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failure</title> <meta name="description" content="Search results for: student failure"> <meta name="keywords" content="student failure"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="student failure"> <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> 4837</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: student failure</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4837</span> A Redesigned Pedagogy in Introductory Programming Reduces Failure and Withdrawal Rates by Half</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Fares">Said Fares</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Fares"> Mary Fares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well documented that introductory computer programming courses are difficult and that failure rates are high. The aim of this project was to reduce the high failure and withdrawal rates in learning to program. This paper presents a number of changes in module organization and instructional delivery system in teaching CS1. Daily out of class help sessions and tutoring services were applied, interactive lectures and laboratories, online resources, and timely feedback were introduced. Five years of data of 563 students in 21 sections was collected and analyzed. The primary results show that the failure and withdrawal rates were cut by more than half. Student surveys indicate a positive evaluation of the modified instructional approach, overall satisfaction with the course and consequently, higher success and retention rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=failure%20rate" title="failure rate">failure rate</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive 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=CS1" title=" CS1"> CS1</a> </p> <a href="https://publications.waset.org/abstracts/7328/a-redesigned-pedagogy-in-introductory-programming-reduces-failure-and-withdrawal-rates-by-half" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7328.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">308</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">4836</span> EDM for Prediction of Academic Trends and Patterns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Trupti%20Diwan">Trupti Diwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Predicting student failure at school has changed into a difficult challenge due to both the large number of factors that can affect the reduced performance of students and the imbalanced nature of these kinds of data sets. This paper surveys the two elements needed to make prediction on Students’ Academic Performances which are parameters and methods. This paper also proposes a framework for predicting the performance of engineering students. Genetic programming can be used to predict student failure/success. Ranking algorithm is used to rank students according to their credit points. The framework can be used as a basis for the system implementation & prediction of students’ Academic Performance in Higher Learning Institute. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20failure" title=" student failure"> student failure</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar-based%20genetic%20programming" title=" grammar-based genetic programming"> grammar-based genetic programming</a> </p> <a href="https://publications.waset.org/abstracts/20702/edm-for-prediction-of-academic-trends-and-patterns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20702.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">422</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">4835</span> The Functions of the Student Voice and Student-Centred Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%27s%20voice" title="student's voice">student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/155423/the-functions-of-the-student-voice-and-student-centred-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155423.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">91</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">4834</span> Statistical Analysis of Failure Cases in Aerospace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20Lv">J. H. Lv</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Z.%20Wang"> W. Z. Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=S.W.%20Liu"> S.W. Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The major concern in the aviation industry is the flight safety. Although great effort has been put onto the development of material and system reliability, the failure cases of fatal accidents still occur nowadays. Due to the complexity of the aviation system, and the interaction among the failure components, the failure analysis of the related equipment is a little difficult. This study focuses on surveying the failure cases in aviation, which are extracted from failure analysis journals, including Engineering Failure Analysis and Case studies in Engineering Failure Analysis, in order to obtain the failure sensitive factors or failure sensitive parts. The analytical results show that, among the failure cases, fatigue failure is the largest in number of occurrence. The most failed components are the disk, blade, landing gear, bearing, and fastener. The frequently failed materials consist of steel, aluminum alloy, superalloy, and titanium alloy. Therefore, in order to assure the safety in aviation, more attention should be paid to the fatigue failures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aerospace" title="aerospace">aerospace</a>, <a href="https://publications.waset.org/abstracts/search?q=disk" title=" disk"> disk</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20analysis" title=" failure analysis"> failure analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a> </p> <a href="https://publications.waset.org/abstracts/77819/statistical-analysis-of-failure-cases-in-aerospace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77819.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">332</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">4833</span> Downside Risk Analysis of the Nigerian Stock Market: A Value at Risk Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godwin%20Chigozie%20Okpara">Godwin Chigozie Okpara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper using standard GARCH, EGARCH, and TARCH models on day of the week return series (of 246 days) from the Nigerian Stock market estimated the model variants’ VaR. An asymmetric return distribution and fat-tail phenomenon in financial time series were considered by estimating the models with normal, student t and generalized error distributions. The analysis based on Akaike Information Criterion suggests that the EGARCH model with student t innovation distribution can furnish more accurate estimate of VaR. In the light of this, we apply the likelihood ratio tests of proportional failure rates to VaR derived from EGARCH model in order to determine the short and long positions VaR performances. The result shows that as alpha ranges from 0.05 to 0.005 for short positions, the failure rate significantly exceeds the prescribed quintiles while it however shows no significant difference between the failure rate and the prescribed quantiles for long positions. This suggests that investors and portfolio managers in the Nigeria stock market have long trading position or can buy assets with concern on when the asset prices will fall. Precisely, the VaR estimates for the long position range from -4.7% for 95 percent confidence level to -10.3% for 99.5 percent confidence level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=downside%20risk" title="downside risk">downside risk</a>, <a href="https://publications.waset.org/abstracts/search?q=value-at-risk" title=" value-at-risk"> value-at-risk</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20rate" title=" failure rate"> failure rate</a>, <a href="https://publications.waset.org/abstracts/search?q=kupiec%20LR%20tests" title=" kupiec LR tests"> kupiec LR tests</a>, <a href="https://publications.waset.org/abstracts/search?q=GARCH%20models" title=" GARCH models "> GARCH models </a> </p> <a href="https://publications.waset.org/abstracts/21471/downside-risk-analysis-of-the-nigerian-stock-market-a-value-at-risk-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21471.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">443</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">4832</span> Failure Localization of Bipolar Integrated Circuits by Implementing Active Voltage Contrast</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yiqiang%20Ni">Yiqiang Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuanlong%20Chen"> Xuanlong Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Enliang%20Li"> Enliang Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Linting%20Zheng"> Linting Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Shizheng%20Yang"> Shizheng Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bipolar ICs are playing an important role in military applications, mainly used in logic gates, such as inverter and NAND gate. The defect of metal break located on the step is one of the main failure mechanisms of bipolar ICs, resulting in open-circuit or functional failure. In this situation, general failure localization methods like optical beam-induced resistance change (OBIRCH) and photon emission microscopy (PEM) might not be fully effective. However, active voltage contrast (AVC) can be used as a voltage probe, which may pinpoint the incorrect potential and thus locate the failure position. Two case studies will be present in this paper on how to implement AVC for failure localization, and the detailed failure mechanism will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bipolar%20IC" title="bipolar IC">bipolar IC</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20localization" title=" failure localization"> failure localization</a>, <a href="https://publications.waset.org/abstracts/search?q=metal%20break" title=" metal break"> metal break</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20failure" title=" open failure"> open failure</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20contrast" title=" voltage contrast"> voltage contrast</a> </p> <a href="https://publications.waset.org/abstracts/132527/failure-localization-of-bipolar-integrated-circuits-by-implementing-active-voltage-contrast" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132527.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">291</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">4831</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</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=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.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">105</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">4830</span> Student-Athletes Self-Concept, GPA and Training in the Climate of Social Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indhumathi%20Gopal">Indhumathi Gopal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Johnson"> Ashley Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media use for communication among college student-athletes is growing. There is little research on student-athletes use of Blogs, one of the online communication tool outlets. Twenty-seven student-athletes, aged 18-24 years completed a student perception questionnaire which assessed demographics, the effect of blogging on college student-athletes self-concept, the correlation of age, GPA and blogging as well as the training students received in the use of social media. Descriptive statistics and Pearson correlations were analyzed examined. Results indicated a significant correlation between use of Blogs and student age (p < .01) and student GPA earned (p < .01). With respect to self-concept, results suggest that blogging could be a useful tool for communication but can present challenges, could affect student self-esteem either, positively or negatively. The training student-athletes received in the use of social media was not adequate. College athletes’ can more easily divulge information about their personal lives and opinions on social media and challenge the athletic programs and their own future. The findings of the study suggest implications for student-athletes to be better prepared for the current media climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a> </p> <a href="https://publications.waset.org/abstracts/34537/student-athletes-self-concept-gpa-and-training-in-the-climate-of-social-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34537.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">592</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">4829</span> A Qualitative Student-Perspective Study of Student-Centered Learning Practices in the Context of Irish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Logue">Pauline Logue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the Irish Department of Education and Skills has pro-actively promoted student-center learning methodologies. Similarly, the National Forum for the Enhancement of Teaching and Learning has advocated such strategies, aligning them with student success. These developments have informed the author’s professional practice as a teacher educator. This qualitative student-perspective study focuses on a review of one pilot initiative in the academic year 2020-2021, namely, the implementation of universal design for learning strategies within teacher education, employing student-centered learning strategies. Findings included: that student-centered strategies enhanced student performance and success overall, with some minor evidence of student resistance. It was concluded that a dialogical review with student teachers on prior learning experiences (from intellectual and affective perspectives) and learning environments (physical, virtual, and emotional) could facilitate greater student ownership of learning. It is recommended to more formally structure such a dialogical review in a future delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title="professional practice">professional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/141446/a-qualitative-student-perspective-study-of-student-centered-learning-practices-in-the-context-of-irish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141446.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">4828</span> Increasing Student Engagement in Online Educational Leadership Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Deschaine">Mark Deschaine</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Whale"> David Whale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews non-traditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seemed to be a key in keeping students involved and achieving, with specific activities routinely favored by students. It is recommended that time spent engaging students is worthwhile and results in greater course satisfaction and academic effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</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/67208/increasing-student-engagement-in-online-educational-leadership-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67208.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">352</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">4827</span> A Universal Approach to Categorize Failures in Production</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konja%20Kn%C3%BCppel">Konja Knüppel</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerrit%20Meyer"> Gerrit Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Nyhuis"> Peter Nyhuis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing interconnectedness and complexity of production processes raise the susceptibility of production systems to failure. Therefore, the ability to respond quickly to failures is increasingly becoming a competitive factor. The research project "Sustainable failure management in manufacturing SMEs" is developing a methodology to identify failures in the production and select preventive and reactive measures in order to correct failures and to establish sustainable failure management systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=failure%20categorization" title="failure categorization">failure categorization</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20management" title=" failure management"> failure management</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20performance" title=" logistic performance"> logistic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20optimization" title=" production optimization"> production optimization</a> </p> <a href="https://publications.waset.org/abstracts/2637/a-universal-approach-to-categorize-failures-in-production" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4826</span> RFID Based Student Attendance System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aniket%20Tiwari">Aniket Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameya%20London"> Ameya London</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based student attendance management system is required to assist the faculty and the lecturer for the time-consuming process. For this purpose, GSM/GPRS (Global System for Mobile Communication/General Packet Radio Service) based student’s attendance management system using RFID (Radio Frequency Identification) is a much convenient method to take the attendance. Student is provided with the RFID tags. When student comes near to the reader, it will sense the respective student and update attendance. The whole process is controlled using the microcontroller. The main advantage of this system is that it reduced the complexity comparison to student attendance system using RF technology. This system requires only one microcontroller for the operation, it is real time process. This paper reviews some of these monitoring systems and proposes a GPRS based student attendance system. The system can be easily accessed by the lecturers via the web and most importantly, the reports can be generated in real-time processing, thus, provides valuable information about the students’ commitments in attending the classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RFID%20reader" title="RFID reader">RFID reader</a>, <a href="https://publications.waset.org/abstracts/search?q=RFID%20tags" title=" RFID tags"> RFID tags</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=attendance" title=" attendance"> attendance</a> </p> <a href="https://publications.waset.org/abstracts/16081/rfid-based-student-attendance-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16081.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">507</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">4825</span> The Influence of Winding Angle on Functional Failure of FRP Pipes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roham%20Rafiee">Roham Rafiee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Hesamsadat"> Hadi Hesamsadat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a parametric finite element modeling is developed to analyze failure modes of FRP pipes subjected to internal pressure. First-ply failure pressure and functional failure pressure was determined by a progressive damage modeling and then it is validated using experimental observations. The influence of both winding angle and fiber volume fraction is studied on the functional failure of FRP pipes and it corresponding pressure. It is observed that despite the fact that increasing fiber volume fraction will enhance the mechanical properties, it will be resulted in lower values for functional failure pressure. This shortcoming can be compensated by modifying the winding angle in angle plies of pipe wall structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=composite%20pipe" title="composite pipe">composite pipe</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20failure" title=" functional failure"> functional failure</a>, <a href="https://publications.waset.org/abstracts/search?q=progressive%20modeling" title=" progressive modeling"> progressive modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=winding%20angle" title=" winding angle"> winding angle</a> </p> <a href="https://publications.waset.org/abstracts/1399/the-influence-of-winding-angle-on-functional-failure-of-frp-pipes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1399.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">546</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">4824</span> Development of the Academic Model to Predict Student Success at VUT-FSASEC Using Decision Trees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Langa%20Hendrick%20Musawenkosi">Langa Hendrick Musawenkosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Twala%20Bhekisipho"> Twala Bhekisipho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The success or failure of students is a concern for every academic institution, college, university, governments and students themselves. Several approaches have been researched to address this concern. In this paper, a view is held that when a student enters a university or college or an academic institution, he or she enters an academic environment. The academic environment is unique concept used to develop the solution for making predictions effectively. This paper presents a model to determine the propensity of a student to succeed or fail in the French South African Schneider Electric Education Center (FSASEC) at the Vaal University of Technology (VUT). The Decision Tree algorithm is used to implement the model at FSASEC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FSASEC" title="FSASEC">FSASEC</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20environment%20model" title=" academic environment model"> academic environment model</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=k-nearest%20neighbor" title=" k-nearest neighbor"> k-nearest neighbor</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=popularity%20index" title=" popularity index"> popularity index</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20vector%20machine" title=" support vector machine"> support vector machine</a> </p> <a href="https://publications.waset.org/abstracts/77040/development-of-the-academic-model-to-predict-student-success-at-vut-fsasec-using-decision-trees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4823</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.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">256</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">4822</span> Ice Breakers: A Tool for Esl Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazia%20Shehzad">Nazia Shehzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An icebreaker is a facilitation exercise intended to help a group to begin the process of forming themselves into a team. Icebreakers are commonly presented as a game to ‘warm up’ the group by helping the members to get to know each other. They often focus on sharing personal information such as names, hobbies, etc. Challenging icebreakers also have the ability to allow a group to be better prepared to complete its assigned tasks. For example, if the team's objective is to redesign a business process such as Accounts Payable, the icebreaker activity might take the team through a process analysis. The analysis could include the identification of failure points, challenging assumptions, and development of new solutions — all in a simpler and ‘safer’ setting where the team can practice the group dynamics which they will use to solve the assigned problem. Icebreakers help establish a positive environment and provide an opportunity for students to get to know one another and the instructor. Both are critical to the retention and success of students. There are a number of benefits of using ice-breakers activities in the classroom. It reduces both student and instructor anxiety prior to introducing the course, fosters in a powerful way both student-student and faculty-student interactions. It creates an environment where the learner is expected to participate and the instructor is willing to listen, actively engage students from the onset. It conveys the message that the instructor cares about getting to know the students and makes it easier for students to form relationships early in the semester so they can work together both in and out of class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actively%20engages%20students" title="actively engages students">actively engages students</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitation%20exercise" title=" facilitation exercise"> facilitation exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty-%20student%20interactions" title=" faculty- student interactions"> faculty- student interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20dynamics" title="group dynamics">group dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=warm%20up" title=" warm up "> warm up </a> </p> <a href="https://publications.waset.org/abstracts/32104/ice-breakers-a-tool-for-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4821</span> Failure Cases Analysis in Petrochemical Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20W.%20Liu">S. W. Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20Lv"> J. H. Lv</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Z.%20Wang"> W. Z. Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the failure accidents in petrochemical industry have been frequent, and have posed great security problems in personnel and property. The improvement of petrochemical safety is highly requested in order to prevent re-occurrence of severe accident. This study focuses on surveying the failure cases occurred in petrochemical field, which were extracted from journals of engineering failure, including engineering failure analysis and case studies in engineering failure analysis. The relation of failure mode, failure mechanism, type of components, and type of materials was analyzed in this study. And the analytical results showed that failures occurred more frequently in vessels and piping among the petrochemical equipment. Moreover, equipment made of carbon steel and stainless steel accounts for the majority of failures compared to other materials. This may be related to the application of the equipment and the performance of the material. In addition, corrosion failures were the largest in number of occurrence in the failure of petrochemical equipment, in which stress corrosion cracking accounts for a large proportion. This may have a lot to do with the service environment of the petrochemical equipment. Therefore, it can be concluded that the corrosion prevention of petrochemical equipment is particularly important. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cases%20analysis" title="cases analysis">cases analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=corrosion" title=" corrosion"> corrosion</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=petrochemical%20industry" title=" petrochemical industry"> petrochemical industry</a> </p> <a href="https://publications.waset.org/abstracts/77797/failure-cases-analysis-in-petrochemical-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77797.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">307</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">4820</span> Performance Assessment of Three Unit Redundant System with Environmental and Human Failure Using Copula Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20V.%20Singh">V. V. Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have studied the reliability measures of a system, which consists of two subsystems i.e. subsystem-1 and subsystem-2 in series configuration under different types of failure. The subsystem-1 has three identical units in parallel configuration and operating under 2-out-of-3: G policy and connected to subsystem-2 in series configuration. Each subsystem has different types of failure and repair rates. An important cause for failure of system is unsuitability of the environmental conditions, like overheating, weather conditions, heavy rainfall, storm etc. The environmental failure is taken into account in the proposed repairable system. Supplementary variable technique is used to study of system and some traditional measures such as; availability, reliability, MTTF and profit function are obtained for different values of parameters. In the proposed model, some particular cases of failure rates are explicitly studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20failure" title="environmental failure">environmental failure</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20failure" title=" human failure"> human failure</a>, <a href="https://publications.waset.org/abstracts/search?q=availability" title=" availability"> availability</a>, <a href="https://publications.waset.org/abstracts/search?q=MTTF" title=" MTTF"> MTTF</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=profit%20analysis" title=" profit analysis"> profit analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gumbel-Hougaard%20family%20copula" title=" Gumbel-Hougaard family copula"> Gumbel-Hougaard family copula</a> </p> <a href="https://publications.waset.org/abstracts/46343/performance-assessment-of-three-unit-redundant-system-with-environmental-and-human-failure-using-copula-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46343.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4819</span> A Failure Investigations of High-Temperature Hydrogen Attack at Plat Forming Unit Furnace Elbow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Altoumi%20Alndalusi">Altoumi Alndalusi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High-temperature hydrogen attack (HTHA) failure is the common phenomena at elevated temperature in hydrogen environment in oil and gas field. The failure occurred once after four years at the internal surface of Platforming elbow. Both visual and microscopic examinations revealed that the failure was initiated due to blistering forming followed by large cracking at the inner surface. Crack morphology showed that the crack depth was about 50% of material wall thickness and its behavior generally was intergranular. This study concluded that the main reason led to failure due to incorrect material selection comparing to the platforming conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decarburization" title="decarburization">decarburization</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20affected%20zone" title=" heat affected zone"> heat affected zone</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20pressure" title=" partial pressure"> partial pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=plate%20form" title=" plate form"> plate form</a> </p> <a href="https://publications.waset.org/abstracts/97396/a-failure-investigations-of-high-temperature-hydrogen-attack-at-plat-forming-unit-furnace-elbow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4818</span> Theoretical Aspects and Practical Approach in the Research of the Human Capital of Student Volunteer Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalinina%20Anatasiia">Kalinina Anatasiia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pevnaya%20Mariya"> Pevnaya Mariya </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article concerns theoretical basis in the research of student volunteering, identifies references of student volunteering as a social community, classifies human capital indicators of student volunteers. Also there are presented the results of research of 450 student volunteers in Russia concerning the correlation between international volunteering and indicators of human capital of youth. Findings include compared characteristics of human capital of “potential” and “real” international student volunteers. Factor analysis revealed two categories of active students categories of active students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title="human capital">human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20volunteering" title=" international volunteering"> international volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20volunteering" title=" student volunteering"> student volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20community" title=" social community"> social community</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20volunteering" title=" youth volunteering"> youth volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20politics" title=" youth politics"> youth politics</a> </p> <a href="https://publications.waset.org/abstracts/34088/theoretical-aspects-and-practical-approach-in-the-research-of-the-human-capital-of-student-volunteer-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34088.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">556</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">4817</span> Overview on the Failure in the Multiphase Mechanical Seal in Centrifugal Pumps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aydin%20Azizi">Aydin Azizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al.%20Azizi"> Ahmed Al. Azizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mechanical seals are essential components in centrifugal pumps since they help in controlling leaking out of the liquid that is pumped under pressure. Unlike the common types of packaging, mechanical seals are highly efficient and they reduce leakage by a great extent. However, all multiphase mechanical seals leak and they are subject to failure. Some of the factors that have been recognized to their failure include excessive heating, open seal faces, as well as environment related factors that trigger failure of the materials used to manufacture seals. The proposed research study will explore the failure of multiphase mechanical seal in centrifugal pumps. The objective of the study includes how to reduce the failure in multiphase mechanical seals and to make them more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mechanical%20seals" title="mechanical seals">mechanical seals</a>, <a href="https://publications.waset.org/abstracts/search?q=centrifugal%20pumps" title=" centrifugal pumps"> centrifugal pumps</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20phase%20failure" title=" multi phase failure"> multi phase failure</a>, <a href="https://publications.waset.org/abstracts/search?q=excessive%20heating" title=" excessive heating"> excessive heating</a> </p> <a href="https://publications.waset.org/abstracts/44065/overview-on-the-failure-in-the-multiphase-mechanical-seal-in-centrifugal-pumps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44065.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">363</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">4816</span> Active Learning: Increase Learning through Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihan%20Albayati">Jihan Albayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Abdullah"> Kim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster focuses on the significance of active learning strategies and their usage in the ESL classroom. Active learning is a big shift from traditional lecturing to active student engagement which can enhance and enrich student learning; therefore, engaging students is the core of this approach. Students learn more when they participate in the process of learning such as discussions, debates, analysis, synthesis, or any form of activity that requires student involvement. In order to achieve active learning, teachers can use different instructional strategies that are conducive to learning and the selection of these strategies depends on student learning outcomes. Active learning techniques must be carefully designed and integrated into the classroom to increase critical thinking and student participation. This poster provides a concise definition of active learning and its importance, instructional strategies, active learning techniques and their impact on student engagement. Also, it demonstrates the differences between passive and active learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/65881/active-learning-increase-learning-through-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65881.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">494</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">4815</span> A Bathtub Curve from Nonparametric Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eduardo%20C.%20Guardia">Eduardo C. Guardia</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20W.%20M.%20Lima"> Jose W. M. Lima</a>, <a href="https://publications.waset.org/abstracts/search?q=Afonso%20H.%20M.%20Santos"> Afonso H. M. Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a nonparametric method to obtain the hazard rate “Bathtub curve” for power system components. The model is a mixture of the three known phases of a component life, the decreasing failure rate (DFR), the constant failure rate (CFR) and the increasing failure rate (IFR) represented by three parametric Weibull models. The parameters are obtained from a simultaneous fitting process of the model to the Kernel nonparametric hazard rate curve. From the Weibull parameters and failure rate curves the useful lifetime and the characteristic lifetime were defined. To demonstrate the model the historic time-to-failure of distribution transformers were used as an example. The resulted “Bathtub curve” shows the failure rate for the equipment lifetime which can be applied in economic and replacement decision models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bathtub%20curve" title="bathtub curve">bathtub curve</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20analysis" title=" failure analysis"> failure analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=lifetime%20estimation" title=" lifetime estimation"> lifetime estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=parameter%20estimation" title=" parameter estimation"> parameter estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=Weibull%20distribution" title=" Weibull distribution"> Weibull distribution</a> </p> <a href="https://publications.waset.org/abstracts/10780/a-bathtub-curve-from-nonparametric-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4814</span> Student Debt Loans and Labor Market Outcomes: A Lesson in Unintended Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sun-Ki%20Choi">Sun-Ki Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The U.S. student loan policy was initiated to improve the equality of educational opportunity and help low-income families to provide higher education opportunities for their children. However, with the increase in the average student loan amount, college graduates with student loans experience problems and restrictions in their early-career choices. This study examines the early career labor market choices of college graduates who obtained student loans to finance their higher education. In this study, National Survey of College Graduates (NSCG) data for 2017 and 2019 was used to estimate the effects of student loans on the employment status and current job wages of graduates with student loans. In the analysis, two groups of workers, those with student loans and those without loans, were compared. Using basic models and Mahalanobis distance matching, it was found that graduates who rely on student loans to finance their education are more likely to participate in the labor market than those who do not. Moreover, in entry-level jobs, graduates with student loans receive lower salaries than those without student loans. College graduates make job-related decisions based on their current and future wages and fringe benefits. Graduates with student loans tend to demonstrate risk-averse behaviors due to their financial restrictions. Thus, student loan debt creates inequity in the early-career labor market for college graduates. Furthermore, this study has implications for policymakers and researchers in terms of the student loan policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20loan" title="student loan">student loan</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20differential" title=" wage differential"> wage differential</a>, <a href="https://publications.waset.org/abstracts/search?q=unintended%20consequences" title=" unintended consequences"> unintended consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=mahalanobis%20distance%20matching" title=" mahalanobis distance matching"> mahalanobis distance matching</a> </p> <a href="https://publications.waset.org/abstracts/147854/student-debt-loans-and-labor-market-outcomes-a-lesson-in-unintended-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147854.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">118</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">4813</span> Performance Analysis of LINUX Operating System Connected in LAN Using Gumbel-Hougaard Family Copula Distribution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20V.%20Singh">V. V. Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we have focused on the study of a Linux operating system connected in a LAN (local area network). We have considered two different topologies STAR topology (subsystem-1) and BUS topology (subsystem-2) which are placed at two different places and connected to a server through a hub. In both topologies BUS topology and STAR topology, we have assumed 'n' clients. The system has two types of failure partial failure and complete failure. Further the partial failure has been categorized as minor partial failure and major partial failure. It is assumed that minor partial failure degrades the subsystem and the major partial failure brings the subsystem to break down mode. The system can completely failed due to failure of server hacking and blocking etc. The system is studied by supplementary variable technique and Laplace transform by taking different types of failure and two types of repairs. The various measures of reliability like availability of system, MTTF, profit function for different parametric values has been discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=star%20topology" title="star topology">star topology</a>, <a href="https://publications.waset.org/abstracts/search?q=bus%20topology" title=" bus topology"> bus topology</a>, <a href="https://publications.waset.org/abstracts/search?q=hacking" title=" hacking"> hacking</a>, <a href="https://publications.waset.org/abstracts/search?q=blocking" title=" blocking"> blocking</a>, <a href="https://publications.waset.org/abstracts/search?q=linux%20operating%20system" title=" linux operating system"> linux operating system</a>, <a href="https://publications.waset.org/abstracts/search?q=Gumbel-Hougaard%20family%20copula" title=" Gumbel-Hougaard family copula"> Gumbel-Hougaard family copula</a>, <a href="https://publications.waset.org/abstracts/search?q=supplementary%20variable" title=" supplementary variable "> supplementary variable </a> </p> <a href="https://publications.waset.org/abstracts/33606/performance-analysis-of-linux-operating-system-connected-in-lan-using-gumbel-hougaard-family-copula-distribution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33606.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">577</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">4812</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <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=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.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">81</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">4811</span> Implantology Failure: Epidemiological Survey among Tunisian Dentists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faten%20Khanfir">Faten Khanfir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Tlili"> Mohamed Tlili</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Medeb%20Hamrouni"> Ali Medeb Hamrouni</a>, <a href="https://publications.waset.org/abstracts/search?q=Raki%20Selmi"> Raki Selmi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Khalfi"> M. S. Khalfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Faten%20Ben%20Amor"> Faten Ben Amor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: dental implant failure is a major concern for the clinician and the patient. Objectives: The aim of our study is to investigate the way in which 100 Tunisian dentists carried implant treatment for their patients from the early phase of planning and selection of patients to the placement of the implant in order to look for the implant failure factors. Results: significant correlations were found between failure rates > 5 and their corresponding factors as the number of implants placed (p = 0.001<0, 05), smoking (0.046 <0.05), unbalanced diabetes (0.03<0.05), aseptic protocol (= 0.004< 0.05) and the drilling speed (0,002<0.05) Conclusion: It seems that the number of implant placed, smoking, diabetes, aseptic protocol, and the drilling speed may contribute to dental implant failure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=failure" title="failure">failure</a>, <a href="https://publications.waset.org/abstracts/search?q=implants" title=" implants"> implants</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=osseointegration" title=" osseointegration"> osseointegration</a> </p> <a href="https://publications.waset.org/abstracts/144098/implantology-failure-epidemiological-survey-among-tunisian-dentists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4810</span> The Factor Affecting the Students’ Participation and Satisfaction in Activities of Student Affairs in Faculty of Management Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natthiya%20Nuchanang">Natthiya Nuchanang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pannarunsri%20Inpayung"> Pannarunsri Inpayung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of participation in student affair activity, Faculty of Management Science of Suan Sunandha Rajabhat University, these objective were 1) to study of need and attention activity of SUT student 2) to study of participation and sufficient of student affair activity and advantage of student participation. The populations were 400 undergrad students year 1st-4th. The data were analyzed by descriptive statistics. The result found that; 1. The need of participate activity of students was medium level. Environment Conservation club and Badminton club were high level of experience for student. 2. The need and attention of activity were sufficient for student. Almost problems were not having enough time. 3. The advantages of activity were high level.4. The satisfaction of students for student affair unit was high level. Major problem that students do not attend, the tired from studying, Where the activity is not permitting, activities are not interesting and activity implementation overhead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20management%20science" title="faculty of management science">faculty of management science</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20in%20activities%20of%20student%20affairs" title=" satisfaction in activities of student affairs"> satisfaction in activities of student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20participation" title=" students’ participation"> students’ participation</a> </p> <a href="https://publications.waset.org/abstracts/44803/the-factor-affecting-the-students-participation-and-satisfaction-in-activities-of-student-affairs-in-faculty-of-management-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44803.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">357</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">4809</span> Model of Monitoring and Evaluation of Student’s Learning Achievement: Application of Value-Added Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title="learning achievement">learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20assessment" title=" value-added assessment"> value-added assessment</a> </p> <a href="https://publications.waset.org/abstracts/12155/model-of-monitoring-and-evaluation-of-students-learning-achievement-application-of-value-added-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12155.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">424</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">4808</span> Effects of a Student-Centered Approach to Assessment on Students' Attitudes towards 'Applied Statistics' Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anduela%20Lile">Anduela Lile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this cross sectional study was to investigate the effectiveness of teaching and learning Statistics from a student centered perspective in higher education institutions. Statistics education has emphasized the application of tangible and interesting examples in order to motivate students learning about statistical concepts. Participants in this study were 112 bachelor students enrolled in the ‘Applied Statistics’ course in Sports University of Tirana. Experimental group students received a student-centered teaching approach; Control group students received an instructor-centered teaching approach. This study found student-centered approach student group had statistically significantly higher assessments scores (52.1 ± 18.9) at the end of the evaluation compared to instructor-centered approach student group (61.8 ± 16.4), (t (108) = 2.848, p = 0.005). Results concluded that student-centered perspective can improve student positive attitude to statistical methods and to motivate project work. Therefore, findings of this study may be very useful to the higher education institutions to establish their learning strategies especially for courses related to Statistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student-centered" title="student-centered">student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor-centered" title=" instructor-centered"> instructor-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20assessment" title=" course assessment"> course assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a> </p> <a href="https://publications.waset.org/abstracts/77365/effects-of-a-student-centered-approach-to-assessment-on-students-attitudes-towards-applied-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77365.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">280</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=student%20failure&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=student%20failure&page=3">3</a></li> <li class="page-item"><a class="page-link" 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