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PowerPoint</title> <meta name="description" content="Search results for: PowerPoint"> <meta name="keywords" content="PowerPoint"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="PowerPoint"> <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> 23</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: PowerPoint</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Effectiveness of Powerpoint Presentations in Teaching Anatomy: A Student's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vrinda%20Hari%20Ankolekar">Vrinda Hari Ankolekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The advancement of various audio-visual aids in the present era has led to progressive changes in education. Use of powerpoint presentations play a key role in anatomy to learn and understand a particular topic. As the subject of anatomy involves more of illustrations and demonstrations, powerpoint presentations become essential in conveying the necessary information. Objectives: To assess the students’ perspective about the use of powerpoint presentations in teaching anatomy.Method: A questionnaire was constructed and 55 students were asked to put forth their preferences for the powerpoint presentations or blackboard that would help them to understand the subject better. Results and conclusion: 30 voted PPT as better and effective tool to explain the subject efficiently. 35 chose PPT as more creative than Blackboard to create interest in the subject. 20 wanted to retain chalk and talk for teaching their subject instead of replacing it with PowerPoint. 36 felt chalk and talk as more useful and appropriate tool for teaching than PowerPoint. Only 25 felt chalk and talk relatively more boring than PowerPoint. 23 experienced more involvement and active participation in the class when chalk and talk is used as the teaching tool. 26 stated that chalk and talk has most of the features needed for teaching.One of the limitations of this study is that the sample size is drawn from one institution only and deals with the experience of one particular group of individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chalk%20and%20board" title="chalk and board">chalk and board</a>, <a href="https://publications.waset.org/abstracts/search?q=powerpoint%20presentation" title=" powerpoint presentation"> powerpoint presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20technologies" title=" teaching technologies"> teaching technologies</a> </p> <a href="https://publications.waset.org/abstracts/35050/effectiveness-of-powerpoint-presentations-in-teaching-anatomy-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35050.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">409</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">22</span> Students’ Awareness of the Use of Poster, Power Point and Animated Video Presentations: A Case Study of Third Year Students of the Department of English of Batna University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study debates students’ perceptions of the use of technology in learning English as a Foreign Language. Its aim is to explore and understand students’ preparation and presentation of Posters, PowerPoint and Animated Videos by drawing attention to visual and oral elements. The data is collected through observations and semi-structured interviews and analyzed through phenomenological data analysis steps. The themes emerged from the data, visual learning satisfaction in using information and communication technology, providing structure to oral presentation, learning from peers’ presentations, draw attention to using Posters, PowerPoint and Animated Videos as each supports visual learning and organization of thoughts in oral presentations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=posters" title=" posters"> posters</a>, <a href="https://publications.waset.org/abstracts/search?q=PowerPoint%20presentations" title=" PowerPoint presentations"> PowerPoint presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=Animated%20Videos" title=" Animated Videos"> Animated Videos</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20learning" title=" visual learning"> visual learning</a> </p> <a href="https://publications.waset.org/abstracts/16255/students-awareness-of-the-use-of-poster-power-point-and-animated-video-presentations-a-case-study-of-third-year-students-of-the-department-of-english-of-batna-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Natural User Interface Adapter: Enabling Natural User Interface for Non-Natural User Interface Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijay%20Kumar%20Kolagani">Vijay Kumar Kolagani</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingcai%20Xiao"> Yingcai Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adaptation of Natural User Interface (NUI) has been slow and limited. NUI devices like Microsoft’s Kinect and Ultraleap’s Leap Motion can only interact with a handful applications that were specifically designed and implemented for them. A NUI device just can’t be used to directly control millions of applications that are not designed to take NUI input. This is in the similar situation like the adaptation of color TVs. At the early days of color TV, the broadcasting format was in RGB, which was not viewable by blackand-white TVs. TV broadcasters were reluctant to produce color programs due to limited viewership. TV viewers were reluctant to buy color TVs because there were limited programs to watch. Color TV’s breakthrough moment came after the adaptation of NTSC standard which allowed color broadcasts to be compatible with the millions of existing black-and-white TVs. This research presents a framework to use NUI devices to control existing non-NUI applications without reprogramming them. The methodology is to create an adapter to convert input from NUI devices into input compatible with that generated by CLI (Command Line Input) and GUI (Graphical User Interface) devices. The CLI/GUI compatible input is then sent to the active application through the operating system just like any input from a CLI/GUI device to control the non-NUI program that the user is controlling. A sample adapter has been created to convert input from Kinect to keyboard strokes, so one can use the input from Kinect to control any applications that take keyboard input, such as Microsoft’s PowerPoint. When the users use the adapter to control their PowerPoint presentations, they can free themselves from standing behind a computer to use its keyboard and can roam around in front of the audience to use hand gestures to control the PowerPoint. It is hopeful such adapters can accelerate the adaptation of NUI devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=command%20line%20input" title="command line input">command line input</a>, <a href="https://publications.waset.org/abstracts/search?q=graphical%20user%20interface" title=" graphical user interface"> graphical user interface</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20user%20interface" title=" natural user interface"> natural user interface</a>, <a href="https://publications.waset.org/abstracts/search?q=NUI%20adapter" title=" NUI adapter"> NUI adapter</a> </p> <a href="https://publications.waset.org/abstracts/193556/natural-user-interface-adapter-enabling-natural-user-interface-for-non-natural-user-interface-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193556.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">14</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">20</span> Effect of Noise Reducing Headphones on the Short-Term Memory Recall of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gregory%20W.%20Smith">Gregory W. Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20J.%20Riccomini"> Paul J. Riccomini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this empirical inquiry is to explore the effect of noise reducing headphones on the short-term memory recall of college students. Immediately following the presentation (via PowerPoint) of 12 unrelated and randomly selected one- and two-syllable words, students were asked to recall as many words as possible. Using a linear model with conditions marked with binary indicators, we examined the frequency and accuracy of words that were recalled. The findings indicate that for some students, a reduction of noise has a significant positive impact on their ability to recall information. As classrooms become more aurally distracting due to the implementation of cooperative learning activities, these findings highlight the need for a quiet learning environment for some learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20distraction" title="auditory distraction">auditory distraction</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=noise" title=" noise"> noise</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/61900/effect-of-noise-reducing-headphones-on-the-short-term-memory-recall-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61900.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">334</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">19</span> Effective Teaching without Digital Enhancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20A.%20Carnegie">D. A. Carnegie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whilst there is a movement towards increased digital augmentation in order to facilitate effective tertiary learning, this must come with an awareness of the limitations of such an approach. Learning is best achieved in an environment that includes their learning peers where difficulties can be shared and learning enabled. Policy that advocates for digital technology in place of a physical classroom is dangerous and is often driven by financial concerns rather than pedagogical ones. In this paper, a mostly digital-less form of teaching is presented – one that has proven to be extremely effective. Implicit is anecdotal evidence that student prefer the old overhead transparencies to PowerPoint presentations. Varying and reinforcing assessment, facilitation of effective note-taking, and just actively engaging with students is at the core of a good tertiary education experience. Digital techniques can augment and complement, but not replace these core personal teaching requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20classroom%20engagement" title=" active classroom engagement"> active classroom engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20note%20taking" title=" effective note taking"> effective note taking</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcing%20assessment" title=" reinforcing assessment"> reinforcing assessment</a> </p> <a href="https://publications.waset.org/abstracts/39071/effective-teaching-without-digital-enhancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39071.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">351</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">18</span> Beginning Physics Experiments Class Using Multi Media in National University of Laos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Nagata">T. Nagata</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Xaphakdy"> S. Xaphakdy</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Souvannavong"> P. Souvannavong</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chanthamaly"> P. Chanthamaly</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Sithavong"> K. Sithavong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20H.%20Lee"> C. H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Phommathat"> S. Phommathat</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Srithilat"> V. Srithilat</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Sengdala"> P. Sengdala</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Phetarnousone"> B. Phetarnousone</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Siharath"> B. Siharath</a>, <a href="https://publications.waset.org/abstracts/search?q=X.%20Chemcheng"> X. Chemcheng</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Yamaguchi"> T. Yamaguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Suenaga"> A. Suenaga</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Kashima"> S. Kashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National University of Laos (NUOL) requested Japan International Cooperation Agency (JICA) volunteers to begin a physics experiments class using multi media. However, there are issues. NUOL had no physics experiment class, no space for physics experiments, experiment materials were not used for many years and were scattered in various places, and there is no projector and laptop computer in the unit. This raised the question: How do authors begin the physics experiments class using multimedia? To solve this problem, the JICA took some steps, took stock of what was available and reviewed the syllabus. The JICA then revised the experiment materials to assess what was available and then developed textbooks for experiments using them; however, the question remained, what about the multimedia component of the course? Next, the JICA reviewed Physics teacher Pavy Souvannavong’s YouTube channel, where he and his students upload video reports of their physics classes at NUOL using their smartphones. While they use multi-media, almost all the videos recorded were of class presentations. To improve the multimedia style, authors edited the videos in the style of another YouTube channel, “Science for Lao,” which is a science education group made up of Japan Overseas Cooperation Volunteers (JOCV) in Laos. They created the channel to enhance science education in Laos, and hold regular monthly meetings in the capital, Vientiane, and at teacher training colleges in the country. They edit the video clips in three parts, which are the materials and procedures part including pictures, practice footage of the experiment part, and then the result and conclusion part. Then students perform experiments and prepare for presentation by following the videos. The revised experiment presentation reports use PowerPoint presentations, material pictures and experiment video clips. As for providing textbooks and submitting reports, the students use the e-Learning system of “Moodle” of the Information Technology Center in Dongdok campus of NUOL. The Korean International Cooperation Agency (KOICA) donated those facilities. The authors have passed the process of the revised materials, developed textbooks, the PowerPoint slides presented by students, downloaded textbooks and uploaded reports, to begin the physics experiments class using multimedia. This is the practice research report for beginning a physics experiments class using multimedia in the physics unit at the Department of Natural Science, Faculty of Education, at the NUOL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NUOL" title="NUOL">NUOL</a>, <a href="https://publications.waset.org/abstracts/search?q=JICA" title=" JICA"> JICA</a>, <a href="https://publications.waset.org/abstracts/search?q=KOICA" title=" KOICA"> KOICA</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials" title=" physics experiment materials"> physics experiment materials</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20center" title=" IT center"> IT center</a>, <a href="https://publications.waset.org/abstracts/search?q=Science%20for%20Lao" title=" Science for Lao"> Science for Lao</a> </p> <a href="https://publications.waset.org/abstracts/49222/beginning-physics-experiments-class-using-multi-media-in-national-university-of-laos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49222.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">353</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">17</span> Graphical User Interface for Presting Matlab Work for Reduction of Chromatic Disperion Using Digital Signal Processing for Optical Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Faiz%20Liew%20Abdullah">Muhammad Faiz Liew Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhagwan%20Das"> Bhagwan Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Shahida"> Nor Shahida</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Fattah%20Chandio"> Abdul Fattah Chandio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the designed features of Graphical User Interface (GUI) for chromatic dispersion (CD) reduction using digital signal processing (DSP) techniques. GUI is specially designed for windows platform. The obtained simulation results from matlab are presented via this GUI. After importing results from matlab in GUI, It will present your work on any windows7 and onwards versions platforms without matlab software. First part of the GUI contains the research methodology block diagram and in the second part, output for each stage is shown in separate reserved area for the result display. Each stage of methodology has the captions to display the results. This GUI will be very helpful during presentations instead of making slides this GUI will present all your work easily in the absence of other software’s such as Matlab, Labview, MS PowerPoint. GUI is designed using C programming in MS Visio Studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matlab%20simulation%20results" title="Matlab simulation results">Matlab simulation results</a>, <a href="https://publications.waset.org/abstracts/search?q=C%20programming" title=" C programming"> C programming</a>, <a href="https://publications.waset.org/abstracts/search?q=MS%20VISIO%20studio" title=" MS VISIO studio"> MS VISIO studio</a>, <a href="https://publications.waset.org/abstracts/search?q=chromatic%20dispersion" title=" chromatic dispersion"> chromatic dispersion</a> </p> <a href="https://publications.waset.org/abstracts/15838/graphical-user-interface-for-presting-matlab-work-for-reduction-of-chromatic-disperion-using-digital-signal-processing-for-optical-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15838.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">462</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">16</span> The Impact of Information and Communication Technologies on Teaching Performance at an Iranian University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusef%20Hedjazi">Yusef Hedjazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeedeh%20Nazari%20Nooghabi"> Saeedeh Nazari Nooghabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New information and communication technologies (ICT) as one of the main needs of Faculty members in the process of teaching and learning has used in Irans higher education system since 2000.The main purpose of this study is to investigate the role of information and communication technologies (ICT) in teaching performance of Agricultural and Natural Resources Faculties at University of Tehran. The statistical population of the study consisted of all 250 faculties in Agriculture and Natural Resources Colleges and a questionnaire was used to collect data. The reliability of the questionnaire was confirmed by computing of Cronbachs Alpha coefficient at greater than .72. The study showed a significant relationship between agricultural Faculty members teaching performance and competency in using ICT. The results of the regression analysis also explained 51.7% of the variance, teaching performance. The six independent variables that accounted for the explained variance were experience in using educational websites or software, use of educational multimedia (e.g. film and CD, etc), making a presentation using PowerPoint, familiarity with online education websites, using News group to discuss on educational subjects with colleagues and students, and using Electronic communication (messengers) to solve studentsproblems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title="information and communication technologies">information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20and%20natural%20resources" title=" agricultural and natural resources"> agricultural and natural resources</a>, <a href="https://publications.waset.org/abstracts/search?q=faculties" title=" faculties"> faculties</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a> </p> <a href="https://publications.waset.org/abstracts/51711/the-impact-of-information-and-communication-technologies-on-teaching-performance-at-an-iranian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51711.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">333</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">15</span> The Attitude of Second Year Pharmacy Students towards Lectures, Exams and E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20T.%20Alahmar">Ahmed T. Alahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing trend toward student-centred interactive e-learning methods and students’ feedback is a valuable tool for improving learning methods. The aim of this study was to explore the attitude of second year pharmacy students at the University of Babylon, Iraq, towards lectures, exams and e-learning. Materials and methods: Ninety pharmacy students were surveyed by paper questionnaire about their preference for lecture format, use of e-files, theoretical lectures versus practical experiments, lecture and lab time. Students were also asked about their predilection for Moodle-based online exams, different types of exam questions, exam time and other extra academic activities. Results: Students prefer to read lectures on paper (73.3%), use of PowerPoint file (76.7%), short lectures of less than 10 pages (94.5%), practical experiments (66.7%), lectures and lab time of less than two hours (89.9% and 96.6 respectively) and intra-lecture discussions (68.9%). Students also like to have paper-based exam (73.3%), short essay (40%) or MCQ (34.4%) questions and also prefer to do extra activities like reports (22.2%), seminars (18.6%) and posters (10.8%). Conclusion: Second year pharmacy students have different attitudes toward traditional and electronic leaning and assessment methods. Using multimedia, e-learning and Moodle are increasingly preferred methods among some students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharmacy" title="pharmacy">pharmacy</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=exam" title=" exam"> exam</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/87664/the-attitude-of-second-year-pharmacy-students-towards-lectures-exams-and-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87664.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">164</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">14</span> Enhancing English Language Skills Integratively through Short Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinesh%20Kumar%20Yadav">Dinesh Kumar Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Short stories for language development are deeply rooted elsewhere in any language syllabus. Its relevance is manifold. The short stories have the power to take the students to the target culture directly from the classroom. It works as a crucial factor in enhancing language skills in different ways. This article is an outcome of an experimental study conducted for a month on the 12th graders where they were engaged in different creative and critical-thinking activities along with various tasks that ranged from knowledge level to application level. The sole purpose was to build up their confidence in speaking in the classroom as well as develop all their language skills simultaneously. With the start of the class in August 2021, the students' speaking skill and their confidence in speaking in the class was tested. The test was abruptly followed by a presentation of a short story from their culture. The students were engaged in different tasks related to the story. The PowerPoint slides, handouts with the story, and tasks on photocopy were used as tools whenever needed. A one-month class exclusively on speaking skills through sharing stories was found to be very helpful in developing confidence in the learners. The result was very satisfactory. A large number of students became responsive in the class. The proficiency level was not satisfactory; however, their effort to speak in class showed a very positive sign in language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title="short stories">short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance" title=" relevance"> relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20enhancement" title=" language enhancement"> language enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/158476/enhancing-english-language-skills-integratively-through-short-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158476.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">94</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">13</span> Higher Education Institution Students’ Perception on Educational Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuek%20Teik%20Sheng">Kuek Teik Sheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Leaw%20Zee%20Guan"> Leaw Zee Guan</a>, <a href="https://publications.waset.org/abstracts/search?q=Lim%20Wah%20Kien"> Lim Wah Kien</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting%20%20Tin%20Tin"> Ting Tin Tin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational technology such as YouTube and Kahoot have arisen as an alternative to effective learning among higher education institutions. There are many researches done in carrying out experiments to test different educational technologies and received positive feedback from students. Yet, similar study is hardly found in Malaysia especially study that includes the latest educational technologies. As a developing country, it is crucial to ensure that these emerging technologies are assisting students in learning process before it is widely adopted in institutions. This paper conducted a study to explore the perception of higher education institution students on the current educational technologies in Malaysia which include online educational games, online videos/course, social media, presentation tools and resource management tool. Some of these technologies have not been looked into its potential in effective learning process. An online survey using questionnaire is conducted among a target of 300 university/college. In the survey, the result shows that majority of the target students in Malaysia agree that the current educational technologies help them in learning, understanding and manage their studies. It is necessary to discover students’ perceptions on the educational technologies in order to provide guidelines for the educators/institutions in selecting appropriate technology to conduct the lecture/tutorial efficiently and effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=PowerPoint" title=" PowerPoint"> PowerPoint</a>, <a href="https://publications.waset.org/abstracts/search?q=YouTube" title=" YouTube"> YouTube</a> </p> <a href="https://publications.waset.org/abstracts/65588/higher-education-institution-students-perception-on-educational-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65588.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">242</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">12</span> Field Trips inside Digital Game Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Alsaqqaf">Amani Alsaqqaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederick%20W.%20B.%20Li"> Frederick W. B. Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Field trips are essential methods of learning in different subjects, and in recent times, there has been a reduction in the number of field trips (FTs) across all learning levels around the world. Virtual field trips (VFTs) in game environments provide FT experience based on the experiential learning theory (ELT). A conceptual framework for designing virtual field trip games (VFTGs) is developed with an aim to support game designers and educators to produce an effective FT experience where technology would enhance education. The conceptual framework quantifies ELT as an internal economy to link learning elements to game mechanics such as feedback loops which leads to facilitating VFTGs design and implementation. This study assesses the conceptual framework for designing VFTGs by investigating the possibility of applying immersive VFTGs in a secondary classroom and compare them with traditional learning that uses video clips and PowerPoint slides from the viewpoint of students’ perceived motivation, presence, and learning. The assessment is achieved by evaluating the learning performance and learner experience of a prototype VFT game, Island of Volcanoes. A quasi-experiment was conducted with 60 secondary school students. The findings of this study are that the VFTG enhanced learning performance to a better level than did the traditional way of learning, and in addition, it provided motivation and a general feeling of presence in the VFTG environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title="conceptual framework">conceptual framework</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20field%20trip%20game" title=" virtual field trip game"> virtual field trip game</a> </p> <a href="https://publications.waset.org/abstracts/138070/field-trips-inside-digital-game-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138070.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">235</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">11</span> DYVELOP Method Implementation for the Research Development in Small and Middle Enterprises </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20F.%20Urb%C3%A1nek">Jiří F. Urbánek</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Kr%C3%A1l"> David Král </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Small and Middle Enterprises (SME) have a specific mission, characteristics, and behavior in global business competitive environments. They must respect policy, rules, requirements and standards in all their inherent and outer processes of supply - customer chains and networks. Paper aims and purposes are to introduce computational assistance, which enables us the using of prevailing operation system MS Office (SmartArt...) for mathematical models, using DYVELOP (Dynamic Vector Logistics of Processes) method. It is providing for SMS´s global environment the capability and profit to achieve its commitment regarding the effectiveness of the quality management system in customer requirements meeting and also the continual improvement of the organization’s and SME´s processes overall performance and efficiency, as well as its societal security via continual planning improvement. DYVELOP model´s maps - the Blazons are able mathematically - graphically express the relationships among entities, actors, and processes, including the discovering and modeling of the cycling cases and their phases. The blazons need live PowerPoint presentation for better comprehension of this paper mission – added value analysis. The crisis management of SMEs is obliged to use the cycles for successful coping of crisis situations.  Several times cycling of these cases is a necessary condition for the encompassment of the both the emergency event and the mitigation of organization´s damages. Uninterrupted and continuous cycling process is a good indicator and controlling actor of SME continuity and its sustainable development advanced possibilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blazons" title="blazons">blazons</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20assistance" title=" computational assistance"> computational assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=DYVELOP%20method" title=" DYVELOP method"> DYVELOP method</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20and%20middle%20enterprises" title=" small and middle enterprises"> small and middle enterprises</a> </p> <a href="https://publications.waset.org/abstracts/39731/dyvelop-method-implementation-for-the-research-development-in-small-and-middle-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39731.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">341</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">10</span> Ecological Art in the Nuclear Anthropocene</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eve-Andree%20Laramee">Eve-Andree Laramee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aesthetics and ethics of the Nuclear Anthropocene are explored through artists responses to the impact of radioactive materials on ecological systems, global issues, energy policies and ourselves. This presentation tracks and reveals the invisible traces of the nuclear weapons complex and the nuclear energy industry, in relation to environmental justice. Radioactive pollution transgresses international borders, boundaries between land and water, contaminating ecological systems. Radioactive waste is never disposed of; it is dispositioned, placed out of sight and out of mind. These materials leave behind an invisible toxic legacy lasting millions of years. As we are learning post-Fukushima, when climate change occurs and vulnerability spectrums shift, nuclear sites and the life forms surrounding them are at increased risk. By visualizing this contamination through art installations, videos, and social-sculpture interventions, information is shared with the public, raising awareness, and activating community participation in remediation and nonproliferation efforts. The emerging Ecological Art genre proposes paradigms sustainable with the life forms and resources of our planet. It is comprised of artists, scientists, philosophers and activists devoted to these. EcoArt is distinguished by a focus on systems and interrelationships within our environment: the ecological, geographic, political, biological and cultural. This presentation will cover artworks addressing the recent Fukushima meltdowns, weapons proliferation, climate change, radioactive waste disposal and environmental justice. Possibilities for art-and-science collaborations will be discussed as projects that sharpen our ethics and politics in our behaviors and social interactions. The presentation will consist of a PowerPoint talk (paper presentation) accompanied by images and video clips. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art" title="art">art</a>, <a href="https://publications.waset.org/abstracts/search?q=ecology" title=" ecology"> ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropocene" title=" anthropocene"> anthropocene</a>, <a href="https://publications.waset.org/abstracts/search?q=nuclear" title=" nuclear"> nuclear</a> </p> <a href="https://publications.waset.org/abstracts/41228/ecological-art-in-the-nuclear-anthropocene" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Using E-learning in a Tertiary Institution during Community Outbreak of COVID-19 in Hong Kong </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Ka%20Yee%20Chow">Susan Ka Yee Chow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Coronavirus disease (COVID-19) reached Hong Kong in 2019 resulting in epidemic in late January 2020. Considering the epidemic development, tertiary institutions made announcements that all on-campus classes were suspended since 01/29/2020. In Tung Wah College, e-learning was adopted in all courses for all programmes. For the undergraduate nursing students, the contact hours and curriculum are bounded by the Nursing Council of Hong Kong to ensure core competence after graduation. Unlike the usual e-learning where students are allowed having flexibility of time and place in their learning, real time learning mode using Blackboard was used to mimic the actual classroom learning environment. Students were required to attend classes according to the timetable using online platform. For lectures, voice over PowerPoint file was the initial step for mass lecturing. Real time lecture was then adopted to improve interactions between teacher and students. Post-lecture quizzes were developed to monitor the effectiveness of lecture delivery. The seminars and tutorials were conducted using real time mode where students were separated into small groups with interactive discussions with teacher within the group. Live time demonstrations were conducted during laboratory sessions. All teaching sessions were audio/video recorded for students’ referral. The assessments including seminar presentation and debate were retained. The learning mode creates an atmosphere for students to display the visual, audio and written works in a non-threatening atmosphere. Other students could comment using text or direct voice as they desired. Real time online learning is the pedagogy to replace classroom contacts in the emergent and unforeseeable circumstances. The learning pace and interaction between students and students with teacher are maintained. The learning mode has the advantage of creating an effective and beneficial learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20curriculum" title=" nursing curriculum"> nursing curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20time%20mode" title=" real time mode"> real time mode</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/124427/using-e-learning-in-a-tertiary-institution-during-community-outbreak-of-covid-19-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124427.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">115</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">8</span> Digitalising the Instruction: Between Technology Integration and Instrumental Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Zouar">H. Zouar</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Kassous"> I. Kassous</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Benzert"> F. Benzert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relentless pace of technology development in the last two decades has pervaded much of the recent educational discourse on a nation-wide scale. The rippling echoes of the buzz that account for the myriad of advantages the new technologies bring to the pedagogical activity has inevitably transcended from the western world to the Algerian educational contexts. Attempts have been made by Algerian practitioners to heed this digital advancement and push their instructional practices forward. However, due to the still largely existing first-order barriers as exemplified in the forms of deficient institutional infrastructure and unavailability of sufficient digital materials, the results of those attempts have polarised the views of Algerian academics regarding technology integration within higher education context. Hence, this study aims at measuring the possibility of integrating technology in our classrooms in a way that conforms to the philosophy of hybrid education. It also attempts to re-consider teachers’ understanding of technology integration in our context. Furthermore, the purpose of this research is also to reveal the level of teachers’ awareness regarding the distinction between technology integration and instrumental use. In view of the nature of these aims, a mixed-methods mode of investigation has been adopted to collect both qualitative and quantitative data from different perspectives. The data collection tools comprise of an observation as well as students’ and teachers’ questionnaires. The findings show that despite the fact that the examined context is not without its technological limitations, technology integration can be successfully incorporated contingent on teachers' level of knowledge and agency. Technology integration in Algerian universities does not proceed as the bedrock theory of it entails due to issues within teachers' general understanding of utilizing technology in class. It seems that technology is a means to an end, depending on the teachers who make use of it in order to deliver lessons (PowerPoint presentation) and issue commands (Facebook posting). Teachers' ability to clearly discern between integrating technology in their practices versus employing it as an instrument of instruction needs further consideration in order to establish a solid understanding of technology integration within higher education context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title="technology integration">technology integration</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20education" title=" hybrid education"> hybrid education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20understanding" title=" teachers' understanding"> teachers' understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20awareness" title=" teachers' awareness"> teachers' awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental%20use" title=" instrumental use"> instrumental use</a> </p> <a href="https://publications.waset.org/abstracts/125520/digitalising-the-instruction-between-technology-integration-and-instrumental-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125520.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">125</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">7</span> Computational Assistance of the Research, Using Dynamic Vector Logistics of Processes for Critical Infrastructure Subjects Continuity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Urb%C3%A1nek%20Ji%C5%99%C3%AD%20J.">Urbánek Jiří J.</a>, <a href="https://publications.waset.org/abstracts/search?q=Krahulec%20Josef"> Krahulec Josef</a>, <a href="https://publications.waset.org/abstracts/search?q=Urb%C3%A1nek%20Ji%C5%99%C3%AD%20F."> Urbánek Jiří F.</a>, <a href="https://publications.waset.org/abstracts/search?q=Johanidesov%C3%A1%20Jitka"> Johanidesová Jitka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> These Computational assistance for the research and modelling of critical infrastructure subjects continuity deal with this paper. It enables us the using of prevailing operation system MS Office (SmartArt...) for mathematical models, using DYVELOP (Dynamic Vector Logistics of Processes) method. It serves for crisis situations investigation and modelling within the organizations of critical infrastructure. In the first part of the paper, it will be introduced entities, operators and actors of DYVELOP method. It uses just three operators of Boolean algebra and four types of the entities: the Environments, the Process Systems, the Cases and the Controlling. The Process Systems (PrS) have five “brothers”: Management PrS, Transformation PrS, Logistic PrS, Event PrS and Operation PrS. The Cases have three “sisters”: Process Cell Case, Use Case and Activity Case. They all need for the controlling of their functions special Ctrl actors, except ENV – it can do without Ctrl. Model´s maps are named the Blazons and they are able mathematically - graphically express the relationships among entities, actors and processes. In the second part of this paper, the rich blazons of DYVELOP method will be used for the discovering and modelling of the cycling cases and their phases. The blazons need live PowerPoint presentation for better comprehension of this paper mission. The crisis management of energetic crisis infrastructure organization is obliged to use the cycles for successful coping of crisis situations. Several times cycling of these cases is a necessary condition for the encompassment of the both the emergency event and the mitigation of organization´s damages. Uninterrupted and continuous cycling process bring for crisis management fruitfulness and it is a good indicator and controlling actor of organizational continuity and its sustainable development advanced possibilities. The research reliable rules are derived for the safety and reliable continuity of energetic critical infrastructure organization in the crisis situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blazons" title="blazons">blazons</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20assistance" title=" computational assistance"> computational assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=DYVELOP%20method" title=" DYVELOP method"> DYVELOP method</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title=" critical infrastructure"> critical infrastructure</a> </p> <a href="https://publications.waset.org/abstracts/38770/computational-assistance-of-the-research-using-dynamic-vector-logistics-of-processes-for-critical-infrastructure-subjects-continuity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38770.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">382</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">6</span> Initializing E-Classroom in a Multigrade 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=Karl%20Erickson%20I.%20Ebora">Karl Erickson I. Ebora </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and technology are two inseparable terms which bring wonders to all aspects of life such as education, medicine, food production and even the environment. In education, technology has become an integral part as it brings many benefits to the teaching-learning process. However, in the Philippines, being one of the developing countries resources are scarce and not all schools enjoy the fruits brought by technology. Much of this ordeal impacts that of multigrade instruction. These schools are often the last priority in resources allocation since these have limited number of students. In fact, it is not surprising that these schools do not have even a single computer unit much more a computer laboratory. This paper sought to present a plan on how public schools would receive its e-classroom. Specifically, this paper sought to answer questions like the level of the school readiness in terms of facilities and equipment; the attitude of the respondents towards the use of e-classroom; level of teacher’s familiarity in using different e-classroom software and the plans of interventions undertaken by the school to make it e-classroom ready. After gathering and analysing the necessary data, this paper came up with the following conclusions that in terms of facilities and equipment, Guisguis Talon Elementary School (Main), though a multigrade school, is ready to receive e-classroom.; that the respondents show positive disposition in technology utilization in teaching after they strongly agree that technology plays essential role in the teaching-learning process. Also, they strongly agree that technology is a good motivator; it makes the teaching and learning more interesting and effective; it makes teaching easy; and that technology enhances student’s learning. Additionally, Teacher-respondents in Guisguis Talon Elementary School (Main) show familiarity in using software. They are very familiar with MS Word; MS Excel; MS PowerPoint; and internet and email. Moreover, they are very familiar with basic e-classroom computer operations and basic application software. They are very familiar with MS office and can do simple editing and formatting; in accessing and saving information from CD/DVD, external hard drives, USB and the like; and in browsing effectively different search engines and educational sites, download and upload files. Likewise respondents strongly agree to the interventions undertaken by the school to make it e-classroom ready. They strongly agree that funding and support are needed by the school; that stakeholders should be encouraged to consider donating of equipment; and that school and community should try to mobilize their resources in order to help the school; that the teachers should be provided with trainings in order for them to be technologically competent; and that principals and administrators should motivate their teachers to undergo continuous professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-classroom" title="e-classroom">e-classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-grade%20school" title=" multi-grade school"> multi-grade school</a>, <a href="https://publications.waset.org/abstracts/search?q=DCP" title=" DCP"> DCP</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20computers" title=" classroom computers"> classroom computers</a> </p> <a href="https://publications.waset.org/abstracts/12166/initializing-e-classroom-in-a-multigrade-school-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12166.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">200</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">5</span> Youth Health Promotion Project for Indigenous People in Canada: Together against Bullying and Cyber-Dependence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20El%20Fares%20Djellatou">Mohamed El Fares Djellatou</a>, <a href="https://publications.waset.org/abstracts/search?q=Fracoise%20Filion"> Fracoise Filion</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Ashukin program that means bridge in Naskapi or Atikamekw language, has been designed to offer a partnership between nursing students and an indigenous community. The students design a health promotion project tailored to the needs of the community. The issues of intimidation in primary school and cyber-dependence in high school were some concerns in a rural Atikamekw community. The goal of the project was to have a conversation with indigenous youths, aged 10-16 years old, on the challenges presented by intimidation and cyber dependence as well as promoting healthy relationships online and within the community. Methods: Multiple progressive inquiry questions (PIQs) were used to assess the feasibility and importance of this project for the Atikamekw nation, and to determine a plan to follow. The theoretical foundations to guide the conception of the project were the Population Health Promotion Model (PHPM), the First Nations Holistic Lifelong Learning Model, and the Medicine Wheel. A broad array of social determinants of health were addressed, including healthy childhood development, personal health practices, and coping skills, and education. The youths were encouraged to participate in interactive educational sessions, using PowerPoint presentations and pamphlets as the main effective strategies. Additional tools such as cultural artworks and physical activities were introduced to strengthen the inter-relational and team spirit within the Indigenous population. A quality assurance tool (QAT) was developed specifically to determine the appropriateness of these health promotion tools. Improvements were guided by the feedback issued by the indigenous schools’ teachers and social workers who filled the QATs. Post educational sessions, quantitative results have shown that 93.48% of primary school students were able to identify the different types of intimidation, 72.65% recognized more than two strategies, and 52.1% were able to list at least four resources to diffuse intimidation. On the other hand, around 75% of the adolescents were able to name at least three negative effects, and 50% listed three strategies to reduce cyber-dependence. This project was meant to create a bridge with the First Nation through health promotion, a population that is known to be disadvantaged due to systemic health inequity and disparities. Culturally safe care was proposed to deal with the two identified priority issues, and an educational toolkit was given to both schools to ensure the sustainability of the project. The project was self-financed through fundraising activities, and it yielded better results than expected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20nation" title=" first nation"> first nation</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber-dependence" title=" cyber-dependence"> cyber-dependence</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title=" internet addiction"> internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=intimidation" title=" intimidation"> intimidation</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20nursing" title=" community nursing"> community nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/120939/youth-health-promotion-project-for-indigenous-people-in-canada-together-against-bullying-and-cyber-dependence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120939.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">4</span> Redesigning Clinical and Nursing Informatics Capstones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sue%20S.%20Feldman">Sue S. Feldman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> As clinical and nursing informatics mature, an area that has gotten a lot of attention is the value capstone projects. Capstones are meant to address authentic and complex domain-specific problems. While capstone projects have not always been essential in graduate clinical and nursing informatics education, employers are wanting to see evidence of the prospective employee's knowledge and skills as an indication of employability. Capstones can be organized in many ways: a single course over a single semester, multiple courses over multiple semesters, as a targeted demonstration of skills, as a synthesis of prior knowledge and skills, mentored by one single person or mentored by various people, submitted as an assignment or presented in front of a panel. Because of the potential for capstones to enhance the educational experience, and as a mechanism for application of knowledge and demonstration of skills, a rigorous capstone can accelerate a graduate's potential in the workforce. In 2016, the capstone at the University of Alabama at Birmingham (UAB) could feel the external forces of a maturing Clinical and Nursing Informatics discipline. While the program had a capstone course for many years, it was lacking the depth of knowledge and demonstration of skills being asked for by those hiring in a maturing Informatics field. Since the program is online, all capstones were always in the online environment. While this modality did not change, other contributors to instruction modality changed. Pre-2016, the instruction modality was self-guided. Students checked in with a single instructor, and that instructor monitored progress across all capstones toward a PowerPoint and written paper deliverable. At the time, the enrollment was few, and the maturity had not yet pushed hard enough. By 2017, doubling enrollment and the increased demand of a more rigorously trained workforce led to restructuring the capstone so that graduates would have and retain the skills learned in the capstone process. There were three major changes: the capstone was broken up into a 3-course sequence (meaning it lasted about 10 months instead of 14 weeks), there were many chunks of deliverables, and each faculty had a cadre of about 5 students to advise through the capstone process. Literature suggests that the chunking, breaking up complex projects (i.e., the capstone in one summer) into smaller, more manageable chunks (i.e., chunks of the capstone across 3 semesters), can increase and sustain learning while allowing for increased rigor. By doing this, the teaching responsibility was shared across faculty with each semester course being taught by a different faculty member. This change facilitated delving much deeper in instruction and produced a significantly more rigorous final deliverable. Having students advised across the faculty seemed like the right thing to do. It not only shared the load, but also shared the success of students. Furthermore, it meant that students could be placed with an academic advisor who had expertise in their capstone area, further increasing the rigor of the entire capstone process and project and increasing student knowledge and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capstones" title="capstones">capstones</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20informatics" title=" clinical informatics"> clinical informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20informatics" title=" health informatics"> health informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=informatics" title=" informatics"> informatics</a> </p> <a href="https://publications.waset.org/abstracts/125667/redesigning-clinical-and-nursing-informatics-capstones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125667.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">3</span> The Processing of Context-Dependent and Context-Independent Scalar Implicatures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liu%20Jia%E2%80%99nan">Liu Jia’nan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The default accounts hold the view that there exists a kind of scalar implicature which can be processed without context and own a psychological privilege over other scalar implicatures which depend on context. In contrast, the Relevance Theorist regards context as a must because all the scalar implicatures have to meet the need of relevance in discourse. However, in Katsos, the experimental results showed: Although quantitatively the adults rejected under-informative utterance with lexical scales (context-independent) and the ad hoc scales (context-dependent) at almost the same rate, adults still regarded the violation of utterance with lexical scales much more severe than with ad hoc scales. Neither default account nor Relevance Theory can fully explain this result. Thus, there are two questionable points to this result: (1) Is it possible that the strange discrepancy is due to other factors instead of the generation of scalar implicature? (2) Are the ad hoc scales truly formed under the possible influence from mental context? Do the participants generate scalar implicatures with ad hoc scales instead of just comparing semantic difference among target objects in the under- informative utterance? In my Experiment 1, the question (1) will be answered by repetition of Experiment 1 by Katsos. Test materials will be showed by PowerPoint in the form of pictures, and each procedure will be done under the guidance of a tester in a quiet room. Our Experiment 2 is intended to answer question (2). The test material of picture will be transformed into the literal words in DMDX and the target sentence will be showed word-by-word to participants in the soundproof room in our lab. Reading time of target parts, i.e. words containing scalar implicatures, will be recorded. We presume that in the group with lexical scale, standardized pragmatically mental context would help generate scalar implicature once the scalar word occurs, which will make the participants hope the upcoming words to be informative. Thus if the new input after scalar word is under-informative, more time will be cost for the extra semantic processing. However, in the group with ad hoc scale, scalar implicature may hardly be generated without the support from fixed mental context of scale. Thus, whether the new input is informative or not does not matter at all, and the reading time of target parts will be the same in informative and under-informative utterances. People’s mind may be a dynamic system, in which lots of factors would co-occur. If Katsos’ experimental result is reliable, will it shed light on the interplay of default accounts and context factors in scalar implicature processing? We might be able to assume, based on our experiments, that one single dominant processing paradigm may not be plausible. Furthermore, in the processing of scalar implicature, the semantic interpretation and the pragmatic interpretation may be made in a dynamic interplay in the mind. As to the lexical scale, the pragmatic reading may prevail over the semantic reading because of its greater exposure in daily language use, which may also lead the possible default or standardized paradigm override the role of context. However, those objects in ad hoc scale are not usually treated as scalar membership in mental context, and thus lexical-semantic association of the objects may prevent their pragmatic reading from generating scalar implicature. Only when the sufficient contextual factors are highlighted, can the pragmatic reading get privilege and generate scalar implicature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scalar%20implicature" title="scalar implicature">scalar implicature</a>, <a href="https://publications.waset.org/abstracts/search?q=ad%20hoc%20scale" title=" ad hoc scale"> ad hoc scale</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20interplay" title=" dynamic interplay"> dynamic interplay</a>, <a href="https://publications.waset.org/abstracts/search?q=default%20account" title=" default account"> default account</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin%20Chinese%20processing" title=" Mandarin Chinese processing"> Mandarin Chinese processing</a> </p> <a href="https://publications.waset.org/abstracts/2526/the-processing-of-context-dependent-and-context-independent-scalar-implicatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Opportunities and Challenges: Tracing the Evolution of India's First State-led Curriculum-based Media Literacy Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayush%20Aditya">Ayush Aditya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's digitised world, the extent of an individual’s social involvement is largely determined by their interaction over the internet. The Internet has emerged as a primary source of information consumption and a reliable medium for receiving updates on everyday activities. Owing to this change in the information consumption pattern, the internet has also emerged as a hotbed of misinformation. Experts are of the view that media literacy has emerged as one of the most effective strategies for addressing the issue of misinformation. This paper aims to study the evolution of the Kerala government's media literacy policy, its implementation strategy, challenges and opportunities. The objective of this paper is to create a conceptual framework containing details of the implementation strategy based on the Kerala model. Extensive secondary research of literature, newspaper articles, and other online sources was carried out to locate the timeline of this policy. This was followed by semi-structured interview discussions with government officials from Kerala to trace the origin and evolution of this policy. Preliminary findings based on the collected data suggest that this policy is a case of policy by chance, as the officer who headed this policy during the state level implementation was the one who has already piloted a media literacy program in a district called Kannur as the district collector. Through this paper, an attempt is made to trace the history of the media literacy policy starting from the Kannur intervention in 2018, which was started to address the issue of vaccine hesitancy around measles rubella(MR) vaccination. If not for the vaccine hesitancy, this program would not have been rolled out in Kannur. Interviews with government officials suggest that when authorities decided to take up this initiative in 2020, a huge amount of misinformation emerging during the COVID-19 pandemic was the trigger. There was misinformation regarding government orders, healthcare facilities, vaccination, and lockdown regulations, which affected everyone, unlike the case of Kannur, where it was only a certain age group of kids. As a solution to this problem, the state government decided to create a media literacy curriculum to be taught in all government schools of the state starting from standard 8 till graduation. This was a tricky task, as a new course had to be immediately introduced in the school curriculum amid all the disruptions in the education system caused by the pandemic. It was revealed during the interview that in the case of the state-wide implementation, every step involved multiple checks and balances, unlike the earlier program where stakeholders were roped-in as and when the need emerged. On the pedagogy, while the training during the pilot could be managed through PowerPoint presentation, designing a state-wide curriculum involved multiple iterations and expert approvals. The reason for this is COVID-19 related misinformation has lost its significance. In the next phase of the research, an attempt will be made to compare other aspects of the pilot implementation with the state-wide implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media%20literacy" title=" digital media literacy"> digital media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20media%20literacy%20intervention" title=" curriculum based media literacy intervention"> curriculum based media literacy intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a> </p> <a href="https://publications.waset.org/abstracts/165398/opportunities-and-challenges-tracing-the-evolution-of-indias-first-state-led-curriculum-based-media-literacy-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165398.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">93</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">1</span> The Influence of English Immersion Program on Academic Performance: Case Study at a Sino-US Cooperative University in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leah%20Li%20Echiverri">Leah Li Echiverri</a>, <a href="https://publications.waset.org/abstracts/search?q=Haoyu%20Shang"> Haoyu Shang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yue%20Li"> Yue Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wenzhou-Kean University (WKU) is a Sino-US Cooperative University in China. It practices the English Immersion Program (EIP), where all the courses are taught in English. Class discussions and presentations are pervasively interwoven in designing students’ learning experiences. This WKU model has brought positive influences on students and is in some way ahead of traditional college English majors. However, literature to support the perceptions on the positive outcomes of this teaching and learning model remain scarce. The distinctive profile of Chinese-ESL students in an English Medium of Instruction (EMI) environment contributes further to the scarcity of literature compared to existing studies conducted among ESL learners in Western educational settings. Hence, the study investigated the students’ perceptions towards the English Immersion Program and determine how it influences Chinese-ESL students’ academic performance (AP). This research can provide empirical data that would be helpful to educators, teaching practitioners, university administrators, and other researchers in making informed decisions when developing curricular reforms, instructional and pedagogical methods, and university-wide support programs using this educational model. The purpose of the study was to establish the relationship between the English Immersion Program and Academic Performance among Chinese-ESL students enrolled at WKU for the academic year 2020-2021. Course length, immersion location, course type, and instructional design were the constructs of the English immersion program. English language learning, learning efficiency, and class participation were used to measure academic performance. Descriptive-correlational design was used in this cross-sectional research project. A quantitative approach for data analysis was applied to determine the relationship between the English immersion program and Chinese-ESL students’ academic performance. The research was conducted at WKU; a Chinese-American jointly established higher educational institution located in Wenzhou, Zhejiang province. Convenience, random, and snowball sampling of 283 students, a response rate of 10.5%, were applied to represent the WKU student population. The questionnaire was posted through the survey website named Wenjuanxing and shared to QQ or WeChat. Cronbach’s alpha was used to test the reliability of the research instrument. Findings revealed that when professors integrate technology (PowerPoint, videos, and audios) in teaching, students pay more attention. This contributes to the acquisition of more professional knowledge in their major courses. As to course immersion, students perceive WKU as a good place to study, providing them a high degree of confidence to talk with their professors in English. This also contributes to their English fluency and better pronunciation in their communication. In the construct of designing instruction, the use of pictures, video clips, and professors’ non-verbal communication, and demonstration of concern for students encouraged students to be more active in-class participation. Findings on course length and academic performance indicated that students’ perception regarding taking courses during fall and spring terms can moderately contribute to their academic performance. In conclusion, the findings revealed a significantly strong positive relationship between course type, immersion location, instructional design, and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20participation" title="class participation">class participation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20immersion%20program" title=" English immersion program"> English immersion program</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20efficiency" title=" learning efficiency"> learning efficiency</a> </p> <a href="https://publications.waset.org/abstracts/137939/the-influence-of-english-immersion-program-on-academic-performance-case-study-at-a-sino-us-cooperative-university-in-china" class="btn 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