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comprehensive assessment</title> <meta name="description" content="Search results for: comprehensive assessment"> <meta name="keywords" content="comprehensive assessment"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="comprehensive assessment"> <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> 8265</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: comprehensive assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8265</span> Comprehensive Risk Assessment Model in Agile Construction Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jolanta%20Tamo%C5%A1aitien%C4%97">Jolanta Tamošaitienė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article focuses on a developed comprehensive model to be used in an agile environment for the risk assessment and selection based on multi-attribute methods. The model is based on a multi-attribute evaluation of risk in construction, and the determination of their optimality criterion values are calculated using complex Multiple Criteria Decision-Making methods. The model may be further applied to risk assessment in an agile construction environment. The attributes of risk in a construction project are selected by applying the risk assessment condition to the construction sector, and the construction process efficiency in the construction industry accounts for the agile environment. The paper presents the comprehensive risk assessment model in an agile construction environment. It provides a background and a description of the proposed model and the developed analysis of the comprehensive risk assessment model in an agile construction environment with the criteria. <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=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=agile" title=" agile"> agile</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a> </p> <a href="https://publications.waset.org/abstracts/84304/comprehensive-risk-assessment-model-in-agile-construction-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84304.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">255</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">8264</span> Comprehensive Feature Extraction for Optimized Condition Assessment of Fuel Pumps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugochukwu%20Ejike%20Akpudo">Ugochukwu Ejike Akpudo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jank-Wook%20Hur"> Jank-Wook Hur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing demand for improved productivity, maintainability, and reliability has prompted rapidly increasing research studies on the emerging condition-based maintenance concept- Prognostics and health management (PHM). Varieties of fuel pumps serve critical functions in several hydraulic systems; hence, their failure can have daunting effects on productivity, safety, etc. The need for condition monitoring and assessment of these pumps cannot be overemphasized, and this has led to the uproar in research studies on standard feature extraction techniques for optimized condition assessment of fuel pumps. By extracting time-based, frequency-based and the more robust time-frequency based features from these vibrational signals, a more comprehensive feature assessment (and selection) can be achieved for a more accurate and reliable condition assessment of these pumps. With the aid of emerging deep classification and regression algorithms like the locally linear embedding (LLE), we propose a method for comprehensive condition assessment of electromagnetic fuel pumps (EMFPs). Results show that the LLE as a comprehensive feature extraction technique yields better feature fusion/dimensionality reduction results for condition assessment of EMFPs against the use of single features. Also, unlike other feature fusion techniques, its capabilities as a fault classification technique were explored, and the results show an acceptable accuracy level using standard performance metrics for evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electromagnetic%20fuel%20pumps" title="electromagnetic fuel pumps">electromagnetic fuel pumps</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20feature%20extraction" title=" comprehensive feature extraction"> comprehensive feature extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=condition%20assessment" title=" condition assessment"> condition assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=locally%20linear%20embedding" title=" locally linear embedding"> locally linear embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20fusion" title=" feature fusion"> feature fusion</a> </p> <a href="https://publications.waset.org/abstracts/111870/comprehensive-feature-extraction-for-optimized-condition-assessment-of-fuel-pumps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111870.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">117</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">8263</span> Comprehensive Expert and Social Assessment of the Urban Environment of Almaty in the Process of Training Master's and Doctoral Students on Architecture and Urban Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Abilov">Alexey Abilov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article highlights the experience of training master's and doctoral students at Satbayev University by preparing their course works for disciplines "Principles of Sustainable Architecture", "Energy Efficiency in Urban planning", "Urban planning analysis, "Social foundations of Architecture". The purpose of these works is the acquisition by students of practical skills necessary in their future professional activities, which are achieved through comprehensive assessment of individual sections of the Almaty urban environment. The methodology of student’s researches carried out under the guidance of the author of this publication is based on an expert assessment of the territory through its full-scale survey, analysis of project documents and statistical data, as well as on a social assessment of the territory based on the results of a questionnaire survey of residents. A comprehensive qualitative and quantitative assessment of the selected sites according to the criteria of the quality of the living environment also allows to formulate specific recommendations for designers who carry out a pre-project analysis of the city territory in the process of preparing draft master plans and detailed planning projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20environment" title="urban environment">urban environment</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%2Fsocial%20assessment%20of%20the%20territory" title=" expert/social assessment of the territory"> expert/social assessment of the territory</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire%20survey" title=" questionnaire survey"> questionnaire survey</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20approach" title=" comprehensive approach"> comprehensive approach</a> </p> <a href="https://publications.waset.org/abstracts/174551/comprehensive-expert-and-social-assessment-of-the-urban-environment-of-almaty-in-the-process-of-training-masters-and-doctoral-students-on-architecture-and-urban-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174551.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">73</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">8262</span> Review of Assessment of Integrated Information System (IIS) in Organisation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariya%20Salihu%20Ingawa">Mariya Salihu Ingawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sani%20Suleiman%20Isah"> Sani Suleiman Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of Integrated Information System (IIS) in organisation is an important initiative to enable the Information System (IS) managers, as well as top management to understand the success status of their investment in IS integration efforts. However, without a proper assessment, an organisation will not know its IIS status, which may affect their judgment on what action should be taken onwards. Current research on IIS assessment is lacking and those related literature on IIS assessment focus more on assessing the technical aspect of IIS. It is argued that assessing technical aspect alone is inadequate since organisational and strategic aspects in IIS should also be considered. Current methods, techniques and tools used by vendors for IIS assessment also are lack of comprehensive measures to fully assess the Integrated Information System in term of technical, organisational and strategic domains. The purpose of this study is to establish critical success factors for measuring success of an Integrated Information System. These factors are used as the basis for constructing an approach to comprehensively assess IIS in an organisation. A comprehensive list of success factors for IIS assessment, established from literature, was initially presented. An expert surveys using both manual and online methods were conducted to verify the factors. Based on the factors, an instrument for IIS assessment was constructed. The results from a case study indicate that through comprehensive assessment approach, not only the level of success been known, but also reveals the contributing factors. This research contributes to the field of Information Systems specifically in the area of Integrated Information System assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20information%20system" title="integrated information system">integrated information system</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20surveys" title=" expert surveys"> expert surveys</a>, <a href="https://publications.waset.org/abstracts/search?q=organisation" title=" organisation"> organisation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/22657/review-of-assessment-of-integrated-information-system-iis-in-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22657.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">388</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">8261</span> Comprehensive Assessment of Energy Efficiency within the Production Process </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kreitlein">S. Kreitlein</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Eder"> N. Eder</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Franke"> J. Franke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of energy efficiency within the production process increases steadily. Unfortunately, so far no tools for a comprehensive assessment of energy efficiency within the production process exist. Therefore the Institute for Factory Automation and Production Systems of the Friedrich-Alexander-University Erlangen-Nuremberg has developed two methods with the goal of achieving transparency and a quantitative assessment of energy efficiency: EEV (Energy Efficiency Value) and EPE (Energetic Process Efficiency). This paper describes the basics and state of the art as well as the developed approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title="energy efficiency">energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency%20value" title=" energy efficiency value"> energy efficiency value</a>, <a href="https://publications.waset.org/abstracts/search?q=energetic%20process%20efficiency" title=" energetic process efficiency"> energetic process efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a> </p> <a href="https://publications.waset.org/abstracts/23200/comprehensive-assessment-of-energy-efficiency-within-the-production-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23200.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">733</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">8260</span> Sociological Research as a Tool of Social Assessment of the Territory in Urban Planning: In a Case of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Abilov">Alexey Abilov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sociological research in the form of a questionnaire survey of the population in the last decade has become an essential part of a comprehensive assessment of the territory in the practice of urban planning in Kazakhstan. This method was successfully used for developing master plans of settlements, urban agglomerations, and projects of detailed planning of individual sections of the urban environment. Also, it greatly contributes to the objectification of design solutions, since in addition to the traditional expert multifactorial assessment of urban development territories by professional designers, they provide an opportunity to consider existing urban development problems at the local level from the inside, through the eyes of the living population. A comparison of two areas of assessment of the territory -expert and social- allows us to give a more balanced final assessment, which can serve as a strong basis for making correct design decisions. The author of the article shows this by the example of the social assessment of the territory of the Almaty urban agglomeration in the form of a questionnaire survey of the population conducted in order to assess the quality of the living environment of the population, preferences in place and forms of recreation, as well as to delimitation the boundaries of the agglomeration. At the same time, the author's methodology of qualitative and quantitative assessment of the territory divided into polling stations is used, based on a comparison of the percentage of respondents' responses to various questionnaire questions with the total number of respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20assessment%20of%20territory" title="social assessment of territory">social assessment of territory</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20assessment" title=" comprehensive assessment"> comprehensive assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20agglomeration" title=" urban agglomeration"> urban agglomeration</a>, <a href="https://publications.waset.org/abstracts/search?q=correct%20design%20decisions" title=" correct design decisions"> correct design decisions</a> </p> <a href="https://publications.waset.org/abstracts/174580/sociological-research-as-a-tool-of-social-assessment-of-the-territory-in-urban-planning-in-a-case-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174580.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">86</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">8259</span> Developing Ergonomic Prototype Testing Method for Manual Material Handling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Nugroho%20Doyo%20Yekti">Yusuf Nugroho Doyo Yekti</a>, <a href="https://publications.waset.org/abstracts/search?q=Budi%20Praptono"> Budi Praptono</a>, <a href="https://publications.waset.org/abstracts/search?q=Fransiskus%20Tatas%20Dwi%20Atmaji"> Fransiskus Tatas Dwi Atmaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no ergonomic prototype testing method for manual material handling yet. This study has been carried out to demonstrate the comprehensive ergonomic assessment. The ergonomic assessment is important to improve safety of products and to ensure usefulness of the product. The prototype testing is conducted by involving few intended users and ordinary people. In this study, there are four operators who participated in several tests. Also, there are 30 ordinary people who joined the usability test. All the ordinary people never do material handling activity nor use material handling device. The methods used in the tests are Rapid Entire Body Assessment (REBA), Recommended Weight Limit (RWL), and Cardiovascular Load (%CVL) other than usability test and questionnaire. The proposed testing methods cover comprehensive ergonomic aspects, i.e. physical aspect, mental aspect, emotional aspects of human. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ergonomic" title="ergonomic">ergonomic</a>, <a href="https://publications.waset.org/abstracts/search?q=manual%20material%20handling" title=" manual material handling"> manual material handling</a>, <a href="https://publications.waset.org/abstracts/search?q=prototype%20testing" title=" prototype testing"> prototype testing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/35664/developing-ergonomic-prototype-testing-method-for-manual-material-handling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35664.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">8258</span> Risk Assessment for International Investment: A Standardized Approach to Identify Risk, Risk Appetite, Risk Rating, Risk Treatment and Mitigation Plans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui%20Yong%20Leo">Pui Yong Leo</a>, <a href="https://publications.waset.org/abstracts/search?q=Normy%20Maziah%20Mohd%20Said"> Normy Maziah Mohd Said</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Change of global economy landscape and business environment has led to companies’ decision to go global and enter international markets. As the companies go beyond the comfort zone (i.e. investing in the home country), it is important to ensure a comprehensive risk assessment is carried out. This paper describes a standardized approach for international investment, ensuring identification of risk, risk appetite, risk rating, risk treatment and mitigation plans for respective international investment proposal. The standardized approach is divided into three (3) stages as follows: Stage 1 – Preliminary Risk profiling; with the objective to gauge exposure to countries and high level risk factors as first level assessment. Stage 2 – Risk Parameters; with the objective to define risk appetite for the international investment from the perspective of likelihood and impact. Stage 3 – Detailed Risk Assessments; with the objectives to assess in detail any triggered elements from Stage 1, and project specific risks. The final output will include the mitigation plans for the identified risks for the total investment. Example will be given in this paper to show how comprehensive risk assessment is carried out for an international investment in power energy sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20investment" title="international investment">international investment</a>, <a href="https://publications.waset.org/abstracts/search?q=mitigation%20plans" title=" mitigation plans"> mitigation plans</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20appetite" title=" risk appetite"> risk appetite</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a> </p> <a href="https://publications.waset.org/abstracts/61464/risk-assessment-for-international-investment-a-standardized-approach-to-identify-risk-risk-appetite-risk-rating-risk-treatment-and-mitigation-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61464.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">388</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">8257</span> The Value Relevance of Components of Other Comprehensive Income When Net Income Is Disaggregated</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taisier%20A.%20Zoubi">Taisier A. Zoubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Feras%20Salama"> Feras Salama</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmud%20Hossain"> Mahmud Hossain</a>, <a href="https://publications.waset.org/abstracts/search?q=Yass%20A.%20Alkafaji"> Yass A. Alkafaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine the equity pricing of other comprehensive income when earnings are disaggregated into several components. Our findings indicate that other comprehensive income can better explain variation in stock returns when net income is reported in a disaggregated form. Additionally, we found that disaggregating both net income and other comprehensive income can explain more of the variation in the stock returns than the two summary components of comprehensive income. Our results survive a series of robustness checks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=market%20valuation" title="market valuation">market valuation</a>, <a href="https://publications.waset.org/abstracts/search?q=other%20comprehensive%20income" title=" other comprehensive income"> other comprehensive income</a>, <a href="https://publications.waset.org/abstracts/search?q=value-relevance" title=" value-relevance"> value-relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=incremental%20information%20content" title=" incremental information content "> incremental information content </a> </p> <a href="https://publications.waset.org/abstracts/31604/the-value-relevance-of-components-of-other-comprehensive-income-when-net-income-is-disaggregated" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31604.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">301</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">8256</span> An Evaluation Study of Sleep and Sleep-Related Factors in Clinic Clients with Sleep Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Feng%20Lai">Chi-Feng Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Chun%20Liao%20Liao"> Wen-Chun Liao Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many people are bothered by sleep difficulties in Taiwan’s society. However, majority of patients get medical treatments without a comprehensive sleep assessment. It is still a big challenge to formulate a comprehensive assessment of sleep difficulties in clinical settings, even though many assessment tools have existed in literature. This study tries to implement reliable and effective ‘comprehensive sleep assessment scales’ in a medical center and to explore differences in sleep-related factors between clinic clients with or without sleep difficulty complaints. The comprehensive sleep assessment (CSA) scales were composed of 5 dimensions: ‘personal factors’, ‘physiological factors’, ‘psychological factors’, ‘social factors’ and ‘environmental factors, and were first evaluated by expert validity and 20 participants with test-retest reliability. The Content Validity Index (CVI) of the CSA was 0.94 and the alpha of the consistency reliability ranged 0.996-1.000. Clients who visited sleep clinic due to sleep difficulties (n=32, 16 males and 16 females, ages 43.66 ±14.214) and gender-and age- matched healthy subjects without sleep difficulties (n=96, 47 males and 49 females, ages 41.99 ±13.69) were randomly recruited at a ratio of 1:3 (with sleep difficulties vs. without sleep difficulties) to compare their sleep and the CSA factors. Results show that all clinic clients with sleep difficulties did have poor sleep quality (PSQI>5) and mild to moderate daytime sleepiness (ESS >11). Personal factors of long working hours (χ2= 10.315, p=0.001), shift workers (χ2= 8.964, p=0.003), night shift (χ2=9.395, p=0.004) and perceived stress (χ2=9.503, p=0.002) were disruptors of sleep difficulties. Physiological factors from physical examination including breathing by mouth, low soft palate, high narrow palate, Edward Angle, tongue hypertrophy, and occlusion of the worn surface were observed in clinic clients. Psychological factors including higher perceived stress (χ2=32.542, p=0.000), anxiety and depression (χ2=32.868, p=0.000); social factors including lack of leisure activities (χ2=39.857, p=0.000), more drinking habits (χ2=1.798, p=0.018), irregular amount and frequency in meals (χ2=5.086, p=0.024), excessive dinner (χ2=21.511, p=0.000), being incapable of getting up on time due to previous poor night sleep (χ2=4.444, p=0.035); and environmental factors including lights (χ2=7.683, p=0.006), noise (χ2=5.086, p=0.024), low or high bedroom temperature (χ2=4.595, p=0.032) were existed in clients. In conclusion, the CSA scales can work as valid and reliable instruments for evaluating sleep-related factors. Findings of this study provide important reference for assessing clinic clients with sleep difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20sleep%20assessment" title="comprehensive sleep assessment">comprehensive sleep assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep-related%20factors" title=" sleep-related factors"> sleep-related factors</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20difficulties" title=" sleep difficulties"> sleep difficulties</a> </p> <a href="https://publications.waset.org/abstracts/85642/an-evaluation-study-of-sleep-and-sleep-related-factors-in-clinic-clients-with-sleep-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85642.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">274</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">8255</span> Students' Perceptions of Assessment and Feedback in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Glazzard">Jonathan Glazzard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/44536/students-perceptions-of-assessment-and-feedback-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44536.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">8254</span> Reliability Assessment of Various Empirical Formulas for Prediction of Scour Hole Depth (Plunge Pool) Using a Comprehensive Physical Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Galoie">Majid Galoie</a>, <a href="https://publications.waset.org/abstracts/search?q=Khodadad%20Safavi"> Khodadad Safavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdolreza%20Karami%20Nejad"> Abdolreza Karami Nejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Roshan"> Reza Roshan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a comprehensive scouring model has been developed in order to evaluate the accuracy of various empirical relationships which were suggested for prediction of scour hole depth in plunge pools by Martins, Mason, Chian and Veronese. For this reason, scour hole depths caused by free falling jets from a flip bucket to a plunge pool were investigated. In this study various discharges, angles, scouring times, etc. have been considered. The final results demonstrated that the all mentioned empirical formulas, except Mason formula, were reasonably agreement with the experimental data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scour%20hole%20depth" title="scour hole depth">scour hole depth</a>, <a href="https://publications.waset.org/abstracts/search?q=plunge%20pool" title=" plunge pool"> plunge pool</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20model" title=" physical model"> physical model</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20assessment" title=" reliability assessment "> reliability assessment </a> </p> <a href="https://publications.waset.org/abstracts/20084/reliability-assessment-of-various-empirical-formulas-for-prediction-of-scour-hole-depth-plunge-pool-using-a-comprehensive-physical-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20084.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">535</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">8253</span> Multi-Stage Optimization of Local Environmental Quality by Comprehensive Computer Simulated Person as Sensor for Air Conditioning Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sung-Jun%20Yoo">Sung-Jun Yoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuhide%20Ito"> Kazuhide Ito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a comprehensive computer simulated person (CSP) that integrates computational human model (virtual manikin) and respiratory tract model (virtual airway), was applied for estimation of indoor environmental quality. Moreover, an inclusive prediction method was established by integrating computational fluid dynamics (CFD) analysis with advanced CSP which is combined with physiologically-based pharmacokinetic (PBPK) model, unsteady thermoregulation model for analysis targeting micro-climate around human body and respiratory area with high accuracy. This comprehensive method can estimate not only the contaminant inhalation but also constant interaction in the contaminant transfer between indoor spaces, i.e., a target area for indoor air quality (IAQ) assessment, and respiratory zone for health risk assessment. This study focused on the usage of the CSP as an air/thermal quality sensor in indoors, which means the application of comprehensive model for assessment of IAQ and thermal environmental quality. Demonstrative analysis was performed in order to examine the applicability of the comprehensive model to the heating, ventilation, air conditioning (HVAC) control scheme. CSP was located at the center of the simple model room which has dimension of 3m×3m×3m. Formaldehyde which is generated from floor material was assumed as a target contaminant, and flow field, sensible/latent heat and contaminant transfer analysis in indoor space were conducted by using CFD simulation coupled with CSP. In this analysis, thermal comfort was evaluated by thermoregulatory analysis, and respiratory exposure risks represented by adsorption flux/concentration at airway wall surface were estimated by PBPK-CFD hybrid analysis. These Analysis results concerning IAQ and thermal comfort will be fed back to the HVAC control and could be used to find a suitable ventilation rate and energy requirement for air conditioning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CFD%20simulation" title="CFD simulation">CFD simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20simulated%20person" title=" computer simulated person"> computer simulated person</a>, <a href="https://publications.waset.org/abstracts/search?q=HVAC%20control" title=" HVAC control"> HVAC control</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20environmental%20quality" title=" indoor environmental quality"> indoor environmental quality</a> </p> <a href="https://publications.waset.org/abstracts/91826/multi-stage-optimization-of-local-environmental-quality-by-comprehensive-computer-simulated-person-as-sensor-for-air-conditioning-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91826.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8252</span> Examining the Coverage of CO2-Related Indicators in a Sample of Sustainable Rating Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wesam%20Rababa">Wesam Rababa</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Al-Qawasmi"> Jamal Al-Qawasmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global climate is negatively impacted by CO2 emissions, which are mostly produced by buildings. Several green building rating systems (GBRS) have been proposed to impose low-carbon criteria in order to address this problem. The Green Globes certification is one such system that evaluates a building's sustainability level by assessing different categories of environmental impact and emerging concepts aimed at reducing environmental harm. Therefore, assessment tools at the national level are crucial in the developing world, where specific local conditions require a more precise evaluation. This study analyzed eight sustainable building assessment systems from different regions of the world, comparing a comprehensive list of CO2-related indicators with a various assessment system for conducting coverage analysis. The results show that GBRS includes both direct and indirect indicators in this regard. It reveals deep variation between examined practices, and a lack of consensus not only on the type and the optimal number of indicators used in a system, but also on the depth and breadth of coverage of various sustainable building SB attributes. Generally, the results show that most of the examined systems reflect a low comprehensive coverage, the highest of which is found in materials category. On the other hand, the most of the examined systems reveal a very low representative coverage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Assessment%20tools" title="Assessment tools">Assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=CO2-related%20indicators" title=" CO2-related indicators"> CO2-related indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=Comparative%20study" title=" Comparative study"> Comparative study</a>, <a href="https://publications.waset.org/abstracts/search?q=Green%20Building%20Rating%20Systems" title=" Green Building Rating Systems"> Green Building Rating Systems</a> </p> <a href="https://publications.waset.org/abstracts/183499/examining-the-coverage-of-co2-related-indicators-in-a-sample-of-sustainable-rating-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183499.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">58</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">8251</span> Assessment of Green Infrastructure for Sustainable Urban Water Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suraj%20Sharma">Suraj Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Green infrastructure (GI) offers a contemporary approach for reducing the risk of flooding, improve water quality, and harvesting stormwater for sustainable use. GI promotes landscape planning to enhance sustainable development and urban resilience. However, the existing literature is lacking in ensuring the comprehensive assessment of GI performance in terms of ecosystem function and services for social, ecological, and economical system resilience. We propose a robust indicator set and fuzzy comprehensive evaluation (FCE) for quantitative and qualitative analysis for sustainable water management to assess the capacity of urban resilience. Green infrastructure in urban resilience water management system (GIUR-WMS) supports decision-making for GI planning through scenario comparisons with urban resilience capacity index. To demonstrate the GIUR-WMS, we develop five scenarios for five sectors of Chandigarh (12, 26, 14, 17, and 34) to test common type of GI (rain barrel, rain gardens, detention basins, porous pavements, and open spaces). The result shows the open spaces achieve the highest green infrastructure urban resilience index of 4.22/5. To implement the open space scenario in urban sites, suitable vacant can be converted to green spaces (example: forest, low impact recreation areas, and detention basins) GIUR-WMS is easy to replicate, customize and apply to cities of different sizes to assess environmental, social and ecological dimensions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20infrastructure" title="green infrastructure">green infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20resilience" title=" urban resilience"> urban resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20management%20system" title=" water management system"> water management system</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20comprehensive%20evaluation" title=" fuzzy comprehensive evaluation"> fuzzy comprehensive evaluation</a> </p> <a href="https://publications.waset.org/abstracts/132482/assessment-of-green-infrastructure-for-sustainable-urban-water-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132482.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">143</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">8250</span> Safety of Ports, Harbours, Marine Terminals: Application of Quantitative Risk Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dipak%20Sonawane">Dipak Sonawane</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudarshan%20Daga"> Sudarshan Daga</a>, <a href="https://publications.waset.org/abstracts/search?q=Somesh%20Gupta"> Somesh Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quantitative risk assessment (QRA) is a very precise and consistent approach to defining the likelihood, consequence and severity of a major incident/accident. A variety of hazardous cargoes in bulk, such as hydrocarbons and flammable/toxic chemicals, are handled at various ports. It is well known that most of the operations are hazardous, having the potential of damaging property, causing injury/loss of life and, in some cases, the threat of environmental damage. In order to ensure adequate safety towards life, environment and property, the application of scientific methods such as QRA is inevitable. By means of these methods, comprehensive hazard identification, risk assessment and appropriate implementation of Risk Control measures can be carried out. In this paper, the authors, based on their extensive experience in Risk Analysis for ports and harbors, have exhibited how QRA can be used in practice to minimize and contain risk to tolerable levels. A specific case involving the operation for unloading of hydrocarbon at a port is presented. The exercise provides confidence that the method of QRA, as proposed by the authors, can be used appropriately for the identification of hazards and risk assessment of Ports and Terminals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20risk%20assessment" title="quantitative risk assessment">quantitative risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=hazard%20assessment" title=" hazard assessment"> hazard assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=consequence%20analysis" title=" consequence analysis"> consequence analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20risk" title=" individual risk"> individual risk</a>, <a href="https://publications.waset.org/abstracts/search?q=societal%20risk" title=" societal risk"> societal risk</a> </p> <a href="https://publications.waset.org/abstracts/151443/safety-of-ports-harbours-marine-terminals-application-of-quantitative-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151443.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">80</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">8249</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title="assessment practices">assessment practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20for%20use%20of%20formative%20assessment" title=" factors for use of formative assessment"> factors for use of formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/54511/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54511.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">376</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">8248</span> Referrals to Occupational Therapy Driving Assessors: A Qualitative Study of General Practitioners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Butler">Mary Butler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Screening programmes for older drivers in Europe (though not the UK), and in many states in the US and in Australia are based on medical assessment of fitness to drive. These programmes require physicians (including general practitioners) to carry out an assessment of fitness to drive in their offices. In 2006, New Zealand changed from doing on-road driving tests with all older drivers from the age of 80, to a screening programme that uses medical assessment of fitness to drive only. Aim: This study set out to understand the experience of New Zealand GPs as they manage the process of medical assessment of fitness to drive assessments for older people. In particular, it aimed to establish how GPs understand the role of specialist driving assessment and rehabilitation carried out by occupational therapists. Design and setting: The study used an interpretive descriptive approach to analyze data from ten interviews with GPs in New Zealand. Results: The results indicated that GPs lack understanding about how occupational therapists can assist their patients, and tend to refer only when there is a disagreement with the patient. Conclusion: There are problems with the medical assessment of fitness to drive carried out by GPs, and there is a need for a more comprehensive community approach to driving cessation. Patients, families and the multidisciplinary team all have a role in deciding when driving cessation should occur. Occupational therapists have a particular responsibility for strategic leadership in this area of practice. <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=driving" title=" driving"> driving</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20people" title=" older people"> older people</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a> </p> <a href="https://publications.waset.org/abstracts/105068/referrals-to-occupational-therapy-driving-assessors-a-qualitative-study-of-general-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105068.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">139</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">8247</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <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=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.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">119</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">8246</span> Enhancing Academic and Social Skills of Elementary School Students with Autism Spectrum Disorder by an Intensive and Comprehensive Teaching Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyawan%20Srisuruk">Piyawan Srisuruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Janya%20Boonmeeprasert"> Janya Boonmeeprasert</a>, <a href="https://publications.waset.org/abstracts/search?q=Romwarin%20Gamlunglert"> Romwarin Gamlunglert</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamaporn%20Choikhruea"> Benjamaporn Choikhruea</a>, <a href="https://publications.waset.org/abstracts/search?q=Ornjira%20Jaraepram"> Ornjira Jaraepram</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarin%20Boonsuchat"> Jarin Boonsuchat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakdadech%20Singkibud"> Sakdadech Singkibud</a>, <a href="https://publications.waset.org/abstracts/search?q=Kusalaporn%20Chaiudomsom"> Kusalaporn Chaiudomsom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanatiporn%20Chonprai"> Chanatiporn Chonprai</a>, <a href="https://publications.waset.org/abstracts/search?q=Pornchanaka%20Tana"> Pornchanaka Tana</a>, <a href="https://publications.waset.org/abstracts/search?q=Suchat%20Paholpak"> Suchat Paholpak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To develop an Intensive and comprehensive program (ICP) for the Inclusive Class Teacher (ICPICT) to teach elementary students (ES) with ASD in order to enhance the students’ academic and social skills (ASS) and to study the effect of the teaching program. Methods: The purposive sample included 15 Khon Kaen inclusive class teachers and their 15 elementary students. All the students were diagnosed by a child and adolescent psychiatrist to have DSM-5 level 1 ASD. The study tools included 1) an ICP to teach teachers about ASD, a teaching method to enhance academic and social skills for ES with ASD, and an assessment tool to assess the teacher’s knowledge before and after the ICP. 2) an ICPICT to teach ES with ASD to enhance their ASS. The project taught 10 sessions, 3 hours each. The ICPICT had its teaching structure. Teaching media included: pictures, storytelling, songs, and plays. The authors taught and demonstrated to the participant teachers how to teach with the ICPICT until the participants could display the correct teaching method. Then the teachers taught ICPICT at school by themselves 3) an assessment tool to assess the students’ ASS before and after the completion of the study. The ICP to teach the teachers, the ICPICT, and the relevant assessment tools were developed by the authors and were adjusted until consensus agreed as appropriate for researching by 3 curriculum of teaching children with ASD experts. The data were analyzed by descriptive and analytic statistics via SPSS version 26. Results: After the briefing, the teachers increased the mean score, though not with statistical significance, of knowledge of ASD and how to teach ES with ASD on ASS (p = 0.13). Teaching ES with ASD with the ICPICT could increase the mean scores of the students’ skills in learning and expressing social emotions, relationships with a friend, transitioning, and skills in academic function 3.33, 2.27, 2.94, and 3.00 scores (full scores were 18, 12, 15 and 12, Paired T-Test p = 0.007, 0.013, 0.028 and 0.003 respectively). Conclusion: The program to teach academic and social skills simultaneously in an intensive and comprehensive structure could enhance both the academic and social skills of elementary students with ASD. Keywords: Elementary students, autism spectrum, academic skill, social skills, intensive program, comprehensive program, integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academica%20and%20social%20skills" title="academica and social skills">academica and social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20autism" title=" students with autism"> students with autism</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20and%20comprehensive" title=" intensive and comprehensive"> intensive and comprehensive</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program"> teaching program</a> </p> <a href="https://publications.waset.org/abstracts/174702/enhancing-academic-and-social-skills-of-elementary-school-students-with-autism-spectrum-disorder-by-an-intensive-and-comprehensive-teaching-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174702.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">64</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">8245</span> Juvenile Justice in Maryland: The Evidence Based Approach to Youth with History of Victimization and Trauma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Wasileski">Gabriela Wasileski</a>, <a href="https://publications.waset.org/abstracts/search?q=Debra%20L.%20Stanley"> Debra L. Stanley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maryland efforts to decrease the juvenile criminality and recidivism shifts towards evidence based sentencing. While in theory the evidence based sentencing has an impact on the reduction of juvenile delinquency and drug abuse; the assessment of juveniles’ risk and needs usually lacks crucial information about juvenile’s prior victimization. The Maryland Comprehensive Assessment and Service Planning (MCASP) Initiative is the primary tool for developing and delivering a treatment service plan for juveniles at risk. Even though it consists of evidence-based screening and assessment instruments very little is currently known regarding the effectiveness and the impact of the assessment in general. In keeping with Maryland’s priority to develop successful evidence-based recidivism reduction programs, this study examined results of assessments based on MCASP using a representative sample of the juveniles at risk and their assessment results. Specifically, it examined: (1) the results of the assessments in an electronic database (2) areas of need that are more frequent among delinquent youth in a system/agency, (3) the overall progress of youth in an agency’s care (4) the impact of child victimization and trauma experiences reported in the assessment. The project will identify challenges regarding the use of MCASP in Maryland, and will provide a knowledge base to support future research and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvenile%20Justice" title="Juvenile Justice">Juvenile Justice</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20risk%20and%20need" title=" assessment of risk and need"> assessment of risk and need</a>, <a href="https://publications.waset.org/abstracts/search?q=victimization%20and%20crime" title=" victimization and crime"> victimization and crime</a>, <a href="https://publications.waset.org/abstracts/search?q=recidivism" title=" recidivism"> recidivism</a> </p> <a href="https://publications.waset.org/abstracts/65735/juvenile-justice-in-maryland-the-evidence-based-approach-to-youth-with-history-of-victimization-and-trauma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8244</span> Assessing Firm Readiness to Implement Cloud Computing: Toward a Comprehensive Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mohammadbagher%20Jafari">Seyed Mohammadbagher Jafari</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Mahdizadeh"> Elahe Mahdizadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Masomeh%20Ghahremani"> Masomeh Ghahremani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays almost all organizations depend on information systems to run their businesses. Investment on information systems and their maintenance to keep them always in best situation to support firm business is one of the main issues for every organization. The new concept of cloud computing was developed as a technical and economic model to address this issue. In cloud computing the computing resources, including networks, applications, hardwares and services are configured as needed and are available at the moment of request. However, migration to cloud is not an easy task and there are many issues that should be taken into account. This study tries to provide a comprehensive model to assess a firm readiness to implement cloud computing. By conducting a systematic literature review, four dimensions of readiness were extracted which include technological, human, organizational and environmental dimensions. Every dimension has various criteria that have been discussed in details. This model provides a framework for cloud computing readiness assessment. Organizations that intend to migrate to cloud can use this model as a tool to assess their firm readiness before making any decision on cloud implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20readiness" title=" human readiness"> human readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20readiness" title=" organizational readiness"> organizational readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness%20assessment%20model" title=" readiness assessment model"> readiness assessment model</a> </p> <a href="https://publications.waset.org/abstracts/30893/assessing-firm-readiness-to-implement-cloud-computing-toward-a-comprehensive-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30893.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">395</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">8243</span> An Exploratory Study of Reliability of Ranking vs. Rating in Peer Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Song">Yang Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Guo"> Yifan Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20F.%20Gehringer"> Edward F. Gehringer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fifty years of research has found great potential for peer assessment as a pedagogical approach. With peer assessment, not only do students receive more copious assessments; they also learn to become assessors. In recent decades, more educational peer assessments have been facilitated by online systems. Those online systems are designed differently to suit different class settings and student groups, but they basically fall into two categories: rating-based and ranking-based. The rating-based systems ask assessors to rate the artifacts one by one following some review rubrics. The ranking-based systems allow assessors to review a set of artifacts and give a rank for each of them. Though there are different systems and a large number of users of each category, there is no comprehensive comparison on which design leads to higher reliability. In this paper, we designed algorithms to evaluate assessors' reliabilities based on their rating/ranking against the global ranks of the artifacts they have reviewed. These algorithms are suitable for data from both rating-based and ranking-based peer assessment systems. The experiments were done based on more than 15,000 peer assessments from multiple peer assessment systems. We found that the assessors in ranking-based peer assessments are at least 10% more reliable than the assessors in rating-based peer assessments. Further analysis also demonstrated that the assessors in ranking-based assessments tend to assess the more differentiable artifacts correctly, but there is no such pattern for rating-based assessors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title="peer assessment">peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20rating" title=" peer rating"> peer rating</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20ranking" title=" peer ranking"> peer ranking</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/66206/an-exploratory-study-of-reliability-of-ranking-vs-rating-in-peer-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66206.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">438</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">8242</span> Combined Safety and Cybersecurity Risk Assessment for Intelligent Distributed Grids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anders%20Thors%C3%A9n">Anders Thorsén</a>, <a href="https://publications.waset.org/abstracts/search?q=Behrooz%20Sangchoolie"> Behrooz Sangchoolie</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Folkesson"> Peter Folkesson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ted%20Strandberg"> Ted Strandberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As more parts of the power grid become connected to the internet, the risk of cyberattacks increases. To identify the cybersecurity threats and subsequently reduce vulnerabilities, the common practice is to carry out a cybersecurity risk assessment. For safety classified systems and products, there is also a need for safety risk assessments in addition to the cybersecurity risk assessment in order to identify and reduce safety risks. These two risk assessments are usually done separately, but since cybersecurity and functional safety are often related, a more comprehensive method covering both aspects is needed. Some work addressing this has been done for specific domains like the automotive domain, but more general methods suitable for, e.g., intelligent distributed grids, are still missing. One such method from the automotive domain is the Security-Aware Hazard Analysis and Risk Assessment (SAHARA) method that combines safety and cybersecurity risk assessments. This paper presents an approach where the SAHARA method has been modified in order to be more suitable for larger distributed systems. The adapted SAHARA method has a more general risk assessment approach than the original SAHARA. The proposed method has been successfully applied on two use cases of an intelligent distributed grid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20distribution%20grids" title="intelligent distribution grids">intelligent distribution grids</a>, <a href="https://publications.waset.org/abstracts/search?q=threat%20analysis" title=" threat analysis"> threat analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a> </p> <a href="https://publications.waset.org/abstracts/143611/combined-safety-and-cybersecurity-risk-assessment-for-intelligent-distributed-grids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143611.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">153</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">8241</span> A Comparative Study of Self, Peer and Teacher Assessment Based on an English Writing Checklist </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoting%20Shi">Xiaoting Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, students' self-assessment and peer assessment of compositions in writing classes can effectively improve their ability of evaluative judgment. However, students' self-assessment and peer assessment are not advocated by most teachers because of the significant difference in scoring compared with teacher assessment. This study used a multi-faceted Rasch model to explore whether an English writing checklist containing 30 descriptors can effectively improve rating consistency among self-assessment, peer assessment and teacher assessment. Meanwhile, a questionnaire was adopted to survey students’ and teachers’ attitudes toward self-assessment and peer assessment using the writing checklist. Results of the multi-faceted Rasch model analysis show that the writing checklist can effectively distinguish the students’ writing ability (separate coefficient = 2.05, separate reliability = 0.81, chi-square value (df = 32) = 123.4). Moreover, the results revealed that the checklist could improve rating consistency among self-assessment, peer assessment and teacher assessment. (separate coefficient = 1.71, separate reliability = 0.75, chi-square value (df=4) = 20.8). The results of the questionnaire showed that more than 85% of students and all teachers believed that the checklist had a good advantage in self-assessment and peer assessment, and they were willing to use the checklist to conduct self-assessment and peer assessment in class in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20writing" title="english writing">english writing</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20checklist" title=" writing checklist"> writing checklist</a> </p> <a href="https://publications.waset.org/abstracts/132580/a-comparative-study-of-self-peer-and-teacher-assessment-based-on-an-english-writing-checklist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132580.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">153</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">8240</span> Analyzing the Programme for International Student Assessment (PISA) Results in Uzbekistan: Insights from Organisation for Economic Co-operation and Development (OECD) Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nukarova%20Marjona%20Kayimovna">Nukarova Marjona Kayimovna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines Uzbekistan's participation in the Programme for International Student Assessment (PISA) 2022, as the country took part in the assessment for the first time. The analysis delves into the initial results and performance metrics reported by the Organisation for Economic Co-operation and Development (OECD). By exploring Uzbekistan's data, the article highlights key findings, trends, and areas of strength and improvement. The aim is to provide a comprehensive understanding of how Uzbekistan's education system compares on the international stage and to offer insights into potential implications for future educational policies and reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PISA" title="PISA">PISA</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD" title=" OECD"> OECD</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analysis%20of%20Uzbekistan" title=" data analysis of Uzbekistan"> data analysis of Uzbekistan</a>, <a href="https://publications.waset.org/abstracts/search?q=results" title=" results"> results</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking." title=" critical thinking."> critical thinking.</a> </p> <a href="https://publications.waset.org/abstracts/194600/analyzing-the-programme-for-international-student-assessment-pisa-results-in-uzbekistan-insights-from-organisation-for-economic-co-operation-and-development-oecd-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194600.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">11</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">8239</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.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">457</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">8238</span> A Comprehensive Model of Professional Ethics Based on the Teachings of the Holy Quran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mohagheghian">Zahra Mohagheghian</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatema%20Agharebparast"> Fatema Agharebparast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional ethic is a subject that has been an issue today, so most of the businesses, including the teaching profession, understand the need and importance of it. So they need to develop a code of professional ethics for their own. In this regard, this study seeks to answer the question, with respect to the integrity of the Qur'an (Nahl / 89), is it possible to contemplate the divine teachers conduct to extract the divine pattern for teaching and training? In the code of conduct for divine teachers what are the most important moral obligations and duties of the teaching professionals? The results of this study show that the teaching of Khidr, according to the Quran’s verses, Abundant and subtle hints emphasized that it can be as comprehensive and divine pattern used in teaching and in the drafting of the charter of professional ethics of teachers used it. Also, the results show that in there have been many ethical principles in prophet Khidr’s teaching pattern.The most important ethical principles include: Student assessment, using objective and not subjective examples, assessment during teaching, flexibility, and others. According to each of these principles can help teachers achieve their educational goals and lead human being in their path toward spiritual evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20ethics" title="professional ethics">professional ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20process" title=" teaching-learning process"> teaching-learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=Quran" title=" Quran"> Quran</a> </p> <a href="https://publications.waset.org/abstracts/36990/a-comprehensive-model-of-professional-ethics-based-on-the-teachings-of-the-holy-quran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36990.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">298</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">8237</span> Comprehensive Studio Tables: Improving Performance and Quality of Student's Work in Architecture Studio</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Kalkatechi">Maryam Kalkatechi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture students spent most of their qualitative time in studios during their years of study. The studio table’s importance as furniture in the studio is that it elevates the quality of the projects and positively influences the student’s productivity. This paper first describes the aspects considered in designing comprehensive studio table and later details on each aspect. Comprehensive studio tables are meant to transform the studio space to an efficient yet immense place of learning, collaboration, and participation. One aspect of these tables is that the surface transforms to a place of accommodation for design conversations, the other aspect of these tables is the efficient interactive platform of the tools. The discussion factors of the comprehensive studio include; the comprehensive studio setting of workspaces, the arrangement of the comprehensive studio tables, the collaboration aspects in the studio, the studio display and lightings shaped by the tables and lighting of the studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=studio%20tables" title="studio tables">studio tables</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=hologram" title=" hologram"> hologram</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20printer" title=" 3D printer"> 3D printer</a> </p> <a href="https://publications.waset.org/abstracts/78656/comprehensive-studio-tables-improving-performance-and-quality-of-students-work-in-architecture-studio" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78656.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">188</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">8236</span> A Multi-Criteria Decision Making (MCDM) Approach for Assessing the Sustainability Index of Building Façades</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golshid%20Gilani">Golshid Gilani</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20De%20La%20Fuente"> Albert De La Fuente</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Blanco"> Ana Blanco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability assessment of new and existing buildings has generated a growing interest due to the evident environmental, social and economic impacts during their construction and service life. Façades, as one of the most important exterior elements of a building, may contribute to the building sustainability by reducing the amount of energy consumption and providing thermal comfort for the inhabitants, thus minimizing the environmental impact on both the building and on the environment. Various methods have been used for the sustainability assessment of buildings due to the importance of this issue. However, most of the existing methods mainly concentrate on environmental and economic aspects, disregarding the third pillar of sustainability, which is the social aspect. Besides, there is a little focus on comprehensive sustainability assessment of facades, as an important element of a building. This confirms the need of developing methods for assessing the sustainable performance of building façades as an important step in achieving building sustainability. In this respect, this paper aims at presenting a model for assessing the global sustainability of façade systems. for that purpose, the Integrated Value Model for Sustainable Assessment (MIVES), a Multi-Criteria Decision Making model that integrates the main sustainability requirements (economic, environmental and social) and includes the concept of value functions, used as an assessment tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fa%C3%A7ade" title="façade">façade</a>, <a href="https://publications.waset.org/abstracts/search?q=MCDM" title=" MCDM"> MCDM</a>, <a href="https://publications.waset.org/abstracts/search?q=MIVES" title=" MIVES"> MIVES</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/53283/a-multi-criteria-decision-making-mcdm-approach-for-assessing-the-sustainability-index-of-building-facades" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53283.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">345</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=comprehensive%20assessment&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=comprehensive%20assessment&page=3">3</a></li> <li class="page-item"><a class="page-link" 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