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instruction</title> <meta name="description" content="Search results for: laboratory instruction"> <meta name="keywords" content="laboratory instruction"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="laboratory instruction"> <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> 3011</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: laboratory instruction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2831</span> Effects of Educational Technology Integration in Classroom Instruction to the Math Performance of Generation Z Students of a Private High School in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=May%20Maricel%20De%20Gracia">May Maricel De Gracia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Different generations respond differently to instruction because of their diverse characteristics, learning styles and study habits. Teaching strategies that were effective many years ago may not be effective now especially to the current generation which is Gen Z. Using quantitative research design, the main goal of this paper is to determine the impact of the implementation of educational technology integration in a private high school in the math performance of its Junior High School (JHS) students on SY 2014-2018 based on their periodical exam performance and on their final math grades. In support, survey on the use of technology was administered to determine the characteristics of both students and teachers of SY 2017-2018. Another survey regarding study habits was also administered to the students to determine their readiness with regards to note-taking skills, time management, test taking/preparation skills, reading, and writing and math skills. Teaching strategies were recommended based on the need of the current Gen Z JHS students. A total of 712 JHS students and 12 math teachers participated in answering the different surveys. Periodic exam means and final math grades between the school years without technology (SY 2004-2008) and with technology (SY 2014-2018) were analyzed through correlation and regression analyses. Result shows that the periodic exam mean has a 35.29% impact to the final grade of the students. In addition, z-test result where p > 0.05 shows that the periodical exam results do not differ significantly between the school years without integration of technology and with the integration of technology. However, with p < 0.01, a significant positive difference was observed in the final math grades of students between the school years without technology integration and with technology integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20instruction" title="classroom instruction">classroom instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20z" title=" generation z"> generation z</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20performance" title=" math performance"> math performance</a> </p> <a href="https://publications.waset.org/abstracts/104099/effects-of-educational-technology-integration-in-classroom-instruction-to-the-math-performance-of-generation-z-students-of-a-private-high-school-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104099.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">147</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">2830</span> Remedying Students' Misconceptions in Learning of Chemical Bonding and Spontaneity through Intervention Discussion Learning Model (IDLM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihuarulam%20A.%20Ikenna">Ihuarulam A. Ikenna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, the field of chemistry education has grown tremendously and researches indicated that after traditional chemistry instruction students often lacked deep conceptual understanding and failed to integrate their ideas into coherent conceptual framework. For several concepts in chemistry, students at all levels have demonstrated difficulty in changing their initial perceptions. Their perceptions are most often wrong and do not agree with correct scientific concepts. This study explored the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on students preconceptions, knowledge integration and student explanation. Three interventions discussions lasting three hours on bond energy and spontaneity were done tested and intervention (treatment) students’ performances were compared with that of control group which did not use the experimental pedagogy. Results indicated that this instruction which was capable of identifying students' misconceptions, initial conceptions and integrating those ideas into class discussion led to enhanced conceptual understanding and better achievement for the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remedying" title="remedying">remedying</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20misconceptions" title=" students’ misconceptions"> students’ misconceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20discussion" title=" intervention discussion"> intervention discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20model" title=" learning model "> learning model </a> </p> <a href="https://publications.waset.org/abstracts/22078/remedying-students-misconceptions-in-learning-of-chemical-bonding-and-spontaneity-through-intervention-discussion-learning-model-idlm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22078.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">419</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">2829</span> Summer STEM Camp for Elementary Students: A Conduit to Pre-Service Teacher Training to Learn How to Include a Makerspace for an Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Gallup">Jennifer Gallup</a>, <a href="https://publications.waset.org/abstracts/search?q=Beverly%20Ray"> Beverly Ray</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Ntuli"> Esther Ntuli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many students such as students from linguistically or culturally diverse backgrounds and those with a disability remain chronically underrepresented in higher level science and mathematics disciplines as well as many hands-on-lab-based activities due to the need for remedial reading and mathematics instruction. Makerspace labs can be a conduit for supporting inclusive learning for these students through hands-on active learning strategies that support equitable access to STEM disciplines. Makerspace is a physical space where individuals gather to create, invent, innovate, and learn while using hands-on materials such as 2D and 3D printers, software programs, electronics, and other tools and supplies. Makerspaces are emerging across many P-12 settings; however, many teachers enter the field not prepared to harness the power inherent in a makerspace, especially for those with disabilities and differing needs. This paper offers suggestions on teaching pre-service teachers and practicing teachers how to incorporate a makerspace into their professional practice through guided instruction and hands-on practice. Recommendations for interested stakeholders are included as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20learning" title="STEM learning">STEM learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=makerspace" title=" makerspace"> makerspace</a> </p> <a href="https://publications.waset.org/abstracts/173040/summer-stem-camp-for-elementary-students-a-conduit-to-pre-service-teacher-training-to-learn-how-to-include-a-makerspace-for-an-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173040.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">2828</span> The Synchronous Online Environment: Impact on Instructor’s Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lystra%20Huggins">Lystra Huggins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic affected all facets of life, including pedagogical strategies and perceptual experiences for both instructors and students. While there have also been many challenges and advantages to the online teaching and learning environment, when students’ cameras are on, the daily experiences of students’ lives have been magnified during synchronous online instruction and have served to humanize them in the classroom. This means that students’ everyday experiences, now often on display on ZOOM, allow instructors to see the realities of students. They include children running, spouses walking by parents cooking or sitting on the sofa following the lecture, students at their place of employment or driving from work, or having their classroom engagement interrupted by a delivery. Students’ backgrounds and spaces create unique dynamics during synchronous instruction, which offers a holistic view of them outside academia. This research explores whether witnessing students’ daily experiences leads to empathy from their instructors and whether it results in a greater understanding of students’ challenges and circumstances. Ultimately, it will amplify instructors’ stance on the advantages of students having their cameras on during synchronous online classes to develop a connection with the instructor and a more cohesive classroom environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor%E2%80%99s%20empathy" title="instructor’s empathy">instructor’s empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20class" title=" synchronous class"> synchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20class" title=" asynchronous class"> asynchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20environment" title=" online environment"> online environment</a> </p> <a href="https://publications.waset.org/abstracts/173390/the-synchronous-online-environment-impact-on-instructors-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173390.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">96</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">2827</span> Qualitative Data Summary of Piloted Observation Instrument for Designing Adaptations in Inclusive Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Lynn">Rebecca Lynn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The successful inclusion of students with disabilities depends upon many factors, including the collaboration between general and special education teachers for meeting student learning goals as outlined in the Individualized Education Plan (IEP). However, Individualized Education Plans do not provide sufficient information on accommodations and modifications for the variety of general education contexts and content areas in which a student may participate. In addition, general and special education teachers lack observation skills and tools for gathering essential information about the strengths and needs of students with disabilities in relation to general education instruction and classrooms. More research and tools are needed for planning adaptations that increase access to content in general education classrooms. This paper will discuss the outcomes of a qualitative field-based study of a structured observation instrument used for gathering information on student strengths and needs in relation to social, academic and regulatory expectations during instruction in general education classrooms. The study explores the following questions: To what extent does the observation structure and instrument increase collaborative planning of adaptations in general education classrooms for students with disabilities? To what extent does the observation structure and instrument change pedagogical practices and collaboration in general education classrooms for fostering successful inclusion? A hypothesis of this study was that use of the instrument in the context of lessons and in collaborative debriefing would increase awareness and use of meaningful adaptations, and lead to universal design in the planning of instruction. A finding of the study is a shift from viewing students with disabilities as passive participants to a more pedagogical inclusion as teachers developed skills in observation and created content/context-specific adaptations for students with disabilities in the general education classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptations" title="adaptations">adaptations</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=observations" title=" observations"> observations</a> </p> <a href="https://publications.waset.org/abstracts/87109/qualitative-data-summary-of-piloted-observation-instrument-for-designing-adaptations-in-inclusive-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87109.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">127</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">2826</span> Collision Detection Algorithm Based on Data Parallelism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhen%20Peng">Zhen Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Baifeng%20Wu"> Baifeng Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern computing technology enters the era of parallel computing with the trend of sustainable and scalable parallelism. Single Instruction Multiple Data (SIMD) is an important way to go along with the trend. It is able to gather more and more computing ability by increasing the number of processor cores without the need of modifying the program. Meanwhile, in the field of scientific computing and engineering design, many computation intensive applications are facing the challenge of increasingly large amount of data. Data parallel computing will be an important way to further improve the performance of these applications. In this paper, we take the accurate collision detection in building information modeling as an example. We demonstrate a model for constructing a data parallel algorithm. According to the model, a complex object is decomposed into the sets of simple objects; collision detection among complex objects is converted into those among simple objects. The resulting algorithm is a typical SIMD algorithm, and its advantages in parallelism and scalability is unparalleled in respect to the traditional algorithms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20parallelism" title="data parallelism">data parallelism</a>, <a href="https://publications.waset.org/abstracts/search?q=collision%20detection" title=" collision detection"> collision detection</a>, <a href="https://publications.waset.org/abstracts/search?q=single%20instruction%20multiple%20data" title=" single instruction multiple data"> single instruction multiple data</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20information%20modeling" title=" building information modeling"> building information modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20scalability" title=" continuous scalability"> continuous scalability</a> </p> <a href="https://publications.waset.org/abstracts/65675/collision-detection-algorithm-based-on-data-parallelism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65675.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">2825</span> Performance of the New Laboratory-Based Algorithm for HIV Diagnosis in Southwestern China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yanhua%20Zhao">Yanhua Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Chenli%20Rao"> Chenli Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Dongdong%20Li"> Dongdong Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuanmin%20Tao"> Chuanmin Tao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chinese Centers for Disease Control and Prevention (CCDC) issued a new laboratory-based algorithm for HIV diagnosis on April 2016, which initially screens with a combination HIV-1/HIV-2 antigen/antibody fourth-generation immunoassay (IA) followed, when reactive, an HIV-1/HIV-2 undifferentiated antibody IA in duplicate. Reactive specimens with concordant results undergo supplemental tests with western blots, or HIV-1 nucleic acid tests (NATs) and non-reactive specimens with discordant results receive HIV-1 NATs or p24 antigen tests or 2-4 weeks follow-up tests. However, little data evaluating the application of the new algorithm have been reported to date. The study was to evaluate the performance of new laboratory-based HIV diagnostic algorithm in an inpatient population of Southwest China over the initial 6 months by compared with the old algorithm. Plasma specimens collected from inpatients from May 1, 2016, to October 31, 2016, are submitted to the laboratory for screening HIV infection performed by both the new HIV testing algorithm and the old version. The sensitivity and specificity of the algorithms and the difference of the categorized numbers of plasmas were calculated. Under the new algorithm for HIV diagnosis, 170 of the total 52 749 plasma specimens were confirmed as positively HIV-infected (0.32%). The sensitivity and specificity of the new algorithm were 100% (170/170) and 100% (52 579/52 579), respectively; while 167 HIV-1 positive specimens were identified by the old algorithm with sensitivity 98.24% (167/170) and 100% (52 579/52 579), respectively. Three acute HIV-1 infections (AHIs) and two early HIV-1 infections (EHIs) were identified by the new algorithm; the former was missed by old procedure. Compared with the old version, the new algorithm produced fewer WB-indeterminate results (2 vs. 16, p = 0.001), which led to fewer follow-up tests. Therefore, the new HIV testing algorithm is more sensitive for detecting acute HIV-1 infections with maintaining the ability to verify the established HIV-1 infections and can dramatically decrease the greater number of WB-indeterminate specimens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm" title="algorithm">algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV" title=" HIV"> HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a> </p> <a href="https://publications.waset.org/abstracts/68960/performance-of-the-new-laboratory-based-algorithm-for-hiv-diagnosis-in-southwestern-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2824</span> Analysis of the Annual Proficiency Testing Procedure for Intermediate Reference Laboratories Conducted by the National Reference Laboratory from 2013 to 2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reena%20K.">Reena K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamatha%20H.%20G."> Mamatha H. G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Somshekarayya"> Somshekarayya</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Kumar"> P. Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The annual proficiency testing of intermediate reference laboratories is conducted by the National Reference Laboratory (NRL) to assess the efficiency of the laboratories to correctly identify Mycobacterium tuberculosis and to determine its drug susceptibility pattern. The proficiency testing results from 2013 to 2017 were analyzed to determine laboratories that were consistent in reporting quality results and those that had difficulty in doing so. Methods: A panel of twenty cultures were sent out to each of these laboratories. The laboratories were expected to grow the cultures in their own laboratories, set up drug susceptibly testing by all the methods they were certified for and report the results within the stipulated time period. The turnaround time for reporting results, specificity, sensitivity positive and negative predictive values and efficiency of the laboratory in identifying the cultures were analyzed. Results: Most of the laboratories had reported their results within the stipulated time period. However, there was enormous delay in reporting results from few of the laboratories. This was mainly due to improper functioning of the biosafety level III laboratory. Only 40% of the laboratories had 100% efficiency in solid culture using Lowenstein Jensen medium. This was expected as a solid culture, and drug susceptibility testing is not used for diagnosing drug resistance. Rapid molecular methods such as Line probe assay and Genexpert are used to determine drug resistance. Automated liquid culture system such as the Mycobacterial growth indicator tube is used to determine prognosis of the patient while on treatment. It was observed that 90% of the laboratories had achieved 100% in the liquid culture method. Almost all laboratories had achieved 100% efficiency in the line probe assay method which is the method of choice for determining drug-resistant tuberculosis. Conclusion: Since the liquid culture and line probe assay technologies are routinely used for the detection of drug-resistant tuberculosis the laboratories exhibited higher level of efficiency as compared to solid culture and drug susceptibility testing which are rarely used. The infrastructure of the laboratory should be maintained properly so that samples can be processed safely and results could be declared on time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=annual%20proficiency%20testing" title="annual proficiency testing">annual proficiency testing</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20susceptibility%20testing" title=" drug susceptibility testing"> drug susceptibility testing</a>, <a href="https://publications.waset.org/abstracts/search?q=intermediate%20reference%20laboratory" title=" intermediate reference laboratory"> intermediate reference laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20reference%20laboratory" title=" national reference laboratory"> national reference laboratory</a> </p> <a href="https://publications.waset.org/abstracts/82990/analysis-of-the-annual-proficiency-testing-procedure-for-intermediate-reference-laboratories-conducted-by-the-national-reference-laboratory-from-2013-to-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82990.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">2823</span> Perceptions of Senior Academics in Teacher Education Colleges Regarding the Integration of Digital Games during the Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merav%20Hayakac">Merav Hayakac</a>, <a href="https://publications.waset.org/abstracts/search?q=Orit%20Avidov-Ungarab"> Orit Avidov-Ungarab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study adopted an interpretive-constructivist approach to examine how senior academics from a large sample of Israeli teacher education colleges serving general or religious populations perceived the integration of digital games into their teacher instruction and what their policy and vision were in this regard in the context of the COVID-19 pandemic. Half the participants expressed a desire to integrate digital games into their teaching and learning but acknowledged that this practice was uncommon. Only a small minority believed they had achieved successful integration, with doubt and skepticism expressed by some religious colleges. Most colleges had policies encouraging technology integration supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having accelerated the integration of digital games into pre-service teacher instruction. The findings suggest that discussions around technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education%20colleges" title=" teacher education colleges"> teacher education colleges</a> </p> <a href="https://publications.waset.org/abstracts/150553/perceptions-of-senior-academics-in-teacher-education-colleges-regarding-the-integration-of-digital-games-during-the-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2822</span> The Impact of Social Emotional Learning and Conflict Resolution Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Smith">Paula Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During adolescence, many students engage in maladaptive behaviors that may reflect a lack of knowledge in social-emotional skills. Oftentimes these behaviors lead to conflicts and school-related disciplinary actions. Therefore, conflict resolution skills are vital for academic and social success. Conflict resolution is one component of a social-emotional learning (SEL) pedagogy that can effectively reduce discipline referrals and build students' social-emotional capacity. This action research study utilized a researcher-developed virtual SEL curriculum to provide instruction to eight adolescent students in an urban school in New York City with the goal of fostering their emotional intelligence (EI), reducing aggressive behaviors, and supporting instruction beyond the core academic content areas. Adolescent development, EI, and SEL frameworks were used to formulate this curriculum. Using a qualitative approach, this study inquired into how effectively participants responded to SEL instruction offered in virtual, Zoom-based workshops. Data included recorded workshop sessions, researcher field notes, and Zoom transcripts. Descriptive analysis involved manual coding/re-coding of transcripts to understand participants’ lived experience with conflict and the ideas presented in the workshops. Findings highlighted several themes and cultural norms that provided insight into adolescents' lived experiences and helped explain their past ideas about conflict. Findings also revealed participants' perspectives about the importance of SEL skills. This study illustrates one example of how evidence-based SEL programs might offer adolescents an opportunity to share their lived experiences. Programs such as this also address both individual and group needs, enabling practitioners to help students develop practical conflict resolution skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social" title="social">social</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=resolution" title=" resolution"> resolution</a> </p> <a href="https://publications.waset.org/abstracts/192567/the-impact-of-social-emotional-learning-and-conflict-resolution-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192567.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">15</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">2821</span> Functional Instruction Set Simulator (ISS) of a Neural Network (NN) IP with Native BF-16 Generator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Debajyoti%20Mukherjee">Debajyoti Mukherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Arathy%20B.%20S."> Arathy B. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Arpita%20Sahu"> Arpita Sahu</a>, <a href="https://publications.waset.org/abstracts/search?q=Saranga%20P.%20Pogula"> Saranga P. Pogula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Functional Model to mimic the functional correctness of a Neural Network Compute Accelerator IP is very crucial for design validation. Neural network workloads are based on a Brain Floating Point (BF-16) data type. The major challenge we were facing was the incompatibility of gcc compilers to BF-16 datatype, which we addressed with a native BF-16 generator integrated to our functional model. Moreover, working with big GEMM (General Matrix Multiplication) or SpMM (Sparse Matrix Multiplication) Work Loads (Dense or Sparse) and debugging the failures related to data integrity is highly painstaking. In this paper, we are addressing the quality challenge of such a complex Neural Network Accelerator design by proposing a Functional Model-based scoreboard or Software model using SystemC. The proposed Functional Model executes the assembly code based on the ISA of the processor IP, decodes all instructions, and executes as expected to be done by the DUT. The said model would give a lot of visibility and debug capability in the DUT bringing up micro-steps of execution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ISA%20%28instruction%20set%20architecture%29" title="ISA (instruction set architecture)">ISA (instruction set architecture)</a>, <a href="https://publications.waset.org/abstracts/search?q=NN%20%28neural%20network%29" title=" NN (neural network)"> NN (neural network)</a>, <a href="https://publications.waset.org/abstracts/search?q=TLM%20%28transaction-level%20modeling%29" title=" TLM (transaction-level modeling)"> TLM (transaction-level modeling)</a>, <a href="https://publications.waset.org/abstracts/search?q=GEMM%20%28general%20matrix%20multiplication%29" title=" GEMM (general matrix multiplication)"> GEMM (general matrix multiplication)</a> </p> <a href="https://publications.waset.org/abstracts/168875/functional-instruction-set-simulator-iss-of-a-neural-network-nn-ip-with-native-bf-16-generator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168875.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">86</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">2820</span> Using Differentiation Instruction to Create a Personalized Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Yocco%20Rossi">Valerie Yocco Rossi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The author will share why differentiation is necessary for all classrooms as well as strategies for differentiating content, process, and product. Through learning how to differentiate, teachers will be able to create activities and assessments to meet the abilities, readiness levels, and interests of all learners. Content and Purpose: This work will focus on how to create a learning experience for students that recognizes their different interests, abilities, and readiness levels by differentiating content, process, and product. Likewise, the best learning environments allow for choice. Choice boards allow students to select tasks based on interests. There can be challenging and basic tasks to meet the needs of various abilities. Equally, rubrics allow for personalized and differentiated assessments based on readiness levels and cognitive abilities. The principals of DI help to create a classroom where all students are learning to the best of their abilities. Outcomes: After reviewing the work, readers will be able to (1) identify the benefits of differentiated instruction; (2) convert traditional learning activities to differentiated ones; (3) differentiate, writing-based assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiation" title="differentiation">differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/168918/using-differentiation-instruction-to-create-a-personalized-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168918.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">69</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">2819</span> Investigation of the Decisive Factors on the Slump Loss: A Case Study of Cement Factors (Portland Cement Type 2)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20B.%20Ahmadi">M. B. Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Kaffash%20B."> A. A. Kaffash B.</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Mobaraki"> B. Mobaraki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slump loss, which refers to the gradual reduction of workability and the amount of slump in fresh concrete over time, is one of the significant challenges in the ready-mixed concrete industry. Therefore, having accurate knowledge of the factors affecting slump loss is a crucial solution in this field. In this paper, an attempt was made to investigate the effect of cement produced by different units on the slump of concrete in a laboratory setting. For this purpose, 12 cement samples were prepared from 6 different production units. Physical and chemical tests were performed on the cement samples. Subsequently, a laboratory concrete mix with a slump of 13 ± 1 cm was prepared with each cement sample, and the slump was measured at 0, 15, 30, 45, and 60 minutes. Although the environmental factors, mix design specifications, and execution conditions—factors that significantly influence the slump loss trend—were constant in all 12 laboratory concrete mixes, the slump loss trends differed among them. These trends were categorized based on the results, and the relationship between the slump loss percentage in 60 minutes, the water-cement ratio, and the LOI and K2O values of different cements were introduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concrete" title="concrete">concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=slump%20loss" title=" slump loss"> slump loss</a>, <a href="https://publications.waset.org/abstracts/search?q=portland%20cement" title=" portland cement"> portland cement</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/182265/investigation-of-the-decisive-factors-on-the-slump-loss-a-case-study-of-cement-factors-portland-cement-type-2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182265.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">73</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">2818</span> Design and Implementation of a Hardened Cryptographic Coprocessor with 128-bit RISC-V Core</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yashas%20Bedre%20Raghavendra">Yashas Bedre Raghavendra</a>, <a href="https://publications.waset.org/abstracts/search?q=Pim%20Vullers"> Pim Vullers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the design and implementation of an abstract cryptographic coprocessor, leveraging AMBA(Advanced Microcontroller Bus Architecture) protocols - APB (Advanced Peripheral Bus) and AHB (Advanced High-performance Bus), to enable seamless integration with the main CPU(Central processing unit) and enhance the coprocessor’s algorithm flexibility. The primary objective is to create a versatile coprocessor that can execute various cryptographic algorithms, including ECC(Elliptic-curve cryptography), RSA(Rivest–Shamir–Adleman), and AES (Advanced Encryption Standard) while providing a robust and secure solution for modern secure embedded systems. To achieve this goal, the coprocessor is equipped with a tightly coupled memory (TCM) for rapid data access during cryptographic operations. The TCM is placed within the coprocessor, ensuring quick retrieval of critical data and optimizing overall performance. Additionally, the program memory is positioned outside the coprocessor, allowing for easy updates and reconfiguration, which enhances adaptability to future algorithm implementations. Direct links are employed instead of DMA(Direct memory access) for data transfer, ensuring faster communication and reducing complexity. The AMBA-based communication architecture facilitates seamless interaction between the coprocessor and the main CPU, streamlining data flow and ensuring efficient utilization of system resources. The abstract nature of the coprocessor allows for easy integration of new cryptographic algorithms in the future. As the security landscape continues to evolve, the coprocessor can adapt and incorporate emerging algorithms, making it a future-proof solution for cryptographic processing. Furthermore, this study explores the addition of custom instructions into RISC-V ISE (Instruction Set Extension) to enhance cryptographic operations. By incorporating custom instructions specifically tailored for cryptographic algorithms, the coprocessor achieves higher efficiency and reduced cycles per instruction (CPI) compared to traditional instruction sets. The adoption of RISC-V 128-bit architecture significantly reduces the total number of instructions required for complex cryptographic tasks, leading to faster execution times and improved overall performance. Comparisons are made with 32-bit and 64-bit architectures, highlighting the advantages of the 128-bit architecture in terms of reduced instruction count and CPI. In conclusion, the abstract cryptographic coprocessor presented in this study offers significant advantages in terms of algorithm flexibility, security, and integration with the main CPU. By leveraging AMBA protocols and employing direct links for data transfer, the coprocessor achieves high-performance cryptographic operations without compromising system efficiency. With its TCM and external program memory, the coprocessor is capable of securely executing a wide range of cryptographic algorithms. This versatility and adaptability, coupled with the benefits of custom instructions and the 128-bit architecture, make it an invaluable asset for secure embedded systems, meeting the demands of modern cryptographic applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abstract%20cryptographic%20coprocessor" title="abstract cryptographic coprocessor">abstract cryptographic coprocessor</a>, <a href="https://publications.waset.org/abstracts/search?q=AMBA%20protocols" title=" AMBA protocols"> AMBA protocols</a>, <a href="https://publications.waset.org/abstracts/search?q=ECC" title=" ECC"> ECC</a>, <a href="https://publications.waset.org/abstracts/search?q=RSA" title=" RSA"> RSA</a>, <a href="https://publications.waset.org/abstracts/search?q=AES" title=" AES"> AES</a>, <a href="https://publications.waset.org/abstracts/search?q=tightly%20coupled%20memory" title=" tightly coupled memory"> tightly coupled memory</a>, <a href="https://publications.waset.org/abstracts/search?q=secure%20embedded%20systems" title=" secure embedded systems"> secure embedded systems</a>, <a href="https://publications.waset.org/abstracts/search?q=RISC-V%20ISE" title=" RISC-V ISE"> RISC-V ISE</a>, <a href="https://publications.waset.org/abstracts/search?q=custom%20instructions" title=" custom instructions"> custom instructions</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20count" title=" instruction count"> instruction count</a>, <a href="https://publications.waset.org/abstracts/search?q=cycles%20per%20instruction" title=" cycles per instruction"> cycles per instruction</a> </p> <a href="https://publications.waset.org/abstracts/170834/design-and-implementation-of-a-hardened-cryptographic-coprocessor-with-128-bit-risc-v-core" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170834.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">2817</span> Exploiting SLMail Server with a Developed Buffer Overflow with Kali Linux</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Senesh%20Wijayarathne">Senesh Wijayarathne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on how someone could develop a Buffer Overflow and could use that to exploit the SLMail Server. This study uses a Kali Linux V2018.4 Virtual Machine and Windows 7 - Internet Explorer V8 Virtual Machine (IPv4 Address - 192.168.56.107). This study starts by sending continued bytes to the SLMail Server to find the crashing point range and creating a unique pattern of the length of the crashing point range to control the Extended Instruction Pointer (EIP). Then by sending all characters to SLMail Server, we could observe and find which characters are not rendered properly by the software, also known as Bad Characters. By finding the ‘Jump to the ESP register (JMP ESP) and with the help of ‘Mona Modules’, we could use msfvenom to create a non-stage windows reverse shell payload. By including all the details gathered previously on one script, we could get a system-level reverse shell of the Windows 7 PC. The end of this paper will discuss how to mitigate this vulnerability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=slmail%20server" title="slmail server">slmail server</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20instruction%20pointer" title=" extended instruction pointer"> extended instruction pointer</a>, <a href="https://publications.waset.org/abstracts/search?q=jump%20to%20the%20esp%20register" title=" jump to the esp register"> jump to the esp register</a>, <a href="https://publications.waset.org/abstracts/search?q=bad%20characters" title=" bad characters"> bad characters</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20machine" title=" virtual machine"> virtual machine</a>, <a href="https://publications.waset.org/abstracts/search?q=windows%207" title=" windows 7"> windows 7</a>, <a href="https://publications.waset.org/abstracts/search?q=kali%20Linux" title=" kali Linux"> kali Linux</a>, <a href="https://publications.waset.org/abstracts/search?q=buffer%20overflow" title=" buffer overflow"> buffer overflow</a>, <a href="https://publications.waset.org/abstracts/search?q=Seattle%20lab" title=" Seattle lab"> Seattle lab</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerability" title=" vulnerability"> vulnerability</a> </p> <a href="https://publications.waset.org/abstracts/150375/exploiting-slmail-server-with-a-developed-buffer-overflow-with-kali-linux" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2816</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.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">76</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">2815</span> Evaluating Impact of Teacher Professional Development Program on Students’ Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20C.%20Lin">S. C. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20W.%20Cheng"> W. W. Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Wu"> M. S. Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempted to investigate the connection between teacher professional development program and students’ Learning. This study took Readers’ Theater Teaching Program (RTTP) for professional development as an example to inquiry how participants apply their new knowledge and skills learned from RTTP to their teaching practice and how the impact influence students learning. The goals of the RTTP included: 1) to enhance teachers RT content knowledge; 2) to implement RT instruction in teachers’ classrooms in response to their professional development. 2) to improve students’ ability of reading fluency in professional development teachers’ classrooms. This study was a two-year project. The researchers applied mixed methods to conduct this study including qualitative inquiry and one-group pretest-posttest experimental design. In the first year, this study focused on designing and implementing RTTP and evaluating participants’ satisfaction of RTTP, what they learned and how they applied it to design their English reading curriculum. In the second year, the study adopted quasi-experimental design approach and evaluated how participants RT instruction influenced their students’ learning, including English knowledge, skill, and attitudes. The participants in this study composed two junior high school English teachers and their students. Data were collected from a number of different sources including teaching observation, semi-structured interviews, teaching diary, teachers’ professional development portfolio, Pre/post RT content knowledge tests, teacher survey, and students’ reading fluency tests. To analyze the data, both qualitative and quantitative data analysis were used. Qualitative data analysis included three stages: organizing data, coding data, and analyzing and interpreting data. Quantitative data analysis included descriptive analysis. The results indicated that average percentage of correct on pre-tests in RT content knowledge assessment was 40.75% with two teachers ranging in prior knowledge from 35% to 46% in specific RT content. Post-test RT content scores ranged from 70% to 82% correct with an average score of 76.50%. That gives teachers an average gain of 35.75% in overall content knowledge as measured by these pre/post exams. Teachers’ pre-test scores were lowest in script writing and highest in performing. Script writing was also the content area that showed the highest gains in content knowledge. Moreover, participants hold a positive attitude toward RTTP. They recommended that the approach of professional learning community, which was applied in RTTP was benefit to their professional development. Participants also applied the new skills and knowledge which they learned from RTTP to their practices. The evidences from this study indicated that RT English instruction significantly influenced students’ reading fluency and classroom climate. The result indicated that all of the experimental group students had a big progress in reading fluency after RT instruction. The study also found out several obstacles. Suggestions were also made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20development" title="teacher’s professional development">teacher’s professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20evaluation" title=" program evaluation"> program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=readers%E2%80%99%20theater" title=" readers’ theater"> readers’ theater</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20reading%20instruction" title=" english reading instruction"> english reading instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20reading%20fluency" title=" english reading fluency"> english reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/29786/evaluating-impact-of-teacher-professional-development-program-on-students-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29786.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">398</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">2814</span> Developing Students’ Intercultural Understanding and Awareness through Adapting an Intercultural Pedagogy in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guerriche%20Amina">Guerriche Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent trends in foreign language teaching -influenced widely by the process of globalization, interculturalism, and global flows and migration- are leaning towards adopting an intercultural perspective to help in developing students who are global citizens able to effectively function across diverse boundaries (cultural, social, geographical). Researchers call for intercultural learning and teaching perspective that would foster and increase intercultural awareness and understanding (e.g., Guilherme, 2002; Byram et al., 2002). The present research aims at unfolding whether including the cultural dimension in foreign language instruction can help in developing students’ intercultural understanding and awareness. In doing so, a cultural pedagogical experiment was designed and conducted for the period of one year at the level of the university. Data were collected qualitatively and analyzed thematically. Results help in drawing important implications for educational institutions, foreign language teachers, and syllabus designers about the importance and effectiveness of perceiving foreign language instruction as a social activity that can nurture interculturally competent individuals who adequately respond to the demands of today’s intercultural and globalized societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title="foreign language teaching">foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20awareness" title=" intercultural awareness"> intercultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture" title=" language and culture"> language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20understanding" title=" intercultural understanding"> intercultural understanding</a> </p> <a href="https://publications.waset.org/abstracts/155336/developing-students-intercultural-understanding-and-awareness-through-adapting-an-intercultural-pedagogy-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155336.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">133</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">2813</span> Forensic Entomology in Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meriem%20Taleb">Meriem Taleb</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghania%20Tail"> Ghania Tail</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Zohra%20Kara"> Fatma Zohra Kara</a>, <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Djedouani"> Brahim Djedouani</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Moussa"> T. Moussa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Forensic entomology is the use of insects and their arthropod relatives as silent witnesses to aid legal investigations by interpreting information concerning a death. The main purpose of forensic entomology is to establish the postmortem interval or PMI Postmortem interval is a matter of crucial importance in the investigations of homicide and other untimely deaths when the body found is after three days. Forensic entomology has grown immensely as a discipline in the past thirty years. In Algeria, forensic entomology was introduced in 2010 by the National Institute for Criminalistics and Criminology of the National Gendarmerie (NICC). However, all the work that has been done so far in this growing field in Algeria has been unknown at both the national and international levels. In this context, the aim of this paper is to describe the state of forensic entomology in Algeria. The Laboratory of Entomology of the NICC is the only one of its kind in Algeria. It started its activities in 2010, consisting of two specialists. The main missions of the laboratory are estimation of the PMI by the analysis of entomological evidence, and determination if the body was moved. Currently, the laboratory is performing different tasks such as the expert work required by investigators to estimate the PMI using the insects. The estimation is performed by the accumulated degree days method (ADD) in most of the cases except for those where the cadaver is in dry decay. To assure the quality of the entomological evidence, crime scene personnel are trained by the laboratory of Entomology of the NICC. Recently, undergraduate and graduate students have been studying carrion ecology and insect activity in different geographic locations of Algeria using rabbits and wild boar cadavers as animal models. The Laboratory of Entomology of the NICC has also been involved in some of these research projects. Entomotoxicology experiments are also conducted with the collaboration of the Toxicology Department of the NICC. By dint of hard work that has been performed by the Laboratory of Entomology of the NICC, official bodies have been adopting more and more the use of entomological evidence in criminal investigations in Algeria, which is commendable. It is important, therefore, that steps are taken to fill in the gaps in the knowledge necessary for entomological evidence to have a useful future in criminal investigations in Algeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=forensic%20entomology" title="forensic entomology">forensic entomology</a>, <a href="https://publications.waset.org/abstracts/search?q=corpse" title=" corpse"> corpse</a>, <a href="https://publications.waset.org/abstracts/search?q=insects" title=" insects"> insects</a>, <a href="https://publications.waset.org/abstracts/search?q=postmortem%20interval" title=" postmortem interval"> postmortem interval</a>, <a href="https://publications.waset.org/abstracts/search?q=expertise" title=" expertise"> expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/34230/forensic-entomology-in-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2812</span> Regular Laboratory Based Neonatal Simulation Program Increases Senior Clinicians’ Knowledge, Skills and Confidence Caring for Sick Neonates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madeline%20Tagg">Madeline Tagg</a>, <a href="https://publications.waset.org/abstracts/search?q=Choihoong%20Mui"> Choihoong Mui</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Lek"> Elizabeth Lek</a>, <a href="https://publications.waset.org/abstracts/search?q=Jide%20Menakaya"> Jide Menakaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Simulation technology is used by neonatal teams to learn and refresh skills and gain the knowledge and confidence to care for sick neonates. In-situ simulation is considered superior to laboratory-based programmes as it closely mirrors real life situations. This study reports our experience of running regular laboratory-based simulation sessions for senior clinicians and nurses and its impact on their knowledge, skills and confidence. Methods: A before and after questionnaire survey was carried out on senior clinicians and nurses that attended a scheduled laboratory-based simulation session. Participants were asked to document their expectations before a 3-hour monthly laboratory programme started and invited to feedback their reflections at the end of the session. The session included discussion of relevant clinical guidelines, immersion in a scenario and video led debrief. The results of the survey were analysed in three skills based categories - improved, no change or a worsened experience. Results: 45 questionnaires were completed and analysed. Of these 25 (55%) were completed by consultants seven and six by nurses and trainee doctors respectively, and seven respondents were unknown. 40 (88%) rated the session overall and guideline review as good/excellent, 39 respondents (86%) rated the scenario session good/excellent and 40/45 fed back a good/excellent debrief session. 33 (73%) respondents completed the before and after questionnaire. 21/33 (63%) reflected an improved knowledge, skill or confidence in caring for sick new-bon babies, eight respondents reported no change and four fed back a worse experience after the session. Discussion: Most respondents found the laboratory based structured simulation session beneficial for their professional development. They valued equally the whole content of the programme such as guideline review and equipment training as well as the simulation and debrief sessions. Two out three participants stated their knowledge of caring for sick new-born babies had been transformed positively by the session. Sessions where simulation equipment failed or relevant staff were absent contributed to a poor educational experience. Summary: A regular structured laboratory-based simulation programme with a rich content is a credible educational resource for improving the knowledge, skills and confidence of senior clinicians caring for sick new born babies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20based" title=" laboratory based"> laboratory based</a>, <a href="https://publications.waset.org/abstracts/search?q=neonates" title=" neonates"> neonates</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a> </p> <a href="https://publications.waset.org/abstracts/120553/regular-laboratory-based-neonatal-simulation-program-increases-senior-clinicians-knowledge-skills-and-confidence-caring-for-sick-neonates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120553.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">121</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">2811</span> The Importance of Water Temperature and Curing Conditions on Concrete Curing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Javid%20Zia">Ahmad Javid Zia</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulkerim%20Ilgun"> Abdulkerim Ilgun</a>, <a href="https://publications.waset.org/abstracts/search?q=Suleyman%20Kamil%20Akin"> Suleyman Kamil Akin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Altin"> Mustafa Altin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Curing conditions that help concrete, which is one of the most widely used building materials in construction sector, gain strength today is one the important issues. In this study the varying concrete strength depending on water temperature at curing stage is investigated through tests at laboratory. At laboratory the curing conditions has been determined according to both TS EN 12390-2 and regular construction site while performing the experiments on specimens. Five samples have been taken from concrete and cured under five different curing conditions and the compressive strength results of concrete specimens have been compared. One of these five curing conditions has been prepared accordance with TS EN 12390-2, the sample cured at 20 ± 2 ˚C and accepted as reference samples. Two of the remaining sample groups have been cured in 5 ± 2 ˚C and 15 ± 2 ˚C and the other two have been cured outside of the laboratory. One group of the samples which have been cured outside has been watered twice a day and the other group has not been watered at all. The experiments have been carried out on 150x150x150 mm cube samples of C20 (200 kg/cm2) and C25 (250 kg/cm2). 7 and 28 days compressive strength of specimens have been measured and compared. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concrete%20curing" title="concrete curing">concrete curing</a>, <a href="https://publications.waset.org/abstracts/search?q=curing%20conditions" title=" curing conditions"> curing conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20temperature" title=" water temperature"> water temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=concrete%20compressive%20strength" title=" concrete compressive strength"> concrete compressive strength</a> </p> <a href="https://publications.waset.org/abstracts/38724/the-importance-of-water-temperature-and-curing-conditions-on-concrete-curing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38724.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">370</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">2810</span> Characterizing Nanoparticles Generated from the Different Working Type and the Stack Flue during 3D Printing Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai-Jui%20Kou">Kai-Jui Kou</a>, <a href="https://publications.waset.org/abstracts/search?q=Tzu-Ling%20Shen"> Tzu-Ling Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying-Fang%20Wang"> Ying-Fang Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of the present study are to characterize nanoparticles generated from the different working type in 3D printing room and the stack flue during 3D printing process. The studied laboratory (10.5 m× 7.2 m × 3.2 m) with a ventilation rate of 500 m³/H is installed a 3D metal printing machine. Direct-reading instrument of a scanning mobility particle sizer (SMPS, Model 3082, TSI Inc., St. Paul, MN, USA) was used to conduct static sampling for nanoparticle number concentration and particle size distribution measurements. The SMPS obtained particle number concentration at every 3 minutes, the diameter of the SMPS ranged from 11~372 nm when the aerosol and sheath flow rates were set at 0.6 and 6 L/min, respectively. The concentrations of background, printing process, clearing operation, and screening operation were performed in the laboratory. On the other hand, we also conducted nanoparticle measurement on the 3D printing machine's stack flue to understand its emission characteristics. Results show that the nanoparticles emitted from the different operation process were the same distribution in the form of the uni-modal with number median diameter (NMD) as approximately 28.3 nm to 29.6 nm. The number concentrations of nanoparticles were 2.55×10³ count/cm³ in laboratory background, 2.19×10³ count/cm³ during printing process, 2.29×10³ count/cm³ during clearing process, 3.05×10³ count/cm³ during screening process, 2.69×10³ count/cm³ in laboratory background after printing process, and 6.75×10³ outside laboratory, respectively. We found that there are no emission nanoparticles during the printing process. However, the number concentration of stack flue nanoparticles in the ongoing print is 1.13×10⁶ count/cm³, and that of the non-printing is 1.63×10⁴ count/cm³, with a NMD of 458 nm and 29.4 nm, respectively. It can be confirmed that the measured particle size belongs to easily penetrate the filter in theory during the printing process, even though the 3D printer has a high-efficiency filtration device. Therefore, it is recommended that the stack flue of the 3D printer would be equipped with an appropriate dust collection device to prevent the operators from exposing these hazardous particles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nanoparticle" title="nanoparticle">nanoparticle</a>, <a href="https://publications.waset.org/abstracts/search?q=particle%20emission" title=" particle emission"> particle emission</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20printing" title=" 3D printing"> 3D printing</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20concentration" title=" number concentration"> number concentration</a> </p> <a href="https://publications.waset.org/abstracts/96276/characterizing-nanoparticles-generated-from-the-different-working-type-and-the-stack-flue-during-3d-printing-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96276.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">2809</span> Early Age Behavior of Wind Turbine Gravity Foundations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20%20Modu">Janet Modu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Francois%20%20Georgin"> Jean-Francois Georgin</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurent%20Briancon"> Laurent Briancon</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Antoinet"> Eric Antoinet </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current practice during the repowering phase of wind turbines is deconstruction of existing foundations and construction of new foundations to accept larger wind loads or once the foundations have reached the end of their service lives. The ongoing research project FUI25 FEDRE (Fondations d’Eoliennes Durables et REpowering) therefore serves to propose scalable wind turbine foundation designs to allow reuse of the existing foundations. To undertake this research, numerical models and laboratory-scale models are currently being utilized and implemented in the GEOMAS laboratory at INSA Lyon following instrumentation of a reference wind turbine situated in the Northern part of France. Sensors placed within both the foundation and the underlying soil monitor the evolution of stresses from the foundation’s early age to stresses during service. The results from the instrumentation form the basis of validation for both the laboratory and numerical works conducted throughout the project duration. The study currently focuses on the effect of coupled mechanisms (Thermal-Hydro-Mechanical-Chemical) that induce stress during the early age of the reinforced concrete foundation, and scale factor considerations in the replication of the reference wind turbine foundation at laboratory-scale. Using THMC 3D models on COMSOL Multi-physics software, the numerical analysis performed on both the laboratory-scale and the full-scale foundations simulate the thermal deformation, hydration, shrinkage (desiccation and autogenous) and creep so as to predict the initial damage caused by internal processes during concrete setting and hardening. Results show a prominent effect of early age properties on the damage potential in full-scale wind turbine foundations. However, a prediction of the damage potential at laboratory scale shows significant differences in early age stresses in comparison to the full-scale model depending on the spatial position in the foundation. In addition to the well-known size effect phenomenon, these differences may contribute to inaccuracies encountered when predicting ultimate deformations of the on-site foundation using laboratory scale models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cement%20hydration" title="cement hydration">cement hydration</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20age%20behavior" title=" early age behavior"> early age behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforced%20concrete" title=" reinforced concrete"> reinforced concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=shrinkage" title=" shrinkage"> shrinkage</a>, <a href="https://publications.waset.org/abstracts/search?q=THMC%203D%20models" title=" THMC 3D models"> THMC 3D models</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20turbines" title=" wind turbines "> wind turbines </a> </p> <a href="https://publications.waset.org/abstracts/124921/early-age-behavior-of-wind-turbine-gravity-foundations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124921.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">175</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">2808</span> Moderating Effects of Future Career Interest in Science and Gender on Students' Achievement in Basic Science in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Segun%20Jacob%20Ogunkunle">Segun Jacob Ogunkunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the moderating effects of future career interest in science and gender on achievement in basic science of students taught in a simulated laboratory and enriched laboratory guide material environments. It adopted the pretest-posttest control group quasi experimental design with a 3x2x2 factorial matrix. A total of 277 (130 males, 147 females; ± 17 years) junior secondary three students randomly selected from six purposively selected secondary schools based on availability of functional computer and physics laboratories participated in the study. Data were collected using achievement test in basic science (r=0.87) and future career interest in science (r=0.99) while analysis of covariance and estimated marginal means were used to test three hypotheses at 0.05 level of significance. The findings of the study show that future career interest in science had significant effect on students’ achievement in basic science whereas gender did not. The interaction effect of future career interest in science and gender on students’ achievement in basic science was not significant. It is therefore recommended that prior knowledge of students’ future career interest in science could be used to improve participation in basic science practical in order to enhance achievement in biology, chemistry, and physics at the post-basic education level in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=future%20career%20interest%20in%20science" title="future career interest in science">future career interest in science</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science" title=" basic science"> basic science</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20laboratory" title=" simulated laboratory"> simulated laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20laboratory%20guide%20materials" title=" enriched laboratory guide materials"> enriched laboratory guide materials</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20in%20science" title=" achievement in science"> achievement in science</a> </p> <a href="https://publications.waset.org/abstracts/103529/moderating-effects-of-future-career-interest-in-science-and-gender-on-students-achievement-in-basic-science-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103529.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">2807</span> Molecular Epidemiology of Anthrax in Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20G.%20Vepkhvadze">N. G. Vepkhvadze</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Enukidze"> T. Enukidze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anthrax is a fatal disease caused by strains of Bacillus anthracis, a spore-forming gram-positive bacillus that causes the disease anthrax in animals and humans. Anthrax is a zoonotic disease that is also well-recognized as a potential agent of bioterrorism. Infection in humans is extremely rare in the developed world and is generally due to contact with infected animals or contaminated animal products. Testing of this zoonotic disease began in 1907 in Georgia and is still being tested routinely to provide accurate information and efficient testing results at the State Laboratory of Agriculture of Georgia. Each clinical sample is analyzed by RT-PCR and bacteriology methods; this study used Real-Time PCR assays for the detection of B. anthracis that rely on plasmid-encoded targets with a chromosomal marker to correctly differentiate pathogenic strains from non-anthracis Bacillus species. During the period of 2015-2022, the State Laboratory of Agriculture (SLA) tested 250 clinical and environmental (soil) samples from several different regions in Georgia. In total, 61 out of the 250 samples were positive during this period. Based on the results, Anthrax cases are mostly present in Eastern Georgia, with a high density of the population of livestock, specifically in the regions of Kakheti and Kvemo Kartli. All laboratory activities are being performed in accordance with International Quality standards, adhering to biosafety and biosecurity rules by qualified and experienced personnel handling pathogenic agents. Laboratory testing plays the largest role in diagnosing animals with anthrax, which helps pertinent institutions to quickly confirm a diagnosis of anthrax and evaluate the epidemiological situation that generates important data for further responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20disease" title="animal disease">animal disease</a>, <a href="https://publications.waset.org/abstracts/search?q=baccilus%20anthracis" title=" baccilus anthracis"> baccilus anthracis</a>, <a href="https://publications.waset.org/abstracts/search?q=edp" title=" edp"> edp</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20molecular%20diagnostics" title=" laboratory molecular diagnostics"> laboratory molecular diagnostics</a> </p> <a href="https://publications.waset.org/abstracts/155303/molecular-epidemiology-of-anthrax-in-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155303.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">87</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">2806</span> Start with the Art: Early Results from a Study of Arts-Integrated Instruction for Young Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliane%20Toce">Juliane Toce</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20Holochwost"> Steven Holochwost</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A substantial and growing literature has demonstrated that arts education benefits young children’s socioemotional and cognitive development. Less is known about the capacity of arts-integrated instruction to yield benefits to similar domains, particularly among demographically and socioeconomically diverse groups of young children. However, the small literature on this topic suggests that arts-integrated instruction may foster young children’s socioemotional and cognitive development by presenting opportunities to 1) engage in instructional content in diverse ways, 2) experience and regulate strong emotions, 3) experience growth-oriented feedback, and 4) engage in collaborative work with peers. Start with the Art is a new program of arts-integrated instruction currently being implemented in four schools in a school district that serves students from a diverse range of backgrounds. The program employs a co-teaching model in which teaching artists and classroom teachers engage in collaborative lesson planning and instruction over the course of the academic year and is currently the focus of an impact study featuring a randomized-control design, as well as an implementation study, both of which are funded through an Educational Innovation and Research grant from the United States Department of Education. The paper will present the early results from the Start with the Art implementation study. These results will provide an overview of the extent to which the program was implemented in accordance with design, with a particular emphasis on the degree to which the four opportunities enumerated above (e.g., opportunities to engage in instructional content in diverse ways) were presented to students. There will be a review key factors that may influence the fidelity of implementation, including classroom teachers’ reception of the program and the extent to which extant conditions in the classroom (e.g., the overall level of classroom organization) may have impacted implementation fidelity. With the explicit purpose of creating a program that values and meets the needs of the teachers and students, Start with the Art incorporates the feedback from individuals participating in the intervention. Tracing its trajectory from inception to ongoing development and examining the adaptive changes made in response to teachers' transformative experiences in the post-pandemic classroom, Start with the Art continues to solicit input from experts in integrating artistic content into core curricula within educational settings catering to students from under-represented backgrounds in the arts. Leveraging the input from this rich consortium of experts has allowed for a comprehensive evaluation of the program’s implementation. The early findings derived from the implementation study emphasize the potential of arts-integrated instruction to incorporate restorative practices. Such practices serve as a crucial support system for both students and educators, providing avenues for children to express themselves, heal emotionally, and foster social development, while empowering teachers to create more empathetic, inclusive, and supportive learning environments. This all-encompassing analysis spotlights Start with the Art’s adaptability to any learning environment through the program’s effectiveness, resilience, and its capacity to transform - through art - the classroom experience within the ever-evolving landscape of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-integration" title="arts-integration">arts-integration</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20learning" title=" social emotional learning"> social emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=diverse%20learners" title=" diverse learners"> diverse learners</a>, <a href="https://publications.waset.org/abstracts/search?q=co-teaching" title=" co-teaching"> co-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20artists" title=" teaching artists"> teaching artists</a>, <a href="https://publications.waset.org/abstracts/search?q=post-pandemic%20teaching" title=" post-pandemic teaching"> post-pandemic teaching</a> </p> <a href="https://publications.waset.org/abstracts/175712/start-with-the-art-early-results-from-a-study-of-arts-integrated-instruction-for-young-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175712.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">2805</span> Virtual Engineers on Wheels: Transitioning from Mobile to Online Outreach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kauser%20Jahan">Kauser Jahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jason%20Halvorsen"> Jason Halvorsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kara%20Banks"> Kara Banks</a>, <a href="https://publications.waset.org/abstracts/search?q=Kara%20Natoli"> Kara Natoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20McWeeney"> Elizabeth McWeeney</a>, <a href="https://publications.waset.org/abstracts/search?q=Brittany%20LeMasney"> Brittany LeMasney</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Caramanna"> Nicole Caramanna</a>, <a href="https://publications.waset.org/abstracts/search?q=Justin%20Hillman"> Justin Hillman</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Hauske"> Christopher Hauske</a>, <a href="https://publications.waset.org/abstracts/search?q=Meghan%20Sparks"> Meghan Sparks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Virtual Engineers on Wheels (ViEW) is a revised version of our established mobile K-12 outreach program Engineers on Wheels in order to address the pandemic. The Virtual Engineers on Wheels' (VIEW) goal has stayed the same as in prior years: to provide K-12 students and educators with the necessary resources to peak interest in the expanding fields of engineering. With these trying times, the Virtual Engineers on Wheels outreach has adapted its medium of instruction to be more seamless with the online approach to teaching and outreach. In the midst of COVID-19, providing a safe transfer of information has become a constraint for research. The focus has become how to uphold a level of quality instruction without diminishing the safety of those involved by promoting proper health practices and giving hope to students as well as their families. Furthermore, ViEW has created resources on effective strategies that minimize risk factors of COVID-19 and inform families that there is still a promising future ahead. To obtain these goals while still maintaining true to the hands-on learning that is so crucial to young minds, the approach is online video lectures followed by experiments within different engineering disciplines. ViEW has created a comprehensive website that students can leverage to explore the different fields of study. One of the experiments entails teaching about drone usage and how it might play a factor in the future of unmanned deliveries. Some of the other experiments focus on the differences in mask materials and their effectiveness, as well as their environmental outlook. Having students perform from home enables them a safe environment to learn at their own pace while still providing quality instruction that would normally be achieved in the classroom. Contact information is readily available on the website to provide interested parties with a means to ask their inquiries. As it currently stands, the interest in engineering/STEM-related fields is underrepresented from women and certain minority groups. So alongside the desire to grow interest, helping balance the scales is one of the main priorities of VIEW. In previous years, VIEW surveyed students before and after instruction to see if their perception of engineering has changed. In general, it is the understanding that being exposed to engineering/STEM at a young age increases the chances that it will be pursued later in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM" title="STEM">STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20outreach" title=" engineering outreach"> engineering outreach</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/132206/virtual-engineers-on-wheels-transitioning-from-mobile-to-online-outreach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132206.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">129</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">2804</span> English Language Performance and Emotional Intelligence of Senior High School Students of Pit-Laboratory High School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20performance" title="English language performance">English language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=EI%20components" title=" EI components"> EI components</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20and%20beliefs" title=" values and beliefs"> values and beliefs</a> </p> <a href="https://publications.waset.org/abstracts/32583/english-language-performance-and-emotional-intelligence-of-senior-high-school-students-of-pit-laboratory-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32583.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">449</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">2803</span> The Influence of Ice Topography on Sliding over Ice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ernests%20Jansons">Ernests Jansons</a>, <a href="https://publications.waset.org/abstracts/search?q=Karlis%20Agris%20Gross"> Karlis Agris Gross</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Winter brings snow and ice in the Northern Europe and with it the need to move safely over ice. It has been customary to select an appropriate material surface for movement over ice, but another way to influence the interaction with ice is to modify the ice surface. The objective of this work was to investigate the influence of ice topography on initiating movement over ice and on sliding velocity over ice in the laboratory and real-life conditions. The ice was prepared smooth, scratched or with solidified ice-droplets to represent the surface of ice after ice rain. In the laboratory, the coefficient of friction and the sliding velocity were measured, but the sliding velocity measured at the skeleton push-start facility. The scratched ice surface increased the resistance to movement and also showed the slowest sliding speed. Sliding was easier on the smooth ice and ice covered with frozen droplets. The contact surface was measured to determine the effect of contact area with sliding. Results from laboratory tests will be compared to loading under heavier loads to show the influence of load on sliding over different ice surfaces. This outcome provides a useful indicator for pedestrians and road traffic on the safety of movement over different ice surfaces as well as a reference for those involved with winter sports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contact%20area" title="contact area">contact area</a>, <a href="https://publications.waset.org/abstracts/search?q=friction" title=" friction"> friction</a>, <a href="https://publications.waset.org/abstracts/search?q=ice%20topography" title=" ice topography"> ice topography</a>, <a href="https://publications.waset.org/abstracts/search?q=sliding%20velocity" title=" sliding velocity"> sliding velocity</a> </p> <a href="https://publications.waset.org/abstracts/91177/the-influence-of-ice-topography-on-sliding-over-ice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91177.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">240</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">2802</span> Behavior Loss Aversion Experimental Laboratory of Financial Investments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihene%20Jebeniani">Jihene Jebeniani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We proposed an approach combining both the techniques of experimental economy and the flexibility of discrete choice models in order to test the loss aversion. Our main objective was to test the loss aversion of the Cumulative Prospect Theory (CPT). We developed an experimental laboratory in the context of the financial investments that aimed to analyze the attitude towards the risk of the investors. The study uses the lotteries and is basing on econometric modeling. The estimated model was the ordered probit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=risk%20aversion" title="risk aversion">risk aversion</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20finance" title=" behavioral finance"> behavioral finance</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20economic" title=" experimental economic"> experimental economic</a>, <a href="https://publications.waset.org/abstracts/search?q=lotteries" title=" lotteries"> lotteries</a>, <a href="https://publications.waset.org/abstracts/search?q=cumulative%20prospect%20theory" title=" cumulative prospect theory"> cumulative prospect theory</a> </p> <a href="https://publications.waset.org/abstracts/27084/behavior-loss-aversion-experimental-laboratory-of-financial-investments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27084.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">471</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction&page=4">4</a></li> <li class="page-item"><a class="page-link" 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