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resources</title> <meta name="description" content="Search results for: interactive resources"> <meta name="keywords" content="interactive resources"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="interactive resources"> <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> 6009</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: interactive resources</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5979</span> The Impact of Smartphone Applications on Consumer Attitude towards Brands</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikita%20Bharadia">Nikita Bharadia</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Gupta"> Vikas Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushant%20Koshy"> Sushant Koshy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile phone applications (“apps”) have generated substantial interest among marketers and researchers because of the developments in the smartphone technology and the availability of affordable phones to a large number of consumers. Apps are enabling brands to engage with consumers at any time and any place. This study utilizes a pre-test/post-test experimental design to determine if apps can have a persuasive impact on the consumer attitude towards the brand and her purchase intention. The study also tests the impact of informational vs. interactive style of apps on categories with high and low level of involvement. The results show that for high involvement brands, consumers have a predetermined brand image and apps that satisfy consumer needs through an interactive interface can increase purchase intention. For low involvement brands, while informational apps do not create substantial engagement, interactive apps can increase consumer focus on the brand and establish personal connect with the consumers. This has a positive impact in the attitude towards the brand. These results suggest that understanding how to maximize the consumer interaction with mobile phone apps will be a key topic of future research. This research indicates that managers need to evaluate the how apps can solve consumer needs before investing resources towards digital marketing campaign for their brands, following the global trend to capitalize on the digital platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=App%20execution%20style" title="App execution style">App execution style</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20and%20low%20involvement%20categories" title=" high and low involvement categories"> high and low involvement categories</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20marketing" title=" mobile marketing"> mobile marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone%20applications" title=" smartphone applications"> smartphone applications</a> </p> <a href="https://publications.waset.org/abstracts/23001/the-impact-of-smartphone-applications-on-consumer-attitude-towards-brands" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23001.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">398</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">5978</span> Specialised Centres in TERI Knowledge Resource Centre</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pallavi%20Singh">Pallavi Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing library knowledge centres involves transforming traditional library spaces into dynamic, interactive environments that support collaborative learning, digital literacy, and access to various resources. Knowledge centres, also known as knowledge hubs or centres of excellence, play a crucial role in organizations and communities by serving as repositories of expertise and information. The Energy and Resources Institute (TERI) is a research organisation dedicated to sustainable community solutions. TERI Knowledge Resource Center is also aligned with the objective of the host organization within TERI; there are several specialized knowledge centers dedicated to various aspects of sustainability, energy, climate change, environmental management, green mobility, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20centres" title="knowledge centres">knowledge centres</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20management" title=" environmental management"> environmental management</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20mobility" title=" green mobility"> green mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=energy" title=" energy"> energy</a> </p> <a href="https://publications.waset.org/abstracts/193188/specialised-centres-in-teri-knowledge-resource-centre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193188.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">5</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">5977</span> The Holistic Nursing WebQuest: An Interactive Teaching/Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20M.%20Schwarz">Laura M. Schwarz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> WebQuests are an internet-based interactive teaching/learning tool and utilize a scaffolded methodology. WebQuests employ critical thinking, afford inquiry-based constructivist learning, and readily employ Bloom’s Taxonomy. WebQuests have generally been used as instructional technology tools in primary and secondary education and have more recently grown in popularity in higher education. The study of the efficacy of WebQuests as an instructional approach to learning, however, has been limited, particularly in the nursing education arena. The purpose of this mixed-methods study was to determine nursing students’ perceptions of the effectiveness of the Nursing WebQuest as a teaching/learning strategy for holistic nursing-related content. Quantitative findings (N=42) suggested that learners were active participants, used reflection, thought of new ideas, used analysis skills, discovered something new, and assessed the worth of something while taking part in the WebQuests. Qualitative findings indicated that participants found WebQuest positives as easy to understand and navigate; clear and organized; interactive; good alternative learning format, and used a variety of quality resources. Participants saw drawbacks as requiring additional time and work; and occasional failed link or link causing them to lose their location in the WebQuest. Recommendations include using larger sample size and more diverse populations from various programs and universities. In conclusion, WebQuests were found to be an effective teaching/learning tool as positively assessed by study participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=holistic%20nursing" title="holistic nursing">holistic nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%2Flearning%20strategy" title=" teaching/learning strategy"> teaching/learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=WebQuests" title=" WebQuests"> WebQuests</a> </p> <a href="https://publications.waset.org/abstracts/92645/the-holistic-nursing-webquest-an-interactive-teachinglearning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92645.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">126</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">5976</span> Communicative Language Teaching Technique: A Neglected Approach in Reading Comprehension Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olumide%20Yusuf%20Jimoh">Olumide Yusuf Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension is an interactive and purposeful process of getting meaning from and bringing meaning to a text. Over the years, teachers of the English Language (in Nigeria) have been glued to the monotonous method of making students read comprehension passages silently and then answer the questions that follow such passages without making the reading session interactive. Hence, students often find such exercises monotonous and boring. Consequently, students' interest in language learning continues to dwindle, and this often affects their overall academic performance. Relying on Communicative Accommodation Theory therefore, the study employed the qualitative research design method to x-ray Communicative Language Teaching Approach (CLTA) in reading comprehension. Moreover, techniques such as the Genuinely Collaborative Reading Approach (GCRA), Jigsaw reading, Pre-reading, and Post-reading tasks were examined. The researcher submitted that effective reading comprehension could not be done passively. Students must respond to what they read; they must interact not only with the materials being read but also with one another and with the teacher; this can be achieved by developing communicative and interactive reading programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reading%20approach" title="collaborative reading approach">collaborative reading approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20teaching" title=" communicative teaching"> communicative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20reading%20program" title=" interactive reading program"> interactive reading program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20task" title=" pre-reading task"> pre-reading task</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/158012/communicative-language-teaching-technique-a-neglected-approach-in-reading-comprehension-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5975</span> Model-Viewer for Setting Interactive 3D Objects of Electronic Devices and Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julio%20Br%C3%A9gains">Julio Brégains</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%81ngel%20Carro"> Ángel Carro</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9-Manuel%20Andi%C3%B3n"> José-Manuel Andión</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual 3D objects constitute invaluable tools for teaching practical engineering subjects at all -from basic to advanced- educational levels. For instance, they can be equipped with animation or informative labels, manipulated by mouse movements, and even be immersed in a real environment through augmented reality. In this paper, we present the investigation and description of a set of applications prepared for creating, editing, and making use of interactive 3D models to represent electric and electronic devices and systems. Several examples designed with the described tools are exhibited, mainly to show their capabilities as educational technological aids, applicable not only to the field of electricity and electronics but also to a much wider range of technical areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Google%20model%20viewer" title=" Google model viewer"> Google model viewer</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20educational%20tools" title=" ICT educational tools"> ICT educational tools</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching" title=" interactive teaching"> interactive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20tools%20for%20teaching" title=" new tools for teaching"> new tools for teaching</a> </p> <a href="https://publications.waset.org/abstracts/147356/model-viewer-for-setting-interactive-3d-objects-of-electronic-devices-and-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147356.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">75</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">5974</span> Class Control Management Issues and Solutions in Interactive Learning Theories’ Efficiency and the Application Case Study: 3rd Year Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Belalia%20Douma">Mohammed Belalia Douma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interactive learning is considered as the most effective strategy of learning, it is an educational philosophy based on the learner's contribution and involvement mainly in classroom and how he interacts toward his small society “classroom”, and the level of his collaboration into challenge, discovering, games, participation, all these can be provided through the interactive learning, which aims to activate the learner's role in the operation of learning, which focuses on research and experimentation, and the learner's self-reliance in obtaining information, acquiring skills, and forming values and attitudes. Whereas not based on memorization only, but rather on developing thinking and the ability to solve problems, on teamwork and collaborative learning. With the exchange or roles - teacher to student- , when the student will be more active and performing operations more than the student under the interactive learning method; we might face a several issues dealing with class controlling management, noise, and stability of learning… etc. This research paper is observing the application of the interactive learning on reality “classroom” and answers several assumptions and analyzes the issues coming up of these strategies mainly: noise, class control…etc The research sample was about 150 student of the 3rd year primary school in “Chlef” district, Algeria, level: beginners in the range of age 08 to 10 years old . We provided a questionnaire of confidential fifteen questions and also analyzing the attitudes of learners during three months. it have witnessed as teachers a variety of strategies dealing with applying the interactive learning but with a different issues; time management, noise, uncontrolled classes, overcrowded classes. Finally, it summed up that although the active education is an inevitably effective method of teaching, however, there are drawbacks to this, in addition to the fact that not all theoretical strategies can be applied and we conclude with solutions of this case study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title="interactive learning">interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies." title=" strategies."> strategies.</a> </p> <a href="https://publications.waset.org/abstracts/182710/class-control-management-issues-and-solutions-in-interactive-learning-theories-efficiency-and-the-application-case-study-3rd-year-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5973</span> Interactive Planning of Suburban Apartment Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Koiso-Kanttila">J. Koiso-Kanttila</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Soikkeli"> A. Soikkeli</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aapaoja"> A. Aapaoja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction in Finland is focusing increasingly on renovation instead of conventional new construction, and this trend will continue to grow in the coming years and decades. Renovation of the large number of suburban residential apartment buildings built in the 1960s and 1970s poses a particular challenge. However, renovation projects are demanding for the residents of these buildings, since they usually are uninitiated in construction issues. On the other hand, renovation projects generally apply the operating models of new construction. Nevertheless, the residents of an existing residential apartment building are some of the best experts on the site. Thus, in this research project we applied a relational model in developing and testing at case sites a planning process that employs interactive planning methods. Current residents, housing company managers, the city zoning manager, the contractor’s and prefab element supplier’s representatives, professional designers and researchers all took part in the planning. The entire interactive planning process progressed phase by phase as the participants’ and designers’ concerted discussion and ideation process, so that the end result was a renovation plan desired by the residents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apartment%20building%20renovation" title="apartment building renovation">apartment building renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20planning" title=" interactive planning"> interactive planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20alliance" title=" project alliance"> project alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=user-orientedness" title=" user-orientedness"> user-orientedness</a> </p> <a href="https://publications.waset.org/abstracts/15186/interactive-planning-of-suburban-apartment-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15186.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">385</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">5972</span> Conservation of Energy in Households in Urban Areas in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aashee%20Garg">Aashee Garg</a>, <a href="https://publications.waset.org/abstracts/search?q=Anusha%20Agarwal"> Anusha Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India, as a country is very rich in terms of natural resources however as citizens, we have not respected this fact and have been continuously exploiting nature’s gift to mankind. Further as the population is ever increasing, the load on the consumption of resources is unprecedented. This has led to the depletion of natural resources such as coal, oil, gas etc., apart from the pollution it causes. It is time that we shift from use of these conventional resources to more effective new ways of energy generation. We should develop and encourage usage of renewable resources such as wind and solar in households to conserve energy in place of the above mentioned nonrenewable energy sources. This paper deals with the most effective ways in which the households in India can conserve energy thus reducing effect on environment and depletion of limited resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20consumption" title="energy consumption">energy consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=renewable%20resources%20and%20environment" title=" renewable resources and environment"> renewable resources and environment</a> </p> <a href="https://publications.waset.org/abstracts/20224/conservation-of-energy-in-households-in-urban-areas-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20224.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">436</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">5971</span> Design for Classroom Units: A Collaborative Multicultural Studio Development with Chinese Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Caires">C. S. Caires</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Barbosa"> A. Barbosa</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Hanyou"> W. Hanyou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present the main results achieved during a five-week international workshop on Interactive Furniture for the Classroom, with 22 Chinese design students, in Jiangmen city (Guangdong province, China), and five teachers from Portugal, France, Iran, Macao SAR, and China. The main goal was to engage design students from China with new skills and practice methodologies towards interactive design research for furniture and product design for the classroom. The final results demonstrate students' concerns on improving Chinese furniture design for the classrooms, including solutions related to collaborative learning and human-interaction design for interactive furniture products. The findings of the research led students to the fabrication of five original prototypes: two for kindergartens ('Candy' and 'Tilt-tilt'), two for primary schools ('Closer' and 'Eks(x)'), and one for art/creative schools ('Wave'). From the findings, it was also clear that collaboration, personalization, and project-based teaching are still neglected when designing furniture products for the classroom in China. Students focused on these issues and came up with creative solutions that could transform this educational field in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=product%20design" title="product design">product design</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20education" title=" collaborative education"> collaborative education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20design" title=" interactive design"> interactive design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20research%20and%20prototyping" title=" design research and prototyping"> design research and prototyping</a> </p> <a href="https://publications.waset.org/abstracts/120448/design-for-classroom-units-a-collaborative-multicultural-studio-development-with-chinese-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120448.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">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5970</span> Utilization of a Telepresence Evaluation Tool for the Implementation of a Distant Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Bacon-Baguley">Theresa Bacon-Baguley</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Reinhold"> Martina Reinhold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Evaluation and analysis are the cornerstones of any successful program in higher education. When developing a program at a distant campus, it is essential that the process of evaluation and analysis be orchestrated in a timely manner with tools that can identify both the positive and negative components of distant education. We describe the utilization of a newly developed tool used to evaluate and analyze the successful expansion to a distant campus using Telepresence Technology. Like interactive television, Telepresence allows live interactive delivery but utilizes broadband cable. The tool developed is adaptable to any distant campus as the framework for the tool was derived from a systematic review of the literature. Methodology: Because Telepresence is a relatively new delivery system, the evaluation tool was developed based on a systematic review of literature in the area of distant education and ITV. The literature review identified four potential areas of concern: 1) technology, 2) confidence in the system, 3) faculty delivery of the content and, 4) resources at each site. Each of the four areas included multiple sub-components. Benchmark values were determined to be 80% or greater positive responses to each of the four areas and the individual sub-components. The tool was administered each semester during the didactic phase of the curriculum. Results: Data obtained identified site-specific issues (i.e., technology access, student engagement, laboratory access, and resources), as well as issues common at both sites (i.e., projection screen size). More specifically, students at the parent location did not have adequate access to printers or laboratory space, and students at the distant campus did not have adequate access to library resources. The evaluation tool identified that both sites requested larger screens for visualization of the faculty. The deficiencies were addressed by replacing printers, including additional orientation for students on library resources and increasing the screen size of the Telepresence system. When analyzed over time, the issues identified in the tool as deficiencies were resolved. Conclusions: Utilizing the tool allowed adjustments of the Telepresence delivery system in a timely manner resulting in successful implementation of an entire curriculum at a distant campus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physician%20assistant" title="physician assistant">physician assistant</a>, <a href="https://publications.waset.org/abstracts/search?q=telepresence%20technology" title=" telepresence technology"> telepresence technology</a>, <a href="https://publications.waset.org/abstracts/search?q=distant%20education" title=" distant education"> distant education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/110970/utilization-of-a-telepresence-evaluation-tool-for-the-implementation-of-a-distant-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110970.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">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5969</span> On the Interactive Search with Web Documents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mario%20Kubek">Mario Kubek</a>, <a href="https://publications.waset.org/abstracts/search?q=Herwig%20Unger"> Herwig Unger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the large amount of information in the World Wide Web (WWW, web) and the lengthy and usually linearly ordered result lists of web search engines that do not indicate semantic relationships between their entries, the search for topically similar and related documents can become a tedious task. Especially, the process of formulating queries with proper terms representing specific information needs requires much effort from the user. This problem gets even bigger when the user's knowledge on a subject and its technical terms is not sufficient enough to do so. This article presents the new and interactive search application DocAnalyser that addresses this problem by enabling users to find similar and related web documents based on automatic query formulation and state-of-the-art search word extraction. Additionally, this tool can be used to track topics across semantically connected web documents <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DocAnalyser" title="DocAnalyser">DocAnalyser</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20web%20search" title=" interactive web search"> interactive web search</a>, <a href="https://publications.waset.org/abstracts/search?q=search%20word%20extraction" title=" search word extraction"> search word extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=query%20formulation" title=" query formulation"> query formulation</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20topic%20detection" title=" source topic detection"> source topic detection</a>, <a href="https://publications.waset.org/abstracts/search?q=topic%20tracking" title=" topic tracking "> topic tracking </a> </p> <a href="https://publications.waset.org/abstracts/17687/on-the-interactive-search-with-web-documents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17687.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">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5968</span> Interactive Fun Activities for Blind and Sighted Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haif%20Alharthy">Haif Alharthy</a>, <a href="https://publications.waset.org/abstracts/search?q=Samar%20Altarteer"> Samar Altarteer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blind and sighted teenagers might find it challenging to communicate and have fun interaction with each other. The previous studies emphasize the importance of the interactive communication of the blind with the sighted people in developing the interpersonal and social skills of the blind people . Playing games is one of the effective ways used to engage the blind with the sighted people and help in enhancing their social skills. However, it is difficult to find a fun game that is designed to encourage interaction between blind and sighted teenagers in which the blind can play it independently without help and that the sighted find its design attractive and satisfying. The aim of this paper is to examine how challenging is to have fun interaction between blind and sighted people and offer interactive tabletop game solution in which both of them can independently participate and enjoy. The paper discusses the importance and the impact of the interactive fun communication between blind and sighted people and how to get them involved with each other through games. The paper investigates several approaches to design a universal game. A survey was conducted for blind teenager’s family members to discover what difficulties they face while playing and communicating with their blind family member and to identify the blind’s needs and interests in games. The study reveals that although families like to play tabletop games with their blind member, they find difficulties in finding universal games that is interesting and adequate for both. Also, qualitative interviews were conducted with blind teenager shows the sufficiency in tabletop games that do not require help from another family member to play the game. The results suggested that an effective approach is to develop an interactive tabletop game embedded with audio and tactile techniques. The findings of the pilot study highlighted the necessary information such as tools, visuals, and game concepts that should be considered in developing interactive card game for blind and sighted teenagers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Blind" title="Blind">Blind</a>, <a href="https://publications.waset.org/abstracts/search?q=card%20game" title=" card game"> card game</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=tabletop%20game" title=" tabletop game"> tabletop game</a>, <a href="https://publications.waset.org/abstracts/search?q=teenager" title=" teenager"> teenager</a> </p> <a href="https://publications.waset.org/abstracts/90816/interactive-fun-activities-for-blind-and-sighted-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90816.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">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5967</span> Jordan Water District Interactive Billing and Accounting Information System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adrian%20J.%20Forca">Adrian J. Forca</a>, <a href="https://publications.waset.org/abstracts/search?q=Simeon%20J.%20Cainday%20III"> Simeon J. Cainday III</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Jordan Water District Interactive Billing and Accounting Information Systems is designed for Jordan Water District to uplift the efficiency and effectiveness of its services to its customers. It is designed to process computations of water bills in accurate and fast way through automating the manual process and ensures that correct rates and fees are applied. In addition to billing process, a mobile app will be integrated into it to support rapid and accurate water bill generation. An interactive feature will be incorporated to support electronic billing to customers who wish to receive water bills through the use of electronic mail. The system will also improve, organize and avoid data inaccuracy in accounting processes because data will be stored in a database which is designed logically correct through normalization. Furthermore, strict programming constraints will be plunged to validate account access privilege based on job function and data being stored and retrieved to ensure data security, reliability, and accuracy. The system will be able to cater the billing and accounting services of Jordan Water District resulting in setting forth the manual process and adapt to the modern technological innovations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=bill" title=" bill"> bill</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20system" title=" information system"> information system</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive" title=" interactive"> interactive</a> </p> <a href="https://publications.waset.org/abstracts/95441/jordan-water-district-interactive-billing-and-accounting-information-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95441.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5966</span> The Effect of Advertising on Brand Choices of Z Generation Children and Their Social Media Consumption Habits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H%C3%BCseyin%20Altuba%C5%9F">Hüseyin Altubaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasret%20Akta%C5%9F"> Hasret Aktaş</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M%C3%BCcahid%20Zengin"> A. Mücahid Zengin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children determine the direction of the power of consumption. They affect the decisions of their parents but they also reached to a significant purchasing power themselves. Children, who are turning interactive behavior to normal behavior are becoming the decision makers in a company’s survival. Companies that analyze this effective target audience can communicate successfully with children. Children, who are interactive individuals, are closer to advertising. They are almost talking better with advertising. They are not afraid to express their likings, as well as their dislikes. Children have an interactive lifestyle and they were exposed to the vast changes in technology after year 2000. They do not know a life without internet, they spend mobile life in internet. This Z generation is the new determinants of brands. Z generation finds it appropriate to be brand ambassadors and they completely changed traditional media and traditional consumer behavior. These children live social reality with virtual reality and they feed brands differently. Brands that interact with Z generation are affected by this feeding positively, while brands that keep interaction in traditional levels are affected negatively. In this research we examine the communication, advertising and brand behaviors of Z generation. We especially analyze this generation’s interaction with social media brands and their interactive attitudes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Z%20generation" title=" Z generation"> Z generation</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20choice" title=" brand choice"> brand choice</a> </p> <a href="https://publications.waset.org/abstracts/12568/the-effect-of-advertising-on-brand-choices-of-z-generation-children-and-their-social-media-consumption-habits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12568.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">550</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5965</span> The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ang%20Ling%20Weay">Ang Ling Weay</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the potential benefits of an interactive multimedia information representation in enhancing students’ critical thinking aligned with history reasoning in learning history between Secondary School students in Malaysia. Two modes of multimedia information representation implemented which are chronological and thematic information representation. A qualitative study of an unstructured interview was conducted among two history teachers, one history education lecturer, two i-think expert and program trainers and five form 4 secondary school students. The interview was to elicit their opinions on the implementation of thinking maps and interactive multimedia information representation in history learning. The key elements of interactive multimedia (e.g. multiple media, user control, interactivity, and use of timelines and concept maps) were then considered to improve the learning process. Findings of the preliminary investigation reveal that the interactive multimedia information representations have the potential benefits to be implemented as instructional resource in enhancing students’ higher order thinking skills (HOTs). This paper concludes by giving suggestions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20information%20representation" title="multimedia information representation">multimedia information representation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20reasoning" title=" history reasoning"> history reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=chronological%20and%20thematic%20information%20representation" title=" chronological and thematic information representation"> chronological and thematic information representation</a> </p> <a href="https://publications.waset.org/abstracts/17443/the-potential-benefits-of-multimedia-information-representation-in-enhancing-students-critical-thinking-and-history-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17443.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">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5964</span> Modular, Responsive, and Interactive Green Walls - A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flaviu%20Mihai%20Frigura-Lliasa">Flaviu Mihai Frigura-Lliasa</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreea%20Anamaria%20Anghel"> Andreea Anamaria Anghel</a>, <a href="https://publications.waset.org/abstracts/search?q=Attila%20Simo"> Attila Simo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the beauty, usefulness, science, constantly changing, constantly evolving features, and most of the time, mystery it involves, nature-based art is seen as a both modern and timeless direction that has been extensively used in design. The goal of the team's activities was to experiment with ways of fusing the two most common contemporary ways of referring to green installations, that is, either in a pure artistic or in an ecological manner, and creating a living, dynamic, interactive installation capable of both receiving and interpreting external factors, such as natural and human stimuli, that would not only determine some of the mechanism's presets. By consequent, a complex experiment made up of various research and project stages was elaborated in order to transform an idea into an actual interactive green installation within months thanks to the interaction, teamwork, and design processes undertaken throughout the academic years by both university lecturers and some of our students. The outcomes would lead to the development of a dynamic artwork called "Modgrew" as well as the introduction of experiment-based learning at the Timisoara Faculty of Architecture and Urban Planning, as well as at the Faculty of Electrical and Power Engineering, for the green wall automation issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20design" title="green design">green design</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20walls" title=" living walls"> living walls</a>, <a href="https://publications.waset.org/abstracts/search?q=modular%20structure" title=" modular structure"> modular structure</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20proof%20of%20concept" title=" interactive proof of concept"> interactive proof of concept</a> </p> <a href="https://publications.waset.org/abstracts/166969/modular-responsive-and-interactive-green-walls-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166969.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">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5963</span> Document Analysis for Modelling iTV Advertising towards Impulse Purchase</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Che%20Omar">Azizah Che Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study provides a systematic literature review which analyzed the literature for the purpose of looking for concepts, theories, approaches and guidelines in order to propose a conceptual design model of interactive television advertising toward impulse purchase (iTVAdIP). An extensive review of literature was purposely carried out to understand the concepts of interactive television (iTV). Therefore, some elements; iTV guidelines, advertising theories, persuasive approaches, and the impulse purchase elements were analyzed to reach the scope of this work. The extensive review was also a necessity to achieve the objective of this study, which was to determine the concept of iTVAdIP design model. Through systematic review analysis, this study discovered that all the previous models did not emphasize the conceptual design model of interactive television advertising. As a result, the finding showed that the concept of the proposed model should contain the iTV guidelines, advertising theory, persuasive approach and impulse purchase elements. In addition, a summary diagram for the development of the proposed model is depicted to provide clearer understanding towards the concepts of conceptual design model of iTVAdIP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulse%20purchase" title="impulse purchase">impulse purchase</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20television%20advertising" title=" interactive television advertising"> interactive television advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising%20theories" title=" advertising theories"> advertising theories</a> </p> <a href="https://publications.waset.org/abstracts/13140/document-analysis-for-modelling-itv-advertising-towards-impulse-purchase" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13140.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">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5962</span> Utilization of Learning Resources in Enhancing the Teaching of Science and Technology Courses in Post Primary Institutions in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isah%20Mohammed%20Patizhiko">Isah Mohammed Patizhiko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed at discussing the important role learning resources play in enhancing the teaching and learning of science and technology courses in post primary institution in Nigeria. The paper highlighted the importance learning resources contributed to the effective understanding of the learners. The use of learning resources in the teaching of these courses will encourage teachers to be more exploratory and the learners to have more understanding. In this paper, different range of learning resources particularly common learning resources (learning resources not design primarily for education purposes) to enrich their teaching. The paper also highlighted how ordinary resource can be turned into an educational resource. Recommendations were proffered in the sourcing of learning resources ie from the market, library, institutions, museums, and dump refuse and concluded that good demonstration on the use of resources will engage the learner’s interest and will develop higher level of conceptual understanding in the learning area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enhance" title="enhance">enhance</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/70084/utilization-of-learning-resources-in-enhancing-the-teaching-of-science-and-technology-courses-in-post-primary-institutions-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70084.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">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5961</span> Genetic Algorithm Optimization of Multiple Resources for Multi-Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Samer%20Ezeldin">A. Samer Ezeldin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20A.%20Fotouh"> Sarah A. Fotouh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Optimization of resources is very important in all fields, as in construction management. Project managers have to face problems regarding management of cost, time and available resources of single projects and more problems arise when managing multiple projects. Most of the studies focused on optimization of resources for a single project, but, this paper will discuss the design and modeling of multiple resources optimization for multiple projects using Genetic Algorithm. Most of the companies in construction industry optimize the resources for single projects only, but with the presence of several mega projects in several developing countries running at the same time, there is a need for a model to enhance the efficiency of available resources and decreases the fluctuation as much as possible. The proposed model calculates the cost of each resource, tries to minimize the cost of extra resources as much as possible and generates the schedule of each project within a selected program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title="construction management">construction management</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20projects" title=" multiple projects"> multiple projects</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20resources" title=" multiple resources"> multiple resources</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a> </p> <a href="https://publications.waset.org/abstracts/61061/genetic-algorithm-optimization-of-multiple-resources-for-multi-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61061.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">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5960</span> Development of an Interactive and Robust Image Analysis and Diagnostic Tool in R for Early Detection of Cervical Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumar%20Dron%20Shrivastav">Kumar Dron Shrivastav</a>, <a href="https://publications.waset.org/abstracts/search?q=Ankan%20Mukherjee%20Das">Ankan Mukherjee Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Arti%20Taneja"> Arti Taneja</a>, <a href="https://publications.waset.org/abstracts/search?q=Harpreet%20Singh"> Harpreet Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Priya%20Ranjan"> Priya Ranjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajiv%20Janardhanan"> Rajiv Janardhanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cervical cancer is one of the most common cancer among women worldwide which can be cured if detected early. Manual pathology which is typically utilized at present has many limitations. The current gold standard for cervical cancer diagnosis is exhaustive and time-consuming because it relies heavily on the subjective knowledge of the oncopathologists which leads to mis-diagnosis and missed diagnosis resulting false negative and false positive. To reduce time and complexities associated with early diagnosis, we require an interactive diagnostic tool for early detection particularly in developing countries where cervical cancer incidence and related mortality is high. Incorporation of digital pathology in place of manual pathology for cervical cancer screening and diagnosis can increase the precision and strongly reduce the chances of error in a time-specific manner. Thus, we propose a robust and interactive cervical cancer image analysis and diagnostic tool, which can categorically process both histopatholgical and cytopathological images to identify abnormal cells in the least amount of time and settings with minimum resources. Furthermore, incorporation of a set of specific parameters that are typically referred to for identification of abnormal cells with the help of open source software -’R’ is one of the major highlights of the tool. The software has the ability to automatically identify and quantify the morphological features, color intensity, sensitivity and other parameters digitally to differentiate abnormal from normal cells, which may improve and accelerate screening and early diagnosis, ultimately leading to timely treatment of cervical cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cervical%20cancer" title="cervical cancer">cervical cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20detection" title=" early detection"> early detection</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20Pathology" title=" digital Pathology"> digital Pathology</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a> </p> <a href="https://publications.waset.org/abstracts/88254/development-of-an-interactive-and-robust-image-analysis-and-diagnostic-tool-in-r-for-early-detection-of-cervical-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88254.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">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5959</span> Communication in the Sciences: A Discourse Analysis of Biology Research Articles and Magazine Articles </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gayani%20Ranawake">Gayani Ranawake</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective communication is widely regarded as an important aspect of any discipline. This particular study deals with written communication in science. Writing conventions and linguistic choices play a key role in conveying the message effectively to a target audience. Scientists are responsible for conveying their findings or research results not only to their discourse community but also to the general public. Recognizing appropriate linguistic choices is crucial since they vary depending on the target audience. The majority of scientists can communicate effectively with their discourse community, but public engagement seems more challenging to them. There is a lack of research into the language use of scientists, and in particular how it varies by discipline and audience (genre). A better understanding of the different linguistic conventions used in effective science writing by scientists for scientists and by scientists for the public will help to guide scientists who are familiar with their discourse community norms to write effectively for the public. This study investigates the differences and similarities of linguistic choices in biology articles written by scientists for their discourse community and biology magazine articles written by scientists and science communicators for the general public. This study is a part of a larger project investigating linguistic differences in different genres of science academic writing. The sample for this particular study is composed of 20 research articles from the journal Biological Reviews and 20 magazine articles from the magazine Australian Popular Science. Differences in the linguistic devices were analyzed using Hyland’s metadiscourse model for academic writing proposed in 2005. The frequency of the usage of interactive resources (transitions, frame markers, endophoric markers, evidentials and code glosses) and interactional resources (hedges, boosters, attitude markers, self-mentions and engagement markers) were compared and contrasted using the NVivo textual analysis tool. The results clearly show the differences in the frequency of usage of interactional and interactive resources in the two disciplines under investigation. The findings of this study provide a reference guide for scientists and science writers to understand the differences in the linguistic choices between the two genres. This will be particularly helpful for scientists who are proficient at writing for their discourse community, but not for the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20choices" title=" linguistic choices"> linguistic choices</a>, <a href="https://publications.waset.org/abstracts/search?q=metadiscourse" title=" metadiscourse"> metadiscourse</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20writing" title=" science writing"> science writing</a> </p> <a href="https://publications.waset.org/abstracts/96771/communication-in-the-sciences-a-discourse-analysis-of-biology-research-articles-and-magazine-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96771.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">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5958</span> Designing Interactive Applications for Social Anxiety Scenario Stories for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Huei%20Chou">Wen Huei Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Ting%20Chen"> Yi-Ting Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with Autism Spectrum Disorder (ASD) often struggle with social interactions and communication. It is challenging for them to understand social cues such as facial expressions, body language, and tone of voice in social settings, leading to social conflicts and misunderstandings. Over time, feelings of frustration and anxiety can make them reluctant to engage in social situations and worsen their communication barriers. This study focused on children with autism who also experience social anxiety. Through focus group interviews with parents of children with autism and occupational therapists, it explores the reasons and scenarios behind the development of social anxiety in these children. Social scenario stories and interactive applications tailored for children with autism were designed and developed. In addition, working with the educational robots, coping strategies for various emotional situations were elaborated on, and children were helped to understand their emotions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=robot" title=" robot"> robot</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20scenario%20story" title=" social scenario story"> social scenario story</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20applications" title=" interactive applications"> interactive applications</a> </p> <a href="https://publications.waset.org/abstracts/173841/designing-interactive-applications-for-social-anxiety-scenario-stories-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173841.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">5957</span> Using Electronic Books to Enhance the Museum Visitors' Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvin%20Karaaslan%20Klose">Elvin Karaaslan Klose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Museums are important sites of informal, often semi-structured and self-paced learning. Challenged by digital alternatives and increased expectations from their visitors, museums have to adapt to the digital age by enriching their collection and educational content with additional options for interactivity. One such option lies in the concept of the electronic book, which can be used either on dedicated devices or downloaded by visitors before entering the exhibition area. These electronic books serve as an alternative or supplement to the classic audio guide and provide visitors with information about artifacts as well as background stories and factoids about the subjects of the exhibition. Bringing such interactive elements into the museum experience has been shown to increase information retention and enjoyment among young aged visitors and adults. This article aims to bring together both theoretical frameworks and practical examples of how interactive media in the form of electronic books can be used to enhance the experience of the museum visitor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20books" title="electronic books">electronic books</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20media" title=" interactive media"> interactive media</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20education" title=" arts education"> arts education</a>, <a href="https://publications.waset.org/abstracts/search?q=museum%20education" title=" museum education"> museum education</a> </p> <a href="https://publications.waset.org/abstracts/49035/using-electronic-books-to-enhance-the-museum-visitors-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49035.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">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5956</span> A System for Visual Management of Research Resources Focusing on Accumulation of Polish Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Anzai">H. Anzai</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Nakayama"> H. Nakayama</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Kaminaga"> H. Kaminaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Morimoto"> Y. Morimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Miyadera"> Y. Miyadera</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Nakamura"> S. Nakamura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various research resources such as papers and presentation slides are handled in the process of research activities. It is extremely important for smooth progress of the research to skillfully manage those research resources and utilize them for further investigations. However, number of the research resources increases more and more. Moreover, there are the differences in usage of each kind of research resource and their accumulation styles. So, it is actually difficult to satisfactorily manage and use the accumulated research resources. Therefore, a lack of tidiness of the resources causes the problems such as an oversight of the problem to be polish. Although there have existed research projects on support for management of research resources and for sharing of know-how, almost existing systems have not been effective enough since these systems have not sufficiently considered the polish process. This paper mainly describes a system that enables the strategic management of research resources together with polish process and their practical use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20resource" title="research resource">research resource</a>, <a href="https://publications.waset.org/abstracts/search?q=polish%20process" title=" polish process"> polish process</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20sharing" title=" information sharing"> information sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20visualization" title=" information visualization"> information visualization</a> </p> <a href="https://publications.waset.org/abstracts/4212/a-system-for-visual-management-of-research-resources-focusing-on-accumulation-of-polish-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4212.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">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5955</span> Effect of Organizational Resources on Improving Independency of People with Severe Disabilities: Vocational Rehabilitation Facilities in South Korea </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soungwan%20Kim">Soungwan Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses an analysis of how the characteristics of resources at vocational rehabilitation facilities for the disabled affect the improvement of independency skills among people with severe disabilities. The analysis results indicate that more internal financial resources and more connections to local communities among network resources had greater effects on improving the independency of people with severe disabilities. Based on this result, this paper presents strategies for mobilizing resources to improve the independency of people with severe disabilities at vocational rehabilitation facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20rehabilitation%20facility%20for%20people%20with%20disabilities" title="vocational rehabilitation facility for people with disabilities">vocational rehabilitation facility for people with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=types%20of%20resources" title=" types of resources"> types of resources</a>, <a href="https://publications.waset.org/abstracts/search?q=independency" title=" independency"> independency</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20resources" title=" network resources"> network resources</a> </p> <a href="https://publications.waset.org/abstracts/47512/effect-of-organizational-resources-on-improving-independency-of-people-with-severe-disabilities-vocational-rehabilitation-facilities-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47512.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">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5954</span> A Case Study on English Camp in UNISSA: An Approach towards Interactive Learning Outside the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20Mariah%20Hj.%20Azahari">Liza Mariah Hj. Azahari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will look at a case study on English Camp which was an activity coordinated at the Sultan Sharif Ali Islamic University in 2011. English Camp is a fun and motivation filled activity which brings students and teachers together outside of the classroom setting into a more diverse environment. It also enables teacher and students to gain proximate time together for a mutual purpose which is to explore the language in a more dynamic and relaxed way. First of all, the study will look into the background of English Camp, and how it was introduced and implemented from different contexts. Thereafter, it will explain the objectives of the English Camp coordinated at our university, UNISSA, and what types of activities were conducted. It will then evaluate the effectiveness of the camp as to what extent it managed to meet its motto, which was to foster dynamic interactive learning of English Language. To conclude, the paper presents a potential for further research on the topic as well as a guideline for educators who wish to coordinate the activity. Proposal for collaboration in this activity is further highlighted and encouraged within the paper for future implementation and endeavor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20camp" title="English camp">English camp</a>, <a href="https://publications.waset.org/abstracts/search?q=UNISSA" title=" UNISSA"> UNISSA</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=outside" title=" outside"> outside</a> </p> <a href="https://publications.waset.org/abstracts/19670/a-case-study-on-english-camp-in-unissa-an-approach-towards-interactive-learning-outside-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19670.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">569</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5953</span> Effectiveness of Interactive Integrated Tutorial in Teaching Medical Subjects to Dental Students: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Saleem">Mohammad Saleem</a>, <a href="https://publications.waset.org/abstracts/search?q=Neeta%20Kumar"> Neeta Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anita%20Sharma"> Anita Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sazina%20Muzammil"> Sazina Muzammil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is observed that some of the dental students in our setting take less interest in medical subjects. Various teaching methods are focus of research interest currently and being tried to generate interest among students. An approach of interactive integrated tutorial was used to assess its feasibility in teaching medical subjects to dental undergraduates. The aim was to generate interest and promote active self-learning among students. The objectives were to (1) introduce the integrated interactive learning method through two departments, (2) get feedback from the students and faculty on feasibility and effectiveness of this method. Second-year students in Bachelor of Dental Surgery course were divided into two groups. Each group was asked to study physiology and pathology of a common and important condition (anemia and hypertension) in a week’s time. During the tutorial, students asked questions on physiology and pathology of that condition from each other in the presence of teachers of both physiology and pathology departments. The teachers acted only as facilitators. After the session, the feedback from students and faculty on this alternative learning method was obtained. Results: Majority of the students felt that this method of learning is enjoyable, helped to develop reasoning skills and ability to correlate and integrate the knowledge from two related fields. Majority of the students felt that this kind of learning led to better understanding of the topic and motivated them towards deep learning. Teachers observed that the study promoted interdepartmental cross-discipline collaboration and better students’ linkages. Conclusion: Interactive integrated tutorial is effective in motivating dental students for better and deep learning of medical subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated" title=" integrated"> integrated</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive" title=" interactive"> interactive</a>, <a href="https://publications.waset.org/abstracts/search?q=self-learning" title=" self-learning"> self-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tutorials" title=" tutorials"> tutorials</a> </p> <a href="https://publications.waset.org/abstracts/81236/effectiveness-of-interactive-integrated-tutorial-in-teaching-medical-subjects-to-dental-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81236.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">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5952</span> Students' Performance, Perception and Attitude towards Interactive Online Modules to Improve Undergraduate Quantitative Skills in Biological Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Suphioglu">C. Suphioglu </a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Simbag"> V. Simbag</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Markham"> J. Markham</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Coady"> C. Coady</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Belward"> S. Belward</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Di%20Trapani"> G. Di Trapani</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chunduri"> P. Chunduri</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Chuck"> J. Chuck</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Hodgson"> Y. Hodgson</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Lluka"> L. Lluka</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Poladian"> L. Poladian</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Watters"> D. Watters</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in science have made quantitative skills (QS) an essential graduate outcome for undergraduate science programs in Australia and other parts of the world. However, many students entering into degrees in Australian universities either lack these skills or have little confidence in their ability to apply them in their biological science units. It has been previously reported that integration of quantitative skills into life science programs appears to have a positive effect on student attitudes towards the importance of mathematics and statistics in biological sciences. It has also been noted that there is deficiency in QS resources available and applicable to undergraduate science students in Australia. MathBench (http://mathbench.umd.edu) is a series of online modules involving quantitative biology scenarios developed by the University of Maryland. Through collaboration with Australian universities, a project was funded by the Australian government through its Office for Learning and Teaching (OLT) to develop customized MathBench biology modules to promote the quantitative skills of undergraduate biology students in Australia. This presentation will focus on the assessment of changes in performance, perception and attitude of students in a third year Cellular Physiology unit after use of interactive online cellular diffusion modules modified for the Australian context. The modules have been designed to integrate QS into the biological science curriculum using familiar scenarios and informal language and providing students with the opportunity to review solutions to diffusion QS-related problems with interactive graphics. This paper will discuss results of pre and post MathBench quizzes composed of general and module specific questions that assessed change in student QS after MathBench; and pre and post surveys, administered before and after using MathBench modules to evaluate the students’ change in perception towards the influence of the modules, their attitude towards QS and on the development of their confidence in completing the inquiry-based activity as well as changes to their appreciation of the relevance of mathematics to cellular processes. Results will be compared to changes reported by Thompson et al., (2010) at the University of Maryland and implications for further integration of interactive online activities in the curriculum will be explored and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20skills" title="quantitative skills">quantitative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=MathBench" title=" MathBench"> MathBench</a>, <a href="https://publications.waset.org/abstracts/search?q=maths%20in%20biology" title=" maths in biology"> maths in biology</a> </p> <a href="https://publications.waset.org/abstracts/21174/students-performance-perception-and-attitude-towards-interactive-online-modules-to-improve-undergraduate-quantitative-skills-in-biological-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21174.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">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5951</span> Optimizing Inanda Dam Using Water Resources Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20I.%20Nkwonta">O. I. Nkwonta</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Dzwairo"> B. Dzwairo</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Adeyemo"> J. Adeyemo</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jaiyola"> A. Jaiyola</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Sawyerr"> N. Sawyerr</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Otieno"> F. Otieno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effective management of water resources is of great importance to ensure the supply of water resources to support changing water requirements over a selected planning horizon and in a sustainable and cost-effective way. Essentially, the purpose of the water resources planning process is to balance the available water resources in a system with the water requirements and losses to which the system is subjected. In such situations, Water resources yield and planning model can be used to solve those difficulties. It has an advantage over other models by managing model runs, developing a representative system network, modelling incremental sub-catchments, creating a variety of standard system features, special modelling features, and run result output options. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex" title="complex">complex</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20resources" title=" water resources"> water resources</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=cost%20effective%20and%20management" title=" cost effective and management"> cost effective and management</a> </p> <a href="https://publications.waset.org/abstracts/25801/optimizing-inanda-dam-using-water-resources-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25801.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">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5950</span> An Examination of Teachers’ Interactive Whiteboards Use within the Scope of Technological, Pedagogical, and Content Knowledge (TPACK)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik">Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavlo%20Antonenko"> Pavlo Antonenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyit%20Ahmet%20Kiray"> Seyit Ahmet Kiray</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to thoroughly investigate the teachers’ interactive whiteboards (IWBs) use within the scope of the technological pedagogical and content knowledge (TPACK) framework based on the school practice observations of in-service teachers collected by pre-service teachers. In this study, teachers’ use of IWBs in their classes was investigated by using phenomenography, which is a qualitative research method design. The participants of this study consisted of teachers working in a province of Turkey. Within the scope of the study, 337 teachers from 61 different schools were observed by preservice teachers during School Experience classes. The teachers use the IWBs to review the points not understood by the students, to share knowledge, to enhance motivation, to maintain student participation/practice and for in-process, formative assessment. The problems teachers face while using the IWBs can be IWB-based (touchscreen problems/frozen image/lack of software), administration-based, student-based and teacher-based (lack of knowledge of use, need for technical support). It is considered that technological knowledge (TK) is important in solving the problems experienced with IWBs, and technological pedagogy knowledge (TPK) and technological content knowledge (TCK) are important in using the IWBs in an interactive and pedagogically meaningful way that uses IWBs affordances and is relevant to the instructional objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TPACK" title="TPACK">TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title=" technology integration"> technology integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard" title=" interactive whiteboard"> interactive whiteboard</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20education" title=" technology in education"> technology in education</a> </p> <a href="https://publications.waset.org/abstracts/60488/an-examination-of-teachers-interactive-whiteboards-use-within-the-scope-of-technological-pedagogical-and-content-knowledge-tpack" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60488.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> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20resources&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20resources&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" 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