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learning</title> <meta name="description" content="Search results for: pupil´s learning"> <meta name="keywords" content="pupil´s learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pupil´s learning"> <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> 7247</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pupil´s learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7247</span> Rationale of Eye Pupillary Diameter for the UV Protection for Sunglasses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liliane%20Ventura">Liliane Ventura</a>, <a href="https://publications.waset.org/abstracts/search?q=Mauro%20Masili"> Mauro Masili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ultraviolet (UV) protection is critical for sunglasses, and mydriasis, as well as miosis, are relevant parameters to consider. The literature reports that for sunglasses, ultraviolet protection is critical because sunglasses can cause the opposite effect if the lenses do not provide adequate UV protection due to the greater dilation of the pupil when wearing sunglasses. However, the scientific literature does not properly quantify to support this rationale. The reasoning may be misleading by ignoring not only the inherent absorption of UV by the sunglass lens materials but also by ignoring the absorption of the anterior structures of the eye, i.e., the cornea and aqueous humor. Therefore, we estimate the pupil diameter and calculate the solar ultraviolet influx through the pupil of the human eye for two situations of an individual wearing and not wearing sunglasses. We quantify the dilation of the pupil as a function of the luminance of the surrounding. Therefore, we calculate the influx of solar UV through the pupil of the eye for two situations for an individual wearing sunglass and for the eyes free of shade. A typical boundary condition for the calculation is an individual in an upright position wearing sunglasses, staring at the horizon as if the sun is in the zenith. The calculation was done for the latitude of the geographic center of the state of São Paulo (-22º04'11.8'' S) from sunrise to sunset. A model from the literature is used for determining the sky luminance. The initial approach is to obtain pupil diameter as a function of luminance. Therefore, as a preliminary result, we calculate the pupil diameter as a function of the time of day, as the sun moves, for a particular day of the year. The working range for luminance is daylight (10⁻⁴ – 10⁵ cd/m²). We are able to show how the pupil adjusts to brightness change (~2 - ~7.8 mm). At noon, with the sun higher, the direct incidence of light on the pupil is lower if compared to mid-morning or mid-afternoon, when the sun strikes more directly into the eye. Thus, the pupil is larger at midday. As expected, the two situations have opposite behaviors since higher luminance implies a smaller pupil. With these results, we can progress in the short term to obtain the transmittance spectra of sunglasses samples and quantify how light attenuation provided by the spectacles affects pupil diameter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sunglasses" title="sunglasses">sunglasses</a>, <a href="https://publications.waset.org/abstracts/search?q=UV%20protection" title=" UV protection"> UV protection</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20diameter" title=" pupil diameter"> pupil diameter</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20irradiance" title=" solar irradiance"> solar irradiance</a>, <a href="https://publications.waset.org/abstracts/search?q=luminance" title=" luminance"> luminance</a> </p> <a href="https://publications.waset.org/abstracts/163520/rationale-of-eye-pupillary-diameter-for-the-uv-protection-for-sunglasses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163520.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">81</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">7246</span> Predictability of Pupil Mydriasis as a Biomarker for Diabetes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naveen%20Kumar%20Challa">Naveen Kumar Challa</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavan%20Ver%C4%B1k%C4%B1cherla"> Pavan Verıkıcherla</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhubalan"> Madhubalan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ash%C4%B1sh%20Sharma"> Ashısh Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: Aim of the study was to find whether any difference exists in pupil mydriasis measured with Orbscan in non-diabetic and type 2 diabetic patients at various intervals after installation of Tropicamide 0.8% and Phenylephrine 5%. Methods: the Observational study conducted at a tertiary care eye hospital during September 2014 to March 2015. 240 eyes from 120 patients (40 non-diabetic, 80 diabetic) were dilated with Tropicamide 0.8% and Phenylephrine 5%. One drop of a drug was installed twice. The second drop is installed at 20 minutes after installation of the first drop. In two groups’ pupil diameter was measured before installation of drops and also at 15, 30, 45 and 60 minutes after installation of the first drop using both Orbscan. Result: Mean age of the non-diabetic group is 48.67 ± 7.93 years; Diabetic group is 59.97 ± 8.77 years. Mean duration of Diabetes was 7.01 ± 5.05 years. Mean pupil diameter measured with Orbscan before installation of the drops and also at 15, 30, 45 and 60 minutes after installation of first drop in non-diabetic group was 4.18 ± 0.64mm, 6.15 ± 0.41mm, 7.76 ±0.34, 9.59 ± 0.30, and 9.97 ± 0.10 mm respectively and for the diabetic group it was 4.00 ± 0.56 mm, 5.53 ± 0.52 mm, 7.018 ± 0.58mm, 8.25±0.51mm and 9.18 ± 0.46mm respectively. The mean difference between the mean pupil diameters of the non-diabetic and diabetic group shows a significant difference (P< 0.01) at all intervals except before dilatation. There is a significant negative correlation (r = 0.78 – 0.92) between the duration of diabetes and pupil dilatation at all intervals after installation of the drops. There is also significant difference (P< 0.005) in the mean values of pupil diameter between non retinopathy diabetic subjects and diabetic retinopathy subjects at all intervals after installation of drops. Conclusion: People attending eye clinic, whose pupil mydriasis values falls below the normal may be referred for diabetic evaluation. If normative data is established for the pupil size in Indian population using Orbscan then the values fall under normative data could be a predictor for diabetes. This would in turn help ophthalmologist to detect the diabetes at an early stage and prevent the complications resulting from the diabetes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetes%20mellitus" title="diabetes mellitus">diabetes mellitus</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20diameter" title=" pupil diameter"> pupil diameter</a>, <a href="https://publications.waset.org/abstracts/search?q=orbscan" title=" orbscan"> orbscan</a>, <a href="https://publications.waset.org/abstracts/search?q=tropicamide" title=" tropicamide"> tropicamide</a> </p> <a href="https://publications.waset.org/abstracts/34242/predictability-of-pupil-mydriasis-as-a-biomarker-for-diabetes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34242.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">526</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">7245</span> Analysis of Digitized Stories Authored by a Struggling Grade 1 Reader</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Dean%20C.%20Arenos">Daphne Dean C. Arenos</a>, <a href="https://publications.waset.org/abstracts/search?q=Glorificacion%20L.%20Quinopez"> Glorificacion L. Quinopez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted to describe the digitized stories authored by a Grade 1 pupil struggling in reading. The main goal was to find out the effect of authoring digital stories on the reading skill of a grade 1 pupil in terms of vocabulary and sequencing skills. To be able to explicate the data collected, a case study approach has been chosen. This case study focused on a 6 years old Filipino child born and raised in Spain and has just transferred to a private school a year ago. The pupil’s struggles in reading, as well as her experiences with digitized stories, were further described. The findings revealed that authoring digital stories facilitate the reading progress of a struggling pupil. The presence of literary elements in the pupil’s stories built her vocabulary and sequencing skills. Hence, authoring digital stories serve as an appropriate and effective scaffold for struggling readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20elements" title="literary elements">literary elements</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffold" title=" scaffold"> scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=sequencing%20skill" title=" sequencing skill"> sequencing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/124820/analysis-of-digitized-stories-authored-by-a-struggling-grade-1-reader" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124820.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">136</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">7244</span> Pupil Size: A Measure of Identification Memory in Target Present Lineups</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Camilla%20Elphick">Camilla Elphick</a>, <a href="https://publications.waset.org/abstracts/search?q=Graham%20Hole"> Graham Hole</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Hutton"> Samuel Hutton</a>, <a href="https://publications.waset.org/abstracts/search?q=Graham%20Pike"> Graham Pike</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pupil size has been found to change irrespective of luminosity, suggesting that it can be used to make inferences about cognitive processes, such as cognitive load. To see whether identifying a target requires a different cognitive load to rejecting distractors, the effect of viewing a target (compared with viewing distractors) on pupil size was investigated using a sequential video lineup procedure with two lineup sessions. Forty one participants were chosen randomly via the university. Pupil sizes were recorded when viewing pre target distractors and post target distractors and compared to pupil size when viewing the target. Overall, pupil size was significantly larger when viewing the target compared with viewing distractors. In the first session, pupil size changes were significantly different between participants who identified the target (Hits) and those who did not. Specifically, the pupil size of Hits reduced significantly after viewing the target (by 26%), suggesting that cognitive load reduced following identification. The pupil sizes of Misses (who made no identification) and False Alarms (who misidentified a distractor) did not reduce, suggesting that the cognitive load remained high in participants who failed to make the correct identification. In the second session, pupil sizes were smaller overall, suggesting that cognitive load was smaller in this session, and there was no significant difference between Hits, Misses and False Alarms. Furthermore, while the frequency of Hits increased, so did False Alarms. These two findings suggest that the benefits of including a second session remain uncertain, as the second session neither provided greater accuracy nor a reliable way to measure it. It is concluded that pupil size is a measure of face recognition strength in the first session of a target present lineup procedure. However, it is still not known whether cognitive load is an adequate explanation for this, or whether cognitive engagement might describe the effect more appropriately. If cognitive load and cognitive engagement can be teased apart with further investigation, this would have positive implications for understanding eyewitness identification. Nevertheless, this research has the potential to provide a tool for improving the reliability of lineup procedures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title="cognitive load">cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=eyewitness%20identification" title=" eyewitness identification"> eyewitness identification</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title=" face recognition"> face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=pupillometry" title=" pupillometry"> pupillometry</a> </p> <a href="https://publications.waset.org/abstracts/65435/pupil-size-a-measure-of-identification-memory-in-target-present-lineups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7243</span> Comparative Evaluation of Postoperative Cosmesis, Mydriasis and Anterior Chamber Morphology after Single-Pass Four-Throw Pupilloplasty between Traumatic and Congenital Iris Defects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20P.%20Singh">S. P. Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shweta%20Gupta"> Shweta Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=Kshama%20Dwivedi"> Kshama Dwivedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shivangi%20Singh"> Shivangi Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: To compare the postoperative pupil cosmesis, mydriasis, and anterior chamber depth (ACD) in traumatic and congenital iris defects after Single-Pass Four-Throw pupilloplasty (SFTP). Method: SFTP was performed along with cataract surgery in 6 patients, each of congenital and traumatic iris defects and pupil size, mydriasis, and ACD was compared after three months. Results: SFTP was successful in repairing congenital and traumatic cases except in 1 traumatic case with a large iris defect. Horizontal pupil diameter decreased while ACD increased in both groups and was comparable between the two groups. The traumatic group showed a significant decrease in pupil diameter while there was an insignificant change in the horizontal pupil diameter in the congenital group. Mydriasis was adequate for fundus examination and was comparable between the two groups. The effect of SFTP on ACD was inconclusive due to the confounding effect of cataract surgery. The incidence of iris atrophy was equal in both groups. Conclusion: SFTP results in anatomical and functional restoration in cases of iris defects with no inadvertent effect on mydriasis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anterior%20chamber%20depth" title="anterior chamber depth">anterior chamber depth</a>, <a href="https://publications.waset.org/abstracts/search?q=mydriasis" title=" mydriasis"> mydriasis</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20cosmesis" title=" pupil cosmesis"> pupil cosmesis</a>, <a href="https://publications.waset.org/abstracts/search?q=single-pass%20four-throw%20pupilloplasty" title=" single-pass four-throw pupilloplasty"> single-pass four-throw pupilloplasty</a> </p> <a href="https://publications.waset.org/abstracts/147385/comparative-evaluation-of-postoperative-cosmesis-mydriasis-and-anterior-chamber-morphology-after-single-pass-four-throw-pupilloplasty-between-traumatic-and-congenital-iris-defects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147385.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">123</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">7242</span> Assisted Approach as a Tool for Increasing Attention When Using the iPad in a Special Elementary School: Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vojt%C4%9Bch%20Gybas">Vojtěch Gybas</a>, <a href="https://publications.waset.org/abstracts/search?q=Libor%20Klubal"> Libor Klubal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%C5%99ina%20Kostol%C3%A1nyov%C3%A1"> Kateřina Kostolányová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, mobile touch technologies, such as tablets, are an integral part of teaching and learning in many special elementary schools. Many special education teachers tend to choose an iPad tablet with iOS. The reason is simple; the iPad has a function for pupils with special educational needs. If we decide to use tablets in teaching, in general, first we should try to stimulate the cognitive abilities of the pupil at the highest level, while holding the pupil’s attention on the task, when working with the device. This paper will describe how student attention can be increased by eliminating the working environment of selected applications, while using iPads with pupils in a special elementary school. Assisted function approach is highly effective at eliminating unwanted touching by a pupil when working on the desktop iPad, thus actively increasing the pupil´s attention while working on specific educational applications. During the various stages of the action, the research was conducted via data collection and interpretation. After a phase of gaining results and ideas for practice and actions, we carried out the check measurement, this time using the tool-assisted approach. In both cases, the pupils worked in the Math Board application and the resulting differences were evident. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20elementary%20school" title="special elementary school">special elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20mobile%20touch%20device" title=" a mobile touch device"> a mobile touch device</a>, <a href="https://publications.waset.org/abstracts/search?q=iPad" title=" iPad"> iPad</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=Math%20Board" title=" Math Board"> Math Board</a> </p> <a href="https://publications.waset.org/abstracts/60753/assisted-approach-as-a-tool-for-increasing-attention-when-using-the-ipad-in-a-special-elementary-school-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60753.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">254</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">7241</span> The Effect of per Pupil Expenditure on Student Academic Achievement: A Meta-Analysis of Correlation Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ting%20Shen">Ting Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whether resource matters to school has been a topic of intense debate since 1960s. Educational researchers and policy makers have been particularly interested in knowing the return or payoff of Per-Pupil Expenditure (PPE) on improving students’ achievement. However, the evidence on the effect of PPE has been mixed and the size of the effect is also unknown. With regard to the methods, it is well-known that meta-analysis study is superior to individual study and it is also preferred to vote counting method in terms of scientifically weighting the evidence by the sample size. This meta-analysis study aims to provide a synthesized evidence on the correlation between PPE and student academic achievement using recent study data from 1990s to 2010s. Meta-analytical approach of fixed- and random-effects models will be utilized in addition to a meta regression with predictors of year, location, region and school type. A preliminary result indicates that by and large there is no statistically significant relationship between per pupil expenditure and student achievement, but location seems to have a mediating effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=per%20pupil%20expenditure" title="per pupil expenditure">per pupil expenditure</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20academic%20achievement" title=" student academic achievement"> student academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel%20model" title=" multilevel model"> multilevel model</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/68070/the-effect-of-per-pupil-expenditure-on-student-academic-achievement-a-meta-analysis-of-correlation-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68070.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">238</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">7240</span> Study on Errors in Estimating the 3D Gaze Point for Different Pupil Sizes Using Eye Vergences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pomianek">M. Pomianek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Piszczek"> M. Piszczek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Maciejewski"> M. Maciejewski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The binocular eye tracking technology is increasingly being used in industry, entertainment and marketing analysis. In the case of virtual reality, eye tracking systems are already the basis for user interaction with the environment. In such systems, the high accuracy of determining the user's eye fixation point is very important due to the specificity of the virtual reality head-mounted display (HMD). Often, however, there are unknown errors occurring in the used eye tracking technology, as well as those resulting from the positioning of the devices in relation to the user's eyes. However, can the virtual environment itself influence estimation errors? The paper presents mathematical analyses and empirical studies of the determination of the fixation point and errors resulting from the change in the size of the pupil in response to the intensity of the displayed scene. The article contains both static laboratory tests as well as on the real user. Based on the research results, optimization solutions were proposed that would reduce the errors of gaze estimation errors. Studies show that errors in estimating the fixation point of vision can be minimized both by improving the pupil positioning algorithm in the video image and by using more precise methods to calibrate the eye tracking system in three-dimensional space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20point" title=" fixation point"> fixation point</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20size" title=" pupil size"> pupil size</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/107901/study-on-errors-in-estimating-the-3d-gaze-point-for-different-pupil-sizes-using-eye-vergences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7239</span> The Passive Recipient – How the Pupil Comes across in Local Swedish Health Policy Documents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zofia%20Hammerin">Zofia Hammerin</a>, <a href="https://publications.waset.org/abstracts/search?q=Goran%20Basic"> Goran Basic</a>, <a href="https://publications.waset.org/abstracts/search?q=Disa%20Bergnehr"> Disa Bergnehr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the Ottawa charter in 1986, health promotion through schools has been stressed across the globe. Both in the global and national discourse, schools are made responsible not only for providing education but also for working with pupil health and well-being. In Sweden, where the study is set, it is emphasized in national directives that promoting pupil health should be part of the school practice. Since the Swedish school system is decentralized, these directives need to be interpreted and recontextualized locally. This study aims to explore how the student comes across in Swedish local health policy documents. The data consists of 37 such documents called student health plans collected from different high schools throughout Sweden. The analysis was inspired by critical discourse analysis, and tentative results are divided into two main themes; the invisible actor and the passive recipient. The pupil is largely invisible in the documents, and the discourse instead focuses on school health service staff and, to some extent, the teachers. When the pupils are visible, they mainly come across as passive recipients of health promoting actions. Since participation, taking action, and feeling empowered are key aspects of health promotion, the findings could impact the pupils’ possibilities for health and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title="health promotion">health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=sweden" title=" sweden"> sweden</a> </p> <a href="https://publications.waset.org/abstracts/153509/the-passive-recipient-how-the-pupil-comes-across-in-local-swedish-health-policy-documents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153509.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">101</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">7238</span> Accomplishing Mathematical Tasks in Bilingual Primary Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Steffen">Gabriela Steffen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning in a bilingual classroom not only implies learning in two languages or in an L2, it also means learning content subjects through the means of bilingual or plurilingual resources, which is of a qualitatively different nature than ‘monolingual’ learning. These resources form elements of a didactics of plurilingualism, aiming not only at the development of a plurilingual competence, but also at drawing on plurilingual resources for nonlinguistic subject learning. Applying a didactics of plurilingualism allows for taking account of the specificities of bilingual content subject learning in bilingual education classrooms. Bilingual education is used here as an umbrella term for different programs, such as bilingual education, immersion, CLIL, bilingual modules in which one or several non-linguistic subjects are taught partly or completely in an L2. This paper aims at discussing first results of a study on pupil group work in bilingual classrooms in several Swiss primary schools. For instance, it analyses two bilingual classes in two primary schools in a French-speaking region of Switzerland that follows a part of their school program through German in addition to French, the language of instruction in this region. More precisely, it analyses videotaped classroom interaction and in situ classroom practices of pupil group work in a mathematics lessons. The ethnographic observation of pupils’ group work and the analysis of their interaction (analytical tools of conversational analysis, discourse analysis and plurilingual interaction) enhance the description of whole-class interaction done in the same (and several other) classes. While the latter are teacher-student interactions, the former are student-student interactions giving more space to and insight into pupils’ talk. This study aims at the description of the linguistic and multimodal resources (in German L2 and/or French L1) pupils mobilize while carrying out a mathematical task. The analysis shows that the accomplishment of the mathematical task takes place in a bilingual mode, whether the whole-class interactions are conducted rather in a bilingual (German L2-French L1) or a monolingual mode in L2 (German). The pupils make plenty of use of German L2 in a setting that lends itself to use French L1 (peer groups with French as a dominant language, in absence of the teacher and a task with a mathematical aim). They switch from French to German and back ‘naturally’, which is regular for bilingual speakers. Their linguistic resources in German L2 are not sufficient to allow them to (inter-)act well enough to accomplish the task entirely in German L2, despite their efforts to do so. However, this does not stop them from carrying out the task in mathematics adequately, which is the main objective, by drawing on the bilingual resources at hand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20content%20subject%20learning" title="bilingual content subject learning">bilingual content subject learning</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20primary%20education" title=" bilingual primary education"> bilingual primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20pupil%20group%20work" title=" bilingual pupil group work"> bilingual pupil group work</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20teaching%2Flearning%20resources" title=" bilingual teaching/learning resources"> bilingual teaching/learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20of%20plurilingualism" title=" didactics of plurilingualism"> didactics of plurilingualism</a> </p> <a href="https://publications.waset.org/abstracts/92314/accomplishing-mathematical-tasks-in-bilingual-primary-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92314.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">162</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">7237</span> Effect of Collaborative Learning on Development of Process Skills and Attitude to Wards Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effect of collaborative learning on development of process skills and attitude towards science is It rightly said that the destiny of the nation is shaped inside its classroom. Classroom is a place where the pupil and teacher interact purposefully to gain knowledge. Teaching is the principal mode of education. It can be called a transaction between teacher and pupil, in which one transmits knowledge to other. The teaching learning process consists of three important components, the pupils, the teacher and the curriculum; the classroom is the collection of students of their own individual abilities and needs. In the present classroom teaching learners are either persuasive recipient or passive observant. The school environment leading to low-achievement we have to try better to develop in the young mind. Children are the sticks of dynamite, bundles of energy and potential power waiting to be ignited. Guide them carefully to a place where their potentialities and strength will be used to build a better world. Man’s future depends to large extent on scientific advances and development of productive activity. Science is considered as an important subject in school curricular. The education commission (1964-66) has suggested that science education is necessary for all children at school stage. It is essential to develop children’s logical and critical thinking. But these days thinking process and academic achievement of students have been suppressed by competitive environment of our schools. How the students perceive each other and interact with one another is a neglected aspect of instruction. In the constructivist perspective learning in a process of construction of knowledge. Learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of materials/ activities presented to them (experience). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effect%20of%20collaborative%20learning" title="effect of collaborative learning">effect of collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20process%20skills" title=" development of process skills"> development of process skills</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20towards%20science" title=" attitude towards science "> attitude towards science </a> </p> <a href="https://publications.waset.org/abstracts/16135/effect-of-collaborative-learning-on-development-of-process-skills-and-attitude-to-wards-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16135.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">283</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">7236</span> Is There a Group of "Digital Natives" at Secondary Schools?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Jansk%C3%A1">L. Janská</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Kubrick%C3%BD"> J. Kubrický </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article describes a research focused on the influence of the information and communication technology (ICT) on the pupils' learning. The investigation deals with the influences that distinguish between the group of pupils influenced by ICT and the group of pupils not influenced by ICT. The group influenced by ICT should evince a different approach in number of areas (in managing of two and more activities at once, in a quick orientation and searching for information on the Internet, in an ability to quickly and effectively assess the data sources, in the assessment of attitudes and opinions of the other users of the network, in critical thinking, in the preference to work in teams, in the sharing of information and personal data via the virtual social networking, in insisting on the immediate reaction on their every action etc.). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20influence" title="ICT influence">ICT influence</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20natives" title=" digital natives"> digital natives</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%C2%B4s%20learning" title=" pupil´s learning"> pupil´s learning</a> </p> <a href="https://publications.waset.org/abstracts/28655/is-there-a-group-of-digital-natives-at-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7235</span> Young Social Beings: An Investigation into the Social Interactions and Relationships of a Year Five Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Sewell">A. Sewell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reports a research project which investigated the social interactions of nine to ten-year-olds in a mainstream primary school. The project implemented an adaption of a whole class, behavioural intervention known as 'The Good Behaviour Game (TGBG)'. TGBG is an evidence-based intervention traditionally used to reduce low-level disruptive behaviours in a classroom setting. TGBG was adapted to encourage pupil’s engagement in pro-social behaviour during lessons. A mixed methods research design was employed to evaluate intervention effects and pupil’s perceptions of their social interactions and relationships with others. Single-case research design was used to evaluate behaviour change, and Personal Construct Psychology (PCP) repertory grids were used to explore pupil’s perceptions. The findings demonstrated that TGBG could be successfully adapted to positively influence pupil’s engagement in pro-social behaviours. The findings from the PCP repertory grid interviews revealed the complexities of how children construct their social interactions and relationships with others, and how an understanding of these could be used to design better social skills interventions. It is concluded that TGBG is a cost-effective, simple to implement intervention for promoting positive social interactions and relationships at the whole class level. The paper presents the aims, design, findings, and conclusions of the study in further detail and relates limitations and potential future extensions of the research. The outcomes have direct application and relevance for practitioners interested in children’s social development and how to promote positive outcomes in this critical aspect of childhood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20competency" title=" social competency"> social competency</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20good%20behaviour%20game" title=" the good behaviour game"> the good behaviour game</a> </p> <a href="https://publications.waset.org/abstracts/94252/young-social-beings-an-investigation-into-the-social-interactions-and-relationships-of-a-year-five-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94252.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">170</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">7234</span> Segmented Pupil Phasing with Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dumont%20Maxime">Dumont Maxime</a>, <a href="https://publications.waset.org/abstracts/search?q=Correia%20Carlos"> Correia Carlos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sauvage%20Jean-Fran%C3%A7ois"> Sauvage Jean-François</a>, <a href="https://publications.waset.org/abstracts/search?q=Schwartz%20Noah"> Schwartz Noah</a>, <a href="https://publications.waset.org/abstracts/search?q=Gray%20Morgan"> Gray Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: The concept of the segmented telescope is unavoidable to build extremely large telescopes (ELT) in the quest for spatial resolution, but it also allows one to fit a large telescope within a reduced volume of space (JWST) or into an even smaller volume (Standard Cubesat). Cubesats have tight constraints on the computational burden available and the small payload volume allowed. At the same time, they undergo thermal gradients leading to large and evolving optical aberrations. The pupil segmentation comes nevertheless with an obvious difficulty: to co-phase the different segments. The CubeSat constraints prevent the use of a dedicated wavefront sensor (WFS), making the focal-plane images acquired by the science detector the most practical alternative. Yet, one of the challenges for the wavefront sensing is the non-linearity between the image intensity and the phase aberrations. Plus, for Earth observation, the object is unknown and unrepeatable. Recently, several studies have suggested Neural Networks (NN) for wavefront sensing; especially convolutional NN, which are well known for being non-linear and image-friendly problem solvers. Aims: We study in this paper the prospect of using NN to measure the phasing aberrations of a segmented pupil from the focal-plane image directly without a dedicated wavefront sensing. Methods: In our application, we take the case of a deployable telescope fitting in a CubeSat for Earth observations which triples the aperture size (compared to the 10cm CubeSat standard) and therefore triples the angular resolution capacity. In order to reach the diffraction-limited regime in the visible wavelength, typically, a wavefront error below lambda/50 is required. The telescope focal-plane detector, used for imaging, will be used as a wavefront-sensor. In this work, we study a point source, i.e. the Point Spread Function [PSF] of the optical system as an input of a VGG-net neural network, an architecture designed for image regression/classification. Results: This approach shows some promising results (about 2nm RMS, which is sub lambda/50 of residual WFE with 40-100nm RMS of input WFE) using a relatively fast computational time less than 30 ms which translates a small computation burder. These results allow one further study for higher aberrations and noise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wavefront%20sensing" title="wavefront sensing">wavefront sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deployable%20telescope" title=" deployable telescope"> deployable telescope</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20telescope" title=" space telescope"> space telescope</a> </p> <a href="https://publications.waset.org/abstracts/158372/segmented-pupil-phasing-with-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7233</span> Discrimination and Classification of Vestibular Neuritis Using Combined Fisher and Support Vector Machine Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amine%20Ben%20Slama">Amine Ben Slama</a>, <a href="https://publications.waset.org/abstracts/search?q=Aymen%20Mouelhi"> Aymen Mouelhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sondes%20Manoubi"> Sondes Manoubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiraz%20Mbarek"> Chiraz Mbarek</a>, <a href="https://publications.waset.org/abstracts/search?q=Hedi%20Trabelsi"> Hedi Trabelsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Sayadi"> Mounir Sayadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhat%20Fnaiech"> Farhat Fnaiech</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vertigo is a sensation of feeling off balance; the cause of this symptom is very difficult to interpret and needs a complementary exam. Generally, vertigo is caused by an ear problem. Some of the most common causes include: benign paroxysmal positional vertigo (BPPV), Meniere's disease and vestibular neuritis (VN). In clinical practice, different tests of videonystagmographic (VNG) technique are used to detect the presence of vestibular neuritis (VN). The topographical diagnosis of this disease presents a large diversity in its characteristics that confirm a mixture of problems for usual etiological analysis methods. In this study, a vestibular neuritis analysis method is proposed with videonystagmography (VNG) applications using an estimation of pupil movements in the case of an uncontrolled motion to obtain an efficient and reliable diagnosis results. First, an estimation of the pupil displacement vectors using with Hough Transform (HT) is performed to approximate the location of pupil region. Then, temporal and frequency features are computed from the rotation angle variation of the pupil motion. Finally, optimized features are selected using Fisher criterion evaluation for discrimination and classification of the VN disease.Experimental results are analyzed using two categories: normal and pathologic. By classifying the reduced features using the Support Vector Machine (SVM), 94% is achieved as classification accuracy. Compared to recent studies, the proposed expert system is extremely helpful and highly effective to resolve the problem of VNG analysis and provide an accurate diagnostic for medical devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nystagmus" title="nystagmus">nystagmus</a>, <a href="https://publications.waset.org/abstracts/search?q=vestibular%20neuritis" title=" vestibular neuritis"> vestibular neuritis</a>, <a href="https://publications.waset.org/abstracts/search?q=videonystagmographic%20system" title=" videonystagmographic system"> videonystagmographic system</a>, <a href="https://publications.waset.org/abstracts/search?q=VNG" title=" VNG"> VNG</a>, <a href="https://publications.waset.org/abstracts/search?q=Fisher%20criterion" title=" Fisher criterion"> Fisher criterion</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20vector%20machine" title=" support vector machine"> support vector machine</a>, <a href="https://publications.waset.org/abstracts/search?q=SVM" title=" SVM"> SVM</a> </p> <a href="https://publications.waset.org/abstracts/93512/discrimination-and-classification-of-vestibular-neuritis-using-combined-fisher-and-support-vector-machine-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93512.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">136</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">7232</span> The Factors Affecting Pupil Psychological Well-Being in Mainstream Schools: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantelle%20Francis">Chantelle Francis</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20McKenzie"> Karen McKenzie</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Emmerson"> Charlotte Emmerson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rise in mental health difficulties amongst pupils, this review explores the factors that have been indicated as affecting psychological well-being in mainstream school contexts. Search terms relating to school-based psychological well-being were entered into five databases, and twenty-two studies were included in the review. The results suggested that pupil psychological well-being is affected by both direct and indirect factors. The former included a sense of belonging and inclusion, relationships with teachers, and academic attainment. The latter included family socioeconomic status, whole-school approaches, and individual differences factors, such as gender and Special Educational Needs. The implications for policymakers and practitioners are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20wellbeing" title="psychological wellbeing">psychological wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20schools" title=" mainstream schools"> mainstream schools</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20wellbeing" title=" school-based wellbeing"> school-based wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/152721/the-factors-affecting-pupil-psychological-well-being-in-mainstream-schools-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152721.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">116</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">7231</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7230</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7229</span> The Impact of Artificial Intelligence on Student’s Behavior and Mind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makarios%20Mosaad%20Thabet%20Ibrahim">Makarios Mosaad Thabet Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the existing context paper targets to give the important position of ‘scholar voice’ and the track trainer inside the study room, which contributes to greater scholar-focused song training. The goal is to consciousness at the capabilities of the scholar voice via the tune spectrum, which has been born in the music school room, and the instructor’s methodologies and techniques used within the song classroom. The tune curriculum, the principles of pupil-centered song schooling, and the function of students and teachers as tune ambassadors have been taken into consideration the essential song parameters of scholar voice. The scholar- voice is a well worth-mentioning factor of a scholar-focused training, and all instructors have to take into account and sell its life in their lecture room. student affairs services play a critical function in contributing to the wholistic development and success of college students as they progress through their educational careers. The examine incorporates a multifaceted examination of student affairs carrier offerings among 10 personal and three public Baghdad universities. scholar affairs administrators (thirteen) have been surveyed together with over 300 students to determine university-subsidized services and pupil pride and attention. The pupil affairs service studies findings various drastically among non-public and public establishments and people that observed a country wide and international curriculum. Universities need to persist to conform to changing demographics and technological improvements to enhance students' private and academic successes, and pupil affairs services are key to preparing graduates to thrive in a diverse international world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20student%20affairs" title=" social networking student affairs"> social networking student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad%20student%27s%20voice" title=" Baghdad student's voice"> Baghdad student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/189421/the-impact-of-artificial-intelligence-on-students-behavior-and-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189421.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">33</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">7228</span> Focusing on the Utilization of Information and Communication Technology for Improving Childrens’ Potentials in Science: Challenges for Sustainable Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osagiede%20Mercy%20Afe">Osagiede Mercy Afe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After the internet explosion in the 90’s, Technology was immediately integrated into the school system. Technology which symbolizes advancement in human knowledge was seen as a setback by many educators many efforts have been made to help stem this erroneous believes and help educators realize the benefits of technology and ways of implementing it in the classrooms especially in the sciences. This advancement created a constantly expanding gap between the pupil’s perception on the use of technology within the learning atmosphere and the teacher’s perception and limitations hence the focus of this paper is on the need to refocus on the potentials of Science and Technology in enhancing children learning at school especially in science for sustainable development in Nigeria. The paper recommended measures for facilitating the sustenance of science and technology in Nigerian schools so as to enhance the potentials of our children in Science and Technology for a better tomorrow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology%20%28ICT%29" title=" information communication technology (ICT)"> information communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=potentials" title=" potentials"> potentials</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title="sustainable development">sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/22363/focusing-on-the-utilization-of-information-and-communication-technology-for-improving-childrens-potentials-in-science-challenges-for-sustainable-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22363.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">488</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">7227</span> Teachers' Emphatic Concern for Their Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20emotional%20needs" title=" learners’ emotional needs"> learners’ emotional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20empathic%20skills" title=" teachers’ empathic skills"> teachers’ empathic skills</a> </p> <a href="https://publications.waset.org/abstracts/29363/teachers-emphatic-concern-for-their-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7226</span> Learning with Music: The Effects of Musical Tension on Long-Term Declarative Memory Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nawras%20Kurzom">Nawras Kurzom</a>, <a href="https://publications.waset.org/abstracts/search?q=Avi%20Mendelsohn"> Avi Mendelsohn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effects of background music on learning and memory are inconsistent, partly due to the intrinsic complexity and variety of music and partly to individual differences in music perception and preference. A prominent musical feature that is known to elicit strong emotional responses is musical tension. Musical tension can be brought about by building anticipation of rhythm, harmony, melody, and dynamics. Delaying the resolution of dominant-to-tonic chord progressions, as well as using dissonant harmonics, can elicit feelings of tension, which can, in turn, affect memory formation of concomitant information. The aim of the presented studies was to explore how forming declarative memory is influenced by musical tension, brought about within continuous music as well as in the form of isolated chords with varying degrees of dissonance/consonance. The effects of musical tension on long-term memory of declarative information were studied in two ways: 1) by evoking tension within continuous music pieces by delaying the release of harmonic progressions from dominant to tonic chords, and 2) by using isolated single complex chords with various degrees of dissonance/roughness. Musical tension was validated through subjective reports of tension, as well as physiological measurements of skin conductance response (SCR) and pupil dilation responses to the chords. In addition, music information retrieval (MIR) was used to quantify musical properties associated with tension and its release. Each experiment included an encoding phase, wherein individuals studied stimuli (words or images) with different musical conditions. Memory for the studied stimuli was tested 24 hours later via recognition tasks. In three separate experiments, we found positive relationships between tension perception and physiological measurements of SCR and pupil dilation. As for memory performance, we found that background music, in general, led to superior memory performance as compared to silence. We detected a trade-off effect between tension perception and memory, such that individuals who perceived musical tension as such displayed reduced memory performance for images encoded during musical tension, whereas tense music benefited memory for those who were less sensitive to the perception of musical tension. Musical tension exerts complex interactions with perception, emotional responses, and cognitive performance on individuals with and without musical training. Delineating the conditions and mechanisms that underlie the interactions between musical tension and memory can benefit our understanding of musical perception at large and the diverse effects that music has on ongoing processing of declarative information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musical%20tension" title="musical tension">musical tension</a>, <a href="https://publications.waset.org/abstracts/search?q=declarative%20memory" title=" declarative memory"> declarative memory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20memory" title=" learning and memory"> learning and memory</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20perception" title=" musical perception"> musical perception</a> </p> <a href="https://publications.waset.org/abstracts/168139/learning-with-music-the-effects-of-musical-tension-on-long-term-declarative-memory-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168139.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7225</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.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">446</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">7224</span> Detection and Classification Strabismus Using Convolutional Neural Network and Spatial Image Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anoop%20T.%20R.">Anoop T. R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Otman%20Basir"> Otman Basir</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20F.%20Hess"> Robert F. Hess</a>, <a href="https://publications.waset.org/abstracts/search?q=Eileen%20E.%20Birch"> Eileen E. Birch</a>, <a href="https://publications.waset.org/abstracts/search?q=Brooke%20A.%20Koritala"> Brooke A. Koritala</a>, <a href="https://publications.waset.org/abstracts/search?q=Reed%20M.%20Jost"> Reed M. Jost</a>, <a href="https://publications.waset.org/abstracts/search?q=Becky%20Luu"> Becky Luu</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Stager"> David Stager</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Thompson"> Ben Thompson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Strabismus refers to a misalignment of the eyes. Early detection and treatment of strabismus in childhood can prevent the development of permanent vision loss due to abnormal development of visual brain areas. We developed a two-stage method for strabismus detection and classification based on photographs of the face. The first stage detects the presence or absence of strabismus, and the second stage classifies the type of strabismus. The first stage comprises face detection using Haar cascade, facial landmark estimation, face alignment, aligned face landmark detection, segmentation of the eye region, and detection of strabismus using VGG 16 convolution neural networks. Face alignment transforms the face to a canonical pose to ensure consistency in subsequent analysis. Using facial landmarks, the eye region is segmented from the aligned face and fed into a VGG 16 CNN model, which has been trained to classify strabismus. The CNN determines whether strabismus is present and classifies the type of strabismus (exotropia, esotropia, and vertical deviation). If stage 1 detects strabismus, the eye region image is fed into stage 2, which starts with the estimation of pupil center coordinates using mask R-CNN deep neural networks. Then, the distance between the pupil coordinates and eye landmarks is calculated along with the angle that the pupil coordinates make with the horizontal and vertical axis. The distance and angle information is used to characterize the degree and direction of the strabismic eye misalignment. This model was tested on 100 clinically labeled images of children with (n = 50) and without (n = 50) strabismus. The True Positive Rate (TPR) and False Positive Rate (FPR) of the first stage were 94% and 6% respectively. The classification stage has produced a TPR of 94.73%, 94.44%, and 100% for esotropia, exotropia, and vertical deviations, respectively. This method also had an FPR of 5.26%, 5.55%, and 0% for esotropia, exotropia, and vertical deviation, respectively. The addition of one more feature related to the location of corneal light reflections may reduce the FPR, which was primarily due to children with pseudo-strabismus (the appearance of strabismus due to a wide nasal bridge or skin folds on the nasal side of the eyes). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strabismus" title="strabismus">strabismus</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20neural%20networks" title=" deep neural networks"> deep neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20detection" title=" face detection"> face detection</a>, <a href="https://publications.waset.org/abstracts/search?q=facial%20landmarks" title=" facial landmarks"> facial landmarks</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20alignment" title=" face alignment"> face alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=segmentation" title=" segmentation"> segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=VGG%2016" title=" VGG 16"> VGG 16</a>, <a href="https://publications.waset.org/abstracts/search?q=mask%20R-CNN" title=" mask R-CNN"> mask R-CNN</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20coordinates" title=" pupil coordinates"> pupil coordinates</a>, <a href="https://publications.waset.org/abstracts/search?q=angle%20deviation" title=" angle deviation"> angle deviation</a>, <a href="https://publications.waset.org/abstracts/search?q=horizontal%20and%20vertical%20deviation" title=" horizontal and vertical deviation"> horizontal and vertical deviation</a> </p> <a href="https://publications.waset.org/abstracts/170835/detection-and-classification-strabismus-using-convolutional-neural-network-and-spatial-image-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170835.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">93</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">7223</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Number and Its Effects on Pupils’ Achievement in Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers’ conceptual and procedural knowledge of rational numbers and its effects on pupil’s achievement in rational numbers. Specifically, primary school teachers’ level of conceptual knowledge about rational numbers, primary school teachers’ level of procedural knowledge about rational numbers, and the effects of teachers conceptual and procedural knowledge on their pupils understanding of rational numbers in primary schools is investigated. The study was carried out in Bauchi metropolis in the Bauchi state of Nigeria. The design of the study was a multi-stage design. The first stage was a descriptive design. The second stage involves a pre-test, post-test only quasi-experimental design. Two instruments were used for the data collection in the study. These were Conceptual and Procedural knowledge test (CPKT) and Rational number achievement test (RAT), the population of the study comprises of three (3) mathematics teachers’ holders of Nigerian Certificate in Education (NCE) teaching primary six and 210 pupils in their intact classes were used for the study. The data collected were analyzed using mean, standard deviation, analysis of variance, analysis of covariance and t- test. The findings indicated that the pupils taught rational number by a teacher that has high conceptual and procedural knowledge understand and perform better than the pupil taught by a teacher who has low conceptual and procedural knowledge of rational number. It is, therefore, recommended that teachers in primary schools should be encouraged to enrich their conceptual knowledge of rational numbers. Also, the superiority performance of teachers in procedural knowledge in rational number should not become an obstruction of understanding. Teachers Conceptual and procedural knowledge of rational numbers should be balanced so that primary school pupils will have a view of better teaching and learning of rational number in our contemporary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual" title="conceptual">conceptual</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20number" title=" rational number"> rational number</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a> </p> <a href="https://publications.waset.org/abstracts/24016/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-number-and-its-effects-on-pupils-achievement-in-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24016.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">452</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">7222</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.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">172</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">7221</span> Performance of the Kindergarten Teachers and Its Relation to Pupils Achievement in Different Learning Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Luna%20Mancao%20Ninal">Mary Luna Mancao Ninal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine the performance of the kindergarten teachers and its relation to pupils’ achievement in different learning areas in the Division of Kabankalan City. Using the standardized assessment and evaluation of the Department of Education secondary data, 100 kinder teachers and 2901 kinder pupils were investigated to determine the performance of the kindergarten teachers based on their Competency–Based Performance Appraisal System for Teachers and the periodic assessment of kinder pupils collected as secondary data. Weighted mean, Pearson–r, chi-square, Analysis of Variance were used in the study. Findings revealed that the kindergarten teacher respondents were 26-31 years old and most of them were female and married; they spent teaching for two years and less and passed the Licensure Examination for Teachers. They were very satisfactory as to instructional competences, school, and home and community involvement, personal, social, and professional characteristics. It also revealed that performance of the kindergarten pupils on their period of assessment shows that they were slightly advanced in their development. It also shows that domain as to performance of the kindergarten pupils were average overall development. Based on the results, it is recommended that Kindergarten teacher must augment their educational qualification and pursue their graduate studies and must develop the total personality of the children for them to achieve high advanced development to become productive individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance" title="performance">performance</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20teacher" title=" kindergarten teacher"> kindergarten teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20areas" title=" learning areas"> learning areas</a>, <a href="https://publications.waset.org/abstracts/search?q=professional" title=" professional"> professional</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil" title=" pupil"> pupil</a> </p> <a href="https://publications.waset.org/abstracts/32284/performance-of-the-kindergarten-teachers-and-its-relation-to-pupils-achievement-in-different-learning-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32284.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">357</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">7220</span> The Pioneering Model in Teaching Arabic as a Mother Tongue through Modern Innovative Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rima%20Abu%20Jaber%20Bransi">Rima Abu Jaber Bransi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rawya%20Jarjoura%20Burbara"> Rawya Jarjoura Burbara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study deals with two pioneering approaches in teaching Arabic as a mother tongue: first, computerization of literary and functional texts in the mother tongue; second, the pioneering model in teaching writing skills by computerization. The significance of the study lies in its treatment of a serious problem that is faced in the era of technology, which is the widening gap between the pupils and their mother tongue. The innovation in the study is that it introduces modern methods and tools and a pioneering instructional model that turns the process of mother tongue teaching into an effective, meaningful, interesting and motivating experience. In view of the Arabic language diglossia, standard Arabic and spoken Arabic, which constitutes a serious problem to the pupil in understanding unused words, and in order to bridge the gap between the pupils and their mother tongue, we resorted to computerized techniques; we took texts from the pre-Islamic period (Jahiliyya), starting with the Mu'allaqa of Imru' al-Qais and other selected functional texts and computerized them for teaching in an interesting way that saves time and effort, develops high thinking strategies, expands the literary good taste among the pupils, and gives the text added values that neither the book, the blackboard, the teacher nor the worksheets provide. On the other hand, we have developed a pioneering computerized model that aims to develop the pupil's ability to think, to provide his imagination with the elements of growth, invention and connection, and motivate him to be creative, and raise level of his scores and scholastic achievements. The model consists of four basic stages in teaching according to the following order: 1. The Preparatory stage, 2. The reading comprehension stage, 3. The writing stage, 4. The evaluation stage. Our lecture will introduce a detailed description of the model with illustrations and samples from the units that we built through highlighting some aspects of the uniqueness and innovation that are specific to this model and the different integrated tools and techniques that we developed. One of the most significant conclusions of this research is that teaching languages through the employment of new computerized strategies is very likely to get the Arabic speaking pupils out of the circle of passive reception into active and serious action and interaction. The study also emphasizes the argument that the computerized model of teaching can change the role of the pupil's mind from being a store of knowledge for a short time into a partner in producing knowledge and storing it in a coherent way that prevents its forgetfulness and keeping it in memory for a long period of time. Consequently, the learners also turn into partners in evaluation by expressing their views, giving their notes and observations, and application of the method of peer-teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20poetry" title="classical poetry">classical poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=computerization" title=" computerization"> computerization</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a> </p> <a href="https://publications.waset.org/abstracts/57035/the-pioneering-model-in-teaching-arabic-as-a-mother-tongue-through-modern-innovative-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57035.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">225</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">7219</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7218</span> Mage Fusion Based Eye Tumor Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ashit">Ahmed Ashit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Image fusion is a significant and efficient image processing method used for detecting different types of tumors. This method has been used as an effective combination technique for obtaining high quality images that combine anatomy and physiology of an organ. It is the main key in the huge biomedical machines for diagnosing cancer such as PET-CT machine. This thesis aims to develop an image analysis system for the detection of the eye tumor. Different image processing methods are used to extract the tumor and then mark it on the original image. The images are first smoothed using median filtering. The background of the image is subtracted, to be then added to the original, results in a brighter area of interest or tumor area. The images are adjusted in order to increase the intensity of their pixels which lead to clearer and brighter images. once the images are enhanced, the edges of the images are detected using canny operators results in a segmented image comprises only of the pupil and the tumor for the abnormal images, and the pupil only for the normal images that have no tumor. The images of normal and abnormal images are collected from two sources: “Miles Research” and “Eye Cancer”. The computerized experimental results show that the developed image fusion based eye tumor detection system is capable of detecting the eye tumor and segment it to be superimposed on the original image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=image%20fusion" title="image fusion">image fusion</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tumor" title=" eye tumor"> eye tumor</a>, <a href="https://publications.waset.org/abstracts/search?q=canny%20operators" title=" canny operators"> canny operators</a>, <a href="https://publications.waset.org/abstracts/search?q=superimposed" title=" superimposed"> superimposed</a> </p> <a href="https://publications.waset.org/abstracts/30750/mage-fusion-based-eye-tumor-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30750.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">363</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=pupil%C2%B4s%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pupil%C2%B4s%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pupil%C2%B4s%20learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pupil%C2%B4s%20learning&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pupil%C2%B4s%20learning&page=6">6</a></li> <li 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