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Pasternak</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Chwastek"> A. Chwastek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper describes the results from a research project about repair of welds. The repair was carried out by grinding the flawed seams and re-welding them. The main task was to determine the FAT classes of original state and after repair of seams according to the assessment procedures, such as nominal, structural and effective notch stress approach. The first part shows the results of the tests, the second part encloses numerical analysis and evaluation of results to determine the fatigue strength classes according to three assessment procedures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyclic%20loading" title="cyclic loading">cyclic loading</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue%20crack" title=" fatigue crack"> fatigue crack</a>, <a href="https://publications.waset.org/abstracts/search?q=post-weld%20treatment" title=" post-weld treatment"> post-weld treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=seams%E2%80%99%20repair" title=" seams’ repair"> seams’ repair</a> </p> <a href="https://publications.waset.org/abstracts/50359/a-current-problem-for-steel-bridges-fatigue-assessment-of-seams-repair" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5970</span> The Impact of Gamification on Self-Assessment for English Language Learners in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wala%20A.%20Bagunaid">Wala A. Bagunaid</a>, <a href="https://publications.waset.org/abstracts/search?q=Maram%20Meccawy"> Maram Meccawy</a>, <a href="https://publications.waset.org/abstracts/search?q=Arwa%20Allinjawi"> Arwa Allinjawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zilal%20Meccawy"> Zilal Meccawy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Continuous self-assessment becomes crucial in self-paced online learning environments. Students often depend on themselves to assess their progress; which is considered an essential requirement for any successful learning process. Today’s education institutions face major problems around student motivation and engagement. Thus, personalized e-learning systems aim to help and guide the students. Gamification provides an opportunity to help students for self-assessment and social comparison with other students through attempting to harness the motivational power of games and apply it to the learning environment. Furthermore, Open Social Student Modeling (OSSM) as considered as the latest user modeling technologies is believed to improve students’ self-assessment and to allow them to social comparison with other students. This research integrates OSSM approach and gamification concepts in order to provide self-assessment for English language learners at King Abdulaziz University (KAU). This is achieved through an interactive visual representation of their learning progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20system" title="e-learning system">e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20comparison" title=" social comparison"> social comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/103012/the-impact-of-gamification-on-self-assessment-for-english-language-learners-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103012.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">156</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">5969</span> Combined Safety and Cybersecurity Risk Assessment for Intelligent Distributed Grids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anders%20Thors%C3%A9n">Anders Thorsén</a>, <a href="https://publications.waset.org/abstracts/search?q=Behrooz%20Sangchoolie"> Behrooz Sangchoolie</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Folkesson"> Peter Folkesson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ted%20Strandberg"> Ted Strandberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As more parts of the power grid become connected to the internet, the risk of cyberattacks increases. To identify the cybersecurity threats and subsequently reduce vulnerabilities, the common practice is to carry out a cybersecurity risk assessment. For safety classified systems and products, there is also a need for safety risk assessments in addition to the cybersecurity risk assessment in order to identify and reduce safety risks. These two risk assessments are usually done separately, but since cybersecurity and functional safety are often related, a more comprehensive method covering both aspects is needed. Some work addressing this has been done for specific domains like the automotive domain, but more general methods suitable for, e.g., intelligent distributed grids, are still missing. One such method from the automotive domain is the Security-Aware Hazard Analysis and Risk Assessment (SAHARA) method that combines safety and cybersecurity risk assessments. This paper presents an approach where the SAHARA method has been modified in order to be more suitable for larger distributed systems. The adapted SAHARA method has a more general risk assessment approach than the original SAHARA. The proposed method has been successfully applied on two use cases of an intelligent distributed grid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20distribution%20grids" title="intelligent distribution grids">intelligent distribution grids</a>, <a href="https://publications.waset.org/abstracts/search?q=threat%20analysis" title=" threat analysis"> threat analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a> </p> <a href="https://publications.waset.org/abstracts/143611/combined-safety-and-cybersecurity-risk-assessment-for-intelligent-distributed-grids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143611.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">160</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">5968</span> Damage Assessment Based on Full-Polarimetric Decompositions in the 2017 Colombia Landslide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyeongju%20Jeon">Hyeongju Jeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Yonghyun%20Kim"> Yonghyun Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongil%20Kim"> Yongil Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Synthetic Aperture Radar (SAR) is an effective tool for damage assessment induced by disasters due to its all-weather and night/day acquisition capability. In this paper, the 2017 Colombia landslide was observed using full-polarimetric ALOS/PALSAR-2 data. Polarimetric decompositions, including the Freeman-Durden decomposition and the Cloude decomposition, are utilized to analyze the scattering mechanisms changes before and after-landslide. These analyses are used to detect the damaged areas induced by the landslide. Experimental results validate the efficiency of the full polarimetric SAR data since the damaged areas can be well discriminated. Thus, we can conclude the proposed method using full polarimetric data has great potential for damage assessment of landslides. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Synthetic%20Aperture%20Radar%20%28SAR%29" title="Synthetic Aperture Radar (SAR)">Synthetic Aperture Radar (SAR)</a>, <a href="https://publications.waset.org/abstracts/search?q=polarimetric%20decomposition" title=" polarimetric decomposition"> polarimetric decomposition</a>, <a href="https://publications.waset.org/abstracts/search?q=damage%20assessment" title=" damage assessment"> damage assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=landslide" title=" landslide"> landslide</a> </p> <a href="https://publications.waset.org/abstracts/77442/damage-assessment-based-on-full-polarimetric-decompositions-in-the-2017-colombia-landslide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77442.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">403</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">5967</span> Parental Education on Early Childhood Development Using Mobile App and Website in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margo%20O%27Sullivan">Margo O'Sullivan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuefeng%20Chen"> Xuefeng Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Qi%20Zhao"> Qi Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Jiang"> J. Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Fu"> Ning Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood development, or ECD, is about the 'whole child' – the physical, social and emotional, cognitive thinking and language progression of each young individual. Overwhelming evidence is now available to support investment in Early Childhood Development internationally, attendance at ECD leads to: improved learning outcomes; improved completion and reduced less dropout rates; and most notably, Professor Heckman, Nobel Laureate’s, findings that for every dollar invested, there is an economic return of up to 17%. Notably, ECD has been included in the 2015-2030 Sustainable Development Goals. The Government of China (GOC) has embraced this research and in 2010, State Council, announced focus on ECD setting a target to provide access to ECD for 85% of 3-6 year olds by 2020; to date, the target has surpassed expectations and reached 70.4%. GoC is also increasingly focusing on the even more critical 0-3 age group, when the plasticity of the brain is at its peak and neurons form connections as fast as 1,000 per second. Key to ECD are parents and caregivers of young children, with parental education critical to fully exploiting the significant potential of the early years of children. In China, with such vast numbers, one in seven pre-school age children in the world live in China, the Ministry of Education (MoE) and the National Centre for Education Technology, explored how to best provide parental education and provide key child developmental related knowledge to parents and caregivers. In response, MoE and UNICEF created a resource for parenting information that began with a computer website in 2012, followed by piloting a kiosk service in 2013 for parents in remote areas without access to the internet, and then a mobile phone application in 2014. The resource includes 269 ECD messages and 200 micro-videos covering critical issues of early childhood development from birth to age 6 years: daily care, nutrition and feeding, disease prevention, immunization, development and education, and safety and protection. To date, there have been 397,599 unique views on the website, and data for the mobile app currently being analysed (Links: http://yuer.cbern.gov.cn/; App: https://appsto.re/cn/OiKPZ.i). This paper will explore the development of this resource, its use by parents and the public, efforts to assess the effectiveness in improving parenting and child development, and future plans to roll an updated version in 2016 to all parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20development" title="early childhood development">early childhood development</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20apps%20for%20education" title=" mobile apps for education"> mobile apps for education</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education" title=" parental education"> parental education</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/53445/parental-education-on-early-childhood-development-using-mobile-app-and-website-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53445.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">230</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">5966</span> Comprehensive Expert and Social Assessment of the Urban Environment of Almaty in the Process of Training Master's and Doctoral Students on Architecture and Urban Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Abilov">Alexey Abilov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article highlights the experience of training master's and doctoral students at Satbayev University by preparing their course works for disciplines "Principles of Sustainable Architecture", "Energy Efficiency in Urban planning", "Urban planning analysis, "Social foundations of Architecture". The purpose of these works is the acquisition by students of practical skills necessary in their future professional activities, which are achieved through comprehensive assessment of individual sections of the Almaty urban environment. The methodology of student’s researches carried out under the guidance of the author of this publication is based on an expert assessment of the territory through its full-scale survey, analysis of project documents and statistical data, as well as on a social assessment of the territory based on the results of a questionnaire survey of residents. A comprehensive qualitative and quantitative assessment of the selected sites according to the criteria of the quality of the living environment also allows to formulate specific recommendations for designers who carry out a pre-project analysis of the city territory in the process of preparing draft master plans and detailed planning projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20environment" title="urban environment">urban environment</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%2Fsocial%20assessment%20of%20the%20territory" title=" expert/social assessment of the territory"> expert/social assessment of the territory</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire%20survey" title=" questionnaire survey"> questionnaire survey</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20approach" title=" comprehensive approach"> comprehensive approach</a> </p> <a href="https://publications.waset.org/abstracts/174551/comprehensive-expert-and-social-assessment-of-the-urban-environment-of-almaty-in-the-process-of-training-masters-and-doctoral-students-on-architecture-and-urban-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5965</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.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">5964</span> X-Ray Diffraction Technique as a Means for Degradation Assessment of Welded Joints </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaroslav%20Fiala">Jaroslav Fiala</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaroslav%20Kaiser"> Jaroslav Kaiser</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavel%20Zlabek"> Pavel Zlabek</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaclav%20Mentl"> Vaclav Mentl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The X-ray diffraction technique was recognized as a useful tool for the assessment of material degradation degree after a long-time service. In many industrial applications materials are subjected to degradation of mechanical properties as a result of real service conditions. The assessment of the remnant lifetime of components and structures is commonly based on correlated procedures including numerous destructive, non-destructive and mathematical techniques that should guarantee reasonable precise assessment of the current damage extent of materials in question and the remnant lifetime assessment. This paper summarizes results of an experimental programme concentrated on mechanical properties degradation of welded components. Steel an Al-alloy test specimens of base metal, containing welds and simple weldments were fatigue loaded at room temperature to obtain Woehler S-N curve. X-ray diffraction technique was applied to assess the degradation degree of material as a result of cyclic loading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fatigue%20loading" title="fatigue loading">fatigue loading</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20degradation" title=" material degradation"> material degradation</a>, <a href="https://publications.waset.org/abstracts/search?q=steels" title=" steels"> steels</a>, <a href="https://publications.waset.org/abstracts/search?q=AL-alloys" title=" AL-alloys"> AL-alloys</a>, <a href="https://publications.waset.org/abstracts/search?q=X-ray%20diffraction" title=" X-ray diffraction "> X-ray diffraction </a> </p> <a href="https://publications.waset.org/abstracts/25238/x-ray-diffraction-technique-as-a-means-for-degradation-assessment-of-welded-joints" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25238.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">444</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">5963</span> 21st Century Computer Technology for the Training of Early Childhood Teachers: A Study of Second-Year Education Students Challenged with Building a Kindergarten Website</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yonit%20Nissim">Yonit Nissim</a>, <a href="https://publications.waset.org/abstracts/search?q=Eyal%20Weissblueth"> Eyal Weissblueth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is the continuation of a process that began in 2010 with the goal of redesigning the training program for future early childhood teachers at the Ohalo College, to integrate technology and provide 21st-century skills. The article focuses on a study of the processes involved in developing a special educational unit which challenged students with the task of designing, planning and building an internet site for kindergartens. This project was part of their second-year studies in the early childhood track of an interdisciplinary course entitled 'Educating for the Future.' The goal: enabling students to gain experience in developing an internet site specifically for kindergartens, and gain familiarity with Google platforms, the acquisition and use of innovative skills and the integration of technology in pedagogy. Research questions examined how students handled the task of building an internet site. The study explored whether the guided process of building a site helped them develop proficiency in creativity, teamwork, evaluation and learning appropriate to the 21st century. The research tool was a questionnaire constructed by the researchers and distributed online to the students. Answers were collected from 50-course participants. Analysis of the participants’ responses showed that, along with the significant experience and benefits that students gained from building a website for kindergarten, ambivalence was shown toward the use of new, unfamiliar and complex technology. This attitude was characterized by unease and initial emotional distress triggered by the departure from routine training to an island of uncertainty. A gradual change took place toward the adoption of innovation with the help of empathy, training, and guidance from the instructors, leading to the students’ success in carrying out the task. Initial success led to further successes, resulting in a quality product and a feeling of personal competency among the students. A clear and extreme emotional shift was observed on the spectrum from a sense of difficulty and dissatisfaction to feelings of satisfaction, joy, competency and cognitive understanding of the importance of facing a challenge and succeeding. The findings of this study can contribute to increased understanding of the complex training process of future kindergarten teachers, coping with a changing world, and pedagogy that is supported by technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20teachers" title="early childhood teachers">early childhood teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=educating%20for%20the%20future" title=" educating for the future"> educating for the future</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20website" title=" kindergarten website"> kindergarten website</a> </p> <a href="https://publications.waset.org/abstracts/80840/21st-century-computer-technology-for-the-training-of-early-childhood-teachers-a-study-of-second-year-education-students-challenged-with-building-a-kindergarten-website" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80840.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">160</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">5962</span> Suitability of Black Box Approaches for the Reliability Assessment of Component-Based Software </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anjushi%20Verma">Anjushi Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Tirthankar%20Gayen"> Tirthankar Gayen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although, reliability is an important attribute of quality, especially for mission critical systems, yet, there does not exist any versatile model even today for the reliability assessment of component-based software. The existing Black Box models are found to make various assumptions which may not always be realistic and may be quite contrary to the actual behaviour of software. They focus on observing the manner in which the system behaves without considering the structure of the system, the components composing the system, their interconnections, dependencies, usage frequencies, etc.As a result, the entropy (uncertainty) in assessment using these models is much high.Though, there are some models based on operation profile yet sometimes it becomes extremely difficult to obtain the exact operation profile concerned with a given operation. This paper discusses the drawbacks, deficiencies and limitations of Black Box approaches from the perspective of various authors and finally proposes a conceptual model for the reliability assessment of software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=black%20box" title="black box">black box</a>, <a href="https://publications.waset.org/abstracts/search?q=faults" title=" faults"> faults</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20reliability" title=" software reliability"> software reliability</a> </p> <a href="https://publications.waset.org/abstracts/46247/suitability-of-black-box-approaches-for-the-reliability-assessment-of-component-based-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46247.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">446</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">5961</span> The Development of an Integrity Cultivating Module in School-Based Assessment among Malaysian Teachers: A Research Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazilawati%20Binti%20Abdullah"> Norazilawati Binti Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahimah%20Adam"> Rahimah Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Bin%20Lebar"> Othman Bin Lebar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The competency and integrity required for better understanding and practice of School-based Assessment (PBS) comes not only from the process, but also in providing the support or ‘scaffolding’ for teachers to recognize the student as a learner, improve their self-assessment skills, understanding of the daily teaching plan and its constructive alignment of the curriculum, pedagogy and assessment. The cultivation of integrity in PBS among the teachers is geared towards encouraging them to become committed and dedicated in implementing assessments in a serious, efficient manner, thus moving away from the usual teacher-focused approach to the student-focused approach. The teachers show their integrity via their professional commitment, responsibility and actions. The module based on the cultivation of integrity in PBS among Malaysian teachers aims to broaden the guidance support for teachers (embedded in the training), which consists of various domains to enable better evaluation of complex assessment tasks and the construction of suitable instrument for measuring the relevant cognitive, affective and psychomotor domains to describe the students’ achievement. The instrument for integrity cultivation in PBS has been developed and validated for measuring the effectiveness of the module constructed. This module is targeted towards assisting the staff in the Education Ministry, especially the principal trainers, teachers, headmasters and education officers to acquire effective intervention for improving the PBS assessors’ integrity and competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title="school-based assessment">school-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20competency%20integrity%20cultivation" title=" assessment competency integrity cultivation"> assessment competency integrity cultivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20commitment" title=" professional commitment"> professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=module" title=" module"> module</a> </p> <a href="https://publications.waset.org/abstracts/40997/the-development-of-an-integrity-cultivating-module-in-school-based-assessment-among-malaysian-teachers-a-research-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40997.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">417</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">5960</span> A Mixed Method Approach Investigating EFL Teachers' Beliefs and Practices towards Classroom-Based Assessment in Saudi Higher Educational Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mashael%20AlSalem">Mashael AlSalem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research into language assessment has expanded in recent years, few if any studies to date have targeted the nature of thought processes used by teachers when constructing classroom-based assessment. This study reports on teachers’ conceptions of English grammar assessment and their classroom assessment practices in their Saudi higher educational facilities. A mixed-method approach using both qualitative and quantitative research instruments was employed to elicit teachers’ perceptions of English grammar assessment and their relationship to their current practices. Participants of the study included EFL teachers from 4 different educational facilities: King Saudi University, Princess Noura University, Imam Mouhamed Islamic University, and Institute of Public Administration. Data collection involved questionnaire (N=100), semi-structured interviews (N=30), retrospective thinking (N=20), and document analysis (N=20). Activity theory is used as an interpretive framework to explore and investigate the entire system of constructing classroom-based assessment. Preliminary findings reveal several similarities and differences between the participants’ stated beliefs and their current practices of assessing English grammar. Findings also showed that teacher participant’s beliefs about how English grammar should be assessed are influenced mostly by prior learning experience as well as their teaching instruction practices. Their practices, on the other hand, was more guided by educational policies and lack of teacher training in the field of assessment, among other factors. This research makes a significant contribution to knowledge in three different areas: it enriches the literature on language teacher cognition; it builds on the body of research on language classroom assessment, and it expands on the possibilities to use AC to investigate the relationship between teachers’ beliefs and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20theory" title="activity theory">activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom-based%20assessment" title=" classroom-based assessment"> classroom-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20cognition" title=" language teacher cognition"> language teacher cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20method%20approach" title=" mixed method approach"> mixed method approach</a> </p> <a href="https://publications.waset.org/abstracts/112665/a-mixed-method-approach-investigating-efl-teachers-beliefs-and-practices-towards-classroom-based-assessment-in-saudi-higher-educational-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112665.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">139</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">5959</span> Some Discrepancies between Experimentally-Based Theory of Toxic Metals Combined Action and Actual Approaches to Occupational and Environmental Health Risk Assessment and Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilzira%20A.%20Minigalieva">Ilzira A. Minigalieva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of cumulative health risks associated with the widely observed combined exposures to two or more metals and their compounds on the organism in industrial or general environment, as well as respective regulatory and technical risk management decision-making have presumably the theoretical and experimental toxicology of mixtures as their reliable scientific basis. Analysis of relevant literature and our own experience proves, however, that there is no full match between these different practices. Moreover, some of the contradictions between them are of a fundamental nature. This unsatisfactory state of things may be explained not only by unavoidable simplifications characteristic of the methodologies of risk assessment and permissible exposure standards setting but also by the extreme intrinsic complexity of the combined toxicity theory, the most essential issues of which are considered and briefly discussed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=toxic%20metals" title="toxic metals">toxic metals</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticles" title=" nanoparticles"> nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=typology%20of%20combined%20toxicity" title=" typology of combined toxicity"> typology of combined toxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20risk%20assessment%20and%20management" title=" health risk assessment and management"> health risk assessment and management</a> </p> <a href="https://publications.waset.org/abstracts/82039/some-discrepancies-between-experimentally-based-theory-of-toxic-metals-combined-action-and-actual-approaches-to-occupational-and-environmental-health-risk-assessment-and-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82039.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">330</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">5958</span> Assessment of Factors Influencing Business Process Harmonization: A Case Study in an Industrial Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20J.%20M.%20Trienekens">J. J. M. Trienekens</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Romero"> H. L. Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Cuenca"> L. Cuenca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While process harmonization is increasingly mentioned and unanimously associated with several benefits, there is a need for more understanding of how it contributes to business process redesign and improvement. This paper presents the application, in an industrial case study, of a conceptual harmonization model on the relationship between drivers and effects of process harmonization. The drivers are called contextual factors which influence harmonization. Assessment of these contextual factors in a particular business domain, clarifies the extent of harmonization that can be achieved, or that should be strived at. The case study shows how the conceptual harmonization model can be made operational and can act as a valuable assessment tool. From both qualitative, as well as some quantitative, assessment results, insights are being discussed on the extent of harmonization that can be achieved, and action plans are being defined for business (process) harmonization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20factors" title=" contextual factors"> contextual factors</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20harmonization" title=" process harmonization"> process harmonization</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20company" title=" industrial company"> industrial company</a> </p> <a href="https://publications.waset.org/abstracts/14973/assessment-of-factors-influencing-business-process-harmonization-a-case-study-in-an-industrial-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14973.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5957</span> Analysing the Applicability of a Participatory Approach to Life Cycle Sustainability Assessment: Case Study of a Housing Estate Regeneration in London</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20Navabakhsh">Sahar Navabakhsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rokia%20%20Raslan"> Rokia Raslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yair%20Schwartz"> Yair Schwartz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decision-making on regeneration of housing estates, whether to refurbish or re-build, has been mostly triggered by economic factors. To enable sustainable growth, it is vital that environmental and social impacts of different scenarios are also taken into account. The methodology used to include all the three sustainable development pillars is called Life Cycle Sustainability Assessment (LCSA), which comprises of Life Cycle Assessment (LCA) for the assessment of environmental impacts of buildings. Current practice of LCA is regularly conducted post design stage and by sustainability experts. Not only is undertaking an LCA at this stage less effective, but issues such as the limited scope for the definition and assessment of environmental impacts, the implication of changes in the system boundary and the alteration of each of the variable metrics, employment of different Life Cycle Impact Assessment Methods and use of various inventory data for Life Cycle Inventory Analysis can result in considerably contrasting results. Given the niche nature and scarce specialist domain of LCA of buildings, the majority of the stakeholders do not contribute to the generation or interpretation of the impact assessment, and the results can be generated and interpreted subjectively due to the mentioned uncertainties. For an effective and democratic assessment of environmental impacts, different stakeholders, and in particular the community and design team should collaborate in the process of data collection, assessment and analysis. This paper examines and evaluates a participatory approach to LCSA through the analysis of a case study of a housing estate in South West London. The study has been conducted throughout tier-based collaborative methods to collect and share data through surveys and co-design workshops with the community members and the design team as the main stakeholders. The assessment of lifecycle impacts is conducted throughout the process and has influenced the decision-making on the design of the Community Plan. The evaluation concludes better assessment transparency and outcome, alongside other socio-economic benefits of identifying and engaging the most contributive stakeholders in the process of conducting LCSA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20LCA" title=" participatory LCA"> participatory LCA</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20sustainability%20assessment" title=" life cycle sustainability assessment"> life cycle sustainability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20processes" title=" participatory processes"> participatory processes</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=housing%20estate%20regeneration" title=" housing estate regeneration"> housing estate regeneration</a> </p> <a href="https://publications.waset.org/abstracts/137055/analysing-the-applicability-of-a-participatory-approach-to-life-cycle-sustainability-assessment-case-study-of-a-housing-estate-regeneration-in-london" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137055.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">155</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">5956</span> The Analysis of Gizmos Online Program as Mathematics Diagnostic Program: A Story from an Indonesian Private School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shofiayuningtyas%20Luftiani">Shofiayuningtyas Luftiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some private schools in Indonesia started integrating the online program Gizmos in the teaching-learning process. Gizmos was developed to supplement the existing curriculum by integrating it into the instructional programs. The program has some features using an inquiry-based simulation, in which students conduct exploration by using a worksheet while teachers use the teacher guidelines to direct and assess students’ performance In this study, the discussion about Gizmos highlights its features as the assessment media of mathematics learning for secondary school students. The discussion is based on the case study and literature review from the Indonesian context. The purpose of applying Gizmos as an assessment media refers to the diagnostic assessment. As a part of the diagnostic assessment, the teachers review the student exploration sheet, analyze particularly in the students’ difficulties and consider findings in planning future learning process. This assessment becomes important since the teacher needs the data about students’ persistent weaknesses. Additionally, this program also helps to build student’ understanding by its interactive simulation. Currently, the assessment over-emphasizes the students’ answers in the worksheet based on the provided answer keys while students perform their skill in translating the question, doing the simulation and answering the question. Whereas, the assessment should involve the multiple perspectives and sources of students’ performance since teacher should adjust the instructional programs with the complexity of students’ learning needs and styles. Consequently, the approach to improving the assessment components is selected to challenge the current assessment. The purpose of this challenge is to involve not only the cognitive diagnosis but also the analysis of skills and error. Concerning the selected setting for this diagnostic assessment that develops the combination of cognitive diagnosis, skills analysis and error analysis, the teachers should create an assessment rubric. The rubric plays the important role as the guide to provide a set of criteria for the assessment. Without the precise rubric, the teacher potentially ineffectively documents and follows up the data about students at risk of failure. Furthermore, the teachers who employ the program of Gizmos as the diagnostic assessment might encounter some obstacles. Based on the condition of assessment in the selected setting, the obstacles involve the time constrain, the reluctance of higher teaching burden and the students’ behavior. Consequently, the teacher who chooses the Gizmos with those approaches has to plan, implement and evaluate the assessment. The main point of this assessment is not in the result of students’ worksheet. However, the diagnostic assessment has the two-stage process; the process to prompt and effectively follow-up both individual weaknesses and those of the learning process. Ultimately, the discussion of Gizmos as the media of the diagnostic assessment refers to the effort to improve the mathematical learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gizmos%20online%20program" title=" Gizmos online program"> Gizmos online program</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20analysis" title=" skills analysis"> skills analysis</a> </p> <a href="https://publications.waset.org/abstracts/58332/the-analysis-of-gizmos-online-program-as-mathematics-diagnostic-program-a-story-from-an-indonesian-private-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58332.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">184</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">5955</span> The Impact of Pediatric Cares, Infections and Vaccines on Community and People’s Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nashed%20Atef%20Nashed%20Farag">Nashed Atef Nashed Farag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Reporting adverse events following vaccination remains a challenge. WHO has mandated pharmacovigilance centers around the world to submit Adverse Events Following Immunization (AEFI) reports from different countries to a large electronic database of adverse drug event data called Vigibase. Despite sufficient information about AEFIs on Vigibase, they are not available to the general public. However, the WHO has an alternative website called VigiAccess, an open-access website that serves as an archive for reported adverse reactions and AEFIs. The aim of the study was to establish a reporting model for a number of commonly used vaccines in the VigiAccess system. Methods: On February 5, 2018, VigiAccess comprehensively searched for ESSI reports on the measles vaccine, oral polio vaccine (OPV), yellow fever vaccine, pneumococcal vaccine, rotavirus vaccine, meningococcal vaccine, tetanus vaccine, and tuberculosis vaccine (BCG). These are reports from all pharmacovigilance centers around the world since they joined the WHO Drug Monitoring Program. Results: After an extensive search, VigiAccess found 9,062 AEFIs from the measles vaccine, 185,829 AEFIs from the OPV vaccine, 24,577 AEFIs from the yellow fever vaccine, 317,208 AEFIs from the pneumococcal vaccine, 73,513 AEFIs from the rotavirus vaccine, and 145,447 AEFIs from meningococcal cal vaccine, 22,781 EI FI vaccines against tetanus and 35,556 BCG vaccines against AEFI. Conclusion: The study found that among the eight vaccines examined, pneumococcal vaccines were associated with the highest number of AEFIs, while measles vaccines were associated with the fewest AEFIs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=surgical%20approach" title="surgical approach">surgical approach</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomical%20approach" title=" anatomical approach"> anatomical approach</a>, <a href="https://publications.waset.org/abstracts/search?q=decompression" title=" decompression"> decompression</a>, <a href="https://publications.waset.org/abstracts/search?q=axillary%20nerve" title=" axillary nerve"> axillary nerve</a>, <a href="https://publications.waset.org/abstracts/search?q=quadrangular%20space%20adverse%20events%20following%20immunization" title=" quadrangular space adverse events following immunization"> quadrangular space adverse events following immunization</a>, <a href="https://publications.waset.org/abstracts/search?q=cameroon" title=" cameroon"> cameroon</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20vaccines" title=" COVID-19 vaccines"> COVID-19 vaccines</a>, <a href="https://publications.waset.org/abstracts/search?q=nOPV" title=" nOPV"> nOPV</a>, <a href="https://publications.waset.org/abstracts/search?q=ODK%20vaccines" title=" ODK vaccines"> ODK vaccines</a>, <a href="https://publications.waset.org/abstracts/search?q=adverse%20reactions" title=" adverse reactions"> adverse reactions</a>, <a href="https://publications.waset.org/abstracts/search?q=VigiAccess" title=" VigiAccess"> VigiAccess</a>, <a href="https://publications.waset.org/abstracts/search?q=adverse%20event%20reporting" title=" adverse event reporting"> adverse event reporting</a> </p> <a href="https://publications.waset.org/abstracts/184332/the-impact-of-pediatric-cares-infections-and-vaccines-on-community-and-peoples-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184332.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">80</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">5954</span> A Clustering-Based Approach for Weblog Data Cleaning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amine%20Ganibardi">Amine Ganibardi</a>, <a href="https://publications.waset.org/abstracts/search?q=Cherif%20Arab%20Ali"> Cherif Arab Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the data cleaning issue as a part of web usage data preprocessing within the scope of Web Usage Mining. Weblog data recorded by web servers within log files reflect usage activity, i.e., End-users’ clicks and underlying user-agents’ hits. As Web Usage Mining is interested in End-users’ behavior, user-agents’ hits are referred to as noise to be cleaned-off before mining. Filtering hits from clicks is not trivial for two reasons, i.e., a server records requests interlaced in sequential order regardless of their source or type, website resources may be set up as requestable interchangeably by end-users and user-agents. The current methods are content-centric based on filtering heuristics of relevant/irrelevant items in terms of some cleaning attributes, i.e., website’s resources filetype extensions, website’s resources pointed by hyperlinks/URIs, http methods, user-agents, etc. These methods need exhaustive extra-weblog data and prior knowledge on the relevant and/or irrelevant items to be assumed as clicks or hits within the filtering heuristics. Such methods are not appropriate for dynamic/responsive Web for three reasons, i.e., resources may be set up to as clickable by end-users regardless of their type, website’s resources are indexed by frame names without filetype extensions, web contents are generated and cancelled differently from an end-user to another. In order to overcome these constraints, a clustering-based cleaning method centered on the logging structure is proposed. This method focuses on the statistical properties of the logging structure at the requested and referring resources attributes levels. It is insensitive to logging content and does not need extra-weblog data. The used statistical property takes on the structure of the generated logging feature by webpage requests in terms of clicks and hits. Since a webpage consists of its single URI and several components, these feature results in a single click to multiple hits ratio in terms of the requested and referring resources. Thus, the clustering-based method is meant to identify two clusters based on the application of the appropriate distance to the frequency matrix of the requested and referring resources levels. As the ratio clicks to hits is single to multiple, the clicks’ cluster is the smallest one in requests number. Hierarchical Agglomerative Clustering based on a pairwise distance (Gower) and average linkage has been applied to four logfiles of dynamic/responsive websites whose click to hits ratio range from 1/2 to 1/15. The optimal clustering set on the basis of average linkage and maximum inter-cluster inertia results always in two clusters. The evaluation of the smallest cluster referred to as clicks cluster under the terms of confusion matrix indicators results in 97% of true positive rate. The content-centric cleaning methods, i.e., conventional and advanced cleaning, resulted in a lower rate 91%. Thus, the proposed clustering-based cleaning outperforms the content-centric methods within dynamic and responsive web design without the need of any extra-weblog. Such an improvement in cleaning quality is likely to refine dependent analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clustering%20approach" title="clustering approach">clustering approach</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20cleaning" title=" data cleaning"> data cleaning</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20preprocessing" title=" data preprocessing"> data preprocessing</a>, <a href="https://publications.waset.org/abstracts/search?q=weblog%20data" title=" weblog data"> weblog data</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20usage%20data" title=" web usage data"> web usage data</a> </p> <a href="https://publications.waset.org/abstracts/93198/a-clustering-based-approach-for-weblog-data-cleaning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93198.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">171</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">5953</span> Tracing Digital Traces of Phatic Communion in #Mooc</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Enriquez-Gibson">Judith Enriquez-Gibson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper meddles with the notion of phatic communion introduced 90 years ago by Malinowski, who was a Polish-born British anthropologist. It explores the phatic in Twitter within the contents of tweets related to moocs (massive online open courses) as a topic or trend. It is not about moocs though. It is about practices that could easily be hidden or neglected if we let big or massive topics take the lead or if we simply follow the computational or secret codes behind Twitter itself and third party software analytics. It draws from media and cultural studies. Though at first it appears data-driven as I submitted data collection and analytics into the hands of a third party software, Twitonomy, the aim is to follow how phatic communion might be practised in a social media site, such as Twitter. Lurking becomes its research method to analyse mooc-related tweets. A total of 3,000 tweets were collected on 11 October 2013 (UK timezone). The emphasis of lurking is to engage with Twitter as a system of connectivity. One interesting finding is that a click is in fact a phatic practice. A click breaks the silence. A click in one of the mooc website is actually a tweet. A tweet was posted on behalf of a user who simply chose to click without formulating the text and perhaps without knowing that it contains #mooc. Surely, this mechanism is not about reciprocity. To break the silence, users did not use words. They just clicked the ‘tweet button’ on a mooc website. A click performs and maintains connectivity – and Twitter as the medium in attendance in our everyday, available when needed to be of service. In conclusion, the phatic culture of breaking silence in Twitter does not have to submit to the power of code and analytics. It is a matter of human code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=click" title="click">click</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=phatic%20communion" title=" phatic communion"> phatic communion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20data" title=" social media data"> social media data</a>, <a href="https://publications.waset.org/abstracts/search?q=mooc" title=" mooc"> mooc</a> </p> <a href="https://publications.waset.org/abstracts/18814/tracing-digital-traces-of-phatic-communion-in-mooc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18814.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">417</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">5952</span> Development of a Technology Assessment Model by Patents and Customers' Review Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kisik%20Song">Kisik Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Sungjoo%20Lee"> Sungjoo Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent years have seen an increasing number of patent disputes due to excessive competition in the global market and a reduced technology life-cycle; this has increased the risk of investment in technology development. While many global companies have started developing a methodology to identify promising technologies and assess for decisions, the existing methodology still has some limitations. Post hoc assessments of the new technology are not being performed, especially to determine whether the suggested technologies turned out to be promising. For example, in existing quantitative patent analysis, a patent’s citation information has served as an important metric for quality assessment, but this analysis cannot be applied to recently registered patents because such information accumulates over time. Therefore, we propose a new technology assessment model that can replace citation information and positively affect technological development based on post hoc analysis of the patents for promising technologies. Additionally, we collect customer reviews on a target technology to extract keywords that show the customers’ needs, and we determine how many keywords are covered in the new technology. Finally, we construct a portfolio (based on a technology assessment from patent information) and a customer-based marketability assessment (based on review data), and we use them to visualize the characteristics of the new technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20assessment" title="technology assessment">technology assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=patents" title=" patents"> patents</a>, <a href="https://publications.waset.org/abstracts/search?q=citation%20information" title=" citation information"> citation information</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20mining" title=" opinion mining"> opinion mining</a> </p> <a href="https://publications.waset.org/abstracts/45789/development-of-a-technology-assessment-model-by-patents-and-customers-review-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45789.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">473</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">5951</span> The Study of Rapid Entire Body Assessment and Quick Exposure Check Correlation in an Engine Oil Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Ashouria">Mohammadreza Ashouria</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Motamedzadeb"> Majid Motamedzadeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid Entire Body Assessment (REBA) and Quick Exposure Check (QEC) are two general methods to assess the risk factors of work-related musculoskeletal disorders (WMSDs). This study aimed to compare ergonomic risk assessment outputs from QEC and REBA in terms of agreement in distribution of postural loading scores based on analysis of working postures. This cross-sectional study was conducted in an engine oil company in which 40 jobs were studied. A trained occupational health practitioner observed all jobs. Job information was collected to ensure the completion of ergonomic risk assessment tools, including QEC, and REBA. The result revealed that there was a significant correlation between final scores (r=0.731) and the action levels (r =0.893) of two applied methods. Comparison between the action levels and final scores of two methods showed that there was no significant difference among working departments. Most of the studied postures acquired low and moderate risk level in QEC assessment (low risk=20%, moderate risk=50% and High risk=30%) and in REBA assessment (low risk=15%, moderate risk=60% and high risk=25%).There is a significant correlation between two methods. They have a strong correlation in identifying risky jobs and determining the potential risk for incidence of WMSDs. Therefore, there is a possibility for researchers to apply interchangeably both methods, for postural risk assessment in appropriate working environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observational%20method" title="observational method">observational method</a>, <a href="https://publications.waset.org/abstracts/search?q=QEC" title=" QEC"> QEC</a>, <a href="https://publications.waset.org/abstracts/search?q=REBA" title=" REBA"> REBA</a>, <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20disorders" title=" musculoskeletal disorders"> musculoskeletal disorders</a> </p> <a href="https://publications.waset.org/abstracts/46223/the-study-of-rapid-entire-body-assessment-and-quick-exposure-check-correlation-in-an-engine-oil-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46223.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">368</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">5950</span> Digital Memory plus City Cultural Heritage: The Peking Memory Project Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huiling%20Feng">Huiling Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoshuang%20Jia"> Xiaoshuang Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=Jihong%20Liang"> Jihong Liang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Niu"> Li Niu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Beijing, formerly romanized as Peking, is the capital of the People's Republic of China and the world's second most populous city proper and most populous capital city. Beijing is a noted historical and cultural whose city history dates back three millennia which is extremely rich in terms of cultural heritage. In 2012, a digital memory project led by Humanistic Beijing Studies Center in Renmin University of China started with the goal to build a total digital collection of knowledge assets about Beijing and represent Beijing memories in new fresh ways. The title of the entire project is ‘Peking Memory Project(PMP)’. The main goal is for safeguarding the documentary heritage and intellectual memory of Beijing, more specifically speaking, from the perspective of historical humanities and public participation, PMP will comprehensively applied digital technologies like digital capture, digital storage, digital process, digital presentation and digital communication to transform different kinds of cultural heritage of Beijing into digital formats that can be stored, re-organized and shared. These digital memories can be interpreted with a new perspective, be organized with a new theme, be presented in a new way and be utilized with a new need. Taking social memory as theoretical basis and digital technologies as tools, PMP is framed with ‘Two Sites and A Repository’. Two sites mean the special website(s) characterized by ‘professional’ and an interactive website characterized by ‘crowdsourcing’. A Repository means the storage pool used for safety long-time preservation of the digital memories. The work of PMP has ultimately helped to highlight the important role in safeguarding the documentary heritage and intellectual memory of Beijing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20memory" title="digital memory">digital memory</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=peking%20memory%20project" title=" peking memory project"> peking memory project</a> </p> <a href="https://publications.waset.org/abstracts/87341/digital-memory-plus-city-cultural-heritage-the-peking-memory-project-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87341.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5949</span> Increasing The Role of Civil Society through LAPOR!: National Complaint Handling System in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Izzati%20Nabiyla%20Risfa">Izzati Nabiyla Risfa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of civil society has become an important issue in national and international level nowadays. Government all over the world started to realize that the involvement of civil society can boost up public services and better policy making. Global Policy Forum stated that there are five good reasons for civil society to be engaged in global governance; (1) to conferring legitimacy on policy decisions; (2) to increasing the pool of policy ideas; (3) to support less powerful governments; (4) countering a lack of political will; and (5) helping states to put nationalism aside. Indonesia also keeps up with this good trend. In November 2011, Indonesian Government set up LAPOR! (means “to report” in Indonesian), an online portal for complaints about public services, which is accessible through its website lapor.ukp.go.id. LAPOR! also accessible through social media (Twitter, Facebook) and text message. This program is an initiative from the government to provide an integrated and accessible portal for the Indonesian public to submit complaints and inquiries as a means of enhancing public participation in national development programs. LAPOR! aims to catalyze public participation as well as to have a more coordinated national complaint handling mechanism. The goal of this program is to increase the role of civil society in order to develop better public services. Thus, LAPOR! works in a simplest way possible. Public can submit any complaints or report their problem concerning development programs and public services simply through the website, short message services to 1708 and mobile applications for BlackBerry and Android. LAPOR! will then transfer every validated input to relevant institutions to be featured and responded on the website. LAPOR! is now integrated with 81 Ministries, 5 local government, and 44 State Owned Enterprise. Public can also give comments, likes or share them through Facebook and Twitter to have a discussion and to ensure the completeness of the reports. LAPOR! has unexpectedly contributed to various successful cases concerning public services. So far the portal has over 280,704 registered users, receiving an average of 1,000 reports every day. Government's response rate increase time to time, with 81% of complaints and inquiries have been solved or are being investigated. This paper will examine the effectiveness of LAPOR! as a tools to increase the role of civil society in order to develop better public services in Indonesia. Beside their promising story, there still are various difficulties that need to be solved. With qualitative approach as methodology for this research, writers will also explore potential improvement of LAPOR! so it can perform effectively as a leading national complaint handling system in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20society" title="civil society">civil society</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20services" title=" public services"> public services</a> </p> <a href="https://publications.waset.org/abstracts/27719/increasing-the-role-of-civil-society-through-lapor-national-complaint-handling-system-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27719.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">496</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">5948</span> Implementation and Challenges of Assessment Methods in the Case of Physical Education Class in Some Selected Preparatory Schools of Kirkos Sub-City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kibreab%20Alene%20Fenite">Kibreab Alene Fenite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the implementation and challenges of different assessment methods for physical education class in some selected preparatory schools of kirkos sub city. The participants in this study are teachers, students, department heads and school principals from 4 selected schools. Of the total 8 schools offering in kirkos sub city 4 schools (Dandi Boru, Abiyot Kirse, Assay, and Adey Ababa) are selected by using simple random sampling techniques and from these schools all (100%) of teachers, 100% of department heads and school principals are taken as a sample as their number is manageable. From the total 2520 students, 252 (10%) of students are selected using simple random sampling. Accordingly, 13 teachers, 252 students, 4 department heads and 4 school principals are taken as a sample from the 4 selected schools purposefully. As a method of data gathering tools; questionnaire and interview are employed. To analyze the collected data, both quantitative and qualitative methods are used. The result of the study revealed that assessment in physical education does not implement properly: lack of sufficient materials, inadequate time allotment, large class size, and lack of collaboration and working together of teachers towards assessing the performance of students, absence of guidelines to assess the physical education subject, no different assessment method that is implementing on students with disabilities in line with their special need are found as major challenges in implementing the current assessment method of physical education. To overcome these problems the following recommendations have been forwarded. These are: the necessary facilities and equipment should be available; In order to make reliable, accurate, objective and relevant assessment, teachers of physical education should be familiarized with different assessment techniques; Physical education assessment guidelines should be prepared, and guidelines should include different types of assessment methods; qualified teachers should be employed, and different teaching room must be build. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=equipment" title=" equipment"> equipment</a>, <a href="https://publications.waset.org/abstracts/search?q=guidelines" title=" guidelines"> guidelines</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/64578/implementation-and-challenges-of-assessment-methods-in-the-case-of-physical-education-class-in-some-selected-preparatory-schools-of-kirkos-sub-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64578.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">290</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">5947</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</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">5946</span> A Collaborative, Arts-Informed Action Research Investigation of Child-Led Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dragana%20Gnjatovic">Dragana Gnjatovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a burning topic in education policy and practice due to measurement-driven neoliberal agendas of quality and standardisation of assessment practice through high stakes standardised testing systems that are now influencing early childhood education. This paper presents a collaborative, arts-informed action research project which places children at the centre of their learning, with assessment as an integral part of play-based learning processes. It aims to challenge traditional approaches to assessment that are often teacher-led and decontextualised from the processes of learning through exploring approaches where children's voices are central, and their creative arts expressions are used to assess learning and development. The theoretical framework draws on Vygotsky's sociocultural theory and Freire's critical pedagogy, which indicate the importance of socially constructed reality where knowledge is the result of collaboration between children and adults. This reality perceives children as competent agents of their own learning processes. An interpretive-constructivist and critical-transformative paradigm underpin collaborative action research in a three to five-year-old setting, where creative methods like storytelling, play, drama, drawing are used to assess children's learning. As data collection and analysis are still in process, this paper will present the methodology and some data vignettes, with the aim of stimulating discussion about innovation in assessment and contribution of the collaborative enquiry in the field of Early Childhood Education and Care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title="assessment for learning">assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20methodologies" title=" creative methodologies"> creative methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title=" collaborative action research"> collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20and%20care" title=" early childhood education and care"> early childhood education and care</a> </p> <a href="https://publications.waset.org/abstracts/125490/a-collaborative-arts-informed-action-research-investigation-of-child-led-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125490.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">142</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">5945</span> Life Cycle Assessment in Road Pavements: A Literature Review and the Potential Use in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20V.%20Santos">B. V. Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20M.%20Carvalho"> M. T. M. Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20S.%20R%C3%AAgo"> J. H. S. Rêgo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article presents a literature review on recent advances related to studies of the environmental impact of road pavements, with reference to the concepts of Life Cycle Assessment (LCA). An introduction with the main motivations for the development of the research is presented, with a current overview of the Brazilian transport infrastructure and the projections for the road mode for the coming years, and the possibility of using the referred methodology by the road sector in Brazil. The article explores the origin of LCA in road pavements and the details linked to its implementation from the perspective of the four main phases of the study (goal and scope definition, inventory analysis, impact assessment, and interpretation). Finally, the main advances and deficiencies observed in the selected studies are gathered, with the proposition of research fields that can be explored in future national or international studies of LCA of road pavements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazil" title="Brazil">Brazil</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title=" life cycle assessment"> life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20pavements" title=" road pavements"> road pavements</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable" title=" sustainable"> sustainable</a> </p> <a href="https://publications.waset.org/abstracts/164000/life-cycle-assessment-in-road-pavements-a-literature-review-and-the-potential-use-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164000.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">83</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">5944</span> Relation between Organizational Climate and Personnel Performance Assessment in a Tourist Service Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20A.%20Montoya">Daniel A. Montoya</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20L.%20Tostes"> Marta L. Tostes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This investigation aims at analyzing and determining the relation between two very important variables in the human resource management: The organizational climate and the performance assessment. This study aims at contributing with knowledge in the search of the relation between the mentioned variables because the literature still does not provide solid evidence to this respect and the cases revised are incipient to reach conclusions enabling a typology about this relation.To this regard, a correlational and cross-sectional perspective was adopted in which quantitative and qualitative techniques were chosen with the total of the workers of the tourist service company PTS Peru. In order to measure the organizational climate, the OCQ (Organization Climate Questionnaire) from was used; it has 50 items and measures 9 dimensions of the Organizational Climate. Also, to assess performance, a questionnaire with 21 items and 6 dimensions was designed. As a means of assessment, a focus group was prepared and was applied to a worker in every area of the company. Additionally, interviews to human resources experts were conducted. The results of the investigation show a clear relation between the organizational climate and the personnel performance assessment as well as a relation between the nine dimensions of the organizational climate and the work performance in general and with some of its dimensions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title="job performance">job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organization%20climate" title=" organization climate"> organization climate</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20assessment" title=" performance assessment"> performance assessment</a> </p> <a href="https://publications.waset.org/abstracts/64122/relation-between-organizational-climate-and-personnel-performance-assessment-in-a-tourist-service-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64122.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">386</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">5943</span> A Review of End-of-Term Oral Tests for English-Majored Students of HCMC Open University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khoa%20K.%20Doan">Khoa K. Doan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment plays an essential role in teaching and learning English as it aims to measure the learning outcomes. Designing appropriate test types and procedures for four skills, especially productive skills, is a very challenging task for teachers of English. The assessment scheme is supposed to provide precise measures and fair opportunities for students to demonstrate what they can do with their language skills. This involves content domains, measurement techniques, administrative feasibility, target populations, and potential sources of testing bias. Based on these elements, a review of end-of-term speaking tests for English-majored students at Ho Chi Minh City Open University (Viet Nam) was undertaken for the purpose of analyzing the strengths and limitations of the testing tool for the speaking assessment. It helped to identify what could be done to facilitate the process of teaching and learning in that context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20tests" title=" oral tests"> oral tests</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/64402/a-review-of-end-of-term-oral-tests-for-english-majored-students-of-hcmc-open-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64402.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">5942</span> An Investigation of Surface Water Quality in an Industrial Area Using Integrated Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priti%20Saha">Priti Saha</a>, <a href="https://publications.waset.org/abstracts/search?q=Biswajit%20Paul"> Biswajit Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid urbanization and industrialization has increased the pollution load in surface water bodies. However, these water bodies are major source of water for drinking, irrigation, industrial activities and fishery. Therefore, water quality assessment is paramount importance to evaluate its suitability for all these purposes. This study focus to evaluate the surface water quality of an industrial city in eastern India through integrating interdisciplinary techniques. The multi-purpose Water Quality Index (WQI) assess the suitability for drinking, irrigation as well as fishery of forty-eight sampling locations, where 8.33% have excellent water quality (WQI:0-25) for fishery and 10.42%, 20.83% and 45.83% have good quality (WQI:25-50), which represents its suitability for drinking irrigation and fishery respectively. However, the industrial water quality was assessed through Ryznar Stability Index (LSI), which affirmed that only 6.25% of sampling locations have neither corrosive nor scale forming properties (RSI: 6.2-6.8). Integration of these statistical analysis with geographical information system (GIS) helps in spatial assessment. It identifies of the regions where the water quality is suitable for its use in drinking, irrigation, fishery as well as industrial activities. This research demonstrates the effectiveness of statistical and GIS techniques for water quality assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=surface%20water" title="surface water">surface water</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality%20assessment" title=" water quality assessment"> water quality assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality%20index" title=" water quality index"> water quality index</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20assessment" title=" spatial assessment"> spatial assessment</a> </p> <a href="https://publications.waset.org/abstracts/103597/an-investigation-of-surface-water-quality-in-an-industrial-area-using-integrated-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103597.pdf" target="_blank" class="btn btn-primary 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