CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: exam length</title> <meta name="description" content="Search results for: exam length"> <meta name="keywords" content="exam length"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="exam length" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="exam length"> <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> 2837</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: exam length</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2837</span> Can Exams Be Shortened? Using a New Empirical Approach to Test in Finance Courses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20S.%20Lee">Eric S. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20Bygrave"> Connie Bygrave</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan%20Mahar"> Jordan Mahar</a>, <a href="https://publications.waset.org/abstracts/search?q=Naina%20Garg"> Naina Garg</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20Cottreau"> Suzanne Cottreau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Marking exams is universally detested by lecturers. Final exams in many higher education courses often last 3.0 hrs. Do exams really need to be so long? Can we justifiably reduce the number of questions on them? Surprisingly few have researched these questions, arguably because of the complexity and difficulty of using traditional methods. To answer these questions empirically, we used a new approach based on three key elements: Use of an unusual variation of a true experimental design, equivalence hypothesis testing, and an expanded set of six psychometric criteria to be met by any shortened exam if it is to replace a current 3.0-hr exam (reliability, validity, justifiability, number of exam questions, correspondence, and equivalence). We compared student performance on each official 3.0-hr exam with that on five shortened exams having proportionately fewer questions (2.5, 2.0, 1.5, 1.0, and 0.5 hours) in a series of four experiments conducted in two classes in each of two finance courses (224 students in total). We found strong evidence that, in these courses, shortening of final exams to 2.0 hrs was warranted on all six psychometric criteria. Shortening these exams by one hour should result in a substantial one-third reduction in lecturer time and effort spent marking, lower student stress, and more time for students to prepare for other exams. Our approach provides a relatively simple, easy-to-use methodology that lecturers can use to examine the effect of shortening their own exams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exam%20length" title="exam length">exam length</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20criteria" title=" psychometric criteria"> psychometric criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=synthetic%20experimental%20designs" title=" synthetic experimental designs"> synthetic experimental designs</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20length" title=" test length"> test length</a> </p> <a href="https://publications.waset.org/abstracts/5338/can-exams-be-shortened-using-a-new-empirical-approach-to-test-in-finance-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5338.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">272</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">2836</span> Computer Assisted Learning in a Less Resource Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamidullah%20Sokout">Hamidullah Sokout</a>, <a href="https://publications.waset.org/abstracts/search?q=Samiullah%20Paracha"> Samiullah Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rashid%20Ahmadi"> Abdul Rashid Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passing the entrance exam to a university is a major step in one's life. University entrance exam commonly known as Kankor is the nationwide entrance exam in Afghanistan. This examination is prerequisite for all public and private higher education institutions at undergraduate level. It is usually taken by students who are graduated from high schools. In this paper, we reflect the major educational school graduates issues and propose ICT-based test preparation environment, known as ‘Online Kankor Exam Prep System’ to give students the tools to help them pass the university entrance exam on the first try. The system is based on Intelligent Tutoring System (ITS), which introduced an essential package of educational technology for learners that features: (i) exam-focused questions and content; (ii) self-assessment environment; and (iii) test preparation strategies in order to help students to acquire the necessary skills in their carrier and keep them up-to-date with instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20test%20prep%20systems" title="web-based test prep systems">web-based test prep systems</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20design" title=" learner-centered design"> learner-centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a> </p> <a href="https://publications.waset.org/abstracts/14082/computer-assisted-learning-in-a-less-resource-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14082.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">372</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">2835</span> An Examination of Self-Mentions and Engagement Markers on the Academic IELTS Reading Exam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hilda%20Freimuth">Hilda Freimuth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the interactional resources of self-mentions and engagement markers in twenty official IELTS reading exam passages to determine the passages’ similarity to academic research papers. Although the findings revealed a variation ranging from zero to 22 instances for any given passage, the study found the average number of markers (5.5) per passage in line with those found on research papers. This finding confirms that the IELTS exam’s reading passages mirror the academic nature of research papers in this regard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IELTS%20exam" title="IELTS exam">IELTS exam</a>, <a href="https://publications.waset.org/abstracts/search?q=IELTS%20reading" title=" IELTS reading"> IELTS reading</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20resources" title=" interpersonal resources"> interpersonal resources</a>, <a href="https://publications.waset.org/abstracts/search?q=self-mentions" title=" self-mentions"> self-mentions</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20markers" title=" engagement markers"> engagement markers</a> </p> <a href="https://publications.waset.org/abstracts/148522/an-examination-of-self-mentions-and-engagement-markers-on-the-academic-ielts-reading-exam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148522.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">107</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">2834</span> 19th Century Exam, 21st Century Policing: An Examination of the New York State Civil Service and Police Officer Recruitment Efforts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Edwards">A. Edwards</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The civil service was created to reform the hiring process for public officials, changing the patronage system to a merit-based system. Though exam reforms continued throughout the 20th century, there have been few during the 21st century, particularly in New York state. In the case of police departments, the civil service exam has acted as a hindrance to its ‘21st Century Policing’ goals and new exam reform efforts have left out officers voices and concerns. Through in-depth interviews of current and retired police officers and local and state civil service administrators in Albany County in New York, this study seeks to understand police influence and insight regarding the civil service exam, placing some of the voice and input for civil service reform on police departments, instead of local and state bureaucrats. The study also looks at the relationship between civil service administrators and police departments. Using practice theory, the study seeks to understand the ways in which the civil service exam was defined in the 20th century and how it is out of step with current thinking while examining possible changes to the civil service exam that would lead to a more equitable hiring process and successful police departments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20service" title="civil service">civil service</a>, <a href="https://publications.waset.org/abstracts/search?q=hiring" title=" hiring"> hiring</a>, <a href="https://publications.waset.org/abstracts/search?q=merit" title=" merit"> merit</a>, <a href="https://publications.waset.org/abstracts/search?q=policing" title=" policing"> policing</a> </p> <a href="https://publications.waset.org/abstracts/85825/19th-century-exam-21st-century-policing-an-examination-of-the-new-york-state-civil-service-and-police-officer-recruitment-efforts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85825.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">203</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">2833</span> Developing Kazakh Language Fluency Test in Nazarbayev University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova">Saule Mussabekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova"> Samal Abzhanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Kazakh Language Fluency Test, based on the IELTS exam, was implemented in 2012 at Nazarbayev University in Astana, Kazakhstan. We would like to share our experience in developing this exam and some exam results with other language instructors. In this paper, we will cover all these peculiarities and their related issues. The Kazakh Language Fluency Test is a young exam. During its development, we faced many difficulties. One of the goals of the university and the country is to encourage fluency in the Kazakh language for all citizens of the Republic. Nazarbayev University has introduced a Kazakh language program to assist in achieving this goal. This policy is one-step in ensuring that NU students have a thorough understanding of the Kazakh language through a fluency test based on the International English Language Testing System (IELTS). The Kazakh Language Fluency Test exam aims to determine student’s knowledge of Kazakh language. The fact is that there are three types of students at Nazarbayev University: Kazakh-speaking heritage learners, Russian-speaking and English-speaking students. Unfortunately, we have Kazakh students who do not speak Kazakh. All students who finished school with Russian language instruction are given Kazakh Language Fluency Test in order to determine their Kazakh level. After the test exam, all students can choose appropriate Kazakh course: Basic Kazakh, Intermediate Kazakh and Upper-Intermediate Kazakh. The Kazakh Language Fluency Test consists of four parts: Listening, Reading, Writing and Speaking. They are taken on the same day in the abovementioned order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20test" title="diagnostic test">diagnostic test</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakh%20language" title=" kazakh language"> kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20result" title=" test result"> test result</a> </p> <a href="https://publications.waset.org/abstracts/46325/developing-kazakh-language-fluency-test-in-nazarbayev-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46325.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">406</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">2832</span> Business Program Curriculum with Industry-Recognized Certifications: An Empirical Study of Exam Results and Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20J.%20Bell%20III">Thomas J. Bell III</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pursuing a business degree is fraught with perplexing questions regarding the rising tuition cost and the immediate value of earning a degree. Any decision to pursue an undergraduate business degree is perceived to have value if it facilitates post-graduate job placement. Business programs have decreased value in the absence of innovation in business programs that close the skills gap between recent graduates and employment opportunities. Industry-based certifications are seemingly becoming a requirement differentiator among job applicants. Texas Wesleyan University offers a Computer Information System (CIS) program with an innovative curriculum that integrates industry-recognized certification training into its traditional curriculum with core subjects and electives. This paper explores a culture of innovation in the CIS business program curriculum that creates sustainable stakeholder value for students, employers, the community, and the university. A quantitative research methodology surveying over one-hundred students in the CIS program will be used to examine factors influencing the success or failure of students taking certification exams. Researchers will analyze control variables to identify specific correlations between practice exams, teaching pedagogy, study time, age, work experience, etc. This study compared various exam preparation techniques to corresponding exam results across several industry certification exams. The findings will aid in understanding control variables with correlations that positively and negatively impact exam results. Such discovery may provide useful insight into pedagogical impact indicators that positively contribute to certification exam success and curriculum enhancement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=taking%20certification%20exams" title="taking certification exams">taking certification exams</a>, <a href="https://publications.waset.org/abstracts/search?q=exam%20training" title=" exam training"> exam training</a>, <a href="https://publications.waset.org/abstracts/search?q=testing%20skills" title=" testing skills"> testing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=exam%20study%20aids" title=" exam study aids"> exam study aids</a>, <a href="https://publications.waset.org/abstracts/search?q=certification%20exam%20curriculum" title=" certification exam curriculum"> certification exam curriculum</a> </p> <a href="https://publications.waset.org/abstracts/155781/business-program-curriculum-with-industry-recognized-certifications-an-empirical-study-of-exam-results-and-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155781.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">88</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">2831</span> Registered Nurse's Attitudes and Practices towards Physical Examination in the Clinical Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Besher%20Gharaibeh">Besher Gharaibeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article addressed the issue of using physical exam in nursing. Nurses hold different attitudes toward using physical exam in the clinical settings. These attitudes determine to embrace physical examination in practice. So, the aim of the study was to examine registered nurses’ attitudes and practices, identify perceived barriers, and to identify the factors which influence the performance and the attitudes towards physical examinations. Results showed that even though nurses reported performing physical exam often, they had negative attitudes toward it. Stress and performing physical examinations on someone of the opposite gender (n=236; 87.4%) were the main barriers. Nurse's level of education influenced the attitude (t=-4.3; p < .01). These results indicated that RNs recognize the necessity of physical examinations, but they face many barriers and challenges which hinder the performance of the examination. Cultural factors and experience were the most influential barriers which deter performance of the physical examination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20exam" title="physical exam">physical exam</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a> </p> <a href="https://publications.waset.org/abstracts/93757/registered-nurses-attitudes-and-practices-towards-physical-examination-in-the-clinical-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93757.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">168</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">2830</span> Empirical Study of Running Correlations in Exam Marks: Same Statistical Pattern as Chance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weisi%20Guo">Weisi Guo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well established that there may be running correlations in sequential exam marks due to students sitting in the order of course registration patterns. As such, a random and non-sequential sampling of exam marks is a standard recommended practice. Here, the paper examines a large number of exam data stretching several years across different modules to see the degree to which it is true. Using the real mark distribution as a generative process, it was found that random simulated data had no more sequential randomness than the real data. That is to say, the running correlations that one often observes are statistically identical to chance. Digging deeper, it was found that some high running correlations have students that indeed share a common course history and make similar mistakes. However, at the statistical scale of a module question, the combined effect is statistically similar to the random shuffling of papers. As such, there may not be the need to take random samples for marks, but it still remains good practice to mark papers in a random sequence to reduce the repetitive marking bias and errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20analysis" title="data analysis">data analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title=" empirical study"> empirical study</a>, <a href="https://publications.waset.org/abstracts/search?q=exams" title=" exams"> exams</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/98644/empirical-study-of-running-correlations-in-exam-marks-same-statistical-pattern-as-chance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98644.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">181</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">2829</span> Evaluation of the Effect of Learning Disabilities and Accommodations on the Prediction of the Exam Performance: Ordinal Decision-Tree Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Singer">G. Singer</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Golan"> M. Golan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Providing students with learning disabilities (LD) with extra time to grant them equal access to the exam is a necessary but insufficient condition to compensate for their LD; there should also be a clear indication that the additional time was actually used. For example, if students with LD use more time than students without LD and yet receive lower grades, this may indicate that a different accommodation is required. If they achieve higher grades but use the same amount of time, then the effectiveness of the accommodation has not been demonstrated. The main goal of this study is to evaluate the effect of including parameters related to LD and extended exam time, along with other commonly-used characteristics (e.g., student background and ability measures such as high-school grades), on the ability of ordinal decision-tree algorithms to predict exam performance. We use naturally-occurring data collected from hundreds of undergraduate engineering students. The sub-goals are i) to examine the improvement in prediction accuracy when the indicator of exam performance includes 'actual time used' in addition to the conventional indicator (exam grade) employed in most research; ii) to explore the effectiveness of extended exam time on exam performance for different courses and for LD students with different profiles (i.e., sets of characteristics). This is achieved by using the patterns (i.e., subgroups) generated by the algorithms to identify pairs of subgroups that differ in just one characteristic (e.g., course or type of LD) but have different outcomes in terms of exam performance (grade and time used). Since grade and time used to exhibit an ordering form, we propose a method based on ordinal decision-trees, which applies a weighted information-gain ratio (WIGR) measure for selecting the classifying attributes. Unlike other known ordinal algorithms, our method does not assume monotonicity in the data. The proposed WIGR is an extension of an information-theoretic measure, in the sense that it adjusts to the case of an ordinal target and takes into account the error severity between two different target classes. Specifically, we use ordinal C4.5, random-forest, and AdaBoost algorithms, as well as an ensemble technique composed of ordinal and non-ordinal classifiers. Firstly, we find that the inclusion of LD and extended exam-time parameters improves prediction of exam performance (compared to specifications of the algorithms that do not include these variables). Secondly, when the indicator of exam performance includes 'actual time used' together with grade (as opposed to grade only), the prediction accuracy improves. Thirdly, our subgroup analyses show clear differences in the effect of extended exam time on exam performance among different courses and different student profiles. From a methodological perspective, we find that the ordinal decision-tree based algorithms outperform their conventional, non-ordinal counterparts. Further, we demonstrate that the ensemble-based approach leverages the strengths of each type of classifier (ordinal and non-ordinal) and yields better performance than each classifier individually. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actual%20exam%20time%20usage" title="actual exam time usage">actual exam time usage</a>, <a href="https://publications.waset.org/abstracts/search?q=ensemble%20learning" title=" ensemble learning"> ensemble learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=ordinal%20classification" title=" ordinal classification"> ordinal classification</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20extension" title=" time extension"> time extension</a> </p> <a href="https://publications.waset.org/abstracts/118968/evaluation-of-the-effect-of-learning-disabilities-and-accommodations-on-the-prediction-of-the-exam-performance-ordinal-decision-tree-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118968.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">100</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">2828</span> Length-Weight and Length-Length Relationships for 14 Sparidae Species, from the Northeastern Mediterranean Sea Coast of Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hacer%20Yeldan">Hacer Yeldan</a>, <a href="https://publications.waset.org/abstracts/search?q=Erhan%20Akamca"> Erhan Akamca</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedat%20G%C3%BCndogdu"> Sedat Gündogdu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Length-Weight and Length-length relationship were estimated of 14 species Sparidae (Boops boops, Diplodus annularis, Diplodus cervinus, Dipladus puntazzo, Diplodus sargus, Diplodus vulgaris, Lithognathus mormyrus, Oblada melanura, Pagellus acarne, Pagellus erythrinus, Pagrus auriga, Pagrus caeruleostictus, Sarpa salpa, Sparus aurata) sampled from in the Northeastern Mediterranean Sea coast of Turkey, Iskenderun Bay. Samples were collected from July 2014 to June 2015, using bottom trawl and trammel net into three different depth; 0-10 m, 10-20 m, 20-50m. Length-length relationships were determined size measurements: standard length (SL) and fork length (FL) to total length (TL) for fish species. The relationships between TL, FL and TL, SL were all linear. The values of the exponent b of the length-weight relationships ranged between 2.685 and 3.473. The type of growth for fish species was algometric growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sparidae" title="Sparidae">Sparidae</a>, <a href="https://publications.waset.org/abstracts/search?q=Iskenderun%20bay" title=" Iskenderun bay"> Iskenderun bay</a>, <a href="https://publications.waset.org/abstracts/search?q=length-length" title=" length-length"> length-length</a>, <a href="https://publications.waset.org/abstracts/search?q=length-weight%20relationships" title=" length-weight relationships"> length-weight relationships</a> </p> <a href="https://publications.waset.org/abstracts/46906/length-weight-and-length-length-relationships-for-14-sparidae-species-from-the-northeastern-mediterranean-sea-coast-of-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46906.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">2827</span> The Attitude of Second Year Pharmacy Students towards Lectures, Exams and E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20T.%20Alahmar">Ahmed T. Alahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing trend toward student-centred interactive e-learning methods and students’ feedback is a valuable tool for improving learning methods. The aim of this study was to explore the attitude of second year pharmacy students at the University of Babylon, Iraq, towards lectures, exams and e-learning. Materials and methods: Ninety pharmacy students were surveyed by paper questionnaire about their preference for lecture format, use of e-files, theoretical lectures versus practical experiments, lecture and lab time. Students were also asked about their predilection for Moodle-based online exams, different types of exam questions, exam time and other extra academic activities. Results: Students prefer to read lectures on paper (73.3%), use of PowerPoint file (76.7%), short lectures of less than 10 pages (94.5%), practical experiments (66.7%), lectures and lab time of less than two hours (89.9% and 96.6 respectively) and intra-lecture discussions (68.9%). Students also like to have paper-based exam (73.3%), short essay (40%) or MCQ (34.4%) questions and also prefer to do extra activities like reports (22.2%), seminars (18.6%) and posters (10.8%). Conclusion: Second year pharmacy students have different attitudes toward traditional and electronic leaning and assessment methods. Using multimedia, e-learning and Moodle are increasingly preferred methods among some students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharmacy" title="pharmacy">pharmacy</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=exam" title=" exam"> exam</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/87664/the-attitude-of-second-year-pharmacy-students-towards-lectures-exams-and-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2826</span> Determining the Number of Words Required to Fulfil the Writing Task in an English Proficiency Exam with the Raters’ Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Defne%20Akinci%20Midas">Defne Akinci Midas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to determine the minimum, and maximum number of words that would be sufficient to fulfill the writing task in the local English Proficiency Exam (EPE) produced and administered at the Middle East Technical University, Ankara, Turkey. The relationship between the number of words and the scores of the written products that had been awarded by two raters in three online EPEs administered in 2020 was examined. The means, standard deviations, percentages, range, minimum and maximum scores as well as correlations of the scores awarded to written products with the words that amount to 0-50, 51-100, 101-150, 151-200, 201-250, 251-300, and so on were computed. The results showed that the raters did not award a full score to texts that had fewer than 100 words. Moreover, the texts that had around 200 words were awarded the highest scores. The highest number of words that earned the highest scores was about 225, and from then onwards, the scores were either stable or lower. A positive low to moderate correlation was found between the number of words and scores awarded to the texts. We understand that the idea of ‘the longer, the better’ did not apply here. The results also showed that words between 101 to about 225 were sufficient to fulfill the writing task to fully display writing skills and language ability in the specific case of this exam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20proficiency%20exam" title="English proficiency exam">English proficiency exam</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20of%20words" title=" number of words"> number of words</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring" title=" scoring"> scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20task" title=" writing task"> writing task</a> </p> <a href="https://publications.waset.org/abstracts/136178/determining-the-number-of-words-required-to-fulfil-the-writing-task-in-an-english-proficiency-exam-with-the-raters-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136178.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">175</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">2825</span> Morphometric Relationships of Unfarmed Puntius sophore, Collected from Chenab River, Punjab, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alina%20Zafar">Alina Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this particular research, various morphometric characters such as total length (TL), wet weight (WW), standard length (SL), fork length (FL), head length (HL), head width (HW), body depth (BD), body girth (BG), dorsal fin length (DFL), pelvic fin length (PelFL), pectoral fin length (PecFL), anal fin length (AFL), dorsal fin base (DFB), anal fin base (AFB), caudal fin length (CFL) and caudal fin width (CFW) of wild collected Puntius sophore were studied, to know the types of growth patterns and correlations in reference to length and weight, however, high significant relationships were recorded between total length and wet weight, as the correlation coefficient (r) possessed value of 0.989. The growth pattern was observed to be positively allometric as the value of ‘b’ was 3.22 (slightly higher than the ideal value, 3) with 95% confidence intervals ranging from 3.076 to 3.372. Wet weight and total length parameters showed high significant correlations (p < 0.001) with all other morphometric characters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Puntius%20sophore" title="Puntius sophore">Puntius sophore</a>, <a href="https://publications.waset.org/abstracts/search?q=length%20and%20weight%20relation" title=" length and weight relation"> length and weight relation</a>, <a href="https://publications.waset.org/abstracts/search?q=morphometrics" title=" morphometrics"> morphometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20indigenous%20species" title=" small indigenous species"> small indigenous species</a> </p> <a href="https://publications.waset.org/abstracts/148719/morphometric-relationships-of-unfarmed-puntius-sophore-collected-from-chenab-river-punjab-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148719.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">104</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">2824</span> Big Classes, Bigger Ambitions: A Participatory Approach to the Multiple-Choice Exam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melanie%20Adrian">Melanie Adrian</a>, <a href="https://publications.waset.org/abstracts/search?q=Elspeth%20McCulloch"> Elspeth McCulloch</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily-Jean%20Gallant"> Emily-Jean Gallant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Resources -financial, physical, and human- are increasingly constrained in higher education. University classes are getting bigger, and the concomitant grading burden on faculty is growing rapidly. Multiple-choice exams are seen by some as one solution to these changes. How much students retain, however, and what their testing experience is, continues to be debated. Are multiple-choice exams serving students well, or are they bearing the burden of these developments? Is there a way to address both the resource constraints and make these types of exams more meaningful? In short, how do we engender evaluation methods for large-scale classes that provide opportunities for heightened student learning and enrichment? The following article lays out a testing approach we have employed in four iterations of the same third-year law class. We base our comments in this paper on our initial observations as well as data gathered from an ethics-approved study looking at student experiences. This testing approach provides students with multiple opportunities for revision (thus increasing chances for long term retention), is both individually and collaboratively driven (thus reflecting the individual effort and group effort) and is automatically graded (thus draining limited institutional resources). We found that overall students appreciated the approach and found it more ‘humane’, that it notably reduced pre-exam and intra-exam stress levels, increased ease, and lowered nervousness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exam" title="exam">exam</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=multiple-choice" title=" multiple-choice"> multiple-choice</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/110025/big-classes-bigger-ambitions-a-participatory-approach-to-the-multiple-choice-exam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110025.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">128</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">2823</span> Facial Recognition of University Entrance Exam Candidates using FaceMatch Software in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahshid%20Arabi">Mahshid Arabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, remarkable advancements in the fields of artificial intelligence and machine learning have led to the development of facial recognition technologies. These technologies are now employed in a wide range of applications, including security, surveillance, healthcare, and education. In the field of education, the identification of university entrance exam candidates has been one of the fundamental challenges. Traditional methods such as using ID cards and handwritten signatures are not only inefficient and prone to fraud but also susceptible to errors. In this context, utilizing advanced technologies like facial recognition can be an effective and efficient solution to increase the accuracy and reliability of identity verification in entrance exams. This article examines the use of FaceMatch software for recognizing the faces of university entrance exam candidates in Iran. The main objective of this research is to evaluate the efficiency and accuracy of FaceMatch software in identifying university entrance exam candidates to prevent fraud and ensure the authenticity of individuals' identities. Additionally, this research investigates the advantages and challenges of using this technology in Iran's educational systems. This research was conducted using an experimental method and random sampling. In this study, 1000 university entrance exam candidates in Iran were selected as samples. The facial images of these candidates were processed and analyzed using FaceMatch software. The software's accuracy and efficiency were evaluated using various metrics, including accuracy rate, error rate, and processing time. The research results indicated that FaceMatch software could accurately identify candidates with a precision of 98.5%. The software's error rate was less than 1.5%, demonstrating its high efficiency in facial recognition. Additionally, the average processing time for each candidate's image was less than 2 seconds, indicating the software's high efficiency. Statistical evaluation of the results using precise statistical tests, including analysis of variance (ANOVA) and t-test, showed that the observed differences were significant, and the software's accuracy in identity verification is high. The findings of this research suggest that FaceMatch software can be effectively used as a tool for identifying university entrance exam candidates in Iran. This technology not only enhances security and prevents fraud but also simplifies and streamlines the exam administration process. However, challenges such as preserving candidates' privacy and the costs of implementation must also be considered. The use of facial recognition technology with FaceMatch software in Iran's educational systems can be an effective solution for preventing fraud and ensuring the authenticity of university entrance exam candidates' identities. Given the promising results of this research, it is recommended that this technology be more widely implemented and utilized in the country's educational systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=facial%20recognition" title="facial recognition">facial recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=FaceMatch%20software" title=" FaceMatch software"> FaceMatch software</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20entrance%20exam" title=" university entrance exam"> university entrance exam</a> </p> <a href="https://publications.waset.org/abstracts/186551/facial-recognition-of-university-entrance-exam-candidates-using-facematch-software-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186551.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">47</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">2822</span> Probability of Passing the Brake Test at Ministry of Transport Facilities of Each City at Alicante Region from Spain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Senabre%20Blanes">Carolina Senabre Blanes</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergio%20Valero%20Verd%C3%BA"> Sergio Valero Verdú</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20Velasco%20S%C3%A1Nchez"> Emilio Velasco SáNchez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research objective is to obtain a percentage of success for each Ministry of Transport (MOT) facilities of each city of the Alicante region from Comunidad Valenciana from Spain by comparing results obtained by using different brake testers. It has been studied which types of brake tester are being used at each city nowadays. Different types of brake testers are used at each city, and the mechanical engineering staffs from the Miguel Hernández University have studied differences between all of them, and have obtained measures from each type. A percentage of probability of success will be given to each MOT station when you try to pass the exam with the same car with same characteristics and the same wheels. In other words, parameters of the vehicle have been controlled to be the same at all tests; therefore, brake measurements variability will be due to the type of testers could be used at the MOT station. A percentage of probability to pass the brake exam at each city will be given by comparing results of tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brake%20tester" title="brake tester">brake tester</a>, <a href="https://publications.waset.org/abstracts/search?q=Mot%20station" title=" Mot station"> Mot station</a>, <a href="https://publications.waset.org/abstracts/search?q=probability%20to%20pass%20the%20exam" title=" probability to pass the exam"> probability to pass the exam</a>, <a href="https://publications.waset.org/abstracts/search?q=brake%20tester%20characteristics" title=" brake tester characteristics"> brake tester characteristics</a> </p> <a href="https://publications.waset.org/abstracts/58227/probability-of-passing-the-brake-test-at-ministry-of-transport-facilities-of-each-city-at-alicante-region-from-spain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58227.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">293</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">2821</span> Length-Weight and Length-Length Relationships of Oreochromis aureus in Relation to Body Size from Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Naeem">Muhammad Naeem</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Zubari"> Amina Zubari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdus%20Salam"> Abdus Salam</a>, <a href="https://publications.waset.org/abstracts/search?q=Summera%20Yasmeen"> Summera Yasmeen</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Ali%20Ayub%20Bukhari"> Syed Ali Ayub Bukhari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abir%20Ishtiaq"> Abir Ishtiaq </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, eighty three wild Oreochromis aureus of different body size ranging 5.3-14.6 cm in total length were collected from the River Chenab, District Muzzafer Garh, Pakistan to investigate the parameters of length –weight, length-length relationships and condition factor in relation to size. Each fish was measured and weighed on arrival at laboratory. Log transformed regressions were used to test the allometric growth. Length-weight relationship was found highly significant (r = 0.964; P < 0.01). The values of exponent “ b” in Length–weight regression (W=aLb), deviated from 3, showing isometric growth (b = 2.75). Results for LLRs indicated that these are highly correlated (P< 0.001). Condition factor (K) found constant with increasing body weight, however, showed negative influence with increasing total length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oreochromis%20aureus" title="Oreochromis aureus">Oreochromis aureus</a>, <a href="https://publications.waset.org/abstracts/search?q=weight-length%20relationship" title=" weight-length relationship"> weight-length relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=condition%20factor" title=" condition factor"> condition factor</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20equations" title=" predictive equations"> predictive equations</a> </p> <a href="https://publications.waset.org/abstracts/20572/length-weight-and-length-length-relationships-of-oreochromis-aureus-in-relation-to-body-size-from-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20572.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">831</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">2820</span> Concept-Based Assessment in Curriculum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nandu%20C.%20Nair">Nandu C. Nair</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a concept-based assessment to track the performance of the students. The idea behind this approach is to map the exam questions with the concepts learned in the course. So at the end of the course, each student will know how well he learned each concept. This system will give a self assessment for the students as well as instructor. By analyzing the score of all students, instructor can decide some concepts need to be teaching again or not. The system’s efficiency is proved using three courses from M-tech program in E-Learning technologies and results show that the concept-wise assessment improved the score in final exam of majority students on various courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a>, <a href="https://publications.waset.org/abstracts/search?q=examination" title=" examination"> examination</a>, <a href="https://publications.waset.org/abstracts/search?q=question" title=" question"> question</a>, <a href="https://publications.waset.org/abstracts/search?q=score" title=" score"> score</a> </p> <a href="https://publications.waset.org/abstracts/29674/concept-based-assessment-in-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29674.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">469</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">2819</span> Exam Stress and Emotional Eating Among Lebanese University Students: A Correlational Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marielle%20Mansour">Marielle Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Integrating university students into an academic environment can be intense, with significant intellectual and emotional challenges. Stress, particularly during exam periods, plays a crucial role in students' eating habits, often influencing their food choices through mechanisms such as emotional eating. Objective: This study aims to understand the impact of exam stress on emotional eating among university students in Lebanon, Methodology: A cross-sectional study was conducted among 700 students aged 18 to 25 years in Lebanon, using online questionnaires to assess perceived stress using the Perceived Stress Scale (PSS) and emotional eating behaviors with the Dutch Eating Behavior Questionnaire (DEBQ). Data was analyzed to identify correlations between stress and emotional eating. Results: A significant positive correlation was observed between levels of perceived stress and increased emotional eating, with marked differences depending on participants' gender and field of study. This trend highlights the concerning impact of academic stress on students' food choices, including an increased prevalence of emotional eating among women and those studying in demanding disciplines like health sciences and engineering. Conclusion: This research contributes to the understanding of the complex links between academic stress and emotional eating behaviors among university students in Lebanon. To improve the mental and physical health of students, it is essential to implement tailored educational and support initiatives aimed at reducing stress and promoting balanced dietary choices in learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exam%20stress" title="exam stress">exam stress</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20eating" title=" emotional eating"> emotional eating</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20management" title=" stress management"> stress management</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebanon" title=" Lebanon"> Lebanon</a> </p> <a href="https://publications.waset.org/abstracts/192450/exam-stress-and-emotional-eating-among-lebanese-university-students-a-correlational-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192450.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2818</span> Morphometric Relationships of Length-Weight and Length-Length of Oreochromis aureus in Relation to Body Size and Condition Factor from Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Naeem">Muhammad Naeem</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdus%20Salam"> Abdus Salam</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumera%20Yasmin"> Sumera Yasmin</a>, <a href="https://publications.waset.org/abstracts/search?q=Abir%20Ishtiaq"> Abir Ishtiaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, eighty-three wild Oreochromis aureus of different body size ranging 5.3-14.6 cm in total length were collected from the River Chenab, District Muzzafer Garh, Pakistan to investigate the parameters of length –weight, length-length relationships and condition factor in relation to size. Each fish was measured and weighed on arrival at laboratory. Log transformed regressions were used to test the allometric growth. Length-weight relationship was found highly significant (r = 0.964; P < 0.01). The values of exponent “ b” in Length–weight regression (W=aL^b), deviated from 3, showing isometric growth (b = 2.75). Results for LLRs indicated that these are highly correlated (P < 0.001). Condition factor (K) found constant with increasing body weight, however, showed negative influence with increasing total length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lenght-weight" title="lenght-weight">lenght-weight</a>, <a href="https://publications.waset.org/abstracts/search?q=Oreochromis%20aureus" title=" Oreochromis aureus"> Oreochromis aureus</a>, <a href="https://publications.waset.org/abstracts/search?q=morphometric%20study" title=" morphometric study"> morphometric study</a> </p> <a href="https://publications.waset.org/abstracts/2805/morphometric-relationships-of-length-weight-and-length-length-of-oreochromis-aureus-in-relation-to-body-size-and-condition-factor-from-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2805.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">439</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">2817</span> Factors Affecting Students' Performance in the Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amylyn%20F.%20Labasano">Amylyn F. Labasano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A significant number of empirical studies are carried out to investigate factors affecting college students’ performance in the academic examination. With a wide-array of literature-and studies-supported findings, this study is limited only on the students’ probability of passing periodical exams which is associated with students’ gender, absences in the class, use of reference book, and hours of study. Binary logistic regression was the technique used in the analysis. The research is based on the students’ record and data collected through survey. The result reveals that gender, use of reference book and hours of study are significant predictors of passing an examination while students’ absenteeism is an insignificant predictor. Females have 45% likelihood of passing the exam than their male classmates. Students who use and read their reference book are 38 times more likely pass the exam than those who do not use and read their reference book. Those who spent more than 3 hours in studying are four (4) times more likely pass the exam than those who spent only 3 hours or less in studying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absences" title="absences">absences</a>, <a href="https://publications.waset.org/abstracts/search?q=binary%20logistic%20regression" title=" binary logistic regression"> binary logistic regression</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=hours%20of%20study%20prediction-causation%20method" title=" hours of study prediction-causation method"> hours of study prediction-causation method</a>, <a href="https://publications.waset.org/abstracts/search?q=periodical%20exams" title=" periodical exams"> periodical exams</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20sampling" title=" random sampling"> random sampling</a>, <a href="https://publications.waset.org/abstracts/search?q=reference%20book" title=" reference book"> reference book</a> </p> <a href="https://publications.waset.org/abstracts/40763/factors-affecting-students-performance-in-the-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40763.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">312</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">2816</span> Bridging the Gap between Teaching and Learning: A 3-S (Strength, Stamina, Speed) Model for Medical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mangala.%20Sadasivan">Mangala. Sadasivan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Hughes"> Mary Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryan%20Kelly"> Bryan Kelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical Education must focus on bridging the gap between teaching and learning when training pre-clinical year students in skills needed to keep up with medical knowledge and to meet the demands of health care in the future. The authors were interested in showing that a 3-S Model (building strength, developing stamina, and increasing speed) using a bridged curriculum design helps connect teaching and learning and improves students’ retention of basic science and clinical knowledge. The authors designed three learning modules using the 3-S Model within a systems course in a pre-clerkship medical curriculum. Each module focused on a bridge (concept map) designed by the instructor for specific content delivered to students in the course. This with-in-subjects design study included 304 registered MSU osteopathic medical students (3 campuses) ranked by quintile based on previous coursework. The instructors used the bridge to create self-directed learning exercises (building strength) to help students master basic science content. Students were video coached on how to complete assignments, and given pre-tests and post-tests designed to give them control to assess and identify gaps in learning and strengthen connections. The instructor who designed the modules also used video lectures to help students master clinical concepts and link them (building stamina) to previously learned material connected to the bridge. Boardstyle practice questions relevant to the modules were used to help students improve access (increasing speed) to stored content. Unit Examinations covering the content within modules and materials covered by other instructors teaching within the units served as outcome measures in this study. This data was then compared to each student’s performance on a final comprehensive exam and their COMLEX medical board examinations taken some time after the course. The authors used mean comparisons to evaluate students’ performances on module items (using 3-S Model) to non-module items on unit exams, final course exam and COMLEX medical board examination. The data shows that on average, students performed significantly better on module items compared to non-module items on exams 1 and 2. The module 3 exam was canceled due to a university shut down. The difference in mean scores (module verses non-module) items disappeared on the final comprehensive exam which was rescheduled once the university resumed session. Based on Quintile designation, the mean scores were higher for module items than non-module items and the difference in scores between items for Quintiles 1 and 2 were significantly better on exam 1 and the gap widened for all Quintile groups on exam 2 and disappeared in exam 3. Based on COMLEX performance, all students on average as a group, whether they Passed or Failed, performed better on Module items than non-module items in all three exams. The gap between scores of module items for students who passed COMLEX to those who failed was greater on Exam 1 (14.3) than on Exam 2 (7.5) and Exam 3 (10.2). Data shows the 3-S Model using a bridge effectively connects teaching and learning <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bridging%20gap" title="bridging gap">bridging gap</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20of%20learning" title=" model of learning"> model of learning</a> </p> <a href="https://publications.waset.org/abstracts/184444/bridging-the-gap-between-teaching-and-learning-a-3-s-strength-stamina-speed-model-for-medical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184444.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">61</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">2815</span> Dental Students’ Self-Assessment of Their Performance in a Preclinical Endodontic Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minseock%20Seo">Minseock Seo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental education consists of both theoretical and practical learning for students. When dental students encounter practical courses as a new educational experience, they must also learn to evaluate themselves. The aim of this study was to investigate the self-assessment scores of third-year dental students and compare with the scores graded by the faculty in preclinical endodontic practice in a dental school in Korea. Faculty- and student-assigned scores were calculated from preclinical endodontic practice performed on phantom patients. The students were formally instructed on grading procedures for endodontic treatment. After each step, each item was assessed by the student. The students’ self-assessment score was then compared to the score by the faculty. The students were divided into 4 groups by analyzing the scores of self-assessment and faculty-assessment and statistically analyzed by summing the theoretical and practical examination scores. In the theoretical exam score, the group who over-estimated their performance (H group) was lower than the group with lower evaluation (L group). When comparing the first and last score determined by the faculty, H groups didn’t show any improvement, while the other group did. In H group, the less improvement of the self-assessment, the higher the theoretical exam score. In L group, the higher improvement of the self-assessment, the better the theoretical exam score. The results point to the need to develop students’ self-insight with more exercises and practical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=endodontic" title=" endodontic"> endodontic</a>, <a href="https://publications.waset.org/abstracts/search?q=preclinical%20practice" title=" preclinical practice"> preclinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/88599/dental-students-self-assessment-of-their-performance-in-a-preclinical-endodontic-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88599.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">253</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">2814</span> Individual Differences and Language Learning Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nilgun%20Karatas">Nilgun Karatas</a>, <a href="https://publications.waset.org/abstracts/search?q=Bihter%20Sakin"> Bihter Sakin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the relationships between the use of language learning strategies and English language exit exam success were investigated in the university EFL learners’ context. The study was conducted at Fatih University Prep School. To collect data 3 classes from the A1 module in English language classes completed a questionnaire known as the English Language Learning Strategy Inventory or ELLSI. The data for the present study were collected from the preparatory class students who are studying English as a second language at the School of Foreign Languages. The students were placed into four different levels of English, namely A1, A2, B1, and B2 level of English competency according to European Union Language Proficiency Standard, by means of their English placement test results. The Placement test was conveyed at the beginning of the spring semester in 2014-2015.The ELLSI consists of 30 strategy items which students are asked to rate from 1 (low frequency) to 5 (high frequency) according to how often they use them. The questionnaire and exit exam results were entered onto SPSS and analyzed for mean frequencies and statistical differences. Spearman and Pearson correlation were used in a detailed way. There were no statistically significant results between the frequency of strategy use and exit exam results. However, most questions correlate at a significant level with some of the questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title="individual differences">individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategies" title=" language learning strategies"> language learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatih%20University" title=" Fatih University"> Fatih University</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a> </p> <a href="https://publications.waset.org/abstracts/28251/individual-differences-and-language-learning-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28251.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">491</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">2813</span> Effect of Genotype and Sex on Morphometric Traits of Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20O.%20Dudusola">I. O. Dudusola</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Ogunjimi"> I. Ogunjimi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to determine the effect of sex and genotype on morphometric traits of turkey (Meleagris gallopavo) in a turkey population. Linear body measurements were taken on 150 turkeys. 70 exotic turkeys which include both males (20) and Females (50) and 80 locally adapted turkeys which include males (30) and females (50). The study was conducted at the Turkey Unit of the Teaching and Research Farm, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria. The linear body measurements taken and recorded were the beak length, head length, neck length, body length, keel length, wingspan, wing length, drumstick, Shank length, toe length, tail length and body girth all taken in centimetres (cm). The recorded variables were analyzed with SAS (2008). Duncan multiple range test was used to detect differences among means. Variation was noted between male and female turkeys in favour of the male turkeys as an expression of sexual dimorphism for all studied traits. The male is found to be significantly higher (p <0.05) than the females for all the morphometric traits measured both for the local and exotic type. The exotic type is found to be significantly higher (p <0.05) than the local type for all the morphometric traits measured. The interaction is higher significantly (p <0.05) in the exotic genotype and in the male sex in relation with the morphometric trait especially in the beak length, neck length, body length, keel length, drumstick, shank length and the toe length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exotic%20type" title="exotic type">exotic type</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20measurement" title=" linear measurement"> linear measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20type" title=" local type"> local type</a>, <a href="https://publications.waset.org/abstracts/search?q=morphometric%20traits" title=" morphometric traits"> morphometric traits</a>, <a href="https://publications.waset.org/abstracts/search?q=Meleagris%20gallopavo" title=" Meleagris gallopavo"> Meleagris gallopavo</a> </p> <a href="https://publications.waset.org/abstracts/86761/effect-of-genotype-and-sex-on-morphometric-traits-of-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86761.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">329</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">2812</span> Effects of Educational Technology Integration in Classroom Instruction to the Math Performance of Generation Z Students of a Private High School in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=May%20Maricel%20De%20Gracia">May Maricel De Gracia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Different generations respond differently to instruction because of their diverse characteristics, learning styles and study habits. Teaching strategies that were effective many years ago may not be effective now especially to the current generation which is Gen Z. Using quantitative research design, the main goal of this paper is to determine the impact of the implementation of educational technology integration in a private high school in the math performance of its Junior High School (JHS) students on SY 2014-2018 based on their periodical exam performance and on their final math grades. In support, survey on the use of technology was administered to determine the characteristics of both students and teachers of SY 2017-2018. Another survey regarding study habits was also administered to the students to determine their readiness with regards to note-taking skills, time management, test taking/preparation skills, reading, and writing and math skills. Teaching strategies were recommended based on the need of the current Gen Z JHS students. A total of 712 JHS students and 12 math teachers participated in answering the different surveys. Periodic exam means and final math grades between the school years without technology (SY 2004-2008) and with technology (SY 2014-2018) were analyzed through correlation and regression analyses. Result shows that the periodic exam mean has a 35.29% impact to the final grade of the students. In addition, z-test result where p > 0.05 shows that the periodical exam results do not differ significantly between the school years without integration of technology and with the integration of technology. However, with p < 0.01, a significant positive difference was observed in the final math grades of students between the school years without technology integration and with technology integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20instruction" title="classroom instruction">classroom instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20z" title=" generation z"> generation z</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20performance" title=" math performance"> math performance</a> </p> <a href="https://publications.waset.org/abstracts/104099/effects-of-educational-technology-integration-in-classroom-instruction-to-the-math-performance-of-generation-z-students-of-a-private-high-school-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104099.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">147</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">2811</span> Examination Scheduling System with Proposed Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tabrej%20Khan">Tabrej Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Examination Scheduling System (ESS) is a scheduling system that targets as an exam committee in any academic institute to help them in managing the exams automatically. We present an algorithm for Examination Scheduling System. Nowadays, many universities have challenges with creating examination schedule fast with less confliction compared to hand works. Our aims are to develop a computerized system that can be used in examination scheduling in an academic institute versus available resources (Time, Hall, Invigilator and instructor) with no contradiction and achieve fairness among students. ESS was developed using HTML, C# language, Crystal Report and ASP.NET through Microsoft Visual Studio 2010 as developing tools with integrated SQL server database. This application can produce some benefits such as reducing the time spent in creating an exam schedule and achieving fairness among students <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=examination%20scheduling%20system%20%28ESS%29" title="examination scheduling system (ESS)">examination scheduling system (ESS)</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=ASP.NET" title=" ASP.NET"> ASP.NET</a>, <a href="https://publications.waset.org/abstracts/search?q=crystal%20report" title=" crystal report"> crystal report</a> </p> <a href="https://publications.waset.org/abstracts/62755/examination-scheduling-system-with-proposed-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2810</span> Statistical Description of Counterpoise Effective Length Based on Regressive Formulas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petar%20Sarajcev">Petar Sarajcev</a>, <a href="https://publications.waset.org/abstracts/search?q=Josip%20Vasilj"> Josip Vasilj</a>, <a href="https://publications.waset.org/abstracts/search?q=Damir%20Jakus"> Damir Jakus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a novel statistical description of the counterpoise effective length due to lightning surges, where the (impulse) effective length had been obtained by means of regressive formulas applied to the transient simulation results. The effective length is described in terms of a statistical distribution function, from which median, mean, variance, and other parameters of interest could be readily obtained. The influence of lightning current amplitude, lightning front duration, and soil resistivity on the effective length has been accounted for, assuming statistical nature of these parameters. A method for determining the optimal counterpoise length, in terms of the statistical impulse effective length, is also presented. It is based on estimating the number of dangerous events associated with lightning strikes. Proposed statistical description and the associated method provide valuable information which could aid the design engineer in optimising physical lengths of counterpoises in different grounding arrangements and soil resistivity situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counterpoise" title="counterpoise">counterpoise</a>, <a href="https://publications.waset.org/abstracts/search?q=grounding%20conductor" title=" grounding conductor"> grounding conductor</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20length" title=" effective length"> effective length</a>, <a href="https://publications.waset.org/abstracts/search?q=lightning" title=" lightning"> lightning</a>, <a href="https://publications.waset.org/abstracts/search?q=Monte%20Carlo%20method" title=" Monte Carlo method"> Monte Carlo method</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20distribution" title=" statistical distribution"> statistical distribution</a> </p> <a href="https://publications.waset.org/abstracts/16716/statistical-description-of-counterpoise-effective-length-based-on-regressive-formulas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16716.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">2809</span> Labour Migration in Russia in the Context of Russia’s National Security Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20V.%20Dolzhikova">A. V. Dolzhikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article deals with the problems of labour migration in the Russian Federation in the context of Russia's national security, provides the typology of migrants residing in the territory of the Russian Federation and analyzes the risk factors. The author considers the structure of migration flows and the terms of legal, economic and socio-cultural adaptation of migrants in the Russian Federation. In this connection, the status of the Russian migration legislation, the concept of the comprehensive exam in Russian as a foreign language, history of Russia and the basics of the Russian Federation legislation for foreign citizens which was introduced in Russia on January 1, 2015, are analyzed. The article discloses its role as the adaptation strategy and the factor of Russia's migration security. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20exam" title="comprehensive exam">comprehensive exam</a>, <a href="https://publications.waset.org/abstracts/search?q=migration%20policy" title=" migration policy"> migration policy</a>, <a href="https://publications.waset.org/abstracts/search?q=migration%20legislation" title=" migration legislation"> migration legislation</a>, <a href="https://publications.waset.org/abstracts/search?q=Russia%27s%20national%20security" title=" Russia's national security"> Russia's national security</a> </p> <a href="https://publications.waset.org/abstracts/49836/labour-migration-in-russia-in-the-context-of-russias-national-security-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49836.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">365</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">2808</span> Prediction of the Tunnel Fire Flame Length by Hybrid Model of Neural Network and Genetic Algorithms </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behzad%20Niknam">Behzad Niknam</a>, <a href="https://publications.waset.org/abstracts/search?q=Kourosh%20Shahriar"> Kourosh Shahriar</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Madani"> Hassan Madani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates the applicability of Hybrid Neural Networks that combine with back propagation networks (BPN) and Genetic Algorithms (GAs) for predicting the flame length of tunnel fire A hybrid neural network model has been developed to predict the flame length of tunnel fire based parameters such as Fire Heat Release rate, air velocity, tunnel width, height and cross section area. The network has been trained with experimental data obtained from experimental work. The hybrid neural network model learned the relationship for predicting the flame length in just 3000 training epochs. After successful learning, the model predicted the flame length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tunnel%20fire" title="tunnel fire">tunnel fire</a>, <a href="https://publications.waset.org/abstracts/search?q=flame%20length" title=" flame length"> flame length</a>, <a href="https://publications.waset.org/abstracts/search?q=ANN" title=" ANN"> ANN</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a> </p> <a href="https://publications.waset.org/abstracts/10980/prediction-of-the-tunnel-fire-flame-length-by-hybrid-model-of-neural-network-and-genetic-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10980.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">643</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=exam%20length&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=94">94</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=95">95</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=exam%20length&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>