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guide</title> <meta name="description" content="Search results for: pedagogic guide"> <meta name="keywords" content="pedagogic guide"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pedagogic guide"> <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> 1315</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pedagogic guide</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1315</span> Correlates of Pedagogic Malpractices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinaza%20Uleanya">Chinaza Uleanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Duma"> Martin Duma</a>, <a href="https://publications.waset.org/abstracts/search?q=Bongani%20Gamede"> Bongani Gamede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research investigated pedagogic malpractices by lecturers in sub-Sahara African universities. The population of the study consisted of undergraduates and lecturers in selected universities in Nigeria and South Africa. Mixed method approach was adopted for data collection. The sample population of the study was 480 undergraduate students and 16 lecturers. Questionnaires with 4 point Likert-scale were administered to 480 respondents while interviews were conducted with 6 lecturers. In addition, the teaching strategies of 10 lecturers were observed. Data analyses indicated that poor work environment demotivates lecturers and makes them involved in pedagogic malpractice which is one of the causes of learning challenges faced by undergraduates. The finding of the study also shows that pedagogic malpractice contributes to the high rate of dropout in sub-Sahara African universities. Based on the results, it was recommended that qualified lecturers be employed and given conducive environments to work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=malpractice" title="malpractice">malpractice</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20malpractice" title=" pedagogic malpractice"> pedagogic malpractice</a>, <a href="https://publications.waset.org/abstracts/search?q=correlates" title=" correlates"> correlates</a> </p> <a href="https://publications.waset.org/abstracts/68311/correlates-of-pedagogic-malpractices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68311.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">304</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">1314</span> Using Assessment Criteria as a Pedagogic Tool to Develop Argumentative Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruti%20Akula">Sruti Akula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment criteria are mostly used for assessing skills like writing and speaking. However, they could be used as a pedagogic tool to develop writing skills. A study was conducted with higher secondary learners (Class XII Kendriya Vidyalaya) to investigate the effectiveness of assessment criteria to develop argumentative essay writing. In order to raise awareness about the features of argumentative essay, assessment criteria were shared with the learners. Along with that, self-evaluation checklists were given to the learners to guide them through the writing process. During the study learners wrote multiple drafts with the help of assessment criteria, self-evaluation checklists and teacher feedback at different stages of their writing. It was observed that learners became more aware of the features of argumentative essay which in turn improved their argumentative essay writing. In addition the self evaluation checklists imporved their ability to reflect on their work there by increasing learner autonomy in the class. Hence, it can be claimed that both assessment criteria and self evaluation checklists are effective pedagogic tools to develop argumentative essay writing. Thus, teachers can be trained to create and use tools like assessment criteria and self-evaluation checklists to develop learners’ writing skills in an effective way. The presentation would discuss the approach adopted in the study to teach argumentative essay writing along with the rationale. The tools used in the study would be shared and the data collected in the form of written scripts, self-evaluation checklists and student interviews will be analyzed to validate the claims. Finally, the practical implication of the study like the ways of using assessment criteria and checklists to raise learner awareness and autonomy, using such tools to keep the learners informed about the task requirements and genre features, and the like will be put forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay%20writing" title="argumentative essay writing">argumentative essay writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20criteria" title=" assessment criteria"> assessment criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation%20checklists" title=" self evaluation checklists"> self evaluation checklists</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic" title=" pedagogic"> pedagogic</a> </p> <a href="https://publications.waset.org/abstracts/20668/using-assessment-criteria-as-a-pedagogic-tool-to-develop-argumentative-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20668.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">512</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">1313</span> Understanding Context and Its Effects in the Implementation of Modern Foreign Language Curriculum in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngoc%20T.%20Bui">Ngoc T. Bui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The key issue for teachers of a modern foreign language is the creation of a pedagogic environment, and this means that an understanding of context is vital. A pedagogic environment addresses the following: time, feedback, relations with other people, curriculum integration, forms of knowledge, resources and control in the pedagogic relationship. In this light, the multiple case study of the implementation of a modern foreign language curriculum focuses on exploring Vietnamese contexts and participants’ perceptions of factors that may affect their implementation process in order to examine thoroughly how the communicative language teaching (CLT) curriculum is being implemented in second language classrooms. A mixed methods approach is utilized to investigate contextual and personal factors that may affect teachers’ implementation of curriculum and pedagogical reform in Vietnam. This project therefore has the capability to inform stakeholders of useful information and identify further changes and measures to solve potential problems to ensure the achievement of the curriculum goals. The expected outcomes may also lead to intercultural language teaching guidelines to support english as a foreign language (EFL) teachers with curriculum design, planning and how to create pedagogic environment to best implement it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title="communicative language teaching">communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20foreign%20language" title=" modern foreign language"> modern foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20environment" title=" pedagogic environment"> pedagogic environment</a> </p> <a href="https://publications.waset.org/abstracts/75946/understanding-context-and-its-effects-in-the-implementation-of-modern-foreign-language-curriculum-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75946.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">269</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">1312</span> Designing and Evaluating Pedagogic Conversational Agents to Teach Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Tamayo-Moreno">Silvia Tamayo-Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20P%C3%A9rez-Mar%C3%ADn"> Diana Pérez-Marín </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the possibility of children studying by using an interactive learning technology called Pedagogic Conversational Agent is presented. The main benefit is that the agent is able to adapt the dialogue to each student and to provide automatic feedback. Moreover, according to Math teachers, in many cases students are unable to solve the problems even knowing the procedure to solve them, because they do not understand what they have to do. The hypothesis is that if students are helped to understand what they have to solve, they will be able to do it. Taken that into account, we have started the development of Dr. Roland, an agent to help students understand Math problems following a User-Centered Design methodology. The use of this methodology is proposed, for the first time, to design pedagogic agents to teach any subject from Secondary down to Pre-Primary education. The reason behind proposing a methodology is that while working on this project, we noticed the lack of literature to design and evaluate agents. To cover this gap, we describe how User-Centered Design can be applied, and which usability techniques can be applied to evaluate the agent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20conversational%20agent" title="pedagogic conversational agent">pedagogic conversational agent</a>, <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title=" human-computer interaction"> human-computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=user-centered%20design" title=" user-centered design"> user-centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20interface" title=" natural language interface"> natural language interface</a> </p> <a href="https://publications.waset.org/abstracts/67170/designing-and-evaluating-pedagogic-conversational-agents-to-teach-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67170.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">324</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">1311</span> Maximizing the Role of Companion Teachers for the Achievement of Professional Competencies and Pedagogics Workshop Activities of Teacher Professional Participants in the Faculty of Teaching and Education of Mulawarman University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makrina%20Tindangen">Makrina Tindangen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problems faced by participants of teacher profession program in Faculty of teaching and education Mulawarman University is professional and pedagogic competence. Professional competence related to the mastery of teaching materials, while pedagogic competence related with the ability to plan and to implement learning. Based on the problems, the purpose of the research is to maximize the role of companion teacher for the achievement of professional and pedagogic competencies in the workshop of the participants of teacher professional education in the Faculty of Teaching and Education of Mulawarman University. Qualitative research method with interview guidance and document to get in-depth data on how to maximize the role of companion teachers in the achievement of professional and pedagogic competencies in the workshop participants of professional education participants. Location of this research is on the Faculty of Teaching and Education of Mulawarman University, Samarinda City, East Kalimantan Province. Research respondents were 12 teachers of workshop facilitator. Descriptive data analysis is through interpretation of interview data. The conclusion of the research result, how to maximize the role of assistant teachers in workshop activities for the professional competence and pedagogic competence of professional teacher training program participants, through facilitation activities conducted by teachers of companion related to real problems faced by students in school, so that the workshop participants have professional competence and pedagogic as an initial competence before carrying out practical activities of field experience in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=companion%20teacher" title="companion teacher">companion teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20and%20pedagogical%20competence" title=" professional and pedagogical competence"> professional and pedagogical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop%20participants" title=" workshop participants"> workshop participants</a> </p> <a href="https://publications.waset.org/abstracts/74842/maximizing-the-role-of-companion-teachers-for-the-achievement-of-professional-competencies-and-pedagogics-workshop-activities-of-teacher-professional-participants-in-the-faculty-of-teaching-and-education-of-mulawarman-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74842.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">189</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">1310</span> Application and Evaluation of Teaching-Learning Guides Based on Swebok for the Requirements Engineering Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mauro%20Callejas-Cuervo">Mauro Callejas-Cuervo</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Catherine%20Alarcon-Aldana"> Andrea Catherine Alarcon-Aldana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lorena%20Paola%20Castillo-Guerra"> Lorena Paola Castillo-Guerra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The software industry requires highly-trained professionals, capable of developing the roles integrated in the cycle of software development. That is why a large part of the task is the responsibility of higher education institutions; often through a curriculum established to orientate the academic development of the students. It is so that nowadays there are different models that support proposals for the improvement of the curricula for the area of Software Engineering, such as ACM, IEEE, ABET, Swebok, of which the last stands out, given that it manages and organises the knowledge of Software Engineering and offers a vision of theoretical and practical aspects. Moreover, it has been applied by different universities in the pursuit of achieving coverage in delivering the different topics and increasing the professional quality of future graduates. This research presents the structure of teaching and learning guides from the objectives of training and methodological strategies immersed in the levels of learning of Bloom’s taxonomy with which it is intended to improve the delivery of the topics in the area of Requirements Engineering. Said guides were implemented and validated in a course of Requirements Engineering of the Systems and Computer Engineering programme in the Universidad Pedagógica y Tecnológica de Colombia (Pedagogical and Technological University of Colombia) using a four stage methodology: definition of the evaluation model, implementation of the guides, guide evaluation, and analysis of the results. After the collection and analysis of the data, the results show that in six out of the seven topics proposed in the Swebok guide, the percentage of students who obtained total marks within the 'High grade' level, that is between 4.0 and 4.6 (on a scale of 0.0 to 5.0), was higher than the percentage of students who obtained marks within the 'Acceptable' range of 3.0 to 3.9. In 86% of the topics and the strategies proposed, the teaching and learning guides facilitated the comprehension, analysis, and articulation of the concepts and processes of the students. In addition, they mainly indicate that the guides strengthened the argumentative and interpretative competencies, while the remaining 14% denotes the need to reinforce the strategies regarding the propositive competence, given that it presented the lowest average. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20guide" title="pedagogic guide">pedagogic guide</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20strategies" title=" pedagogic strategies"> pedagogic strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20engineering" title=" requirements engineering"> requirements engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=Swebok" title=" Swebok"> Swebok</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20process" title=" teaching-learning process"> teaching-learning process</a> </p> <a href="https://publications.waset.org/abstracts/53404/application-and-evaluation-of-teaching-learning-guides-based-on-swebok-for-the-requirements-engineering-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53404.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">286</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">1309</span> Early Childhood Education: Teachers Ability to Assess</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ade%20Dwi%20Utami">Ade Dwi Utami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogic competence is the basic competence of teachers to perform their tasks as educators. The ability to assess has become one of the demands in teachers pedagogic competence. Teachers ability to assess is related to curriculum instructions and applications. This research is aimed at obtaining data concerning teachers ability to assess that comprises of understanding assessment, determining assessment type, tools and procedure, conducting assessment process, and using assessment result information. It uses mixed method of explanatory technique in which qualitative data is used to verify the quantitative data obtained through a survey. The technique of quantitative data collection is by test whereas the qualitative data collection is by observation, interview and documentation. Then, the analyzed data is processed through a proportion study technique to be categorized into high, medium and low. The result of the research shows that teachers ability to assess can be grouped into 3 namely, 2% of high, 4% of medium and 94% of low. The data shows that teachers ability to assess is still relatively low. Teachers are lack of knowledge and comprehension in assessment application. The statement is verified by the qualitative data showing that teachers did not state which aspect was assessed in learning, record children’s behavior, and use the data result as a consideration to design a program. Teachers have assessment documents yet they only serve as means of completing teachers administration for the certification program. Thus, assessment documents were not used with the basis of acquired knowledge. The condition should become a consideration of the education institution of educators and the government to improve teachers pedagogic competence, including the ability to assess. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20competence" title=" pedagogic competence"> pedagogic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/46659/early-childhood-education-teachers-ability-to-assess" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46659.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">246</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">1308</span> Robotics Technology Supported Pedagogic Models in Science, Technology, Engineering, Arts and Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sereen%20Itani">Sereen Itani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the world aspires for technological innovation, Innovative Robotics Technology-Supported Pedagogic Models in STEAM Education (Science, Technology, Engineering, Arts, and Mathematics) are critical in our global education system to build and enhance the next generation 21st century skills. Thus, diverse international schools endeavor in attempts to construct an integrated robotics and technology enhanced curriculum based on interdisciplinary subjects. Accordingly, it is vital that the globe remains resilient in STEAM fields by equipping the future learners and educators with Innovative Technology Experiences through robotics to support such fields. A variety of advanced teaching methods is employed to learn about Robotics Technology-integrated pedagogic models. Therefore, it is only when STEAM and innovations in Robotic Technology becomes integrated with real-world applications that transformational learning can occur. Robotics STEAM education implementation faces major challenges globally. Moreover, STEAM skills and concepts are communicated in separation from the real world. Instilling the passion for robotics and STEAM subjects and educators’ preparation could lead to the students’ majoring in such fields by acquiring enough knowledge to make vital contributions to the global STEAM industries. Thus, this necessitates the establishment of Pedagogic models such as Innovative Robotics Technologies to enhance STEAM education and develop students’ 21st-century skills. Moreover, an ICT innovative supported robotics classroom will help educators empower and assess students academically. Globally, the Robotics Design System and platforms are developing in schools and university labs creating a suitable environment for the robotics cross-discipline STEAM learning. Accordingly, the research aims at raising awareness about the importance of robotics design systems and methodologies of effective employment of robotics innovative technology-supported pedagogic models to enhance and develop (STEAM) education globally and enhance the next generation 21st century skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM%20%28Science" title=" STEAM (Science"> STEAM (Science</a>, <a href="https://publications.waset.org/abstracts/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Engineering" title=" Engineering"> Engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=Arts%20and%20Mathematics%20Education%29" title=" Arts and Mathematics Education)"> Arts and Mathematics Education)</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/79230/robotics-technology-supported-pedagogic-models-in-science-technology-engineering-arts-and-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79230.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">384</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">1307</span> Teachers Handbook: A Key to Imparting Teaching in Multilingual Classrooms at Kalinga Institute of Social Sciences (KISS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sushree%20Sangita%20Mohanty">Sushree Sangita Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pedagogic system, which is used to work with indigenous groups, who have equally different socio-economic, socio-cultural & multi-lingual conditions with differing cognitive capabilities, makes the education situation complex. As a result, educating the indigenous people became just the dissemination of facts and information, but advancement in knowledge and possibilities somewhere hides. This gap arises complexities due to the language barrier and the teachers from a conventional background of teaching practices are unable to understand or connect with the students in the schools. This paper presents the research work of the Mother Tongue Based Multilingual Education (MTB-MLE) project that has developed a creative pedagogic endeavor for the students of Kalinga Institute of Social Sciences (KISS) for facilitating Multilingual Education (MLE) teaching. KISS is a home for 25,000 indigenous children. The students enrolled here are from 62 different indigenous communities who speak around 24 different languages with geographical articulation. The book contents include concept, understanding languages, similitudes among languages, the need of mother tongue in teaching and learning, skill development (Listening-Speaking-Reading-Writing), teachers activities for teaching in multilingual schools, the process of teaching, training format of multilingual teaching and procedures for basic data collection regarding multilingual schools and classroom handle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-lingual" title=" multi-lingual"> multi-lingual</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic" title=" pedagogic"> pedagogic</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/78184/teachers-handbook-a-key-to-imparting-teaching-in-multilingual-classrooms-at-kalinga-institute-of-social-sciences-kiss" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78184.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">289</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">1306</span> Numerical Investigation the Effect of Adjustable Guide Vane for Improving the Airflow Rate in Axial Fans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behzad%20Shahizare">Behzad Shahizare</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Nik-Ghazali"> N. Nik-Ghazali</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannan%20M.%20Munisamy"> Kannan M. Munisamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyedsaeed%20Tabatabaeikia"> Seyedsaeed Tabatabaeikia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is to clarify the effect of the adjustable outlet guide vane (OGV) on the axial fan. Three-dimensional Numerical study was performed to analyze the effect of adjustable guide vane for improving the airflow rate in axial fans. Grid independence test was done between five different meshes in order to choose the reliable mesh. In flow analyses, Reynolds averaged Navier-Stokes (RANS) equations was solved using three types of turbulence models named k-ɛ, k-ω and k-ω SST. The aerodynamic performances of the fan and guide vane were evaluated. Numerical method was validated by comparing with experimental test according to AMECA 210 standard. Results showed that, by using the adjustable guide vane the airflow rate is increased around 3% to 6 %. The maximum enhancement of the airflow rate was achieved when pressure was 374pa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=axial%20fan" title="axial fan">axial fan</a>, <a href="https://publications.waset.org/abstracts/search?q=adjustable%20guide%20vane" title=" adjustable guide vane"> adjustable guide vane</a>, <a href="https://publications.waset.org/abstracts/search?q=CFD" title=" CFD"> CFD</a>, <a href="https://publications.waset.org/abstracts/search?q=turbo%20machinery" title=" turbo machinery "> turbo machinery </a> </p> <a href="https://publications.waset.org/abstracts/44057/numerical-investigation-the-effect-of-adjustable-guide-vane-for-improving-the-airflow-rate-in-axial-fans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44057.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</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">1305</span> Teaching Philosophy to Nigerian Students: Some Pedagogic Considerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Agboro">Patricia Agboro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dominant strands of pedagogic ideas are often western in origin/orientation. This is the case because of the hegemony of the western world in global academia. For this reason, peculiarities and considerations of context are often swept to the margins as educational thinkers emphasize patently Eurocentric and one-size-fits-all solutions to the problems of effective teaching. This paper takes as a starting point the notion that pedagogy must be context specific and pragmatic in its application. It is from this perspective that it focuses on the challenges of teaching philosophy to students in the Nigerian tertiary institutions. Philosophy students in Nigeria usually come across philosophy for the first time at the tertiary level. This raises the problem of inadequate exposure. Beyond this, a substantial number of candidates are admitted into the philosophy program based on the Nigerian version of ‘affirmative action’ which is known as the quota system. This paper addresses the problems highlighted above and hosts of other issues as well as provides recommendations that can improve effectiveness of teaching philosophy at the university level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=justice" title="justice">justice</a>, <a href="https://publications.waset.org/abstracts/search?q=quota%20system" title=" quota system"> quota system</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=federal%20character" title=" federal character"> federal character</a> </p> <a href="https://publications.waset.org/abstracts/55799/teaching-philosophy-to-nigerian-students-some-pedagogic-considerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55799.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">244</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">1304</span> Visitor Expectation on a Tour Guide Business as Part of Promoting the Sustainability Tourism in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kawinphat%20Lertpontmanee">Kawinphat Lertpontmanee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tourism industry in Thailand is regarded as an energizer of the domestic economy for several years. With this reason, researchers aim to study Visitor Expectation on a Tour Guide Business as part of promoting the Sustainability Tourism in Thailand. The study collected data via questionnaires from the population of 400 samples who have experienced the tour guide and traveling business. The research was studied by divided samples into two main groups, male samples and female sample. There are differences on their average salary per month and expectation on the tour company as part of promoting the Sustainability Tourism of the country. The majority of samples expect that the tour guide company will present the awareness of operating their business without any impact to the environment, offering an appropriated quality trips and offering a valuable price. The tour guide companies were expected to be expanded and operated in regional level in order to strengthen the community economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20business" title=" tour guide business"> tour guide business</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20tourism" title=" sustainability tourism"> sustainability tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sightseeing%20business" title=" sightseeing business"> sightseeing business</a> </p> <a href="https://publications.waset.org/abstracts/39962/visitor-expectation-on-a-tour-guide-business-as-part-of-promoting-the-sustainability-tourism-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1303</span> Mannequin Evaluation of 3D-Printed Intermittent Oro-Esophageal Tube Guide for Dysphagia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yujin%20Jeong">Yujin Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Youkyung%20Son"> Youkyung Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Myounghwan%20Choi"> Myounghwan Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanghyub%20Lee"> Sanghyub Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sangyeol%20Lee"> Sangyeol Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Changho%20Hwang"> Changho Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyo-in%20Koo"> Kyo-in Koo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dysphasia is difficulty in swallowing food because of oral cavity impairments induced by stroke, muscle damage, tumor. Intermittent oro-esophageal (IOE) tube feeding is one of the well-known feeding methods for the dysphasia patients. However, it is hard to insert at the proper position in esophagus. In this study, we design and fabricate the IOE tube guide using 3-dimensional (3D) printer. The printed IOE tube is tested in a mannequin (Airway Management Trainer, Co., Ltd., Copenhagen, Denmark) mimicking human’s esophagus. The gag reflex point is measured as the design point in the mannequin. To avoid the gag reflex, we design various shapes of IOE tube guide. One structure is separated into three parts; biting part, part through oral cavity, connecting part to oro-esophageal. We designed 6 types of IOE tube guide adjusting length and angle of these three parts. To evaluate the IOE tube guide, it is inserted in the mannequin, and through the inserted guide, an endoscopic camera successfully arrived at the oro-esophageal. We had planned to apply this mannequin-based design experience to patients in near future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dysphagia" title="dysphagia">dysphagia</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding%20method" title=" feeding method"> feeding method</a>, <a href="https://publications.waset.org/abstracts/search?q=IOE%20tube%20guide" title=" IOE tube guide"> IOE tube guide</a>, <a href="https://publications.waset.org/abstracts/search?q=3-D%20printer" title=" 3-D printer"> 3-D printer</a> </p> <a href="https://publications.waset.org/abstracts/49780/mannequin-evaluation-of-3d-printed-intermittent-oro-esophageal-tube-guide-for-dysphagia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1302</span> A Survey on E-Guide to Educational Tour Planning in Environmental Science among Standard Six Primary School Students the Ministry of Education Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Halim%20Sahelan">A.Halim Sahelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Halid%20Abu"> Mohd Halid Abu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulisman%20Maksom"> Zulisman Maksom</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Afif%20Md%20Nasir"> Mohd Afif Md Nasir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to assess the students' needs for the tour planning e-guide. The study is developing on the contribution and importance of the Educational Tour Planning Guide (ETP) is a multimedia courseware as one of the effective methods in teaching and learning of environmental science among the students in primary schools of the Ministry of Education, Malaysia. It is to provide the student with knowledge and experience about tourism, environmental science activities and process. E-guide to ETP also hopes to strengthen the student understanding toward the subject learns in the tourism environmental science. In order to assess the student's needs on the e-Guide to Educational Tour Planning in Environmental Science, the study has produced a similar e-Guide to ETP in the form as a courseware to be tested during the study. The study has involved several steps in order to be completed. It is such as the formulation of the problem, the review of the literature, the formulation of the study methodology, the production of the e-Guide to ETP, field survey and finally the analyses and discussion made on the data gathered during the study. The survey has involved 100 respondents among the students in standard six primary schools in Kluang Johor. Through the findings, the study indicates that the currently tested product is acceptable among the students in learning environmental science as a guide to plan for the tour. The findings also show a slight difference between the respondents who are using the e-Guide to ETP, and those who are not on the basis of the e-Guide to ETP results. Due the important for the study, the researcher hopes to be having a fair discussion and excellence, recommendation for the development of the product of the current study. This report is written also important to provide a written reference for the future related study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20tour%20planning%20e-guide" title="the tour planning e-guide">the tour planning e-guide</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Educational%20Tour%20Planning%20Guide" title=" the Educational Tour Planning Guide"> the Educational Tour Planning Guide</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20science" title=" environmental science"> environmental science</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20course%20ware" title=" multimedia course ware"> multimedia course ware</a> </p> <a href="https://publications.waset.org/abstracts/31785/a-survey-on-e-guide-to-educational-tour-planning-in-environmental-science-among-standard-six-primary-school-students-the-ministry-of-education-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1301</span> The Wear Recognition on Guide Surface Based on the Feature of Radar Graph</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youhang%20Zhou">Youhang Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Weimin%20Zeng"> Weimin Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Qi%20Xie"> Qi Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract: In order to solve the wear recognition problem of the machine tool guide surface, a new machine tool guide surface recognition method based on the radar-graph barycentre feature is presented in this paper. Firstly, the gray mean value, skewness, projection variance, flat degrees and kurtosis features of the guide surface image data are defined as primary characteristics. Secondly, data Visualization technology based on radar graph is used. The visual barycentre graphical feature is demonstrated based on the radar plot of multi-dimensional data. Thirdly, a classifier based on the support vector machine technology is used, the radar-graph barycentre feature and wear original feature are put into the classifier separately for classification and comparative analysis of classification and experiment results. The calculation and experimental results show that the method based on the radar-graph barycentre feature can detect the guide surface effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guide%20surface" title="guide surface">guide surface</a>, <a href="https://publications.waset.org/abstracts/search?q=wear%20defects" title=" wear defects"> wear defects</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20extraction" title=" feature extraction"> feature extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20visualization" title=" data visualization"> data visualization</a> </p> <a href="https://publications.waset.org/abstracts/18625/the-wear-recognition-on-guide-surface-based-on-the-feature-of-radar-graph" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18625.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1300</span> Variations of the Modal Characteristics of the Feeding Stage with Different Preloaded Linear Guide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui-Pui%20Hung">Jui-Pui Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong-Run%20Chen"> Yong-Run Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Cheng%20Shih"> Wei-Cheng Shih</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Wei%20Lin"> Chun-Wei Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed to assess the variations of the modal characteristics of the feeding stage with different linear guide modulus. The dynamic characteristics of the feeding stage were characterized in terms of the modal stiffness, modal frequency and modal damping, which are assessed from the vibration tests. According to the experimental measurements, the actual preload of the linear guide modulus was found to deviate from the rated values as setting in factory. This may be due to the assemblage errors of guide modules. For the stage with linear guides, the dynamic stiffness was affected to change by the preload set on the rolling balls. The variation of the dynamic stiffness at first and second modes is 20.8 and 10.5%, respectively when the linear guide preload is adjusted from medium and high amount. But the modal damping ratio is reduced by 8.97 and 9.65%, respectively. For high-frequency mode, the modal stiffness increases by 171.2% and the damping ratio reduced by 34.4%. Current results demonstrate the importance in the determining the preloaded amount of linear guide modulus in practical application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contact%20stiffness" title="contact stiffness">contact stiffness</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding%20stage" title=" feeding stage"> feeding stage</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20guides" title=" linear guides"> linear guides</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20characteristics" title=" modal characteristics"> modal characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-load" title=" pre-load"> pre-load</a> </p> <a href="https://publications.waset.org/abstracts/51628/variations-of-the-modal-characteristics-of-the-feeding-stage-with-different-preloaded-linear-guide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1299</span> Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kawano"> M. Kawano</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tanaka"> Y. Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sawada"> M. Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Oouchi"> S. Oouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kaneko"> T. Kaneko</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kanamori"> K. Kanamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title="accessible design">accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20map" title=" tactile map"> tactile map</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20tactile%20guide%20map" title=" in-school tactile guide map"> in-school tactile guide map</a> </p> <a href="https://publications.waset.org/abstracts/13036/development-of-a-method-to-prepare-in-school-tactile-guide-maps-for-visually-impaired-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</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">1298</span> The Price of Knowledge in the Times of Commodification of Higher Education: A Case Study on the Changing Face of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Peksa">Joanna Peksa</a>, <a href="https://publications.waset.org/abstracts/search?q=Faith%20Dillon-Lee"> Faith Dillon-Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current developments in the Western economies have turned some universities into corporate institutions driven by practices of production and commodity. Academia is increasingly becoming integrated into national economies as a result of students paying fees and is consequently using business practices in student retention and engagement. With these changes, pedagogy status as a priority within the institution has been changing in light of these new demands. New strategies have blurred the boundaries that separate a student from a client. This led to a change of the dynamic, disrupting the traditional idea of the knowledge market, and emphasizing the corporate aspect of universities. In some cases, where students are seen primarily as a customer, the purpose of academia is no longer to educate but sell a commodity and retain fee-paying students. This paper considers opposing viewpoints on the commodification of higher education, reflecting on the reality of maintaining a pedagogic grounding in an increasingly commercialized sector. By analysing a case study of the Student Success Festival, an event that involved academic and marketing teams, the differences are considered between the respective visions of the pedagogic arm of the university and the corporate. This study argues that the initial concept of the event, based on the principles of gamification, independent learning, and cognitive criticality, was more clearly linked to a grounded pedagogic approach. However, when liaising with the marketing team in a crucial step in the creative process, it became apparent that these principles were not considered a priority in terms of their remit. While the study acknowledges in the power of pedagogy, the findings show that a pact of concord is necessary between different stakeholders in order for students to benefit fully from their learning experience. Nevertheless, while issues of power prevail and whenever power is unevenly distributed, reaching a consensus becomes increasingly challenging and further research should closely monitor the developments in pedagogy in the UK higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20pressure" title="economic pressure">economic pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=commodification" title=" commodification"> commodification</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20service" title=" public service"> public service</a>, <a href="https://publications.waset.org/abstracts/search?q=marketization" title=" marketization"> marketization</a> </p> <a href="https://publications.waset.org/abstracts/118004/the-price-of-knowledge-in-the-times-of-commodification-of-higher-education-a-case-study-on-the-changing-face-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118004.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">132</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">1297</span> Operations Guide Implementation Practice in Information Technology Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ziad%20M.%20Hejazi">Ziad M. Hejazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hani%20F.%20Mokhtar"> Hani F. Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20S.%20Bahabri"> Mohammed S. Bahabri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20H.%20Ghafouri"> Mohammed H. Ghafouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20S.%20Bahaitham"> Ahmed S. Bahaitham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates the efforts taken by an Information Technology (IT) organization at Saudi Aramco to establish Operations Guide in a practical manner. Review of related work and literature revealed several important aspects to be considered when implementing the operation guide including Identify supporting IT groups, specify each group roles and responsibilities, formulate the IT operations in terms of processes (input/output), list each process main steps, provide the details of each process main step, develop the RACI (Responsible, Accountable, Consulted, and Informed) chart, highlight the process KPI’s, utilized systems, and forms. Identified aspects were then addressed in the actual implementation via several practices, including developing the operation guide for all IT supported operations, creating a shared folder for the operations guide, and announcing the implementation to all IT staff. The implementation of the mentioned practice was benchmarked, identified as best in class, and adopted by other internal organizations. Moreover, it was evident and appreciated by IT management. The significance of this study stems from the fact that it might be among the first studies in Saudi Arabia that propose a practical guideline to implement IT operations guide by IT organizations. Additional research significance comes from the study being conducted in Saudi Aramco, one of the world’s biggest integrated energy and petrochemical companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=operations%20guide" title="operations guide">operations guide</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20implementation" title=" process implementation"> process implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Aramco%20company" title=" Saudi Aramco company"> Saudi Aramco company</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20of%20procedure" title=" standard of procedure"> standard of procedure</a> </p> <a href="https://publications.waset.org/abstracts/156577/operations-guide-implementation-practice-in-information-technology-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</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">1296</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.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">48</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">1295</span> Development of EREC IF Model to Increase Critical Thinking and Creativity Skills of Undergraduate Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Boontuan%20Wattanakul"> Boontuan Wattanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are prerequisite skills for working professionals in the 21<sup>st</sup> century. A survey conducted in 2014 at the Boromarajonani College of Nursing, Chon Buri, Thailand, revealed that these skills within students across all academic years was at a low to moderate level. An action research study was conducted to develop the EREC IF Model, a framework which includes the concepts of experience, reflection, engagement, culture and language, ICT, and flexibility and fun, to guide pedagogic activities for 75 sophomores of the undergraduate nursing science program at the college. The model was applied to all professional nursing courses. Prior to implementation, workshops were held to prepare lecturers and students. Both lecturers and students initially expressed their discomfort and pointed to the difficulties with the model. However, later they felt more comfortable, and by the end of the project they expressed their understanding and appreciation of the model. A survey conducted four and eight months after implementation found that the critical thinking and creativity skills of the sophomores were significantly higher than those recorded in the pretest. It could be concluded that the EREC IF model is efficient for fostering critical thinking and creativity skills in the undergraduate nursing science program. This model should be used for other levels of students. <p class="card-text"><strong>Keywords:</strong> <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=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=EREC%20IF%20model" title=" EREC IF model"> EREC IF model</a> </p> <a href="https://publications.waset.org/abstracts/44316/development-of-erec-if-model-to-increase-critical-thinking-and-creativity-skills-of-undergraduate-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44316.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">322</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">1294</span> FisherONE: Employing Distinct Pedagogy through Technology Integration in Senior Secondary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Kontoleon">J. Kontoleon</a>, <a href="https://publications.waset.org/abstracts/search?q=D.Gall"> D.Gall</a>, <a href="https://publications.waset.org/abstracts/search?q=M.Pidskalny"> M.Pidskalny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> FisherONE offers a distinct pedagogic model for senior secondary education that integrates advanced technology to meet the learning needs of Year 11 and 12 students across Catholic schools in Queensland. As a fully online platform, FisherONE employs pedagogy that combines flexibility with personalized, data-driven learning. The model leverages tools like the MaxHub hybrid interactive system and AI-powered learning assistants to create tailored learning pathways that promote student autonomy and engagement. This paper examines FisherONE’s success in employing pedagogic strategies through technology. Initial findings suggest that students benefit from the blended approach of virtual assessments and real-time support, even as AI-assisted tools remain in the proof-of-concept phase. The study outlines how FisherONE plans to continue refining its educational methods to better serve students in distance learning environments, specifically in challenging subjects like physics. The integration of technology in FisherONE enhances the effectiveness of teaching and learning, addressing common challenges in online education by offering scalable, individualized learning experiences. This approach demonstrates the future potential of technology in education and the role it can play in fostering meaningful student outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI-assisted%20learning" title="AI-assisted learning">AI-assisted learning</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogy" title=" innovative pedagogy"> innovative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20education" title=" senior education"> senior education</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/192476/fisherone-employing-distinct-pedagogy-through-technology-integration-in-senior-secondary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192476.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">19</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">1293</span> Report of a Realistic Simulation Training in Using Bougie Guide for Endotracheal Intubation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cleto%20J.%20Sauer%20Jr.">Cleto J. Sauer Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20C.%20Sauer"> Rita C. Sauer</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaider%20G.%20Andrade"> Chaider G. Andrade</a>, <a href="https://publications.waset.org/abstracts/search?q=D%C3%B3ris%20F.%20Rabelo"> Dóris F. Rabelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some patients with COVID-19 disease and difficult airway characteristics undergo to endotracheal intubation (ETI) procedure. The tracheal introducer, known as the bougie guide, can aid ETI in patients with difficult airway pattern. Realistic simulation (RS) is a methodology utilized for healthcare professionals training. To improve skills in using the bougie guide of physicians from Recôncavo da Bahia region in Brazil, during COVID-19 outbreak, RS training was carried out. Simulated scenario included the Nasco Lifeform realistic simulator for ETI and a bougie guide introducer. Training was a capacitation program organized by the Health Department of Bahia State. Objective: To report effects in participants´ self-confidence perception for using bougie guide after a RS based training. Methods: Descriptive study, secondary data extracted from questionnaires. Priority workplace and previous knowledge about bougie were reported on a preparticipation formulary. Participants also completed pre- and post-training qualitative self-assessment (10-point Likert scale) regarding to self-confidence in using bougie guide. Distribution analysis for qualitative data was performed with Wilcoxon Signed Rank Test, and self-confidence increase analysis in frequency contingency tables with Fisher's exact test. Results: From May to June 2020 a total of 36 physicians participated of training, 25 (69%) from primary care setting, 32 (89%) with no previous knowledge about the bougie guide utilization. For those who had previous knowledge about bougie pre-training self-confidence median was 6,5, and 2 for participants who had not. In overall there was an increase in self-confidence median for bougie utilization. Median (variation) before and after training was 2.5 (1-7) vs. 8 (4-10) (p <0.0001). Among those who had no previous knowledge about bougie (n = 32) an increase in self-confidence greater than 3 points for bougie utilization was reported by 31 vs. 1 participants (p = 0.71). Conclusions: Most of participants had no previous knowledge about using the bougie guide. RS training contributed to self-confidence increase for using bougie for ETI procedure. RS methodology can contribute for training in using the bougie guide for ETI procedure during COVID-19 outbreak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bougie" title="bougie">bougie</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=endotracheal%20intubation" title=" endotracheal intubation"> endotracheal intubation</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20simulation" title=" realistic simulation"> realistic simulation</a> </p> <a href="https://publications.waset.org/abstracts/128757/report-of-a-realistic-simulation-training-in-using-bougie-guide-for-endotracheal-intubation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1292</span> A Learning Effects Research Applied a Mobile Guide System with Augmented Reality for Education Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20L.%20Chang">Y. L. Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20H.%20Huang"> Y. H. Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study designed a mobile guide system that integrates the design principles of guidance and interpretation with augmented reality (AR) as an auxiliary tool for National Taiwan Science Education Center guidance and explored the learning performance of participants who were divided into two visiting groups: AR-guided mode and non-guided mode (without carrying any auxiliary devices). The study included 96 college students as participants and employed a quasi-experimental research design. This study evaluated the learning performance of education center students aided with different guided modes, including their flow experience, activity involvement, learning effects, as well as their attitude and acceptance of using the guide systems. The results showed that (a) the AR guide promoted visitors’ flow experience; (b) the AR-guidance activity involvement and flow experience having a significant positive effect; (c) most of the visitors of mobile guide system with AR elicited a positive response and acceptance attitude. These results confirm the necessity of human–computer–context interaction. Future research can continue exploring the advantages of enhanced learning effectiveness, activity involvement, and flow experience through application of the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20guide%20system" title=" mobile guide system"> mobile guide system</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=activity%20involvement" title=" activity involvement"> activity involvement</a> </p> <a href="https://publications.waset.org/abstracts/69954/a-learning-effects-research-applied-a-mobile-guide-system-with-augmented-reality-for-education-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69954.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1291</span> Principal Component Analysis Applied to the Electric Power Systems – Practical Guide; Practical Guide for Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Morales">John Morales</a>, <a href="https://publications.waset.org/abstracts/search?q=Eduardo%20Ordu%C3%B1a"> Eduardo Orduña</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently the Principal Component Analysis (PCA) theory has been used to develop algorithms regarding to Electric Power Systems (EPS). In this context, this paper presents a practical tutorial of this technique detailed their concept, on-line and off-line mathematical foundations, which are necessary and desirables in EPS algorithms. Thus, features of their eigenvectors which are very useful to real-time process are explained, showing how it is possible to select these parameters through a direct optimization. On the other hand, in this work in order to show the application of PCA to off-line and on-line signals, an example step to step using Matlab commands is presented. Finally, a list of different approaches using PCA is presented, and some works which could be analyzed using this tutorial are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20guide%3B%20on-line%3B%20off-line" title="practical guide; on-line; off-line">practical guide; on-line; off-line</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=faults" title=" faults"> faults</a> </p> <a href="https://publications.waset.org/abstracts/34859/principal-component-analysis-applied-to-the-electric-power-systems-practical-guide-practical-guide-for-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">563</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1290</span> Internal Leakage Analysis from Pd to Pc Port Direction in ECV Body Used in External Variable Type A/C Compressor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Iqbal%20Mahmud">M. Iqbal Mahmud</a>, <a href="https://publications.waset.org/abstracts/search?q=Haeng%20Muk%20Cho"> Haeng Muk Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Seo%20Hyun%20Sang"> Seo Hyun Sang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Wen%20Hai"> Wang Wen Hai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Heon%20Yi"> Chang Heon Yi</a>, <a href="https://publications.waset.org/abstracts/search?q=Man%20Ik%20Hwang"> Man Ik Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Dae%20Hoon%20Kang"> Dae Hoon Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Solenoid operated electromagnetic control valve (ECV) playing an important role for car’s air conditioning control system. ECV is used in external variable displacement swash plate type compressor and controls the entire air conditioning system by means of a pulse width modulation (PWM) input signal supplying from an external source (controller). Complete form of ECV contains number of internal features like valve body, core, valve guide, plunger, guide pin, plunger spring, bellows etc. While designing the ECV; dimensions of different internal items must meet the standard requirements as it is quite challenging. In this research paper, especially the dimensioning of ECV body and its three pressure ports through which the air/refrigerant passes are considered. Here internal leakage test analysis of ECV body is being carried out from its discharge port (Pd) to crankcase port (Pc) when the guide valve is placed inside it. The experiments have made both in ordinary and digital system using different assumptions and thereafter compare the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electromagnetic%20control%20valve%20%28ECV%29" title="electromagnetic control valve (ECV)">electromagnetic control valve (ECV)</a>, <a href="https://publications.waset.org/abstracts/search?q=leakage" title=" leakage"> leakage</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20port" title=" pressure port"> pressure port</a>, <a href="https://publications.waset.org/abstracts/search?q=valve%20body" title=" valve body"> valve body</a>, <a href="https://publications.waset.org/abstracts/search?q=valve%20guide" title=" valve guide"> valve guide</a> </p> <a href="https://publications.waset.org/abstracts/24562/internal-leakage-analysis-from-pd-to-pc-port-direction-in-ecv-body-used-in-external-variable-type-ac-compressor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</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">1289</span> Form and Content in Adonis Durado’s Poesy: Integrated Teaching Guide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angen%20May%20T.%20Fabro">Angen May T. Fabro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzed how the form and content in Adonis Durado’s select poems revealed universal realities for a proposed integrated teaching guide. The study employed discourse analysis that generates verbal interpretation of data to answer the variables under study in order to satisfy the main problem. This method used analyses and interpretations of discourse texts of the literary work under study. This research made use of studies and research investigations relevant to the present investigation. Findings of the study showed that form and content play a significant role in identifying the universal realities found in the select poems of Adonis Durado. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poems" title="poems">poems</a>, <a href="https://publications.waset.org/abstracts/search?q=poesy" title=" poesy"> poesy</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20teaching%20guide" title=" integrated teaching guide"> integrated teaching guide</a>, <a href="https://publications.waset.org/abstracts/search?q=Adonis%20Durado%E2%80%99s%20poesy" title=" Adonis Durado’s poesy"> Adonis Durado’s poesy</a> </p> <a href="https://publications.waset.org/abstracts/18996/form-and-content-in-adonis-durados-poesy-integrated-teaching-guide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</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">1288</span> Tribological Behavior of PTFE Composites Used for Guide Rings of Hydraulic Actuating Cylinders under Oil-Lubricated Condition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Trabelsi%20Mohamed">Trabelsi Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Kharrat%20Mohamed"> Kharrat Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Dammak%20Maher"> Dammak Maher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Guide rings play an important role in the performance and durability of hydraulic actuating cylinders. In service, guide rings surfaces are subjected to friction and wear against steel counterface. A good mastery of these phenomena is required for the improvement of the energy safeguard and the durability of the actuating cylinder. Polytetrafluoroethylene (PTFE) polymer is extensively used in guide rings thanks to its low coefficient of friction, its good resistance to solvents as well as its high temperature stability. In this study, friction and wear behavior of two PTFE composites filled with bronze and bronze plus MoS2 were evaluated under oil-lubricated condition, aiming as guide rings for hydraulic actuating cylinder. Wear tests of the PTFE composite specimen sliding against steel ball were conducted using reciprocating linear tribometer. The wear mechanisms of the composites under the same sliding condition were discussed, based on Scanning Electron Microscopy examination of the worn composite surface and the optical micrographs of the steel counter surface. As for the results, comparative friction behaviors of the PTFE composites and lower friction coefficients were recorded under oil lubricated condition. The wear behavior was considerably improved to compare with this in dry sliding, while the oil adsorbed layer limited the transfer of the PTFE to the steel counter face during the sliding test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PTFE" title="PTFE">PTFE</a>, <a href="https://publications.waset.org/abstracts/search?q=composite" title=" composite"> composite</a>, <a href="https://publications.waset.org/abstracts/search?q=bronze" title=" bronze"> bronze</a>, <a href="https://publications.waset.org/abstracts/search?q=MoS2" title=" MoS2"> MoS2</a>, <a href="https://publications.waset.org/abstracts/search?q=friction" title=" friction"> friction</a>, <a href="https://publications.waset.org/abstracts/search?q=wear" title=" wear"> wear</a>, <a href="https://publications.waset.org/abstracts/search?q=oil-lubrication" title=" oil-lubrication"> oil-lubrication</a> </p> <a href="https://publications.waset.org/abstracts/12663/tribological-behavior-of-ptfe-composites-used-for-guide-rings-of-hydraulic-actuating-cylinders-under-oil-lubricated-condition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12663.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">300</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">1287</span> Structural Analysis of Hydro-Turbine Spiral Casing and Stay Ring Using Ansys</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surjit%20Angra">Surjit Angra</a>, <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Rani"> Pooja Rani</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinod%20Kumar"> Vinod Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In hydro power plant spiral casing and Stay ring is meant to guide the water flow to guide vane and runner. Spiral casing and Stay ring is subjected to static i.e. pressure load as well as fluctuating load acting on the structure due to water hammer effect in water conductor system. Finite element method has been used to calculate stresses on spiral casing and stay ring. These calculations were done for the maximum possible loading under operating condition "LC1 Quick Shut Down”. The design load is reached for the spiral casing and stay ring during the emergency closure of the guide apparatus "LC1 Quick Shut Down”. During this operation the forces from the head cover to the stay ring also reach their maximum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydro-turbine" title="hydro-turbine">hydro-turbine</a>, <a href="https://publications.waset.org/abstracts/search?q=spiral%20casing" title=" spiral casing"> spiral casing</a>, <a href="https://publications.waset.org/abstracts/search?q=stay%20ring" title=" stay ring"> stay ring</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20analysis" title=" structural analysis"> structural analysis</a> </p> <a href="https://publications.waset.org/abstracts/5592/structural-analysis-of-hydro-turbine-spiral-casing-and-stay-ring-using-ansys" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5592.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">517</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">1286</span> Employing QR Code as an Effective Educational Tool for Quick Access to Sources of Kindergarten Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Abd%20El-Salam"> M. Abd El-Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title="kindergarten">kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=QR%20code" title=" QR code"> QR code</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone" title=" smart phone"> smart phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a> </p> <a href="https://publications.waset.org/abstracts/37016/employing-qr-code-as-an-effective-educational-tool-for-quick-access-to-sources-of-kindergarten-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37016.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">289</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pedagogic%20guide&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pedagogic%20guide&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pedagogic%20guide&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pedagogic%20guide&page=5">5</a></li> <li class="page-item"><a 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