there to be considered for characterizing thermal images as an imperative tool for detecting breast cancer. A detailed study of various breast thermogram acquisition protocols adopted by different researchers in their research work is provided here in this paper. After going through a rigorous study of different breast thermogram acquisition protocols, a new standard breast thermography acquisition setup is proposed here in this paper for proper and accurate capturing of the breast thermograms. The proposed breast thermogram acquisition setup is being built in the Radiology Department, Agartala Government Medical College (AGMC), Govt. of Tripura, Tripura, India. The breast thermograms are captured using FLIR T650sc thermal camera with the thermal sensitivity of 20 mK at 30 degree C. The paper is an attempt to highlight the importance of different critical parameters of breast thermography like different thermography views, patient preparation protocols, acquisition room requirements, acquisition system requirements, etc. This paper makes an important contribution by providing a detailed survey and a new efficient approach on breast thermogram capturing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition%20protocol" title="acquisition protocol">acquisition protocol</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20thermography" title=" breast thermography"> breast thermography</a>, <a href="https://publications.waset.org/abstracts/search?q=infrared%20thermography" title=" infrared thermography "> infrared thermography </a> </p> <a href="https://publications.waset.org/abstracts/22190/standard-protocol-selection-for-acquisition-of-breast-thermogram-in-perspective-of-early-breast-cancer-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22190.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">397</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">1061</span> The Role of Extrovert and Introvert Personality in Second Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Hsain%20Ali%20Suliman">Fatma Hsain Ali Suliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personality plays an important role in acquiring a second language. For second language learners to make maximum progress with their own learning styles, their individual differences must be recognized and attended to. Personality is considered to be a pattern of unique characteristics that give a person’s behavior a kind of consistency and individuality. Therefore, the enclosed study, which is entitled “The Role of Personality in Second language Acquisition: Extroversion and Introversion”, tends to shed light on the relationship between learners’ personalities and second language acquisition process. In other words, it aims at drawing attention to how individual differences of students as being extroverts or introverts could affect the language acquisition process. As a literature review, this paper discusses the results of some studies concerning this issue as well as the point views of researchers and scholars who have focused on the effect of extrovert and introvert personality on acquiring a second language. To accomplish the goals of this study, which is divided into 5 chapters including introduction, review of related literature, research method and design, results and discussions and conclusions and recommendations, 20 students of English Department, Faculty of Arts, Misurata University, Libya were handed out a questionnaire to figure out the effect of their personalities on the learning process. Finally, to be more sure about the role of personality in a second language acquisition process, the same students who were given the questionnaire were observed in their ESL classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title="second language acquisition">second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=extroversion" title=" extroversion"> extroversion</a>, <a href="https://publications.waset.org/abstracts/search?q=introversion" title=" introversion"> introversion</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20factors" title=" personality factors"> personality factors</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho%20linguistics" title=" psycho linguistics "> psycho linguistics </a> </p> <a href="https://publications.waset.org/abstracts/13789/the-role-of-extrovert-and-introvert-personality-in-second-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13789.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">664</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">1060</span> A Study on the New Weapon Requirements Analytics Using Simulations and Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Won%20Il%20Jung">Won Il Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=Gene%20Lee"> Gene Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Rabelo"> Luis Rabelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since many weapon systems are getting more complex and diverse, various problems occur in terms of the acquisition cost, time, and performance limitation. As a matter of fact, the experiment execution in real world is costly, dangerous, and time-consuming to obtain Required Operational Characteristics (ROC) for a new weapon acquisition although enhancing the fidelity of experiment results. Also, until presently most of the research contained a large amount of assumptions so therefore a bias is present in the experiment results. At this moment, the new methodology is proposed to solve these problems without a variety of assumptions. ROC of the new weapon system is developed through the new methodology, which is a way to analyze big data generated by simulating various scenarios based on virtual and constructive models which are involving 6 Degrees of Freedom (6DoF). The new methodology enables us to identify unbiased ROC on new weapons by reducing assumptions and provide support in terms of the optimal weapon systems acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data" title="big data">big data</a>, <a href="https://publications.waset.org/abstracts/search?q=required%20operational%20characteristics%20%28ROC%29" title=" required operational characteristics (ROC)"> required operational characteristics (ROC)</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20and%20constructive%20models" title=" virtual and constructive models"> virtual and constructive models</a>, <a href="https://publications.waset.org/abstracts/search?q=weapon%20acquisition" title=" weapon acquisition"> weapon acquisition</a> </p> <a href="https://publications.waset.org/abstracts/64754/a-study-on-the-new-weapon-requirements-analytics-using-simulations-and-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64754.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">1059</span> Adaptive Multipath Mitigation Acquisition Approach for Global Positioning System Software Receivers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Animut%20Meseret%20Simachew">Animut Meseret Simachew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parallel Code Phase Search Acquisition (PCSA) Algorithm has been considered as a promising method in GPS software receivers for detection and estimation of the accurate correlation peak between the received Global Positioning System (GPS) signal and locally generated replicas. GPS signal acquisition in highly dense multipath environments is the main research challenge. In this work, we proposed a robust variable step-size (RVSS) PCSA algorithm based on fast frequency transform (FFT) filtering technique to mitigate short time delay multipath signals. Simulation results reveal the effectiveness of the proposed algorithm over the conventional PCSA algorithm. The proposed RVSS-PCSA algorithm equalizes the received carrier wiped-off signal with locally generated C/A code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20PCSA" title="adaptive PCSA">adaptive PCSA</a>, <a href="https://publications.waset.org/abstracts/search?q=detection%20and%20estimation" title=" detection and estimation"> detection and estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS%20signal%20acquisition" title=" GPS signal acquisition"> GPS signal acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS%20software%20receiver" title=" GPS software receiver"> GPS software receiver</a> </p> <a href="https://publications.waset.org/abstracts/101811/adaptive-multipath-mitigation-acquisition-approach-for-global-positioning-system-software-receivers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101811.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">117</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">1058</span> Using Storytelling Tasks to Enhance Language Acquisition in Young Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinan%20Serkan%20%C3%87a%C4%9Fl%C4%B1">Sinan Serkan Çağlı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effectiveness of incorporating storytelling tasks into language acquisition programs for young learners. The research investigates how storytelling, as a pedagogical tool, can contribute to the enhancement of language acquisition skills in children. Drawing upon relevant literature and empirical data, this article examines the impact of storytelling on vocabulary development, comprehension, and overall language proficiency in early childhood education in Turkey. The study adopts a qualitative approach, including classroom observations and interviews with teachers and students. Findings suggest that storytelling tasks not only foster linguistic competence but also stimulate cognitive and socio-emotional development in young learners. Additionally, the article explores various storytelling techniques and strategies suitable for different age groups. It is evident that integrating storytelling tasks into language learning environments can create engaging and effective opportunities for young learners to acquire language skills in a natural and enjoyable way. This research contributes valuable insights into the pedagogical practices that promote language acquisition in early childhood, emphasizing the significance of storytelling as a powerful educational tool, especially in Turkey for EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language 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=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/174032/using-storytelling-tasks-to-enhance-language-acquisition-in-young-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174032.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">78</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">1057</span> Effects of Computer-Mediated Dictionaries on Reading Comprehension and Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Amin%20Mekheimer">Mohamed Amin Mekheimer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effects of paper-based monolingual, pop-up and type-in electronic dictionaries on improving reading comprehension and incidental vocabulary acquisition and retention in an EFL context. It tapped into how computer-mediated dictionaries may have facilitated/impeded reading comprehension and vocabulary acquisition. Findings showed differential effects produced by the three treatments compared with the control group. Specifically, it revealed that the pop-up dictionary condition had the shortest average vocabulary searching time, vocabulary and text reading time, yet with less than the type-in dictionary group but more than the book dictionary group in terms of frequent dictionary 'look-ups' (p<.0001). In addition, ANOVA analyses also showed that text reading time differed significantly across all four treatments, and so did reading comprehension. Vocabulary acquisition was reported as enhanced in the three treatments rather than in the control group, but still with insignificant differences across the three treatments, yet with more differential effects in favour of the pop-up condition. Data also assert that participants preferred the pop-up e-dictionary more than the type-in and paper-based groups. Explanations of the findings vis-à-vis the cognitive load theory were presented. Pedagogical implications and suggestions for further research were forwarded at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-mediated%20dictionaries" title="computer-mediated dictionaries">computer-mediated dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=type-in%20dictionaries" title=" type-in dictionaries"> type-in dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=pop-up%20dictionaries" title=" pop-up dictionaries"> pop-up dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/15403/effects-of-computer-mediated-dictionaries-on-reading-comprehension-and-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15403.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">435</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">1056</span> Bahasa Melayu Hand Coded and Malaysian Sign Language Acquisition of Hearing Impaired Students at Early Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rahim%20Razalli">Abdul Rahim Razalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Kean%20Low"> Lee Kean Low</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to examine the acquisition of Bahasa Melayu hand coded and Malaysian Sign Language of hearing impaired children and the factors that influencing the acquisition of Malay language at early intervention. A qualitative research design was chosen to answer two research questions. Two sets of instruments have been used to obtain information of proficiency and factors that influence it. Five children with hearing problems, four teachers and three parents were selected as the respondents through purposive sampling technique. The findings show that pupils with hearing problems who mastered Bahasa Melayu hand coded have better acquisition of Bahasa Melayu as compared to those who acquired Malaysian Sign Language. The study also found that the parents, pupils, teachers and environmental factors have an impact on the acquisition of Bahasa Melayu hand coded. The implications of this study show that early intervention of Bahasa Melayu hand coded and the parents, pupils, teachers and environmental factors do help in the language proficiency of children with hearing problems. A more comprehensive study should be undertaken at a higher level to see the impact on an early intervention program for Malay language acquisition of hearing impaired children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahasa%20Melayu%20hand%20coded" title="Bahasa Melayu hand coded">Bahasa Melayu hand coded</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20sign%20Language" title=" Malaysian sign Language"> Malaysian sign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20impaired%20children" title=" hearing impaired children"> hearing impaired children</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title=" early intervention"> early intervention</a> </p> <a href="https://publications.waset.org/abstracts/51098/bahasa-melayu-hand-coded-and-malaysian-sign-language-acquisition-of-hearing-impaired-students-at-early-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1055</span> Agreement Across Borders: Theoretical Templates in the Brain of a New Language Learner</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of this study is to investigate how the brain of a new language learner establishes theoretical templates to help understand grammatical structure. Method: The study recruited fourteen typically developing and achieving participants from eleven nationalities (ages between 23 and 30). Pre- and post-tests were administered, and the analysis was psychoneurolinguistically discussed. Results: Outline results show that, in grammar acquisition), the challenge that faces the second language learner is in the establishment of the templates relating to abstract nouns. During the process of grammar acquisition, the earlier, the better and fMRI was found to be the practical detector of brain theoretical templates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=template" title="template">template</a>, <a href="https://publications.waset.org/abstracts/search?q=brain" title=" brain"> brain</a>, <a href="https://publications.waset.org/abstracts/search?q=imaging%20technique" title=" imaging technique"> imaging technique</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20acquisition" title=" grammar acquisition"> grammar acquisition</a> </p> <a href="https://publications.waset.org/abstracts/187001/agreement-across-borders-theoretical-templates-in-the-brain-of-a-new-language-learner" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light 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