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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="science project subject"> <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> 9428</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: science project subject</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9218</span> Design of a Multidisciplinary Project-Oriented Capstone Course for Mechanical Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Cheng%20Cheng">Chi-Cheng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Che-Hsin%20Lin"> Che-Hsin Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Jen%20Wang"> Yu-Jen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chua-Chin%20Wang"> Chua-Chin Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project-oriented capstone course has become a required element for most engineering educational units. It is not only because the capstone course is an important criterion for international accreditation of engineering degree programs under Washington Accord, but also the capstone course provides an opportunity for students to apply what they have learned in their school years to actual engineering problems. Nevertheless, most project-oriented capstone courses are conducted with one single project for all students or teams. In other words, students work to reach the same or similar goals by coming up with different layouts and approaches. It appears not suitable for a multidisciplinary engineering department. Therefore, a one-year multidisciplinary project-oriented capstone course was designed for the junior year of the undergraduate program. About one-half of faculty members in the department needs to be involved in generating as many projects as possible to meet different students' interests and specialties. Project achievement has to be displayed and demonstrated in the annual exposition and competition at the end of this course. Significant success in attracting attention and hardworking of students on projects was witnessed for the past two pilot years. Analysis of course evaluation demonstrates positive impact on all perspectives despite of slightly negative influence due to poor communication and collaboration between students and their project supervisors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Capstone%20course" title="Capstone course">Capstone course</a>, <a href="https://publications.waset.org/abstracts/search?q=CDIO" title=" CDIO"> CDIO</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20learning" title=" project-oriented learning"> project-oriented learning</a> </p> <a href="https://publications.waset.org/abstracts/69448/design-of-a-multidisciplinary-project-oriented-capstone-course-for-mechanical-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69448.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">9217</span> Shipboard Power Plant Design as Senior Design Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hesham%20Shaalan">Hesham Shaalan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Senior design projects teach students many important skills. One of the major goals is to prepare students to apply effective problem-solving techniques to a problem that represents a real-world situation. This includes the ability to define the problem, compare alternative solutions, identify the best solution, and design the system. This paper describes the design of a shipboard power plant as a senior project in the Marine Engineering program at the U.S. Merchant Marine Academy. The design project was supervised by faculty members who guided a multidisciplinary group of seniors. The research project was sponsored by the Office of Naval Research. Each group of seniors focused on one of the main design aspects of the project, including the electric power system, nuclear power plant, ship hull design, and economics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20design%20project" title="senior design project">senior design project</a>, <a href="https://publications.waset.org/abstracts/search?q=shipboard%20power%20system" title=" shipboard power system"> shipboard power system</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20engineering" title=" marine engineering"> marine engineering</a> </p> <a href="https://publications.waset.org/abstracts/152524/shipboard-power-plant-design-as-senior-design-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152524.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">83</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">9216</span> Antarctica, Global Change and Deaf Education in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luiz%20Antonio%20Da%20Costa%20Rodrigues">Luiz Antonio Da Costa Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Mara%20Aparecida%20De%20Castilho%20Lopes"> Mara Aparecida De Castilho Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandre%20Santos%20Alencar"> Alexandre Santos Alencar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching of science must transcend simple transmission of fundamental concepts and allow scientific literacy, as a process for understanding the human being as an integral part of a complex and interdependent whole. In this context, approaching the theme ‘Antarctica’ in deaf education is an important advance for teaching, considering that that continent has direct interactions with the climatic and environmental system of the planet. Therefore, textbooks can be important tools to enable the Deaf Community to access the discussion about the natural environment. A specific script was used to analyze textbooks adopted by schools in the Rio de Janeiro Metropolitan Region. Results show that none of the 14 analyzed books have a specific chapter on the theme, some presents images of the continent without reference to their environmental importance, and the complementary texts present in the analyzed material do not address the theme either. It is concluded that the study on Antarctica and global changes in elementary education is still incipient and the material used by most Brazilian public schools does not contemplate that subject in an accessible way for the deaf person. This fact represents the distance between deaf students and their environment, denoting the need for actions to promote that and other neglected themes in Science teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antarctica" title="Antarctica">Antarctica</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf%20education" title=" deaf education"> deaf education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title=" science teaching"> science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=textbook" title=" textbook"> textbook</a> </p> <a href="https://publications.waset.org/abstracts/81264/antarctica-global-change-and-deaf-education-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81264.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">281</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">9215</span> Data Science in Military Decision-Making: A Semi-Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20W.%20Meerveld">H. W. Meerveld</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20H.%20A.%20Lindelauf"> R. H. A. Lindelauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In contemporary warfare, data science is crucial for the military in achieving information superiority. Yet, to the authors’ knowledge, no extensive literature survey on data science in military decision-making has been conducted so far. In this study, 156 peer-reviewed articles were analysed through an integrative, semi-systematic literature review to gain an overview of the topic. The study examined to what extent literature is focussed on the opportunities or risks of data science in military decision-making, differentiated per level of war (i.e. strategic, operational, and tactical level). A relatively large focus on the risks of data science was observed in social science literature, implying that political and military policymakers are disproportionally influenced by a pessimistic view on the application of data science in the military domain. The perceived risks of data science are, however, hardly addressed in formal science literature. This means that the concerns on the military application of data science are not addressed to the audience that can actually develop and enhance data science models and algorithms. Cross-disciplinary research on both the opportunities and risks of military data science can address the observed research gaps. Considering the levels of war, relatively low attention for the operational level compared to the other two levels was observed, suggesting a research gap with reference to military operational data science. Opportunities for military data science mostly arise at the tactical level. On the contrary, studies examining strategic issues mostly emphasise the risks of military data science. Consequently, domain-specific requirements for military strategic data science applications are hardly expressed. Lacking such applications may ultimately lead to a suboptimal strategic decision in today’s warfare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20science" title="data science">data science</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20superiority" title=" information superiority"> information superiority</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a> </p> <a href="https://publications.waset.org/abstracts/155179/data-science-in-military-decision-making-a-semi-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155179.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">167</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">9214</span> A Self-Study of the Facilitation of Science Teachers’ Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20A.%20Alsultan">Jawaher A. Alsultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Feldman"> Allen Feldman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid switch to remote learning due to the COVID-19 pandemic, science teachers were suddenly required to teach their classes online. This breakneck shift to eLearning raised the question of how teacher educators could support science teachers who wanted to use reform-based methods of instruction while using virtual technologies. In this retrospective self-study, we, two science teacher educators, examined our practice as we worked with science teachers to implement inquiry, discussion, and argumentation [IDA] through eLearning. Ten high school science teachers from a large school district in the southeastern US participated virtually in the COVID-19 Community of Practice [COVID-19 CoP]. The CoP met six times from the end of April through May 2020 via Zoom. Its structure was based on a model of action research called enhanced normal practice [ENP], which includes exchanging stories, trying out ideas, and systematic inquiry. Data sources included teacher educators' meeting notes and reflective conversations, audio recordings of the CoP meetings, teachers' products, and post-interviews of the teachers. Findings included a new understanding of the role of existing relationships, shared goals, and similarities in the participants' situations, which helped build trust in the CoP, and the effects of our paying attention to the science teachers’ needs led to a well-functioning CoP. In addition, we became aware of the gaps in our knowledge of how the teachers already used apps in their practice, which they then shared with all of us about how they could be used for online teaching using IDA. We also identified the need to pay attention to feelings about tensions between the teachers and us around the expectations for final products and the project's primary goals. We found that if we are to establish relationships between us as facilitators and teachers that are honest, fair, and kind, we must express those feelings within the collective, dialogical processes that can lead to learning by all members of the CoP, whether virtual or face-to-face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=self-study" title=" self-study"> self-study</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/164997/a-self-study-of-the-facilitation-of-science-teachers-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9213</span> The Impact of Using Building Information Modeling Technology in Construction Projects Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ashraf">Mohammad Ashraf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research links the use of Building Information Modeling technology in constructions and infrastructure projects, starting from the moment when considering the establishment of a project to demolishing or renovating it, going through the design work, planning, procurement and implementation. BIM Software's which used are Revit, Navisworks and Asta Project in the case study for the Atletico Madrid Stadium project (Wanda Stadium). Also, the project improves through various phases of construction (planning - implementation - management). Besides, the level of the details managed within this project advances gradually. In addition, the construction process problems become about 30 % less than before, resulting from high coordination between designing, implementation and follow through that is done by the project management office (PMO). The current disposition in the industry is to tightly manage the detail contained within the planning and coordination phases of construction, but we miss the opportunity to manage that data as it matures and grows into the execution and commissioning phases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title="construction management">construction management</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20technology" title=" BIM technology"> BIM technology</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=procurements" title=" procurements"> procurements</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20method" title=" critical path method"> critical path method</a> </p> <a href="https://publications.waset.org/abstracts/73317/the-impact-of-using-building-information-modeling-technology-in-construction-projects-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73317.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">280</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">9212</span> A Case Study on the Guidelines for Application of Project Management Methods in Infrastructure Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Varella%20Borges">Fernanda Varella Borges</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvio%20Burrattino%20Melhado"> Silvio Burrattino Melhado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivated by the importance of public infrastructure projects in the civil construction chain, this research shows the study of project management methods and the infrastructure projects’ characteristics. The research aims at the objective of improving management efficiency by proposing guidelines for the application of project management methods in infrastructure projects. Through literature review and case studies, the research analyses two major infrastructure projects underway in Brazil, identifying the critical points for achieving its success. As a result, the proposed guidelines indicate that special attention should be given to the management of stakeholders, focusing on their knowledge and experience, their different interests, the efficient management of their communication, and their behavior in the day-by-day project management process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction" title="construction">construction</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure" title=" infrastructure"> infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20projects" title=" public projects"> public projects</a> </p> <a href="https://publications.waset.org/abstracts/82714/a-case-study-on-the-guidelines-for-application-of-project-management-methods-in-infrastructure-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82714.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">494</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">9211</span> Practical Experiences as Part of Project Management Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Hussain">H. Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20H.%20Mohamad"> N. H. Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practical experiences have been one of the successful criteria for the Project Management course for the art and design students. There are series of events that the students have to undergo as part of their practical exercises in the learning context for Project Management courses. These series have been divided into few mini programs that involved the whole individual in each group. Therefore, the events have been one of the bench marks for these students. Through the practical experience, the task that has been given to individual has been performed according to the needs of professional practice and ethics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20experience" title="practical experience">practical experience</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20and%20design%20students" title=" art and design students"> art and design students</a>, <a href="https://publications.waset.org/abstracts/search?q=events" title=" events"> events</a>, <a href="https://publications.waset.org/abstracts/search?q=programs" title=" programs"> programs</a> </p> <a href="https://publications.waset.org/abstracts/28606/practical-experiences-as-part-of-project-management-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28606.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">557</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">9210</span> Ways for University to Conduct Research Evaluation: Based on National Research University Higher School of Economics Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Petrikova">Svetlana Petrikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Yu%20Kostinskiy"> Alexander Yu Kostinskiy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Management of research evaluation in the Higher School of Economics (HSE) originates from the HSE Academic Fund created in 2004 to facilitate and support academic research and presents its results to international academic community. As the means to inspire the applicants, science projects went through competitive selection process evaluated by the group of experts. Drastic development of HSE, quantity of applied projects for each Academic Fund competition and the need to coordinate the conduct of expert evaluation resulted in founding of the Office for Research Evaluation in 2013. The Office’s primary objective is management of research evaluation of science projects. The standards to conduct the evaluation are defined as follows: - The exercise of the process approach, the unification of the functioning of department. - The uniformity of regulatory, organizational and methodological framework. - The development of proper on-line evaluation system. - The broad involvement of external Russian and international experts, the renouncement of the usage of own employees. - The development of an algorithm to make a correspondence between experts and science projects. - The methodical usage of opened/closed international and Russian databases to extend the expert database. - The transparency of evaluation results – free access to assessment while keeping experts confidentiality. The management of research evaluation of projects is based on the sole standard, organization and financing. The standard way of conducting research evaluation at HSE is based upon Regulations on basic principles for research evaluation at HSE. These Regulations have been developed from the moment of establishment of the Office for Research Evaluation and are based on conventional corporate standards for regulatory document management. The management system of research evaluation is implemented on the process approach basis. Process approach means deployment of work as a process, which is the aggregation of interrelated and interacting activities processing inputs into outputs. Inputs are firstly client asking for the assessment to be conducted, defining the conditions for organizing and carrying of the assessment and secondly the applicant with proper for the competition application; output is assessment given to the client. While exercising process approach to clarify interrelation and interacting main parties or subjects of the assessment are determined and the way for interaction between them forms up. Parties to expert assessment are: - Ordering Party – The department of the university taking the decision to subject a project to expert assessment; - Providing Party – The department of the university authorized to provide such assessment by the Ordering Party; - Performing Party – The legal and natural entities that have expertise in the area of research evaluation. Experts assess projects in accordance with criteria and states of expert opinions approved by the Ordering Party. Objects of assessment generally are applications or HSE competition project reports. Mainly assessments are deployed for internal needs, i.e. the most ordering parties are HSE branches and departments, but assessment can also be conducted for external clients. The financing of research evaluation at HSE is based on the established corporate culture and traditions of HSE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expert%20assessment" title="expert assessment">expert assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20of%20research%20evaluation" title=" management of research evaluation"> management of research evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20approach" title=" process approach"> process approach</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20evaluation" title=" research evaluation"> research evaluation</a> </p> <a href="https://publications.waset.org/abstracts/60390/ways-for-university-to-conduct-research-evaluation-based-on-national-research-university-higher-school-of-economics-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9209</span> Modeling the Human Harbor: An Equity Project in New York City, New York USA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20B.%20Birney">Lauren B. Birney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The envisioned long-term outcome of this three-year research, and implementation plan is for 1) teachers and students to design and build their own computational models of real-world environmental-human health phenomena occurring within the context of the “Human Harbor” and 2) project researchers to evaluate the degree to which these integrated Computer Science (CS) education experiences in New York City (NYC) public school classrooms (PreK-12) impact students’ computational-technical skill development, job readiness, career motivations, and measurable abilities to understand, articulate, and solve the underlying phenomena at the center of their models. This effort builds on the partnership’s successes over the past eight years in developing a benchmark Model of restoration-based Science, Technology, Engineering, and Math (STEM) education for urban public schools and achieving relatively broad-based implementation in the nation’s largest public school system. The Billion Oyster Project Curriculum and Community Enterprise for Restoration Science (BOP-CCERS STEM + Computing) curriculum, teacher professional developments, and community engagement programs have reached more than 200 educators and 11,000 students at 124 schools, with 84 waterfront locations and Out of School of Time (OST) programs. The BOP-CCERS Partnership is poised to develop a more refined focus on integrating computer science across the STEM domains; teaching industry-aligned computational methods and tools; and explicitly preparing students from the city’s most under-resourced and underrepresented communities for upwardly mobile careers in NYC’s ever-expanding “digital economy,” in which jobs require computational thinking and an increasing percentage require discreet computer science technical skills. Project Objectives include the following: 1. Computational Thinking (CT) Integration: Integrate computational thinking core practices across existing middle/high school BOP-CCERS STEM curriculum as a means of scaffolding toward long term computer science and computational modeling outcomes. 2. Data Science and Data Analytics: Enabling Researchers to perform interviews with Teachers, students, community members, partners, stakeholders, and Science, Technology, Engineering, and Mathematics (STEM) industry Professionals. Collaborative analysis and data collection were also performed. As a centerpiece, the BOP-CCERS partnership will expand to include a dedicated computer science education partner. New York City Department of Education (NYCDOE), Computer Science for All (CS4ALL) NYC will serve as the dedicated Computer Science (CS) lead, advising the consortium on integration and curriculum development, working in tandem. The BOP-CCERS Model™ also validates that with appropriate application of technical infrastructure, intensive teacher professional developments, and curricular scaffolding, socially connected science learning can be mainstreamed in the nation’s largest urban public school system. This is evidenced and substantiated in the initial phases of BOP-CCERS™. The BOP-CCERS™ student curriculum and teacher professional development have been implemented in approximately 24% of NYC public middle schools, reaching more than 250 educators and 11,000 students directly. BOP-CCERS™ is a fully scalable and transferable educational model, adaptable to all American school districts. In all settings of the proposed Phase IV initiative, the primary beneficiary group will be underrepresented NYC public school students who live in high-poverty neighborhoods and are traditionally underrepresented in the STEM fields, including African Americans, Latinos, English language learners, and children from economically disadvantaged households. In particular, BOP-CCERS Phase IV will explicitly prepare underrepresented students for skilled positions within New York City’s expanding digital economy, computer science, computational information systems, and innovative technology sectors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20science" title=" data science"> data science</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20and%20inclusion" title=" diversity and inclusion"> diversity and inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/151740/modeling-the-human-harbor-an-equity-project-in-new-york-city-new-york-usa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9208</span> Economic Evaluation Offshore Wind Project under Uncertainly and Risk Circumstances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Amir%20Hamzeh%20Mirkheshti">Sayed Amir Hamzeh Mirkheshti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Offshore wind energy as a strategic renewable energy, has been growing rapidly due to availability, abundance and clean nature of it. On the other hand, budget of this project is incredibly higher in comparison with other renewable energies and it takes more duration. Accordingly, precise estimation of time and cost is needed in order to promote awareness in the developers and society and to convince them to develop this kind of energy despite its difficulties. Occurrence risks during on project would cause its duration and cost constantly changed. Therefore, to develop offshore wind power, it is critical to consider all potential risks which impacted project and to simulate their impact. Hence, knowing about these risks could be useful for the selection of most influencing strategies such as avoidance, transition, and act in order to decrease their probability and impact. This paper presents an evaluation of the feasibility of 500 MV offshore wind project in the Persian Gulf and compares its situation with uncertainty resources and risk. The purpose of this study is to evaluate time and cost of offshore wind project under risk circumstances and uncertain resources by using Monte Carlo simulation. We analyzed each risk and activity along with their distribution function and their effect on the project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wind%20energy%20project" title="wind energy project">wind energy project</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertain%20resources" title=" uncertain resources"> uncertain resources</a>, <a href="https://publications.waset.org/abstracts/search?q=risks" title=" risks"> risks</a>, <a href="https://publications.waset.org/abstracts/search?q=Monte%20Carlo%20simulation" title=" Monte Carlo simulation"> Monte Carlo simulation</a> </p> <a href="https://publications.waset.org/abstracts/82233/economic-evaluation-offshore-wind-project-under-uncertainly-and-risk-circumstances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82233.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">352</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">9207</span> Effects of the Mathcing between Learning and Teaching Styles on Learning with Happiness of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasanee%20Satthapong">Tasanee Satthapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine the relationship between learning style preferences, teaching style preferences, and learning with happiness of college students who were majors in five different academic areas at the Suansunandha Rajabhat University in Thailand. The selected participants were 729 students 1st year-5th year in Faculty of Education from Thai teaching, early childhood education, math and science teaching, and English teaching majors. The research instruments are the Grasha and Riechmann learning and teaching styles survey and the students’ happiness in learning survey, based on learning with happiness theory initiated by the Office of the National Education Commission. The results of this study: 1) The most students’ learning styles were participant style, followed by collaborative style, and independent style 2) Most students’ happiness in learning in all subjects areas were at the moderate level: Early Childhood Education subject had the highest scores, while Math subject was at the least scores. 3) No different of student’s happiness in learning were found between students who has learning styles that match and not match to teachers’ teaching styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title="learning style">learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20happiness" title=" learning with happiness"> learning with happiness</a> </p> <a href="https://publications.waset.org/abstracts/20750/effects-of-the-mathcing-between-learning-and-teaching-styles-on-learning-with-happiness-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20750.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">691</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">9206</span> Environmental Restoration Science in New York Harbor - Community Based Restoration Science Hubs, or “STEM Hubs”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20B.%20Birney">Lauren B. Birney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project utilizes the Billion Oyster Project (BOP-CCERS) place-based “restoration through education” model to promote computational thinking in NYC high school teachers and their students. Key learning standards such as Next Generation Science Standards and the NYC CS4All Equity and Excellence initiative are used to develop a computer science curriculum that connects students to their Harbor through hands-on activities based on BOP field science and educational programming. Project curriculum development is grounded in BOP-CCERS restoration science activities and data collection, which are enacted by students and educators at two Restoration Science STEM Hubs or conveyed through virtual materials. New York City Public School teachers with relevant experience are recruited as consultants to provide curriculum assessment and design feedback. The completed curriculum units are then conveyed to NYC high school teachers through professional learning events held at the Pace University campus and led by BOP educators. In addition, Pace University educators execute the Summer STEM Institute, an intensive two-week computational thinking camp centered on applying data analysis tools and methods to BOP-CCERS data. Both qualitative and quantitative analyses were performed throughout the five-year study. STEM+C – Community Based Restoration STEM Hubs. STEM Hubs are active scientific restoration sites capable of hosting school and community groups of all grade levels and professional scientists and researchers conducting long-term restoration ecology research. The STEM Hubs program has grown to include 14 STEM Hubs across all five boroughs of New York City and focuses on bringing in-field monitoring experience as well as coastal classroom experience to students. Restoration Science STEM Hubs activities resulted in: the recruitment of 11 public schools, 6 community groups, 12 teachers, and over 120 students receiving exposure to BOP activities. Field science protocols were designed exclusively around the use of the Oyster Restoration Station (ORS), a small-scale in situ experimental platforms which are suspended from a dock or pier. The ORS is intended to be used and “owned” by an individual school, teacher, class, or group of students, whereas the STEM Hub is explicitly designed as a collaborative space for large-scale community-driven restoration work and in-situ experiments. The ORS is also an essential tool in gathering Harbor data from disparate locations and instilling ownership of the research process amongst students. As such, it will continue to be used in that way. New and previously participating students will continue to deploy and monitor their own ORS, uploading data to the digital platform and conducting analysis of their own harbor-wide datasets. Programming the STEM Hub will necessitate establishing working relationships between schools and local research institutions. NYHF will provide introductions and the facilitation of initial workshops in school classrooms. However, once a particular STEM Hub has been established as a space for collaboration, each partner group, school, university, or CBO will schedule its own events at the site using the digital platform’s scheduling and registration tool. Monitoring of research collaborations will be accomplished through the platform’s research publication tool and has thus far provided valuable information on the projects’ trajectory, strategic plan, and pathway. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20science" title="environmental science">environmental science</a>, <a href="https://publications.waset.org/abstracts/search?q=citizen%20science" title=" citizen science"> citizen science</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/151705/environmental-restoration-science-in-new-york-harbor-community-based-restoration-science-hubs-or-stem-hubs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9205</span> Elvis Improved Method for Solving Simultaneous Equations in Two Variables with Some Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvis%20Adam%20Alhassan">Elvis Adam Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaiyu%20Tian"> Kaiyu Tian</a>, <a href="https://publications.waset.org/abstracts/search?q=Akos%20Konadu"> Akos Konadu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Zamanah"> Ernest Zamanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Jackson%20Adjabui"> Michael Jackson Adjabui</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Justice%20Musah"> Ibrahim Justice Musah</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Agyeiwaa%20Owusu"> Esther Agyeiwaa Owusu</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20K.%20A.%20Agyeman"> Emmanuel K. A. Agyeman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, how to solve simultaneous equations using the Elvis improved method is shown. The Elvis improved method says; to make one variable in the first equation the subject; make the same variable in the second equation the subject; equate the results and simplify to obtain the value of the unknown variable; put the value of the variable found into one equation from the first or second steps and simplify for the remaining unknown variable. The difference between our Elvis improved method and the substitution method is that: with Elvis improved method, the same variable is made the subject in both equations, and the two resulting equations equated, unlike the substitution method where one variable is made the subject of only one equation and substituted into the other equation. After describing the Elvis improved method, findings from 100 secondary students and the views of 5 secondary tutors to demonstrate the effectiveness of the method are presented. The study's purpose is proved by hypothetical examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simultaneous%20equations" title="simultaneous equations">simultaneous equations</a>, <a href="https://publications.waset.org/abstracts/search?q=substitution%20method" title=" substitution method"> substitution method</a>, <a href="https://publications.waset.org/abstracts/search?q=elimination%20method" title=" elimination method"> elimination method</a>, <a href="https://publications.waset.org/abstracts/search?q=graphical%20method" title=" graphical method"> graphical method</a>, <a href="https://publications.waset.org/abstracts/search?q=Elvis%20improved%20method" title=" Elvis improved method"> Elvis improved method</a> </p> <a href="https://publications.waset.org/abstracts/165246/elvis-improved-method-for-solving-simultaneous-equations-in-two-variables-with-some-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165246.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">137</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">9204</span> A Methodology for Investigating Public Opinion Using Multilevel Text Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20Xiu%20Shun%20Wong">William Xiu Shun Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Myungsu%20Lim"> Myungsu Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoonjin%20Hyun"> Yoonjin Hyun</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20Liu"> Chen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Seongi%20Choi"> Seongi Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dasom%20Kim"> Dasom Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Kee-Young%20Kwahk"> Kee-Young Kwahk</a>, <a href="https://publications.waset.org/abstracts/search?q=Namgyu%20Kim"> Namgyu Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, many users have begun to frequently share their opinions on diverse issues using various social media. Therefore, numerous governments have attempted to establish or improve national policies according to the public opinions captured from various social media. In this paper, we indicate several limitations of the traditional approaches to analyze public opinion on science and technology and provide an alternative methodology to overcome these limitations. First, we distinguish between the science and technology analysis phase and the social issue analysis phase to reflect the fact that public opinion can be formed only when a certain science and technology is applied to a specific social issue. Next, we successively apply a start list and a stop list to acquire clarified and interesting results. Finally, to identify the most appropriate documents that fit with a given subject, we develop a new logical filter concept that consists of not only mere keywords but also a logical relationship among the keywords. This study then analyzes the possibilities for the practical use of the proposed methodology thorough its application to discover core issues and public opinions from 1,700,886 documents comprising SNS, blogs, news, and discussions. <p class="card-text"><strong>Keywords:</strong> <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=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a>, <a href="https://publications.waset.org/abstracts/search?q=topic%20modeling" title=" topic modeling"> topic modeling</a> </p> <a href="https://publications.waset.org/abstracts/37393/a-methodology-for-investigating-public-opinion-using-multilevel-text-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37393.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">294</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">9203</span> Teaching Contemporary Power Distribution and Industrial Networks in Higher Education Vocational Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rade%20M.%20Ciric">Rade M. Ciric </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper shows the development and implementation of the syllabus of the subject 'Distribution and Industrial Networks', attended by the vocational specialist Year 4 students of the Electric Power Engineering study programme at the Higher Education Technical School of Vocational Studies in Novi Sad. The aim of the subject is to equip students with the knowledge necessary for planning, exploitation and management of distributive and industrial electric power networks in an open electricity market environment. The results of the evaluation of educational outcomes on the subject are presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20distribution%20network" title=" power distribution network"> power distribution network</a>, <a href="https://publications.waset.org/abstracts/search?q=syllabus%20implementation" title=" syllabus implementation"> syllabus implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20evaluation" title=" outcome evaluation"> outcome evaluation</a> </p> <a href="https://publications.waset.org/abstracts/81353/teaching-contemporary-power-distribution-and-industrial-networks-in-higher-education-vocational-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81353.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">402</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">9202</span> Leading Virtual Project Teams in the Post Pandemic Era: Trust and Conflict Management Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vidya%20Badrinarayanan">Vidya Badrinarayanan</a>, <a href="https://publications.waset.org/abstracts/search?q=Appa%20Iyer%20Sivakumar"> Appa Iyer Sivakumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The coronavirus pandemic has sent an important message that future project teams need to be trained to work under virtual conditions, which has already become the new norm in organizations across the world. As organizations increasingly rely on virtual teams to achieve project objectives, it is essential to comprehend how leadership functions in virtual project teams. The purpose of this research is to analyze the leadership behaviors exhibited by project managers for building trust and managing conflicts effectively in virtual project teams. This convergent parallel mixed method research was conducted by surveying 185 virtual leaders and conducting a semi-structured interview with 13 senior virtual leaders involved in managing projects across the industry sectors. The research findings indicate that establishing trust and managing conflicts were ranked as significant challenges in leading virtual project teams in the post-pandemic era. In contrast to earlier findings, our research findings suggest that productivity was not ranked as a significant challenge in leading virtual project teams. This indeed is a positive finding for organizations to consider adopting virtual project teams in the long run. Additionally, the research findings recommend that virtual leaders need to strive to build a high-trust environment and develop effective conflict resolution skills to improve the effectiveness of virtual project teams. As the project management profession struggles with low project success rates, mixed-method research aims to contribute to the knowledge in the growing research area of virtual project leadership. This research contributes to the knowledge by offering first-person accounts from senior virtual leaders on the innovative strategies they had implemented for building trust and resolving conflicts effectively in the virtual project when there were limited opportunities for face-to-face interaction on account of the pandemic. In addition, the leadership framework created as a part of this research for trust development and conflict management in virtual project teams will guide project managers to improve virtual project team effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management" title="conflict management">conflict management</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20building" title=" trust building"> trust building</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20leadership" title=" virtual leadership"> virtual leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a> </p> <a href="https://publications.waset.org/abstracts/157650/leading-virtual-project-teams-in-the-post-pandemic-era-trust-and-conflict-management-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9201</span> Revolutionizing Project Management: A Comprehensive Review of Artificial Intelligence and Machine Learning Applications for Smarter Project Execution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenzheng%20Fu">Wenzheng Fu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yue%20Fu"> Yue Fu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhijiang%20Dong"> Zhijiang Dong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujian%20Fu"> Yujian Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of artificial intelligence (AI) and machine learning (ML) into project management is transforming how engineering projects are executed, monitored, and controlled. This paper provides a comprehensive survey of AI and ML applications in project management, systematically categorizing their use in key areas such as project data analytics, monitoring, tracking, scheduling, and reporting. As project management becomes increasingly data-driven, AI and ML offer powerful tools for improving decision-making, optimizing resource allocation, and predicting risks, leading to enhanced project outcomes. The review highlights recent research that demonstrates the ability of AI and ML to automate routine tasks, provide predictive insights, and support dynamic decision-making, which in turn increases project efficiency and reduces the likelihood of costly delays. This paper also examines the emerging trends and future opportunities in AI-driven project management, such as the growing emphasis on transparency, ethical governance, and data privacy concerns. The research suggests that AI and ML will continue to shape the future of project management by driving further automation and offering intelligent solutions for real-time project control. Additionally, the review underscores the need for ongoing innovation and the development of governance frameworks to ensure responsible AI deployment in project management. The significance of this review lies in its comprehensive analysis of AI and ML’s current contributions to project management, providing valuable insights for both researchers and practitioners. By offering a structured overview of AI applications across various project phases, this paper serves as a guide for the adoption of intelligent systems, helping organizations achieve greater efficiency, adaptability, and resilience in an increasingly complex project management landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20support%20systems" title=" decision support systems"> decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20optimization" title=" resource optimization"> resource optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20prediction" title=" risk prediction"> risk prediction</a> </p> <a href="https://publications.waset.org/abstracts/191380/revolutionizing-project-management-a-comprehensive-review-of-artificial-intelligence-and-machine-learning-applications-for-smarter-project-execution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191380.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">21</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">9200</span> Inquiry-based Science Education in Computer Science Learning in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom">Maslin Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Hasnaa%20Nik%20Mahmood"> Nik Hasnaa Nik Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Normeza%20Wan%20Zakaria"> Wan Normeza Wan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Azizan"> Azizul Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshaliza%20Kamaruddin"> Norshaliza Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20science%20education" title="inquiry-based science education">inquiry-based science education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/147613/inquiry-based-science-education-in-computer-science-learning-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147613.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">157</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">9199</span> The Relationship of Building Information Modeling (BIM) Capability in Quantity Surveying Practice and Project Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20F.%20Wong">P. F. Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Salleh"> H. Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20A.%20Rahim"> F. A. Rahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adoption of building information modeling (BIM) is increasing in the construction industry. However, quantity surveyors are slow in adoption compared to other professions due to lack of awareness of the BIM’s potential in their profession. It is still unclear on how BIM application can enhance quantity surveyors’ work performance and project performance. The aim of this research is to identify the capabilities of BIM in quantity surveying practices and examine the relationship between BIM capabilities and project performance. Questionnaire survey and interviews were adopted for data collection. Literature reviews identified there are eleven BIM capabilities in quantity surveying practice. Questionnaire results showed that there are several BIM capabilities significantly correlated with project performance in time, cost and quality aspects and the results were validated through interviews. These findings show that BIM has the capabilities to enhance quantity surveyors’ performances and subsequently improved project performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Building%20Information%20Modeling%20%28BIM%29" title="Building Information Modeling (BIM)">Building Information Modeling (BIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=quantity%20surveyors" title=" quantity surveyors"> quantity surveyors</a>, <a href="https://publications.waset.org/abstracts/search?q=capability" title=" capability"> capability</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20performance" title=" project performance"> project performance</a> </p> <a href="https://publications.waset.org/abstracts/12273/the-relationship-of-building-information-modeling-bim-capability-in-quantity-surveying-practice-and-project-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12273.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">367</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">9198</span> The Views of Teachers, Students and Parents on the FATIH Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eemsettin%20%C5%9Eahin">Şemsettin Şahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20O%C4%9Fuz%20Akt%C3%BCrk"> Ahmet Oğuz Aktürk</a>, <a href="https://publications.waset.org/abstracts/search?q=%C4%B0smail%20%C3%87elik"> İsmail Çelik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the views of teachers, students and students' parents on the FATIH (Movement of Enhancing Opportunities and Improving Technology) Project, which was put into service by the Ministry of National Education in cooperation with the Ministry of Transportation in Turkey in November 2010 for the purpose of increasing students' success and planned to be completed within 5 years. The study group consisted of teachers employed in a pilot school in the province of Karaman in central Turkey included within the scope of the FATIH Project, students attending this school and parents whose children are students in that school. The research data were collected through forms developed by the researchers to determine the views of teachers, students and students' parents on the FATIH Project. The descriptive analysis method, one of the qualitative research methods, was used in the study. An analysis of the data revealed that a large majority of the teachers and the students believed that if computers were used to serve their set purpose, then they could make considerable contributions to education. A large majority of the students' parents, on the other hand, regard the use of computers in education as a great opportunity for the students. The views of the teachers, students and students' parents on the FATIH Project usually overlap. Most of the participants in the study pointed out that the FATIH Project was intended to use technology effectively in education. Moreover, each individual participant described their role in the FATIH Project in accordance with their relative position and stated that they could perform whatever was expected of them for the effective and efficient use and progress of the project. The views of the participants regarding the FATİH Project vary according to the kind of the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=FATIH%20project" title=" FATIH project"> FATIH project</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/3098/the-views-of-teachers-students-and-parents-on-the-fatih-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3098.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">441</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">9197</span> Residual Life Prediction for a System Subject to Condition Monitoring and Two Failure Modes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akram%20Khaleghei">Akram Khaleghei</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghosheh%20Balagh"> Ghosheh Balagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Viliam%20Makis"> Viliam Makis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we investigate the residual life prediction problem for a partially observable system subject to two failure modes, namely a catastrophic failure and a failure due to the system degradation. The system is subject to condition monitoring and the degradation process is described by a hidden Markov model with unknown parameters. The parameter estimation procedure based on an EM algorithm is developed and the formulas for the conditional reliability function and the mean residual life are derived, illustrated by a numerical example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partially%20observable%20system" title="partially observable system">partially observable system</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20Markov%20model" title=" hidden Markov model"> hidden Markov model</a>, <a href="https://publications.waset.org/abstracts/search?q=competing%20risks" title=" competing risks"> competing risks</a>, <a href="https://publications.waset.org/abstracts/search?q=residual%20life%20prediction" title=" residual life prediction"> residual life prediction</a> </p> <a href="https://publications.waset.org/abstracts/6352/residual-life-prediction-for-a-system-subject-to-condition-monitoring-and-two-failure-modes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6352.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">415</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">9196</span> Project Design Deliverables Sequence (PDD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahed%20Al-Hajeri">Nahed Al-Hajeri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are several reasons which lead to a delay in project completion, out of all, one main reason is the delay in deliverable processing, i.e. submission and review of documents. Most of the project cycles start with a list of deliverables but without a sequence of submission of the same, means without a direction to move, leading to overlapping of activities and more interdependencies. Hence Project Design Deliverables (PDD) is developed as a solution to Organize Transmittals (Documents/Drawings) received from contractors/consultants during different phases of an EPC (Engineering, Procurement, and Construction) projects, which gives proper direction to the stakeholders from the beginning, to reduce inter-discipline dependency, avoid overlapping of activities, provide a list of deliverables, sequence of activities, etc. PDD attempts to provide a list and sequencing of the engineering documents/drawings required during different phases of a Project which will benefit both client and Contractor in performing planned activities through timely submission and review of deliverables. This helps in ensuring improved quality and completion of Project in time. The successful implementation begins with a detailed understanding the specific challenges and requirements of the project. PDD will help to learn about vendor document submissions including general workflow, sequence and monitor the submission and review of the deliverables from the early stages of Project. This will provide an overview for the Submission of deliverables by the concerned during the projects in proper sequence. The goal of PDD is also to hold responsible and accountability of all stakeholders during complete project cycle. We believe that successful implementation of PDD with a detailed list of documents and their sequence will help organizations to achieve the project target. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EPC%20%28Engineering" title="EPC (Engineering">EPC (Engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=Procurement" title=" Procurement"> Procurement</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20Construction%29" title=" and Construction)"> and Construction)</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20design%20deliverables%20%28PDD%29" title=" project design deliverables (PDD)"> project design deliverables (PDD)</a>, <a href="https://publications.waset.org/abstracts/search?q=econometrics%20sciences" title=" econometrics sciences"> econometrics sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20sciences" title=" management sciences"> management sciences</a> </p> <a href="https://publications.waset.org/abstracts/22848/project-design-deliverables-sequence-pdd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22848.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">400</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">9195</span> Mobile Cloud Application in Design Build Bridge Construction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng%20Sun">Meng Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Bin%20Wei"> Bin Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past decades, design-build has become a more popular project delivery system especially for the large scaled infrastructure project in North America. It provides a one-stop shopping system for the client therefore improves the efficiency of construction, and reduces the risks and overall cost for the clients. Compared to the project with traditional delivery method, design-build project requires contractor and designer to work together efficiently to deliver the best-value solutions through the construction process. How to facilitate a solid integration and efficient interaction between contractor and designer often affects the schedule, budget and quality of the construction therefore becomes a key factor to the success of a design-build project. This paper presents a concept of using modern mobile cloud technology to provide an integrated solution during the design-build construction. It uses mobile cloud architecture to provide a platform for real-time field progress, change request approval, job progress log, and project time entry with devices integration for field information and communications. The paper uses a real filed change notice as an example to demonstrate how mobile cloud technology applies in a design-build project and how it can improve the project efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud" title="cloud">cloud</a>, <a href="https://publications.waset.org/abstracts/search?q=design-build" title=" design-build"> design-build</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20change%20notice" title=" field change notice"> field change notice</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/61208/mobile-cloud-application-in-design-build-bridge-construction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61208.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">248</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">9194</span> Attitude towards Biology among Academic Talented Students in Term of Gender: Case Study of ASASIpintar Pre–University Programme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sy%20Ing%20Ong">Sy Ing Ong</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Norazman"> N. Norazman</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20W.%20You"> H. W. You</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zahidi"> A. Zahidi</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Ahmad%20Faisal"> R. Ahmad Faisal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The decline in students’ involvement in the fields of Science, Technology, Engineering and Mathematics (STEM) worldwide is alarming. In Malaysia, this scenario also draws the attention of Ministry of Education due to the high demand for professionals in STEM industries and for the sake of country development. Intensive researches have been done worldwide to identify the best solution to improve the enrolment of students in science studies. Attitude is being identified as one of the key factors that will influence students’ interest and achievement in academic. Male students are always associated with negative attitudes compared to female students towards the study of Biological science. Hence, this study investigates the attitudes of students towards Biology in the setting of an academic talented institution in Malaysia namely ASASIpintar Pre-University Programme. A total of 84 students were randomly selected from 127 students as the samples of this study. The instrument of Biology Attitude Scale (BAS) from Russell and Hollander (1975) was used to identify the attitudes of samples. Based on the analysis, there was no significant difference in the students’ mean attitude towards Biology subject in this institution between genders with a significant level of p = 0.05. This indicated that gender is not a key factor that influences students’ attitude towards Biology in this study. Future research can be done on other factors that will contribute to the attitude of students towards biology in Malaysia, especially for academically talented students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20talented" title="academic talented">academic talented</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=biology" title=" biology"> biology</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/89390/attitude-towards-biology-among-academic-talented-students-in-term-of-gender-case-study-of-asasipintar-pre-university-programme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89390.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">226</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">9193</span> The Effect of Contemporary Islamic Thought Liberalization to the Development of Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Malik">Ibrahim Malik</a>, <a href="https://publications.waset.org/abstracts/search?q=Vita%20Fathimah%20Silondae"> Vita Fathimah Silondae</a>, <a href="https://publications.waset.org/abstracts/search?q=Askoning"> Askoning</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The liberalization of Islamic thought is not only an impact on the views of Muslim community regarding worldview, but has touched the stage reconstruction of contemporary science. It can be seen from the emergence of Western and Eastern intellectual movements that try to reconstruct contemporary science arguing that scientific culture is not currently able to deliver audiences to change the order of the better society. Such Islamic thought liberalization has a huge influence on the multi-dimensional crisis in various sectors such as the economic, culture, politic, ecology, and other sectors. Therefore, this paper examines the effects of the liberalization of contemporary Islamic thought towards on the development of modern science. The method used in this paper is based on textual study of Al-Qur'an, Hadith (prophetic tradition), and the history of contemporary Islamic thought and comparing it with the reality of the development of science today. So, the influence of Islamic thought liberalization has created a crisis and stagnation of the development of scientific disciplines can be found. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberalization" title="liberalization">liberalization</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20science" title=" development of science"> development of science</a> </p> <a href="https://publications.waset.org/abstracts/24063/the-effect-of-contemporary-islamic-thought-liberalization-to-the-development-of-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24063.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">428</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">9192</span> Managing Early Stakeholder Involvement at the Early Stages of a Building Project Life Cycle</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theophilus%20O.%20Odunlami">Theophilus O. Odunlami</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Haroglu"> Hasan Haroglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nader%20Saleh-Matter"> Nader Saleh-Matter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The challenges facing the construction industry are often worsened by the compounded nature of projects coupled with the complexity of key stakeholders involved at different stages of the project. Projects are planned to achieve outlined benefits in line with the business case; however, a lack of effective management of key stakeholders can result in unrealistic delivery aspirations, unnecessary re-works, and overruns. The aim of this study is to examine the early stages of a project lifecycle and investigate the stakeholder management and involvement processes and their impact on the successful delivery of the project. The research engaged with conventional construction organisations and project personnel and stakeholders on diverse projects, using a research strategy to analyse existing project case studies, narrative enquiries, interviews, and surveys using a combined qualitative, quantitative, and mixed method of analysis. Research findings have shown that the involvement of stakeholders at different levels during the early stages has pronounced effects on project delivery; it helps to forge synergy and promotes a clear understanding of individual responsibilities, strengths, and weaknesses. This has often fostered a positive sense of productive collaboration right through the early stages of the project. These research findings intend to contribute to the development of a process framework for stakeholder and project team involvement in the early stages of a project. This framework will align with the selection criteria for stakeholders, contractors, and resources, ultimately contributing to the successful completion of projects. The primary question addressed in this study is stakeholder involvement and management of the early stages of a building project life cycle impacts project delivery. Findings showed that early-stage stakeholder involvement and collaboration between project teams and contractors significantly contribute to project success. However, a strong and healthy communication strategy would be required to maintain the flow of value-added ideas among stakeholders at the early stages to benefit the project at the execution stage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20stages" title="early stages">early stages</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20lifecycle" title=" project lifecycle"> project lifecycle</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making%20strategy" title=" decision-making strategy"> decision-making strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20framework" title=" project framework"> project framework</a> </p> <a href="https://publications.waset.org/abstracts/172085/managing-early-stakeholder-involvement-at-the-early-stages-of-a-building-project-life-cycle" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9191</span> Effect of Building Construction Sizes on Project Delivery Methods in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuruddeen%20Usman">Nuruddeen Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Sani"> Mohammad Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The performance of project delivery methods has been an issue of concern to various stakeholders in the construction industry. The contracting system of project delivery is the traditional system used in the delivery of most public projects in Nigeria. The direct labor system is used most times as an alternative to the traditional system. There were so many complain about the performance of contracting system and the suitability of direct labor as an alternative to the delivery of public projects. Therefore, this paper is aimed at investigating the effect of project size on the project delivery methods in the completed public buildings. Questionnaires were self-administered to managerial staff in the study area and analyzed using descriptive statistics. The findings reveals that contracting system was choosing for large size building construction project delivery with higher frequency (F) of 40 (76.9%) against direct labor with 12 (23.1%). While the small size project, the result revealed a frequency (F) of 26 (50%) for contracting system and direct labor system respectively. Base on the research findings, the contracting system, was recommended for all sizes of building construction project delivery while direct labor system can only use as an alternative for small size building construction projects delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20size" title="construction size">construction size</a>, <a href="https://publications.waset.org/abstracts/search?q=contracting%20system" title=" contracting system"> contracting system</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20labour" title=" direct labour"> direct labour</a>, <a href="https://publications.waset.org/abstracts/search?q=effect" title=" effect"> effect</a> </p> <a href="https://publications.waset.org/abstracts/34754/effect-of-building-construction-sizes-on-project-delivery-methods-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9190</span> Enhancing Thai In-Service Science Teachers' Technological Pedagogical Content Knowledge Integrating Local Context and Sufficiency Economy into Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siriwan%20Chatmaneerungcharoen">Siriwan Chatmaneerungcharoen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An emerging body of ‘21st century skills’-such as adaptability, complex communication skills, technology skills and the ability to solve non-routine problems--are valuable across a wide range of jobs in the national economy. Within the Thai context, a focus on the Philosophy of Sufficiency Economy is integrated into Science Education. Thai science education has advocated infusing 21st century skills and Philosophy of Sufficiency Economy into the school curriculum and several educational levels have launched such efforts. Therefore, developing science teachers to have proper knowledge is the most important factor to success of the goals. The purposes of this study were to develop 40 Cooperative Science teachers’ Technological Pedagogical Content Knowledge (TPACK) and to develop Professional Development Model integrated with Co-teaching Model and Coaching System (Co-TPACK). TPACK is essential to career development for teachers. Forty volunteer In-service teachers who were science cooperative teachers participated in this study for 2 years. Data sources throughout the research project consisted of teacher refection, classroom observations, Semi-structure interviews, Situation interview, questionnaires and document analysis. Interpretivist framework was used to analyze the data. Findings indicate that at the beginning, the teachers understood only the meaning of Philosophy of Sufficiency Economy but they did not know how to integrate the Philosophy of Sufficiency Economy into their science classrooms. Mostly, they preferred to use lecture based teaching and experimental teaching styles. While the Co- TPACK was progressing, the teachers had blended their teaching styles and learning evaluation methods. Co-TPACK consists of 3 cycles (Student Teachers’ Preparation Cycle, Cooperative Science Teachers Cycle, Collaboration cycle (Co-teaching, Co-planning, and Co-Evaluating and Coaching System)).The Co-TPACK enhances the 40 cooperative science teachers, student teachers and university supervisor to exchange their knowledge and experience on teaching science. There are many channels that they used for communication including online. They have used more Phuket context-integrated lessons, technology-integrated teaching and Learning that can explicit Philosophy of Sufficiency Economy. Their sustained development is shown in their lesson plans and teaching practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20content%20knowledge" title="technological pedagogical content knowledge">technological pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20sufficiency%20economy" title=" philosophy of sufficiency economy"> philosophy of sufficiency economy</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20system" title=" coaching system"> coaching system</a> </p> <a href="https://publications.waset.org/abstracts/42530/enhancing-thai-in-service-science-teachers-technological-pedagogical-content-knowledge-integrating-local-context-and-sufficiency-economy-into-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42530.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">464</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">9189</span> Critical Activity Effect on Project Duration in Precedence Diagram Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salman%20Ali%20Nisar">Salman Ali Nisar</a>, <a href="https://publications.waset.org/abstracts/search?q=Koshi%20Suzuki"> Koshi Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Precedence Diagram Method (PDM) with its additional relationships i.e., start-to-start, finish-to-finish, and start-to-finish, between activities provides more flexible schedule than traditional Critical Path Method (CPM). But, changing the duration of critical activities in PDM network will have anomalous effect on critical path. Researchers have proposed some classification of critical activity effects. In this paper, we do further study on classifications of critical activity effect and provide more information in detailed. Furthermore, we determine the maximum amount of time for each class of critical activity effect by which the project managers can control the dynamic feature (shortening/lengthening) of critical activities and project duration more efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20project%20management" title="construction project management">construction project management</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20method" title=" critical path method"> critical path method</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20scheduling" title=" project scheduling"> project scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=precedence%20diagram%20method" title=" precedence diagram method"> precedence diagram method</a> </p> <a href="https://publications.waset.org/abstracts/11841/critical-activity-effect-on-project-duration-in-precedence-diagram-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11841.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">511</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20project%20subject&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20project%20subject&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20project%20subject&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li 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