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presentation</title> <meta name="description" content="Search results for: guide presentation"> <meta name="keywords" content="guide presentation"> <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="guide presentation"> <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> 2537</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: guide presentation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2537</span> Implementing Contextual Approach to Improve EFL Learners’ English Speaking Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanik">Samanik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This writing is correlated with English teaching material development, Contextual Teaching Learning (CTL). CTL is believed to facilitate students with real world challenge. Contextual Teaching and Learning is identified as a promising strategy that actively engages students and promotes skills development. It is based on the notion that learning can only occur when students are able to connect between content and context. It also helps teachers link between the materials taught with real-world situations and encourage students to make connection between the knowledge possessed by its application. Besides, it directs students to be critical and analytical. In accordance, this paper looks for the opportunity to improve EFL learners’ English speaking skill through tour guide presentation. A single case study will be conducted to highlight EFL learners’ experience of doing tour guide presentation in the English class room setting. The writer assumes that CLT will contribute positively to EFL learners’ English speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking%20skill" title="English speaking skill">English speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20teaching%20learning" title=" contextual teaching learning"> contextual teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20presentation" title=" tour guide presentation"> tour guide presentation</a> </p> <a href="https://publications.waset.org/abstracts/55011/implementing-contextual-approach-to-improve-efl-learners-english-speaking-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55011.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">2536</span> The Guide Presentation: The Grand Palace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuchanat%20Handumrongkul%20Danaya%20Darnsawasdi">Nuchanat Handumrongkul Danaya Darnsawasdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anantachai%20Aeka"> Anantachai Aeka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To be a model for performing oral presentations by the tour guides, this research has been conducted. In order to develop French language teaching and studying for tourism, its purpose is to analyze the content used by tour guides. The study employed audio recordings of these presentations as an interview method in authentic situations, having four guides as respondents and information providers. The data was analyzed through content analysis. The results found that the tour guides described eight important items by giving more importance to details at Wat Phra Kaew or the Temple of the Emerald Buddha than at the palaces. They preferred the buildings upon the upper terrace, Buddhist cosmology, the decoration techniques, the royal chapel, the mural paintings, Thai offerings to Buddha images, palaces with architectural features and functions including royal ceremonies and others. This information represents the Thai characteristics of each building and other related content. The findings were used as a manual for guides for how to describe a tourist attraction, especially the temple and other related cultural topics of interest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guide" title="guide">guide</a>, <a href="https://publications.waset.org/abstracts/search?q=guide%20presentation" title=" guide presentation"> guide presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=Grand%20Palace" title=" Grand Palace"> Grand Palace</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddhist%20cosmology" title=" Buddhist cosmology"> Buddhist cosmology</a> </p> <a href="https://publications.waset.org/abstracts/19332/the-guide-presentation-the-grand-palace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19332.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">500</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">2535</span> “Presently”: A Personal Trainer App to Self-Train and Improve Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyam%20Mehraaj">Shyam Mehraaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Samanthi%20E.%20R.%20Siriwardana"> Samanthi E. R. Siriwardana</a>, <a href="https://publications.waset.org/abstracts/search?q=Shehara%20A.%20K.%20G.%20H."> Shehara A. K. G. H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wanigasinghe%20N.%20T."> Wanigasinghe N. T.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wandana%20R.%20A.%20K."> Wandana R. A. K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wedage%20C.%20V."> Wedage C. V.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A presentation is a critical tool for conveying not just spoken information but also a wide spectrum of human emotions. The single most effective thing to make the presentation successful is to practice it beforehand. Preparing for a presentation has been shown to be essential for improving emotional control, intonation and prosody, pronunciation, and vocabulary, as well as the quality of the presentation slides. As a result, practicing has become one of the most critical parts of giving a good presentation. In this research, the main focus is to analyze the audio, video, and slides of the presentation uploaded by the presenters. This proposed solution is based on the Natural Language Processing and Computer Vision techniques to cater to the requirement for the presenter to do a presentation beforehand using a mobile responsive web application. The proposed system will assist in practicing the presentation beforehand by identifying the presenters’ emotions, body language, tonality, prosody, pronunciations and vocabulary, and presentation slides quality. Overall, the system will give a rating and feedback to the presenter about the performance so that the presenters’ can improve their presentation skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=presentation" title="presentation">presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20learning%20processing" title=" natural learning processing"> natural learning processing</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title=" computer vision"> computer vision</a> </p> <a href="https://publications.waset.org/abstracts/150559/presently-a-personal-trainer-app-to-self-train-and-improve-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150559.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">2534</span> The Quality of the Presentation Influence the Audience Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gilang%20Maulana">Gilang Maulana</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhika%20Rahma%20Qomariah"> Dhika Rahma Qomariah</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasin%20Fadil"> Yasin Fadil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This research meant to measure the magnitude of the influence of the quality of the presentation to the targeted audience perception in catching information presentation. Design/Methodology/Approach: This research uses a quantitative research method. The kind of data that uses in this research is the primary data. The population in this research are students the economics faculty of Semarang State University. The sampling techniques uses in this research is purposive sampling. The retrieving data uses questionnaire on 30 respondents. The data analysis uses descriptive analysis. Result: The quality of presentation influential positive against perception of the audience. This proved that the more qualified presentation will increase the perception of the audience. Limitation: Respondents were limited to only 30 people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20presentation" title="quality of presentation">quality of presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=audience" title=" audience"> audience</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=semarang%20state%20university" title=" semarang state university"> semarang state university</a> </p> <a href="https://publications.waset.org/abstracts/34240/the-quality-of-the-presentation-influence-the-audience-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34240.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">392</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">2533</span> Affirming Students’ Attention and Perceptions on Prezi Presentation via Eye Tracking System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood">Mona Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshazlina%20Shaik%20Othman"> Norshazlina Shaik Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate graduate students’ visual attention and perceptions of a Prezi presentation. Ten post-graduate master students were presented with a Prezi presentation at the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia (USM). The eye movement indicators such as dwell time, average fixation on the areas of interests, heat maps and focus maps were abstracted to indicate the students’ visual attention. Descriptive statistics was employed to analyze the students’ perception of the Prezi presentation in terms of text, slide design, images, layout and overall presentation. The result revealed that the students paid more attention to the text followed by the images and sub heading presented through the Prezi presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=Prezi" title=" Prezi"> Prezi</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/18507/affirming-students-attention-and-perceptions-on-prezi-presentation-via-eye-tracking-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18507.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">441</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">2532</span> Numerical Investigation the Effect of Adjustable Guide Vane for Improving the Airflow Rate in Axial Fans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behzad%20Shahizare">Behzad Shahizare</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Nik-Ghazali"> N. Nik-Ghazali</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannan%20M.%20Munisamy"> Kannan M. Munisamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyedsaeed%20Tabatabaeikia"> Seyedsaeed Tabatabaeikia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is to clarify the effect of the adjustable outlet guide vane (OGV) on the axial fan. Three-dimensional Numerical study was performed to analyze the effect of adjustable guide vane for improving the airflow rate in axial fans. Grid independence test was done between five different meshes in order to choose the reliable mesh. In flow analyses, Reynolds averaged Navier-Stokes (RANS) equations was solved using three types of turbulence models named k-ɛ, k-ω and k-ω SST. The aerodynamic performances of the fan and guide vane were evaluated. Numerical method was validated by comparing with experimental test according to AMECA 210 standard. Results showed that, by using the adjustable guide vane the airflow rate is increased around 3% to 6 %. The maximum enhancement of the airflow rate was achieved when pressure was 374pa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=axial%20fan" title="axial fan">axial fan</a>, <a href="https://publications.waset.org/abstracts/search?q=adjustable%20guide%20vane" title=" adjustable guide vane"> adjustable guide vane</a>, <a href="https://publications.waset.org/abstracts/search?q=CFD" title=" CFD"> CFD</a>, <a href="https://publications.waset.org/abstracts/search?q=turbo%20machinery" title=" turbo machinery "> turbo machinery </a> </p> <a href="https://publications.waset.org/abstracts/44057/numerical-investigation-the-effect-of-adjustable-guide-vane-for-improving-the-airflow-rate-in-axial-fans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44057.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">2531</span> Food Effects and Food Choices: Aligning the Two for Better Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Monro">John Monro</a>, <a href="https://publications.waset.org/abstracts/search?q=Suman%20Mishra"> Suman Mishra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Choosing foods for health benefits requires information that accurately represents the relative effectiveness of foods with respect to specific health end points, or with respect to responses leading to health outcomes. At present consumers must rely on nutrient composition data, and on health claims to guide them to healthy food choices. Nutrient information may be of limited usefulness because it does not reflect the effect of food structure and food component interactions – that is, whole food effects. Health claims demand stringent criteria that exclude most foods, even though most foods have properties through which they may contribute to positive health outcomes in a diet. In this presentation, we show how the functional efficacy of foods may be expressed in the same format as nutrients, with weight units, as virtual food components that allow a nutrition information panel to show not only what a food is, but also what it does. In the presentation, two body responses linked to well-being are considered – glycaemic response and colonic bulk – in order to illustrate the concept. We show how the nutrient information on available carbohydrates and dietary fibre values obtained by food analysis methods fail to provide information of the glycaemic potency or the colonic bulking potential of foods, because of failings in the methods and approach taken to food analysis. It is concluded that a category of food values that represent the functional efficacy of foods is required to accurately guide food choices for health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dietary%20fibre" title="dietary fibre">dietary fibre</a>, <a href="https://publications.waset.org/abstracts/search?q=glycaemic%20response" title=" glycaemic response"> glycaemic response</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20values" title=" food values"> food values</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20effects" title=" food effects"> food effects</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a> </p> <a href="https://publications.waset.org/abstracts/30812/food-effects-and-food-choices-aligning-the-two-for-better-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30812.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">502</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">2530</span> Visitor Expectation on a Tour Guide Business as Part of Promoting the Sustainability Tourism in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kawinphat%20Lertpontmanee">Kawinphat Lertpontmanee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tourism industry in Thailand is regarded as an energizer of the domestic economy for several years. With this reason, researchers aim to study Visitor Expectation on a Tour Guide Business as part of promoting the Sustainability Tourism in Thailand. The study collected data via questionnaires from the population of 400 samples who have experienced the tour guide and traveling business. The research was studied by divided samples into two main groups, male samples and female sample. There are differences on their average salary per month and expectation on the tour company as part of promoting the Sustainability Tourism of the country. The majority of samples expect that the tour guide company will present the awareness of operating their business without any impact to the environment, offering an appropriated quality trips and offering a valuable price. The tour guide companies were expected to be expanded and operated in regional level in order to strengthen the community economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20business" title=" tour guide business"> tour guide business</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20tourism" title=" sustainability tourism"> sustainability tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sightseeing%20business" title=" sightseeing business"> sightseeing business</a> </p> <a href="https://publications.waset.org/abstracts/39962/visitor-expectation-on-a-tour-guide-business-as-part-of-promoting-the-sustainability-tourism-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39962.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">320</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">2529</span> Mannequin Evaluation of 3D-Printed Intermittent Oro-Esophageal Tube Guide for Dysphagia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yujin%20Jeong">Yujin Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Youkyung%20Son"> Youkyung Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Myounghwan%20Choi"> Myounghwan Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanghyub%20Lee"> Sanghyub Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sangyeol%20Lee"> Sangyeol Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Changho%20Hwang"> Changho Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyo-in%20Koo"> Kyo-in Koo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dysphasia is difficulty in swallowing food because of oral cavity impairments induced by stroke, muscle damage, tumor. Intermittent oro-esophageal (IOE) tube feeding is one of the well-known feeding methods for the dysphasia patients. However, it is hard to insert at the proper position in esophagus. In this study, we design and fabricate the IOE tube guide using 3-dimensional (3D) printer. The printed IOE tube is tested in a mannequin (Airway Management Trainer, Co., Ltd., Copenhagen, Denmark) mimicking human’s esophagus. The gag reflex point is measured as the design point in the mannequin. To avoid the gag reflex, we design various shapes of IOE tube guide. One structure is separated into three parts; biting part, part through oral cavity, connecting part to oro-esophageal. We designed 6 types of IOE tube guide adjusting length and angle of these three parts. To evaluate the IOE tube guide, it is inserted in the mannequin, and through the inserted guide, an endoscopic camera successfully arrived at the oro-esophageal. We had planned to apply this mannequin-based design experience to patients in near future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dysphagia" title="dysphagia">dysphagia</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding%20method" title=" feeding method"> feeding method</a>, <a href="https://publications.waset.org/abstracts/search?q=IOE%20tube%20guide" title=" IOE tube guide"> IOE tube guide</a>, <a href="https://publications.waset.org/abstracts/search?q=3-D%20printer" title=" 3-D printer"> 3-D printer</a> </p> <a href="https://publications.waset.org/abstracts/49780/mannequin-evaluation-of-3d-printed-intermittent-oro-esophageal-tube-guide-for-dysphagia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49780.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">434</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">2528</span> A Survey on E-Guide to Educational Tour Planning in Environmental Science among Standard Six Primary School Students the Ministry of Education Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Halim%20Sahelan">A.Halim Sahelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Halid%20Abu"> Mohd Halid Abu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulisman%20Maksom"> Zulisman Maksom</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Afif%20Md%20Nasir"> Mohd Afif Md Nasir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to assess the students' needs for the tour planning e-guide. The study is developing on the contribution and importance of the Educational Tour Planning Guide (ETP) is a multimedia courseware as one of the effective methods in teaching and learning of environmental science among the students in primary schools of the Ministry of Education, Malaysia. It is to provide the student with knowledge and experience about tourism, environmental science activities and process. E-guide to ETP also hopes to strengthen the student understanding toward the subject learns in the tourism environmental science. In order to assess the student's needs on the e-Guide to Educational Tour Planning in Environmental Science, the study has produced a similar e-Guide to ETP in the form as a courseware to be tested during the study. The study has involved several steps in order to be completed. It is such as the formulation of the problem, the review of the literature, the formulation of the study methodology, the production of the e-Guide to ETP, field survey and finally the analyses and discussion made on the data gathered during the study. The survey has involved 100 respondents among the students in standard six primary schools in Kluang Johor. Through the findings, the study indicates that the currently tested product is acceptable among the students in learning environmental science as a guide to plan for the tour. The findings also show a slight difference between the respondents who are using the e-Guide to ETP, and those who are not on the basis of the e-Guide to ETP results. Due the important for the study, the researcher hopes to be having a fair discussion and excellence, recommendation for the development of the product of the current study. This report is written also important to provide a written reference for the future related study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20tour%20planning%20e-guide" title="the tour planning e-guide">the tour planning e-guide</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Educational%20Tour%20Planning%20Guide" title=" the Educational Tour Planning Guide"> the Educational Tour Planning Guide</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20science" title=" environmental science"> environmental science</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20course%20ware" title=" multimedia course ware"> multimedia course ware</a> </p> <a href="https://publications.waset.org/abstracts/31785/a-survey-on-e-guide-to-educational-tour-planning-in-environmental-science-among-standard-six-primary-school-students-the-ministry-of-education-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31785.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">358</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">2527</span> The Wear Recognition on Guide Surface Based on the Feature of Radar Graph</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youhang%20Zhou">Youhang Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Weimin%20Zeng"> Weimin Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Qi%20Xie"> Qi Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract: In order to solve the wear recognition problem of the machine tool guide surface, a new machine tool guide surface recognition method based on the radar-graph barycentre feature is presented in this paper. Firstly, the gray mean value, skewness, projection variance, flat degrees and kurtosis features of the guide surface image data are defined as primary characteristics. Secondly, data Visualization technology based on radar graph is used. The visual barycentre graphical feature is demonstrated based on the radar plot of multi-dimensional data. Thirdly, a classifier based on the support vector machine technology is used, the radar-graph barycentre feature and wear original feature are put into the classifier separately for classification and comparative analysis of classification and experiment results. The calculation and experimental results show that the method based on the radar-graph barycentre feature can detect the guide surface effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guide%20surface" title="guide surface">guide surface</a>, <a href="https://publications.waset.org/abstracts/search?q=wear%20defects" title=" wear defects"> wear defects</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20extraction" title=" feature extraction"> feature extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20visualization" title=" data visualization"> data visualization</a> </p> <a href="https://publications.waset.org/abstracts/18625/the-wear-recognition-on-guide-surface-based-on-the-feature-of-radar-graph" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18625.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">519</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">2526</span> Variations of the Modal Characteristics of the Feeding Stage with Different Preloaded Linear Guide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui-Pui%20Hung">Jui-Pui Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong-Run%20Chen"> Yong-Run Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Cheng%20Shih"> Wei-Cheng Shih</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Wei%20Lin"> Chun-Wei Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed to assess the variations of the modal characteristics of the feeding stage with different linear guide modulus. The dynamic characteristics of the feeding stage were characterized in terms of the modal stiffness, modal frequency and modal damping, which are assessed from the vibration tests. According to the experimental measurements, the actual preload of the linear guide modulus was found to deviate from the rated values as setting in factory. This may be due to the assemblage errors of guide modules. For the stage with linear guides, the dynamic stiffness was affected to change by the preload set on the rolling balls. The variation of the dynamic stiffness at first and second modes is 20.8 and 10.5%, respectively when the linear guide preload is adjusted from medium and high amount. But the modal damping ratio is reduced by 8.97 and 9.65%, respectively. For high-frequency mode, the modal stiffness increases by 171.2% and the damping ratio reduced by 34.4%. Current results demonstrate the importance in the determining the preloaded amount of linear guide modulus in practical application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contact%20stiffness" title="contact stiffness">contact stiffness</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding%20stage" title=" feeding stage"> feeding stage</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20guides" title=" linear guides"> linear guides</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20characteristics" title=" modal characteristics"> modal characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-load" title=" pre-load"> pre-load</a> </p> <a href="https://publications.waset.org/abstracts/51628/variations-of-the-modal-characteristics-of-the-feeding-stage-with-different-preloaded-linear-guide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51628.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">430</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">2525</span> Nontraditional Online Student Perceptions of Student Success Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carrie%20Prendergast">Carrie Prendergast</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Bortman"> Lisa Bortman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this presentation will be on non-traditional (adult) students as they seek their Bachelors’ degrees online. This presentation will specifically examine nontraditional online student perceptions of Tinto’s success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Feedback and assessment encompasses feedback in the classroom, upon entry, and on an institutional level. The fourth success condition is involvement or engagement of students with their peers and faculty in both academic and social contexts. This program will review and discuss a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population and guide higher education professionals in supporting this growing population of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20students" title="adult students">adult students</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</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=vincent%20tinto" title=" vincent tinto"> vincent tinto</a> </p> <a href="https://publications.waset.org/abstracts/52842/nontraditional-online-student-perceptions-of-student-success-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52842.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">373</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">2524</span> Exploring Teacher Verbal Feedback on Postgraduate Students' Performances in Presentations in English </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaowaret%20Tharawoot"> Yaowaret Tharawoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an analytic and descriptive classroom-centered research, the purpose of which is to explore teacher verbal feedback on postgraduate students’ performances in presentations in English in an English for Specific Purposes (ESP) postgraduate classroom. The participants are a Thai female teacher, two Thai female postgraduate students, and two foreign male postgraduate students. The current study draws on both classroom observation and interview data. The class focused on the students’ presentations and the teacher’s providing verbal feedback on them was observed nine times with audio recording and taking notes. For the interviews, the teacher was interviewed about linkages between her verbal feedback and each student’s presentation skills in English. For the data analysis, the audio files from the observations were transcribed and analyzed both quantitatively and qualitatively. The quantitative approach addressed the frequencies and percentages of content of the teacher’s verbal feedback for each student’s performances based on eight presentation factors (content, structure, grammar, coherence, vocabulary, speaking skills, involving the audience, and self-presentation). Based on the quantitative data including the interview data, a qualitative analysis of the transcripts was made to describe the occurrences of several content of verbal feedback for each student’s presentation performances. The study’s findings may help teachers to reflect on their providing verbal feedback based on various students’ performances in presentation in English. They also help students who have similar characteristics to the students in the present study when giving a presentation in English improve their presentation performances by applying the teacher’s verbal feedback content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20verbal%20feedback" title="teacher verbal feedback">teacher verbal feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20factors" title=" presentation factors"> presentation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20in%20English" title=" presentation in English"> presentation in English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20performances" title=" presentation performances"> presentation performances</a> </p> <a href="https://publications.waset.org/abstracts/105396/exploring-teacher-verbal-feedback-on-postgraduate-students-performances-in-presentations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105396.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">149</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">2523</span> Non-Profit Organizations and the Future: Framework for the Preparation and Presentation of Annual Reports </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadzira%20Yahaya">Nadzira Yahaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Saunah%20Zainon"> Saunah Zainon</a>, <a href="https://publications.waset.org/abstracts/search?q=Marshita%20Hashim"> Marshita Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruhaya%20Atan"> Ruhaya Atan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Non-profit organizations (NPOs) in Malaysia are diverse in their origins, structures, objectives, and stakeholders. The largest category of NPOs is from charity and religious category while many other categories such as youth, professionals, women, education and mutual benefits either operate independently or controlled by governments. NPOs have stewardship obligations to their stakeholders and other users of their annual reports, including the public at large. The existing accounting practices without the proper framework of the preparation and presentation of annual reports resulted in a lack of uniformity in the preparation and presentation of NPOs annual reports. Furthermore, a lack of awareness of the applicability of accounting standards and the adoption of different bases of accounting resulted in the need for framework in the preparation and presentation of financial statements for true and fair view of the state of affairs and the operating result of the NPOs activities. This study presents the proposed framework for the preparation and presentation of NPOs annual reports to help the organizations provide high-quality reporting for them to be accountable for good stewardship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=annual%20reports" title="annual reports">annual reports</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=NPOs" title=" NPOs"> NPOs</a>, <a href="https://publications.waset.org/abstracts/search?q=preparation%20and%20presentation" title=" preparation and presentation"> preparation and presentation</a> </p> <a href="https://publications.waset.org/abstracts/4125/non-profit-organizations-and-the-future-framework-for-the-preparation-and-presentation-of-annual-reports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4125.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">2522</span> Real, Ideal, or False Self- Presentation among Young Adult and Middle Adult Facebook Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Joan%20Grafil">Maria Joan Grafil</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannah%20Wendam"> Hannah Wendam</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Joyce%20%20Yu"> Christine Joyce Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social networking sites had been a big part of life of most people. One of the most popular among these is Facebook. Users range from young adults to late adults. While it is more popular among emerging and young adults, this social networking site gives people opportunities to express the self. Via Facebook, people have the opportunity to think about what they prefer to show others. This study identified which among the multiple facets of the self (real self, false self or ideal self) is dominantly presented by young adults and middle adults in using the social networking site Facebook. South Metro Manila was the locale of this study where 100 young adult participants (aged 18-25) were students from nearby universities and the 100 middle adult participants (aged 35-45) were working residents within the area. Participants were comprised of 53% females and 47% males. The data was gathered using a self-report questionnaire to determine which online self-presentation (real self-presentation, false self-presentation, or ideal self-presentation) of the participants has greater extent when engaging in the social networking site Facebook. Using means comparison, results showed that both young adults and middle adults engaged primarily in real self-presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=false%20self" title="false self">false self</a>, <a href="https://publications.waset.org/abstracts/search?q=ideal%20self" title=" ideal self"> ideal self</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20adult" title=" middle adult"> middle adult</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20self" title=" real self"> real self</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20presentation" title=" self presentation"> self presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adult" title=" young adult"> young adult</a> </p> <a href="https://publications.waset.org/abstracts/54665/real-ideal-or-false-self-presentation-among-young-adult-and-middle-adult-facebook-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54665.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">288</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">2521</span> “Moves” for Guiding Presentations in French</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuchanat%20Handumrongkul">Nuchanat Handumrongkul</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Anantachai%20Aeka"> Anantachai Aeka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite four years of study in the tourism industry, the Bachelor’s graduates cannot perform their jobs as experienced tour guides. This research aimed to develop French teaching and studying for Tourism with two main purposes: to analyze ‘Moves’ used in oral presentations at tourist attractions; and to study content in guiding presentations or 'Guide Speak'. The study employed audio recording of these presentations as an interview method in authentic situations, having four tour guides as respondents and information providers. The data was analyzed via moves and content analysis. The results found that there were eight moves used; namely: welcoming, introducing oneself, drawing someone’s attention, giving information, explaining, highlighting, persuading, and saying goodbye. In terms of content, the information being presented covered the outstanding characteristics of the places and well-integrated with other related content. The findings were used as guidelines for curriculum development; in particular, the core content and the presentation forming the basis for students to meet the standard requirements of the labor-market and professional schemes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moves" title="moves">moves</a>, <a href="https://publications.waset.org/abstracts/search?q=guiding%20presentation" title=" guiding presentation"> guiding presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=french" title=" french"> french</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a> </p> <a href="https://publications.waset.org/abstracts/12404/moves-for-guiding-presentations-in-french" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12404.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">232</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">2520</span> Acute Peritonitis Caused by Perforated Appendicitis Accompanied by Synchronous Encephalopathy: A Rare Primary Presentation of Varicella Zoster Infection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahla%20Afshar%20Paiman">Shahla Afshar Paiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Madani"> Sedigheh Madani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Hosseininezhad"> Zahra Hosseininezhad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The most common causes of appendix luminal obstruction are fecaliths and lymphoid follicle hyperplasia. Appendicitis is a very rare Gastrointestinal complication of varicella zosterand it is mostly observed in immune-compromised patient. Case presentation: Here we reported a case of varicella zoster-related perforated appendicitis with synchronous encephalopathy as a first presentation of chickenpox in a 10-year-old boy. He had no history of immunodeficiency or predisposing factors and his diagnosis is confirmed by both serological lab tests and abdominal fluid (peritoneal secretion) PCR. Conclusion: Varicella zoster could cause appendicitis as first presentation, along with other critical complications look likes encephalopathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varicella%20zoster" title="Varicella zoster">Varicella zoster</a>, <a href="https://publications.waset.org/abstracts/search?q=appendicitis" title=" appendicitis"> appendicitis</a>, <a href="https://publications.waset.org/abstracts/search?q=encephalitis" title=" encephalitis"> encephalitis</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/178279/acute-peritonitis-caused-by-perforated-appendicitis-accompanied-by-synchronous-encephalopathy-a-rare-primary-presentation-of-varicella-zoster-infection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178279.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">59</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">2519</span> Investigation of Verbal Feedback and Learning Process for Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral presentation has been used mostly in business communication. The business presentation is carrying out through an audio and visual presentation material such as statistical documents, projectors, etc. Common examples of business presentation are intra-organization and sales presentations. The study aims at investigating functions, strategies and contents of assessors’ verbal feedback on presenters’ oral presentations and exploring presenters’ learning process and specific views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. This study is designed as a descriptive qualitative research; four master students and one teacher in English for Business and Industry Presentation Techniques class of public university will be selected. The researcher hopes that any understanding how assessors’ verbal feedback on oral presentations and learning process may illuminate issues for other people. The data from this research may help to expand and facilitate the readers’ understanding of assessors’ verbal feedback on oral presentations and learning process in their own situations. The research instruments include an audio recorder, video recorder and an interview. The students will be interviewing in order to ask for their views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. After finishing data collection, the data will be analyzed and transcribed. The findings of this study are significant because it can provide presenters knowledge to enhance their learning process and provide teachers knowledge about providing verbal feedback on student’s oral presentations on a business context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20context" title="business context">business context</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation" title=" oral presentation"> oral presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20feedback" title=" verbal feedback"> verbal feedback</a> </p> <a href="https://publications.waset.org/abstracts/96943/investigation-of-verbal-feedback-and-learning-process-for-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96943.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">194</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">2518</span> Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kawano"> M. Kawano</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tanaka"> Y. Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sawada"> M. Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Oouchi"> S. Oouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kaneko"> T. Kaneko</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kanamori"> K. Kanamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title="accessible design">accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20map" title=" tactile map"> tactile map</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20tactile%20guide%20map" title=" in-school tactile guide map"> in-school tactile guide map</a> </p> <a href="https://publications.waset.org/abstracts/13036/development-of-a-method-to-prepare-in-school-tactile-guide-maps-for-visually-impaired-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13036.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">361</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">2517</span> Operations Guide Implementation Practice in Information Technology Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ziad%20M.%20Hejazi">Ziad M. Hejazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hani%20F.%20Mokhtar"> Hani F. Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20S.%20Bahabri"> Mohammed S. Bahabri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20H.%20Ghafouri"> Mohammed H. Ghafouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20S.%20Bahaitham"> Ahmed S. Bahaitham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates the efforts taken by an Information Technology (IT) organization at Saudi Aramco to establish Operations Guide in a practical manner. Review of related work and literature revealed several important aspects to be considered when implementing the operation guide including Identify supporting IT groups, specify each group roles and responsibilities, formulate the IT operations in terms of processes (input/output), list each process main steps, provide the details of each process main step, develop the RACI (Responsible, Accountable, Consulted, and Informed) chart, highlight the process KPI’s, utilized systems, and forms. Identified aspects were then addressed in the actual implementation via several practices, including developing the operation guide for all IT supported operations, creating a shared folder for the operations guide, and announcing the implementation to all IT staff. The implementation of the mentioned practice was benchmarked, identified as best in class, and adopted by other internal organizations. Moreover, it was evident and appreciated by IT management. The significance of this study stems from the fact that it might be among the first studies in Saudi Arabia that propose a practical guideline to implement IT operations guide by IT organizations. Additional research significance comes from the study being conducted in Saudi Aramco, one of the world’s biggest integrated energy and petrochemical companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=operations%20guide" title="operations guide">operations guide</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20implementation" title=" process implementation"> process implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Aramco%20company" title=" Saudi Aramco company"> Saudi Aramco company</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20of%20procedure" title=" standard of procedure"> standard of procedure</a> </p> <a href="https://publications.waset.org/abstracts/156577/operations-guide-implementation-practice-in-information-technology-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2516</span> The Impact of Locations on the Perception of the Same Product: An Application to Motor Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Claudia%20Pellicelli">Anna Claudia Pellicelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Procacci"> Silvia Procacci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to demonstrate how different locations, where the same product is unveiled and tested, can provide a different result in terms of perception by the same kind of people. The experiment was done in occasion of the presentation of a new bike. A group of dealers has been invited in Lloret de Mar, two persons from the headquarter were present to run the presentation, together with an outsourced trainer. Half day dedicated to the theoretical presentation and half day to the test of the new bike on the road, including the test of its direct competitors. The same presentation, organized in the same way, has been delivered in Italy, in 4 locations often used to run business meetings with dealers. In the end of all days of the presentation, dealers had to fill a questionnaire regarding the evaluation of the different bikes tested. The result of the questionnaire showed how the group invited in Spain rated much higher the new bike compared with the dealers testing the bike in locations already known and close to their home. So, in terms of business strategy, it is important to take into account how the location and the way of presenting any product or service can have a favourable impact on the people we want to convince. The next step of the experiment will be to cross check the sales of that bike with the dealers and measure if there is a relation between the top sellers and the one that appreciated the bike the most, in Spain. It would mean that they were able to transfer to customers the same good feelings and impressions they had in Spain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=product%20presentation" title="product presentation">product presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=locations" title=" locations"> locations</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20effect" title=" emotional effect"> emotional effect</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20strategy" title=" business strategy"> business strategy</a> </p> <a href="https://publications.waset.org/abstracts/76375/the-impact-of-locations-on-the-perception-of-the-same-product-an-application-to-motor-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2515</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. Thus, it is important that for the student have a creativity to adapt the multimedia element in the development of presentation products for learning and teaching the process. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire then analyzed using SPSS version 20.0. The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings s implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%20process" title=" presentation products and development for learning and teaching process"> presentation products and development for learning and teaching process</a> </p> <a href="https://publications.waset.org/abstracts/31786/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31786.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">426</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">2514</span> Report of a Realistic Simulation Training in Using Bougie Guide for Endotracheal Intubation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cleto%20J.%20Sauer%20Jr.">Cleto J. Sauer Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20C.%20Sauer"> Rita C. Sauer</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaider%20G.%20Andrade"> Chaider G. Andrade</a>, <a href="https://publications.waset.org/abstracts/search?q=D%C3%B3ris%20F.%20Rabelo"> Dóris F. Rabelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some patients with COVID-19 disease and difficult airway characteristics undergo to endotracheal intubation (ETI) procedure. The tracheal introducer, known as the bougie guide, can aid ETI in patients with difficult airway pattern. Realistic simulation (RS) is a methodology utilized for healthcare professionals training. To improve skills in using the bougie guide of physicians from Recôncavo da Bahia region in Brazil, during COVID-19 outbreak, RS training was carried out. Simulated scenario included the Nasco Lifeform realistic simulator for ETI and a bougie guide introducer. Training was a capacitation program organized by the Health Department of Bahia State. Objective: To report effects in participants´ self-confidence perception for using bougie guide after a RS based training. Methods: Descriptive study, secondary data extracted from questionnaires. Priority workplace and previous knowledge about bougie were reported on a preparticipation formulary. Participants also completed pre- and post-training qualitative self-assessment (10-point Likert scale) regarding to self-confidence in using bougie guide. Distribution analysis for qualitative data was performed with Wilcoxon Signed Rank Test, and self-confidence increase analysis in frequency contingency tables with Fisher's exact test. Results: From May to June 2020 a total of 36 physicians participated of training, 25 (69%) from primary care setting, 32 (89%) with no previous knowledge about the bougie guide utilization. For those who had previous knowledge about bougie pre-training self-confidence median was 6,5, and 2 for participants who had not. In overall there was an increase in self-confidence median for bougie utilization. Median (variation) before and after training was 2.5 (1-7) vs. 8 (4-10) (p <0.0001). Among those who had no previous knowledge about bougie (n = 32) an increase in self-confidence greater than 3 points for bougie utilization was reported by 31 vs. 1 participants (p = 0.71). Conclusions: Most of participants had no previous knowledge about using the bougie guide. RS training contributed to self-confidence increase for using bougie for ETI procedure. RS methodology can contribute for training in using the bougie guide for ETI procedure during COVID-19 outbreak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bougie" title="bougie">bougie</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=endotracheal%20intubation" title=" endotracheal intubation"> endotracheal intubation</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20simulation" title=" realistic simulation"> realistic simulation</a> </p> <a href="https://publications.waset.org/abstracts/128757/report-of-a-realistic-simulation-training-in-using-bougie-guide-for-endotracheal-intubation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128757.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">144</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">2513</span> A Learning Effects Research Applied a Mobile Guide System with Augmented Reality for Education Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20L.%20Chang">Y. L. Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20H.%20Huang"> Y. H. Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study designed a mobile guide system that integrates the design principles of guidance and interpretation with augmented reality (AR) as an auxiliary tool for National Taiwan Science Education Center guidance and explored the learning performance of participants who were divided into two visiting groups: AR-guided mode and non-guided mode (without carrying any auxiliary devices). The study included 96 college students as participants and employed a quasi-experimental research design. This study evaluated the learning performance of education center students aided with different guided modes, including their flow experience, activity involvement, learning effects, as well as their attitude and acceptance of using the guide systems. The results showed that (a) the AR guide promoted visitors’ flow experience; (b) the AR-guidance activity involvement and flow experience having a significant positive effect; (c) most of the visitors of mobile guide system with AR elicited a positive response and acceptance attitude. These results confirm the necessity of human–computer–context interaction. Future research can continue exploring the advantages of enhanced learning effectiveness, activity involvement, and flow experience through application of the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20guide%20system" title=" mobile guide system"> mobile guide system</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=activity%20involvement" title=" activity involvement"> activity involvement</a> </p> <a href="https://publications.waset.org/abstracts/69954/a-learning-effects-research-applied-a-mobile-guide-system-with-augmented-reality-for-education-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69954.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">231</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">2512</span> Principal Component Analysis Applied to the Electric Power Systems – Practical Guide; Practical Guide for Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Morales">John Morales</a>, <a href="https://publications.waset.org/abstracts/search?q=Eduardo%20Ordu%C3%B1a"> Eduardo Orduña</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently the Principal Component Analysis (PCA) theory has been used to develop algorithms regarding to Electric Power Systems (EPS). In this context, this paper presents a practical tutorial of this technique detailed their concept, on-line and off-line mathematical foundations, which are necessary and desirables in EPS algorithms. Thus, features of their eigenvectors which are very useful to real-time process are explained, showing how it is possible to select these parameters through a direct optimization. On the other hand, in this work in order to show the application of PCA to off-line and on-line signals, an example step to step using Matlab commands is presented. Finally, a list of different approaches using PCA is presented, and some works which could be analyzed using this tutorial are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20guide%3B%20on-line%3B%20off-line" title="practical guide; on-line; off-line">practical guide; on-line; off-line</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=faults" title=" faults"> faults</a> </p> <a href="https://publications.waset.org/abstracts/34859/principal-component-analysis-applied-to-the-electric-power-systems-practical-guide-practical-guide-for-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34859.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">563</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">2511</span> Internal Leakage Analysis from Pd to Pc Port Direction in ECV Body Used in External Variable Type A/C Compressor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Iqbal%20Mahmud">M. Iqbal Mahmud</a>, <a href="https://publications.waset.org/abstracts/search?q=Haeng%20Muk%20Cho"> Haeng Muk Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Seo%20Hyun%20Sang"> Seo Hyun Sang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Wen%20Hai"> Wang Wen Hai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Heon%20Yi"> Chang Heon Yi</a>, <a href="https://publications.waset.org/abstracts/search?q=Man%20Ik%20Hwang"> Man Ik Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Dae%20Hoon%20Kang"> Dae Hoon Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Solenoid operated electromagnetic control valve (ECV) playing an important role for car’s air conditioning control system. ECV is used in external variable displacement swash plate type compressor and controls the entire air conditioning system by means of a pulse width modulation (PWM) input signal supplying from an external source (controller). Complete form of ECV contains number of internal features like valve body, core, valve guide, plunger, guide pin, plunger spring, bellows etc. While designing the ECV; dimensions of different internal items must meet the standard requirements as it is quite challenging. In this research paper, especially the dimensioning of ECV body and its three pressure ports through which the air/refrigerant passes are considered. Here internal leakage test analysis of ECV body is being carried out from its discharge port (Pd) to crankcase port (Pc) when the guide valve is placed inside it. The experiments have made both in ordinary and digital system using different assumptions and thereafter compare the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electromagnetic%20control%20valve%20%28ECV%29" title="electromagnetic control valve (ECV)">electromagnetic control valve (ECV)</a>, <a href="https://publications.waset.org/abstracts/search?q=leakage" title=" leakage"> leakage</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20port" title=" pressure port"> pressure port</a>, <a href="https://publications.waset.org/abstracts/search?q=valve%20body" title=" valve body"> valve body</a>, <a href="https://publications.waset.org/abstracts/search?q=valve%20guide" title=" valve guide"> valve guide</a> </p> <a href="https://publications.waset.org/abstracts/24562/internal-leakage-analysis-from-pd-to-pc-port-direction-in-ecv-body-used-in-external-variable-type-ac-compressor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24562.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">408</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">2510</span> Form and Content in Adonis Durado’s Poesy: Integrated Teaching Guide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angen%20May%20T.%20Fabro">Angen May T. Fabro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzed how the form and content in Adonis Durado’s select poems revealed universal realities for a proposed integrated teaching guide. The study employed discourse analysis that generates verbal interpretation of data to answer the variables under study in order to satisfy the main problem. This method used analyses and interpretations of discourse texts of the literary work under study. This research made use of studies and research investigations relevant to the present investigation. Findings of the study showed that form and content play a significant role in identifying the universal realities found in the select poems of Adonis Durado. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poems" title="poems">poems</a>, <a href="https://publications.waset.org/abstracts/search?q=poesy" title=" poesy"> poesy</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20teaching%20guide" title=" integrated teaching guide"> integrated teaching guide</a>, <a href="https://publications.waset.org/abstracts/search?q=Adonis%20Durado%E2%80%99s%20poesy" title=" Adonis Durado’s poesy"> Adonis Durado’s poesy</a> </p> <a href="https://publications.waset.org/abstracts/18996/form-and-content-in-adonis-durados-poesy-integrated-teaching-guide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18996.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">318</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">2509</span> Create and Design Visual Presentation to Promote Thai Cuisine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supaporn%20Wimonchailerk">Supaporn Wimonchailerk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study how to design and create the media to promote Thai cuisine. The study used qualitative research methods by using in-depth interview 3 key informants who have experienced in the production of food or cooking shows in television programs with an aspect of acknowledging Thai foods. The results showed that visual presentation is divided into four categories. First, the light meals should be presented in details via the close-up camera with lighting to make the food look more delicious. Then the curry presentation should be arranged a clear and crisp light focus on a colorful curry paste. Besides the vision of hot steam floating from the plate and a view of curry spread on steamed rice can call great attentions. Third, delivering good appearances of the fried or spicy foods, the images must allow the audiences to see the shine of the coat covering the texture of the food and the colorful of the ingredients. Fourth, the presentation of sweets is recommended to focus on details of food design, composition, and layout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20production" title="media production">media production</a>, <a href="https://publications.waset.org/abstracts/search?q=television" title=" television"> television</a>, <a href="https://publications.waset.org/abstracts/search?q=promote" title=" promote"> promote</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20cuisine" title=" Thai cuisine"> Thai cuisine</a> </p> <a href="https://publications.waset.org/abstracts/39961/create-and-design-visual-presentation-to-promote-thai-cuisine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39961.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">237</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">2508</span> Designing and Implementing a Tourist-Guide Web Service Based on Volunteer Geographic Information Using Open-Source Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javad%20Sadidi">Javad Sadidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ehsan%20Babaei"> Ehsan Babaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Hani%20Rezayan"> Hani Rezayan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of web 2.0 gives a possibility to scale down the costs of data collection and mapping, specifically if the process is done by volunteers. Every volunteer can be thought of as a free and ubiquitous sensor to collect spatial, descriptive as well as multimedia data for tourist services. The lack of large-scale information, such as real-time climate and weather conditions, population density, and other related data, can be considered one of the important challenges in developing countries for tourists to make the best decision in terms of time and place of travel. The current research aims to design and implement a spatiotemporal web map service using volunteer-submitted data. The service acts as a tourist-guide service in which tourists can search interested places based on their requested time for travel. To design the service, three tiers of architecture, including data, logical processing, and presentation tiers, have been utilized. For implementing the service, open-source software programs, client and server-side programming languages (such as OpenLayers2, AJAX, and PHP), Geoserver as a map server, and Web Feature Service (WFS) standards have been used. The result is two distinct browser-based services, one for sending spatial, descriptive, and multimedia volunteer data and another one for tourists and local officials. Local official confirms the veracity of the volunteer-submitted information. In the tourist interface, a spatiotemporal search engine has been designed to enable tourists to find a tourist place based on province, city, and location at a specific time of interest. Implementing the tourist-guide service by this methodology causes the following: the current tourists participate in a free data collection and sharing process for future tourists, a real-time data sharing and accessing for all, avoiding a blind selection of travel destination and significantly, decreases the cost of providing such services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VGI" title="VGI">VGI</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=spatiotemporal" title=" spatiotemporal"> spatiotemporal</a>, <a href="https://publications.waset.org/abstracts/search?q=browser-based" title=" browser-based"> browser-based</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20mapping" title=" web mapping"> web mapping</a> </p> <a href="https://publications.waset.org/abstracts/163033/designing-and-implementing-a-tourist-guide-web-service-based-on-volunteer-geographic-information-using-open-source-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <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=guide%20presentation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=guide%20presentation&page=3">3</a></li> <li class="page-item"><a class="page-link" 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