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halls</title> <meta name="description" content="Search results for: lecture halls"> <meta name="keywords" content="lecture halls"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="lecture halls"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 214</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lecture halls</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">214</span> Adaptive Thermal Comfort Model for Air-Conditioned Lecture Halls in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20T.%20Chew">B. T. Chew</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20N.%20Kazi"> S. N. Kazi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Amiri"> A. Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an adaptive thermal comfort model study in the tropical country of Malaysia. A number of researchers have been interested in applying the adaptive thermal comfort model to different climates throughout the world, but so far no study has been performed in Malaysia. For the use as a thermal comfort model, which better applies to hot and humid climates, the adaptive thermal comfort model was developed as part of this research by using the collected results from a large field study in six lecture halls with 178 students. The relationship between the operative temperature and behavioral adaptations was determined. In the developed adaptive model, the acceptable indoor neutral temperatures lay within the range of 23.9-26.0 oC, with outdoor temperatures ranging between 27.0–34.6oC. The most comfortable temperature for students in the lecture hall was 25.7 oC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hot%20and%20humid" title="hot and humid">hot and humid</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20halls" title=" lecture halls"> lecture halls</a>, <a href="https://publications.waset.org/abstracts/search?q=neutral%20temperature" title=" neutral temperature"> neutral temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20thermal%20comfort%20model" title=" adaptive thermal comfort model"> adaptive thermal comfort model</a> </p> <a href="https://publications.waset.org/abstracts/15160/adaptive-thermal-comfort-model-for-air-conditioned-lecture-halls-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15160.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">213</span> A Metacognitive Strategy to Improve Saudi EFL Learners’ Lecture Comprehension </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Wahed%20Al%20Zumor">Abdul Wahed Al Zumor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Saudi EFL Students majoring in English face difficulties in academic lectures listening comprehension in content courses like linguistics, applied linguistics or literature theories. To validate this assumption, a questionnaire assessing students' lecture comprehension experience was administered. The findings have shown that Saudi EFL learners face a great challenge in lecture comprehension at advanced levels. Literature has suggested a myriad of techniques which can enhance academic lecture comprehension. This study has used "reciprocal peer-questioning and responding technique" as an integral part of the academic lecture occupying the last ten minutes. Improvement in experimental students' scores in these courses has been noticed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20comprehension" title=" lecture comprehension"> lecture comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20courses" title=" content courses"> content courses</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20questioning" title=" peer questioning "> peer questioning </a> </p> <a href="https://publications.waset.org/abstracts/20971/a-metacognitive-strategy-to-improve-saudi-efl-learners-lecture-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20971.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">596</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">212</span> Relevance of Lecture Method in Modern Era: A Study from Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hari%20Prasad%20Nepal">Hari Prasad Nepal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on lecture method issues confirm that this teaching method has been practiced from the very beginnings of schooling. Many teachers, lecturers and professors are convinced that lecture still represents main tool of contemporary instructional process. The central purpose of this study is to uncover the extent of using lecture method in the higher education. The study was carried out in Nepalese context with employing mixed method research design. To obtain the primary data this study employed a questionnaire involving items with close and open answers. 120 teachers, lecturers and professors participated in this study. The findings indicated that 75 percent of the respondents use the lecture method in their classroom teaching. The study reveals that there are advantages of using lecture method such as easy to practice, less time to prepare, high pass rate, high students’ satisfaction, little comments on instructors, appropriate to large classes and high level students. In addition, the study divulged the instructors’ reflections and measures to improve the lecture method. This research concludes that the practice of lecture method is still significantly applicable in colleges and universities in Nepalese contexts. So, there are no significant changes in the application of lecture method in the higher education classroom despite the emergence of new learning approaches and strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructors" title="instructors">instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20approaches" title=" learning approaches"> learning approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20method" title=" lecture method"> lecture method</a> </p> <a href="https://publications.waset.org/abstracts/58373/relevance-of-lecture-method-in-modern-era-a-study-from-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58373.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">238</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">211</span> A Genre Analysis of University Lectures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Kok%20Yueh">Lee Kok Yueh</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatin%20Hamadah%20Rahman"> Fatin Hamadah Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Hassell"> David Hassell</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Thien%20Wan"> Au Thien Wan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work reports on a genre based study of lectures at a University in Brunei, Universiti Teknologi Brunei to explore the communicative functions and to gain insight into the discourse. It explores these in three different domains; Social Science, Engineering and Computing. Audio recordings from four lecturers comprising 20 lectures were transcribed and analysed, with the duration of each lecture varying between 20 to 90 minutes. This qualitative study found similar patterns and functions of lectures as those found in existing research amongst which include greetings, housekeeping, or recapping of previous lectures in the lecture introductions. In the lecture content, comprehension check and use of examples or analogies are very prevalent. However, the use of examples largely depend on the lecture content; and the more technical the content, the harder it was for lecturers to provide examples or analogies. Three functional moves are identified in the lecture conclusions; announcement, summary and future plan, all of which are optional. Despite the relatively small sample size, the present study shows that lectures are interactive and there are some consistencies with the delivery of lecture in relation to the communicative functions and genre of lecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20functions" title="communicative functions">communicative functions</a>, <a href="https://publications.waset.org/abstracts/search?q=genre%20analysis" title=" genre analysis"> genre analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=lectures" title=" lectures"> lectures</a> </p> <a href="https://publications.waset.org/abstracts/84295/a-genre-analysis-of-university-lectures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84295.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">191</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">210</span> Comparison of the Effectiveness of Communication between the Traditional Lecture and IELS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20R.%20Althobaiti">Ahmed R. Althobaiti</a>, <a href="https://publications.waset.org/abstracts/search?q=Malcolm%20Munro"> Malcolm Munro </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication and effective information exchange within technology has become a crucial part of delivering knowledge to students during the learning process. It enables better understanding, builds trust, respect and increase the knowledge between students. This paper examines the communication between undergraduate students and their lecturers during the Traditional lecture and in using the Interactive Electronic Lecture System (IELS). The IELS is an application that offers a set of components, which support the effective communication between students, themselves and their lecturers. Moreover, this paper highlights the communication skills such as sender, receiver, channel and feedback. It will show how the IELS creates a rich communication environment between its users and how they communicate effectively. To examine and check the effectiveness of communication an experiment has been conducted for groups of users; students and lecturers. The first group communicated during the Traditional lecture while the second group communicated by the IELS application. The result showed that there was an effective communication between the second group more than the first group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20information%20exchange" title=" effective information exchange"> effective information exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/18178/comparison-of-the-effectiveness-of-communication-between-the-traditional-lecture-and-iels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18178.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">404</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">209</span> Relationship between Learning Methods and Learning Outcomes: Focusing on Discussions in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaeseo%20Lim">Jaeseo Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jooyong%20Park"> Jooyong Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is ample evidence that student involvement enhances learning, college education is still mainly centered on lectures. However, in recent years, the effectiveness of discussions and the use of collective intelligence have attracted considerable attention. This study intends to examine the empirical effects of discussions on learning outcomes in various conditions. Eighty eight college students participated in the study and were randomly assigned to three groups. Group 1 was told to review material after a lecture, as in a traditional lecture-centered class. Students were given time to review the material for themselves after watching the lecture in a video clip. Group 2 participated in a discussion in groups of three or four after watching the lecture. Group 3 participated in a discussion after studying on their own. Unlike the previous two groups, students in Group 3 did not watch the lecture. The participants in the three groups were tested after studying. The test questions consisted of memorization problems, comprehension problems, and application problems. The results showed that the groups where students participated in discussions had significantly higher test scores. Moreover, the group where students studied on their own did better than that where students watched a lecture. Thus discussions are shown to be effective for enhancing learning. In particular, discussions seem to play a role in preparing students to solve application problems. This is a preliminary study and other age groups and various academic subjects need to be examined in order to generalize these findings. We also plan to investigate what kind of support is needed to facilitate discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussions" title="discussions">discussions</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/96933/relationship-between-learning-methods-and-learning-outcomes-focusing-on-discussions-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">208</span> Lecture Video Indexing and Retrieval Using Topic Keywords</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20J.%20Sandesh">B. J. Sandesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saurabha%20Jirgi"> Saurabha Jirgi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vidya"> S. Vidya</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Eljer"> Prakash Eljer</a>, <a href="https://publications.waset.org/abstracts/search?q=Gowri%20Srinivasa"> Gowri Srinivasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a framework to help users to search and retrieve the portions in the lecture video of their interest. This is achieved by temporally segmenting and indexing the lecture video using the topic keywords. We use transcribed text from the video and documents relevant to the video topic extracted from the web for this purpose. The keywords for indexing are found by applying the non-negative matrix factorization (NMF) topic modeling techniques on the web documents. Our proposed technique first creates indices on the transcribed documents using the topic keywords, and these are mapped to the video to find the start and end time of the portions of the video for a particular topic. This time information is stored in the index table along with the topic keyword which is used to retrieve the specific portions of the video for the query provided by the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20indexing%20and%20retrieval" title="video indexing and retrieval">video indexing and retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20videos" title=" lecture videos"> lecture videos</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20based%20video%20search" title=" content based video search"> content based video search</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20indexing" title=" multimodal indexing"> multimodal indexing</a> </p> <a href="https://publications.waset.org/abstracts/77066/lecture-video-indexing-and-retrieval-using-topic-keywords" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77066.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">250</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">207</span> Distributed Processing for Content Based Lecture Video Retrieval on Hadoop Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20S.%20N.%20Raju">U. S. N. Raju</a>, <a href="https://publications.waset.org/abstracts/search?q=Kothuri%20Sai%20Kiran"> Kothuri Sai Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Meena%20G.%20Kamal"> Meena G. Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Nikhil%20Pabba"> Vinay Nikhil Pabba</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Kanaparthi"> Suresh Kanaparthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is huge amount of lecture video data available for public use, and many more lecture videos are being created and uploaded every day. Searching for videos on required topics from this huge database is a challenging task. Therefore, an efﬁcient method for video retrieval is needed. An approach for automated video indexing and video search in large lecture video archives is presented. As the amount of video lecture data is huge, it is very inefficient to do the processing in a centralized computation framework. Hence, Hadoop Framework for distributed computing for Big Video Data is used. First, step in the process is automatic video segmentation and key-frame detection to offer a visual guideline for the video content navigation. In the next step, we extract textual metadata by applying video Optical Character Recognition (OCR) technology on key-frames. The OCR and detected slide text line types are adopted for keyword extraction, by which both video- and segment-level keywords are extracted for content-based video browsing and search. The performance of the indexing process can be improved for a large database by using distributed computing on Hadoop framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20lectures" title="video lectures">video lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20video%20data" title=" big video data"> big video data</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20retrieval" title=" video retrieval"> video retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=hadoop" title=" hadoop"> hadoop</a> </p> <a href="https://publications.waset.org/abstracts/26648/distributed-processing-for-content-based-lecture-video-retrieval-on-hadoop-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26648.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">533</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">206</span> Video Text Information Detection and Localization in Lecture Videos Using Moments </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Soundes">Belkacem Soundes</a>, <a href="https://publications.waset.org/abstracts/search?q=Guezouli%20Larbi"> Guezouli Larbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a robust and accurate method for text detection and localization over lecture videos. Frame regions are classified into text or background based on visual feature analysis. However, lecture video shows significant degradation mainly related to acquisition conditions, camera motion and environmental changes resulting in low quality videos. Hence, affecting feature extraction and description efficiency. Moreover, traditional text detection methods cannot be directly applied to lecture videos. Therefore, robust feature extraction methods dedicated to this specific video genre are required for robust and accurate text detection and extraction. Method consists of a three-step process: Slide region detection and segmentation; Feature extraction and non-text filtering. For robust and effective features extraction moment functions are used. Two distinct types of moments are used: orthogonal and non-orthogonal. For orthogonal Zernike Moments, both Pseudo Zernike moments are used, whereas for non-orthogonal ones Hu moments are used. Expressivity and description efficiency are given and discussed. Proposed approach shows that in general, orthogonal moments show high accuracy in comparison to the non-orthogonal one. Pseudo Zernike moments are more effective than Zernike with better computation time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=text%20detection" title="text detection">text detection</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20localization" title=" text localization"> text localization</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20videos" title=" lecture videos"> lecture videos</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo%20zernike%20moments" title=" pseudo zernike moments"> pseudo zernike moments</a> </p> <a href="https://publications.waset.org/abstracts/109549/video-text-information-detection-and-localization-in-lecture-videos-using-moments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109549.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">151</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">205</span> EduEasy: Smart Learning Assistant System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Karunasena">A. Karunasena</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Bandara"> P. Bandara</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20A.%20T.%20P.%20Jayasuriya"> J. A. T. P. Jayasuriya</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20D.%20Gallage"> P. D. Gallage</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20M.%20S.%20D.%20Jayasundara"> J. M. S. D. Jayasundara</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20A.%20P.%20Y.%20P.%20Nuwanjaya"> L. A. P. Y. P. Nuwanjaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usage of smart learning concepts has increased rapidly all over the world recently as better teaching and learning methods. Most educational institutes such as universities are experimenting those concepts with their students. Smart learning concepts are especially useful for students to learn better in large classes. In large classes, the lecture method is the most popular method of teaching. In the lecture method, the lecturer presents the content mostly using lecture slides, and the students make their own notes based on the content presented. However, some students may find difficulties with the above method due to various issues such as speed in delivery. The purpose of this research is to assist students in large classes in the following content. The research proposes a solution with four components, namely note-taker, slide matcher, reference finder, and question presenter, which are helpful for the students to obtain a summarized version of the lecture note, easily navigate to the content and find resources, and revise content using questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20summarization" title="automatic summarization">automatic summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=extractive%20text%20summarization" title=" extractive text summarization"> extractive text summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20recognition%20library" title=" speech recognition library"> speech recognition library</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20extraction" title=" sentence extraction"> sentence extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20web%20search" title=" automatic web search"> automatic web search</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20question%20generator" title=" automatic question generator"> automatic question generator</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20scoring" title=" sentence scoring"> sentence scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20term%20weight" title=" the term weight"> the term weight</a> </p> <a href="https://publications.waset.org/abstracts/131469/edueasy-smart-learning-assistant-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131469.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">148</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">204</span> The Attitude of Second Year Pharmacy Students towards Lectures, Exams and E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20T.%20Alahmar">Ahmed T. Alahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing trend toward student-centred interactive e-learning methods and students’ feedback is a valuable tool for improving learning methods. The aim of this study was to explore the attitude of second year pharmacy students at the University of Babylon, Iraq, towards lectures, exams and e-learning. Materials and methods: Ninety pharmacy students were surveyed by paper questionnaire about their preference for lecture format, use of e-files, theoretical lectures versus practical experiments, lecture and lab time. Students were also asked about their predilection for Moodle-based online exams, different types of exam questions, exam time and other extra academic activities. Results: Students prefer to read lectures on paper (73.3%), use of PowerPoint file (76.7%), short lectures of less than 10 pages (94.5%), practical experiments (66.7%), lectures and lab time of less than two hours (89.9% and 96.6 respectively) and intra-lecture discussions (68.9%). Students also like to have paper-based exam (73.3%), short essay (40%) or MCQ (34.4%) questions and also prefer to do extra activities like reports (22.2%), seminars (18.6%) and posters (10.8%). Conclusion: Second year pharmacy students have different attitudes toward traditional and electronic leaning and assessment methods. Using multimedia, e-learning and Moodle are increasingly preferred methods among some students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharmacy" title="pharmacy">pharmacy</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=exam" title=" exam"> exam</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/87664/the-attitude-of-second-year-pharmacy-students-towards-lectures-exams-and-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">203</span> Human Behavior Modeling in Video Surveillance of Conference Halls </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nour%20Charara">Nour Charara</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussein%20Charara"> Hussein Charara</a>, <a href="https://publications.waset.org/abstracts/search?q=Omar%20Abou%20Khaled"> Omar Abou Khaled</a>, <a href="https://publications.waset.org/abstracts/search?q=Hani%20Abdallah"> Hani Abdallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Mugellini"> Elena Mugellini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a human behavior modeling approach in videos scenes. This approach is used to model the normal behaviors in the conference halls. We exploited the Probabilistic Latent Semantic Analysis technique (PLSA), using the 'Bag-of-Terms' paradigm, as a tool for exploring video data to learn the model by grouping similar activities. Our term vocabulary consists of 3D spatio-temporal patch groups assigned by the direction of motion. Our video representation ensures the spatial information, the object trajectory, and the motion. The main importance of this approach is that it can be adapted to detect abnormal behaviors in order to ensure and enhance human security. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20modeling" title="activity modeling">activity modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=PLSA" title=" PLSA"> PLSA</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20representation" title=" video representation"> video representation</a> </p> <a href="https://publications.waset.org/abstracts/70466/human-behavior-modeling-in-video-surveillance-of-conference-halls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70466.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">394</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">202</span> Analysis of the Physical Behavior of Library Users in Reading Rooms through GIS: A Case Study of the Central Library of Tehran University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roya%20Pournaghi">Roya Pournaghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Measuring the extent of daily use of the libraries study space is of utmost significance in order to develop, re-organize and maintain the efficiency of the study space. The current study aimed to employ GIS in analyzing the study halls space of the document center and central library of Tehran University and determine the extent of use of the study chairs and desks by the students-intended users. This combination of survey methods - descriptive design system. In order to collect the required data and a description of the method, To implement and entering data into ArcGIS software. It also analyzes the data and displays the results on the library floor map design method were used. And spatial database design and plan has been done at the Central Library of Tehran University through the amount of space used by members of the Library and Information halls plans. Results showed that Biruni's hall is allocated the highest occupancy rate to tables and chairs compared to other halls. In the Hall of Science and Technology, with an average occupancy rate of 0.39 in the tables represents the lowest users and Rashid al-Dins hall, and Science and Technology’s hall with an average occupancy rate (0.40) represents the lowest users of seats. In this study, the comparison of the space is occupied at different period as a study’s hall in the morning, evenings, afternoons, and several months was performed through GIS. This system analyzed the space relationship effectively and efficiently. The output of this study can be used by administrators and librarians to determine the exact amount of using the Equipment of study halls and librarians can use the output map to design more efficient space at the library. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geospatial%20information%20system" title="geospatial information system">geospatial information system</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20analysis" title=" spatial analysis"> spatial analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20room" title=" reading room"> reading room</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title=" academic libraries"> academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=library%E2%80%99s%20user" title=" library’s user"> library’s user</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20library%20of%20Tehran%20university" title=" central library of Tehran university"> central library of Tehran university</a> </p> <a href="https://publications.waset.org/abstracts/15742/analysis-of-the-physical-behavior-of-library-users-in-reading-rooms-through-gis-a-case-study-of-the-central-library-of-tehran-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">201</span> An Experience Report on Course Teaching in Information Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title="educational practices">educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/55692/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> A Flipped Classroom Approach for Non Science Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To ensure student success in a non majors biology course, a flipped classroom pedagogical approach is developed and implemented. All students are assigned online lectures to listen to before they come to class. A three hour lecture is split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest rates and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non science majors and the author is ready to implement this in other classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20science%20majors" title=" non science majors"> non science majors</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20model" title=" technological pedagogical model"> technological pedagogical model</a> </p> <a href="https://publications.waset.org/abstracts/24174/a-flipped-classroom-approach-for-non-science-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24174.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">418</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">199</span> Flipped Learning in the Delivery of Structural Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Amin">Ali Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a flipped learning initiative which was trialed in the delivery of the course: structural analysis and modelling. A short series of interactive videos were developed, which introduced the key concepts of each topic. The purpose of the videos was to introduce concepts and give the students more time to develop their thoughts prior to the lecture. This allowed more time for face to face engagement during the lecture. As part of the initial study, videos were developed for half the topics covered. The videos included a short summary of the key concepts ( < 10 mins each) as well as fully worked-out examples (~30mins each). Qualitative feedback was attained from the students. On a scale from strongly disagree to strongly agree, students were rate statements such as 'The pre-class videos assisted your learning experience', 'I felt I could appreciate the content of the lecture more by watching the videos prior to class'. As a result of the pre-class engagement, the students formed more specific and targeted questions during class, and this generated greater comprehension of the material. The students also scored, on average, higher marks in questions pertaining to topics which had videos assigned to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20learning" title="flipped learning">flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20analysis" title=" structural analysis"> structural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-class%20videos" title=" pre-class videos"> pre-class videos</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/128135/flipped-learning-in-the-delivery-of-structural-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128135.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">90</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">198</span> The Way Digitized Lectures and Film Presence Coaching Impact Academic Identity: An Expert Facilitated Participatory Action Research Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Burrell">Amanda Burrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Tonia%20Gary"> Tonia Gary</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wright"> David Wright</a>, <a href="https://publications.waset.org/abstracts/search?q=Kumara%20Ward"> Kumara Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of academic identity as it relates to the lecture, in particular, the digitized lecture delivered to a camera, in the absence of a student audience. Many academics have the performance aspect of the role thrust upon them with little or no training. For the purpose of this study, we look at the performance of the academic identity and examine tailored film presence coaching for its contributions toward academic identity, specifically in relation to feelings of self-confidence and diminishment of discomfort or stage fright. The case is articulated through the lens of scholar-practitioners, using expert facilitated participatory action research. It demonstrates in our sample of experienced academics, all reported some feelings of uncertainty about presenting lectures to camera prior to coaching. We share how power poses and reframing fear, produced improvements in the ease and competency of all participants. We share exactly how this insight could be adapted for self-coaching by any academic when called to present to a camera and consider the relationship between this and academic identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20identity" title="academic identity">academic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=digitized%20lecture" title=" digitized lecture"> digitized lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20learning" title=" embodied learning"> embodied learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20coaching" title=" performance coaching"> performance coaching</a> </p> <a href="https://publications.waset.org/abstracts/69040/the-way-digitized-lectures-and-film-presence-coaching-impact-academic-identity-an-expert-facilitated-participatory-action-research-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69040.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">337</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">197</span> The Impact of the Flipped Classroom Instructional Model on MPharm Students in Two Pharmacy Schools in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Almanasef">Mona Almanasef</a>, <a href="https://publications.waset.org/abstracts/search?q=Angel%20Chater"> Angel Chater</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Portlock"> Jane Portlock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: A 'flipped classroom' uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. Aim of the Study: Assess the feasibility, acceptability, and effectiveness of using the 'flipped classroom' teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups, 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might, in turn, facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=inverted%20classroom" title=" inverted classroom"> inverted classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=pharmacy%20education" title=" pharmacy education "> pharmacy education </a> </p> <a href="https://publications.waset.org/abstracts/94522/the-impact-of-the-flipped-classroom-instructional-model-on-mpharm-students-in-two-pharmacy-schools-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94522.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">136</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">196</span> Design, Development and Evaluation of a Portable Recording System to Capture Dynamic Presentations using the Teacher´s Tablet PC</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Abel%20Carril"> Abel Carril</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Salvachua"> Joaquin Salvachua</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computers and multimedia equipment have improved a lot in the last years. They have reduced costs and size while at the same time has increased their capabilities. These improvements allowed us to design and implement a portable recording system that also integrates the teacher´s tablet PC to capture what he/she writes on the slides and all that happens in it. This paper explains this system in detail and the validation of the recordings that we did after using it to record all the lectures of a course in our university called “Communications Software”. The results show that pupils used the recordings for different purposes and consider them useful for a variety of things, especially after missing a lecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recording%20system" title="recording system">recording system</a>, <a href="https://publications.waset.org/abstracts/search?q=capture%20dynamic%20presentations" title=" capture dynamic presentations"> capture dynamic presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20recording" title=" lecture recording"> lecture recording</a> </p> <a href="https://publications.waset.org/abstracts/2693/design-development-and-evaluation-of-a-portable-recording-system-to-capture-dynamic-presentations-using-the-teachers-tablet-pc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2693.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">366</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">195</span> Safety Culture, Mindfulness and Safe Behaviours of Students Residing in the Halls of Residence of Obafemi Awolowo University, Ile Ife, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olajumoke%20Adetoun%20Ojeleye">Olajumoke Adetoun Ojeleye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study assessed the safety culture, mindfulness and safe behaviors of students residing in the halls of residence of Obafemi Awolowo University (OAU), Ile Ife, Nigeria. The objectives of the study were to assess the level of safety mindfulness of students residing in the halls of residence of OAU, examine their safety culture and establish whether these students are involved in unsafe practices. The study employed a cross-sectional research design and instrument used for data collection was a self-structured, self-administered questionnaire. The questionnaire was tested for validity and reliability with its reliability coefficient at 0.71 before being used for data collection. Respondents were selected by multi-stage sampling technique and the sample size was 530. Data collection took 2 weeks and analysed using descriptive statistical techniques. Results showed that about half of the respondents’ population (49.8%) was between the ages of 20-24 years. There were more males (56.2%) than females (43.8%). Although data demonstrated that majority (91.7%) of the respondents are highly safety minded and the safety culture of an equally high proportion (83.4%) was adjudged fair, a lot of improvement is needed in the area of alerting or informing management of impending dangers and studying the hall handbook to internalize its contents. The study further showed that only 43.6% of respondents had good safety practices and behaviors and majority (56.4%) had fair safety practices and behaviors. One accidental discovery of the study is the finding that not a few of the students squat their counterparts. The study recommended the establishment of clearly written out complaint procedure that is accessible and available to all hall residents, building more hostels with adequate facilities to address the issue of overcrowding and also putting systems in place in order to encourage residents to report incidences/accidents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=safe%20behaviours" title="safe behaviours">safe behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20culture" title=" safety culture"> safety culture</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20mindfulness" title=" safety mindfulness"> safety mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student "> student </a> </p> <a href="https://publications.waset.org/abstracts/23954/safety-culture-mindfulness-and-safe-behaviours-of-students-residing-in-the-halls-of-residence-of-obafemi-awolowo-university-ile-ife-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23954.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">194</span> Simulation of Pedestrian Service Time at Different Delay Times</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imran%20Badshah">Imran Badshah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedestrian service time reflects the performance of the facility, and it’s a key parameter to analyze the capability of facilities provided to serve pedestrians. The level of service of pedestrians (LOS) mainly depends on pedestrian time and safety. The pedestrian time utilized by taking a service is mainly influenced by the number of available services and the time utilized by each pedestrian in receiving a service; that is called a delay time. In this paper, we analyzed the simulated pedestrian service time with different delay times. A simulation is performed in AnyLogic by developing a model that reflects the real scenario of pedestrian services such as ticket machine gates at rail stations, airports, shopping malls, and cinema halls. The simulated pedestrian time is determined for various delay values. The simulated result shows how pedestrian time changes with the delay pattern. The histogram and time plot graph of a model gives the mean, maximum and minimum values of the pedestrian time. This study helps us to check the behavior of pedestrian time at various services such as subway stations, airports, shopping malls, and cinema halls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agent-based%20simulation" title="agent-based simulation">agent-based simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=anylogic%20model" title=" anylogic model"> anylogic model</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrian%20behavior" title=" pedestrian behavior"> pedestrian behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20delay" title=" time delay"> time delay</a> </p> <a href="https://publications.waset.org/abstracts/158989/simulation-of-pedestrian-service-time-at-different-delay-times" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158989.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">210</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">193</span> Forklift Allocation in Warehouse Operations with Restricted Halls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mauricio%20Becerra%20Fern%C3%A1ndez">Mauricio Becerra Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Rosana%20Romero%20Quiroga"> Olga Rosana Romero Quiroga</a>, <a href="https://publications.waset.org/abstracts/search?q=Elsa%20Cristina%20Gonz%C3%A1lez%20La%20Rotta"> Elsa Cristina González La Rotta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The logistics facilities design and construction is one of the strategic decisions that critically affects the performance of the company, from the economic perspective and relationship with customers. The case study company is the Colombian logistic sector leader, with over 60 years of experience, with sales of about one hundred twenty million dollars at the end of 2014. The preliminary design for the warehouse layout and operation includes a customer that provides approximately 17% of the profits of the company, considering the possibility of moving two forklifts in the warehouse halls. Some changes were not consider in previous stages of design, operations required forklift with different characteristics, whose size, do not allow the circulation of more than a forklift at a time. Therefore, it is necessary to assess the impact of this restriction on the warehouse operation, so decision makers implement actions to achieve efficient operation. The problem is addressed by recognizing logistics processes, which develop in a warehouse, collection of processes information behavior, the simulation of the current situation using ProModel software, model validation, making adjustments required, experiments design, conclusions and recommendations for the company. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=discrete%20events%20simulation" title=" discrete events simulation"> discrete events simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=forklift%20allocation" title=" forklift allocation"> forklift allocation</a>, <a href="https://publications.waset.org/abstracts/search?q=logistics%20facilities" title=" logistics facilities"> logistics facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=warehouse" title=" warehouse"> warehouse</a> </p> <a href="https://publications.waset.org/abstracts/41694/forklift-allocation-in-warehouse-operations-with-restricted-halls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41694.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">303</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">192</span> Educating the Education Student: Technology as the Link between Theory and Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelle%20Botha-Marais">Rochelle Botha-Marais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When lecturing future educators in South Africa, praxis is an indispensable aspect that is often neglected. Without properly understanding how the theory taught in lecture halls relates to their future position as educators, we can not expect these students to be fully equipped future teachers. To enable education students at the Vaal Campus of the North West University - who have the Afrikaans language as major - to discover the link between theory and practice, the author created an assignment on phonetics in which the use of technology was incorporated. In the past, students had to submit an assignment or worksheet and they did not get the opportunity to apply their newly found knowledge in a practical manner. For potential future teachers, this application is essential. This paper will demonstrate how technology is used in the second year Afrikaans education module to promote student engagement and self-directed learning. Students were introduced to innovative new technologies alongside more familiar applications to shape a 21st century learning environment where students can think, communicate, solve problems, collaborate and take responsibility for their own teaching and learning. The paper will also reflect on student feedback pertaining the use and efficiency of technology in the Afrikaans module and the possible impact thereof on their own teaching and learning landscape. The aim of this paper is to showcase how technology can be used to maximize the students learning experience and equip future education students with the tools and knowledge to introduce technology-enhanced learning in their own teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20students" title="education students">education students</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20and%20practice" title=" theory and practice"> theory and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/69393/educating-the-education-student-technology-as-the-link-between-theory-and-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69393.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">287</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">191</span> Understanding Co-Living Experience through University Residential Halls - A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michelle%20W.%20T.%20Cheng">Michelle W. T. Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Yau%20Y."> Yau Y.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hong Kong continues to be ranked as the least affordable housing market in the world, making co-living a feasible alternative in this high-density city. Although the number of co-living residences has increased in Hong Kong, co-living as a housing typology is still a new concept for many. Little research has been conducted on this new housing typology, let alone the co-living experience. To address this gap, this study targeted student residents in university residential halls as it is a more controlled environment (e.g., with established rules and guidelines regarding the use of communal facilitates and housing management) for studying co-living experiences in Hong Kong. To date, no research study has systematically identified anti-social behavior (ASB) in co-living spaces. Since ASB can be influenced by factors such as social norms and individual interpretation, it has an elastic definition that results in different levels of acceptance. Unlike other types of housing, co-living spaces can be potentially more influenced by the neighborhood as residents share more time and space. As a pilot study, this research targeted one university residential hall to examine student co-living experiences. To clarify, the research question is focused on identifying the social factors that impact the residential satisfaction of those who co-living in residential halls. Quantitative data (n=100) were collected via a structured questionnaire to measure the residential environment, including ASB, social neighboring, community attachment, and perceived hall management efficacy. The survey was distributed at the end of the academic year to ensure that respondents had at least one year of first-hand experience living in a co-living space. To gather qualitative data, follow-up focus group interviews were conducted with 16 participants who completed the survey. The semi-structured interviews aimed to elicit the participants' perspectives on their co-living experience. Through analyzing their co-living experiences, the researcher identified factors that affected their residential satisfaction and provided recommendations to enhance their co-living experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-living" title="co-living">co-living</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20residential%20hall" title=" university residential hall"> university residential hall</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-social%20behabiour" title=" anti-social behabiour"> anti-social behabiour</a>, <a href="https://publications.waset.org/abstracts/search?q=neighbour%20relationship" title=" neighbour relationship"> neighbour relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20attachement" title=" community attachement"> community attachement</a> </p> <a href="https://publications.waset.org/abstracts/166929/understanding-co-living-experience-through-university-residential-halls-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166929.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">85</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">190</span> An Assessment of Thermal Comfort and Air Quality in Educational Space: A Case Study of Design Studios in the Arab Academy for Science, Technology and Maritime Transport, Alexandria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bakr%20Gomaa">Bakr Gomaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Awad"> Hana Awad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A stuffy room is one of the indicators of poor indoor air quality. Through working in an educational building in Alexandria, it is noticed that one of the rooms is smelly. A field study is conducted in a private university building in Alexandria to achieve indoor sustainable educational environment. Additionally, the indoor air quality is empirically assessed, and thermal comfort is identified in educational buildings, in studio halls specifically during lecture hours. The current research uses qualitative and quantitative methods in the form of literature review, investigation and test measurements. At a similar time that the teachers and students fill in a questionnaire regarding the concept of indoor climate, thermal comfort variables are determined. The indoor thermal conditions of the studio are assessed through three variables including Fanger’s comfort indicators (calculated using PMV, predicted mean vote and PPD, predicted percentage of dissatisfied people), the actual people clothing and metabolic rate. Actual measurements of air quality are obtained in a case study in an architectural building. Results have proved that indoor climatic conditions as air flow and temperature are inconvenient to inhabitants. Regarding questionnaire results, occupants appear to be uncomfortable in both seasons, with result percentages out of the acceptable range. Finally, further researches will center on how to preserve thermal comfort in school buildings since it has a vital influence on the student’s knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20buildings" title="educational buildings">educational buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=Indoor%20air%20quality" title=" Indoor air quality"> Indoor air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a> </p> <a href="https://publications.waset.org/abstracts/102974/an-assessment-of-thermal-comfort-and-air-quality-in-educational-space-a-case-study-of-design-studios-in-the-arab-academy-for-science-technology-and-maritime-transport-alexandria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102974.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">195</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">189</span> The Digital Library and Its Influential Role in Developing the Establishment of the Grand Egyptian Museum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gourg%20Ebrahim%20Shafik%20Eskandar">Gourg Ebrahim Shafik Eskandar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The essential role of the digital library in developing museum display methods, recording ancient Egyptian antiquities, facilitating scientific research and storing antiquities in the Grand Egyptian Museum, which helped and saved a lot of time and money spent to equip the Grand Egyptian Museum. The technology of digital library, linking it to ancient Egyptian antiquities and the latest results, which scientific research has reached in the field of libraries and its impact on many areas of tourism and antiquities. The research also aims to show the main role of the digital library and the Arab countries emulating European countries in digitizing libraries and recent developments in Egyptian libraries and their role in many areas of life and linking them to Egyptology. The research will also explain how the museum display methods will be developed in the Grand Egyptian Museum, and the recording of ancient Egyptian antiquities in order to facilitate the process of scientific research and methods of storing antiquities, and it will also work to save time and effort for researchers. The research will also deal with lighting, and its prominent role in the display in the interior design and coordination of the Grand Egyptian Museum, through which the unique artifacts and artifacts displayed can be displayed, and they can be used in a strong or simple form. Depending on the condition of the piece to be displayed. The research will also go to show the role of the digital library in how the Grand Egyptian Museum contains gathering areas and how to distribute spaces, guidance, information, reception, libraries, lecture halls, restaurants, cafeterias, shops, permanent and temporary galleries, and bathrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grand%20egyptian%20museum" title="grand egyptian museum">grand egyptian museum</a>, <a href="https://publications.waset.org/abstracts/search?q=egyptian" title=" egyptian"> egyptian</a>, <a href="https://publications.waset.org/abstracts/search?q=museum" title=" museum"> museum</a>, <a href="https://publications.waset.org/abstracts/search?q=egyptian%20museum" title=" egyptian museum"> egyptian museum</a> </p> <a href="https://publications.waset.org/abstracts/189884/the-digital-library-and-its-influential-role-in-developing-the-establishment-of-the-grand-egyptian-museum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189884.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">20</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">188</span> Computational Modeling of Thermal Comfort and CO2 Distribution in Common Room-Lecture Room by Using Hybrid Air Ventilation System, Thermoelectric-PV-Silica Gel under IAQ Standard</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jirod%20Chaisan">Jirod Chaisan</a>, <a href="https://publications.waset.org/abstracts/search?q=Somchai%20Maneewan"> Somchai Maneewan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chantana%20Punlek"> Chantana Punlek</a>, <a href="https://publications.waset.org/abstracts/search?q=Ninnart%20Rachapradit"> Ninnart Rachapradit</a>, <a href="https://publications.waset.org/abstracts/search?q=Surapong%20Chirarattananon"> Surapong Chirarattananon</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattana%20Rakkwamsuk"> Pattana Rakkwamsuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, simulation modeling of heat transfer, air flow and distribution emitted from CO2 was performed in a regenerated air. The study room was divided in 3 types: common room, small lecture room and large lecture room under evaluated condition in two case: released and unreleased CO2 including of used hybrid air ventilation system for regenerated air under Thailand climate conditions. The carbon dioxide was located on the center of the room and released rate approximately 900-1200 ppm corresponded with indoor air quality standard (IAQs). The indoor air in the thermal comfort zone was calculated and simulated with the numerical method that using real data from the handbook guideline. The results of the study showed that in the case of hybrid air ventilation system explained thermal and CO2 distribution due to the system was adapted significantly in the comfort zone. The results showed that when CO2 released on the center of the other room, the CO2 high concentration in comfort zone so used hybrid air ventilation that decreased CO2 with regeneration air including of reduced temperature indoor. However, the study is simulation modeling and guideline only so the future should be the experiment of hybrid air ventilation system for evaluated comparison of the systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20ventilation" title="air ventilation">air ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20air%20quality" title=" indoor air quality"> indoor air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=thermoelectric" title=" thermoelectric"> thermoelectric</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title=" photovoltaic"> photovoltaic</a>, <a href="https://publications.waset.org/abstracts/search?q=dehumidify" title=" dehumidify"> dehumidify</a> </p> <a href="https://publications.waset.org/abstracts/65566/computational-modeling-of-thermal-comfort-and-co2-distribution-in-common-room-lecture-room-by-using-hybrid-air-ventilation-system-thermoelectric-pv-silica-gel-under-iaq-standard" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65566.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">484</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">187</span> Comparison of Effect of Group Counseling with Cognitive Therapy Approach and Interactive Lectures on Anxiety during Pregnancy in Primiparas: A Clinical Trial</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zohre%20Shahhosseini">Zohre Shahhosseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Pourasghar"> Mehdi Pourasghar</a>, <a href="https://publications.waset.org/abstracts/search?q=AliReza%20Khalilian"> AliReza Khalilian</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Salehi"> Fariba Salehi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The prevalence of anxiety during pregnancy, particularly in developing countries, and its adverse effects on mother and baby, can make pregnancy unpleasant for pregnant women. The effect of anxiety during pregnancy on birth outcomes and children can be a justification for screening of anxious pregnant women in periodic pregnancy care and helping them. In this study, researchers have investigated effects and comparison of group counseling (Cognitive therapy) and interactive lectures on anxiety during pregnancy of primiparas. Methods: The population studied in this semi-experimental trail was nulliparous pregnant women with backgrounds in health care centers in Sari city .They were studied during a period of 3 months from early March to end May 2016. Sample size in this study was 91 patients, who were randomly assigned to three groups: group counseling, interactive lecture, and control group. Demographic questionnaire and Speilberger State –Trait Anxiety Inventory (SPAI) was completed for all three groups after obtaining letter of consent and completing the initial checklist. Then interventions included 4 sessions for group counseling and 4 sessions for interactive lecture which were implemented in two sessions a week. 4 weeks after interventions, Speilberger State – Trait Anxiety Inventory (SPAI), completed by both group counseling and interactive lectures groups again. In control group, the second questionnaire was also completed 4 weeks after completing the initial questionnaire. Data analysis was performed using spss software version 18. At first, the Kalmogorov-Smiranov test was carried out and then chi square tests, Independent t-test, paired t-test, ANOVA test, and Dunnett's post hoc test were applied. Results: Findings show that group counseling and interactive lecture with reducing state and trait anxiety in significant level of P=0/000 contribute to reduction of anxiety in nulliparous pregnant mothers. However, in this study, group counseling was more effective than an interactive lecture in reducing participants' anxiety, but this difference was not significant (P≥0/05). Conclusions: According to the results of this study, it is suggested that by screening of psychological - mental problems of pregnant women in periodic care during pregnancy be considered by revised prenatal care plans and creation of counseling and training units at health centers. Besides owing to the fact that both interactive lecture and group counseling method were effective in reducing anxiety, these methods should be used proportionate to situations and facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20counseling" title=" group counseling"> group counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20therapy" title=" cognitive therapy"> cognitive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20lecture" title=" interactive lecture"> interactive lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=nulliparous" title=" nulliparous"> nulliparous</a> </p> <a href="https://publications.waset.org/abstracts/43056/comparison-of-effect-of-group-counseling-with-cognitive-therapy-approach-and-interactive-lectures-on-anxiety-during-pregnancy-in-primiparas-a-clinical-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> Investigation of the Acoustic Properties of Recycled Felt Panels and Their Application in Classrooms and Multi-Purpose Halls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivanova%20B.%20Natalia">Ivanova B. Natalia</a>, <a href="https://publications.waset.org/abstracts/search?q=Djambova%20%D0%A2.%20Svetlana"> Djambova Т. Svetlana</a>, <a href="https://publications.waset.org/abstracts/search?q=Hristev%20S.%20Ivailo"> Hristev S. Ivailo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acoustic properties of recycled felt panels have been investigated using various methods. Experimentally, the sound insulation of the panels has been evaluated for frequencies in the range of 600 Hz to 4000 Hz, utilizing a small-sized acoustic chamber. Additionally, the sound absorption coefficient for the frequency range of 63 Hz to 4000 Hz was measured according to the EN ISO 354 standard in a laboratory reverberation room. This research was deemed necessary after conducting reverberation time measurements of a university classroom following the EN ISO 3382-2 standard. The measurements indicated values of 2.86 s at 500 Hz, 3.23 s at 1000 Hz, and 2.53 s at 2000 Hz, which significantly exceeded the requirements set by the national regulatory framework (0.6s) for such premises. For this reason, recycled felt panels have been investigated in the laboratory, showing very good acoustic properties at high frequencies. To enhance performance in the low frequencies, the influence of the distance of the panel spacing was examined. Furthermore, the sound insulation of the panels was studied to expand the possibilities of their application, both for the acoustic treatment of educational and multifunctional halls and for sound insulation purposes (e.g., a suspended ceiling with an air gap passing from room to room). As a conclusion, a theoretical acoustic design of the classroom has been carried out with suggestions for improvements to achieve the necessary acoustic and aesthetic parameters for such rooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20panels" title="acoustic panels">acoustic panels</a>, <a href="https://publications.waset.org/abstracts/search?q=recycled%20felt" title=" recycled felt"> recycled felt</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20absorption" title=" sound absorption"> sound absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20insulation" title=" sound insulation"> sound insulation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20acoustics" title=" classroom acoustics"> classroom acoustics</a> </p> <a href="https://publications.waset.org/abstracts/167058/investigation-of-the-acoustic-properties-of-recycled-felt-panels-and-their-application-in-classrooms-and-multi-purpose-halls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167058.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">90</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">185</span> The Digital Library and Its Influential Role in Developing the Establishment of the Grand Egyptian Museum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haitham%20Magdy%20Hamad">Haitham Magdy Hamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Ahmed%20Madkour"> Mohamed Ahmed Madkour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The essential role of the digital library in developing museum display methods, recording ancient Egyptian antiquities, facilitating scientific research, and storing antiquities in the Grand Egyptian Museum, which helped and saved a lot of time and money spent to equip the Grand Egyptian Museum. The technology of digital libraries, linking it to ancient Egyptian antiquities and the latest results, which scientific research has reached in the field of libraries and its impact on many areas of tourism and antiquities. The research also aims to show the main role of the digital library and the Arab countries emulating European countries in digitizing libraries and recent developments in Egyptian libraries and their role in many areas of life and linking them to Egyptology. The research will also explain how the museum display methods will be developed in the Grand Egyptian Museum, and the recording of ancient Egyptian antiquities in order to facilitate the process of scientific research and methods of storing antiquities will also work to save time and effort for researchers. The research will also deal with lighting and its prominent role in the display in the interior design and coordination of the Grand Egyptian Museum, through which the unique artifacts and artifacts displayed can be displayed, and they can be used in a strong or simple form. Depending on the condition of the piece to be displayed. The research will also go to show the role of the digital library in how the Grand Egyptian Museum contains gathering areas and how to distribute spaces, guidance, information, reception, libraries, lecture halls, restaurants, cafeterias, shops, permanent and temporary galleries, and bathrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=library" title=" library"> library</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=archaeology" title=" archaeology"> archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=grand%20Egyptian%20museum" title=" grand Egyptian museum"> grand Egyptian museum</a>, <a href="https://publications.waset.org/abstracts/search?q=numbering" title=" numbering"> numbering</a> </p> <a href="https://publications.waset.org/abstracts/163761/the-digital-library-and-its-influential-role-in-developing-the-establishment-of-the-grand-egyptian-museum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lecture%20halls&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lecture%20halls&page=3">3</a></li> <li class="page-item"><a class="page-link" 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