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programming tutors</title> <meta name="description" content="Search results for: intelligent programming tutors"> <meta name="keywords" content="intelligent programming tutors"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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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="intelligent programming tutors"> <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> 1751</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intelligent programming tutors</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1751</span> Review of Currently Adopted Intelligent Programming Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Garcia">Rita Garcia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent Programming Tutors, IPTs, are supplemental educational devices that assist in teaching software development. These systems provide customized learning allowing the user to select the presentation pace, pedagogical strategy, and to recall previous and additional teaching materials reinforcing learning objectives. In addition, IPTs automatically records individual’s progress, providing feedback to the instructor and student. These tutoring systems have an advantage over Tutoring Systems because Intelligent Programming Tutors are not limited to one teaching strategy and can adjust when it detects the user struggling with a concept. The Intelligent Programming Tutor is a category of Intelligent Tutoring Systems, ITS. ITS are available for many fields in education, supporting different learning objectives and integrate into other learning tools, improving the student's learning experience. This study provides a comparison of the IPTs currently adopted by the educational community and will focus on the different teaching methodologies and programming languages. The study also includes the ability to integrate the IPT into other educational technologies, such as massive open online courses, MOOCs. The intention of this evaluation is to determine one system that would best serve in a larger ongoing research project and provide findings for other institutions looking to adopt an Intelligent Programming Tutor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools" title="computer education tools">computer education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20software%20development%20assistance" title=" integrated software development assistance"> integrated software development assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors" title=" intelligent programming tutors"> intelligent programming tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20systems" title=" tutoring systems"> tutoring systems</a> </p> <a href="https://publications.waset.org/abstracts/66918/review-of-currently-adopted-intelligent-programming-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66918.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">317</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">1750</span> A Common Automated Programming Platform for Knowledge Based Software Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Stanev">Ivan Stanev</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Koleva"> Maria Koleva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A common platform for automated programming (CPAP) is defined in details. Two versions of CPAP are described: Cloud-based (including the set of components for classic programming, and the set of components for combined programming) and KBASE based (including the set of components for automated programming, and the set of components for ontology programming). Four KBASE products (module for automated programming of robots, intelligent product manual, intelligent document display, and intelligent form generator) are analyzed and CPAP contributions to automated programming are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automated%20programming" title="automated programming">automated programming</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20based%20software%20engineering" title=" knowledge based software engineering"> knowledge based software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20oriented%20architecture" title=" service oriented architecture"> service oriented architecture</a> </p> <a href="https://publications.waset.org/abstracts/40829/a-common-automated-programming-platform-for-knowledge-based-software-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40829.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">343</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">1749</span> Work Experience and Employability: Results and Evaluation of a Pilot Training Course on Skills for Company Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20Barraycoa">Javier Barraycoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga"> Olga Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work experience placements are one of the main routes to employment and acquiring professional experience for recent graduates. The effectiveness of these work experience placements is conditioned to the training in skills, especially teaching skills, of company tutors. For this reason, a manual specifically designed for training company tutors in these skills has been developed. Similarly, a pilot semi-attendance course to provide the resources that enable tutors to improve their role as instructors was carried out. The course was quantitatively and qualitatively evaluated with the aim of assessing its effectiveness, detecting shortcomings and areas to be improved, and revising the manual contents. One of the biggest achievements was the raising of awareness in the participating tutors of the importance of their work and of the need to develop teaching skills. As a result of this project, we have detected a need to design specific training supplements according to knowledge areas and sectors, to collate good practices and to create easily accessible audiovisual materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=company%20tutors" title="company tutors">company tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills"> teaching skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/61376/work-experience-and-employability-results-and-evaluation-of-a-pilot-training-course-on-skills-for-company-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61376.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">1748</span> The Perceptions, Experiences, and Views of E-Tutors on Active Learning in the ODeL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bunki%20Enid%20Pitsoane">Bunki Enid Pitsoane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was influenced by the radical change in the tutorial system of UNISA, immigrating from face to face to E-tutoring. The study was undertaken to investigate the perceptions, experiences, and views of E-tutors in relation to active learning. The study is aimed at capturing the views and experiences of E-tutors as they are deemed to implement active learning within their E-tutoring. The problem was traced from Developmental and behaviorist’s theorists perspective and factors related to perception, experience, and views of E-tutors on active learning. The research is aligned with the views of constructivism which put more emphasis on situated learning, chaos, and digital factors. The basis of the theory is that learning is developmental, situational and context-sensitive and also digital. The theorists further purports that the tutor’s conception of teaching and learning influence their tutoring style. In order to support or reject the findings of the literature study, qualitative research in the form of interviews and document analysis were conducted. The sample of the study constituted of 10 E-tutors who are involved in tutoring modules from the College of Education. The identified E-tutors were randomly selected based on their availability. The data concerning E-tutors perception and experience was analysed and interpreted. The results of the empirical study indicated that some tutors are struggling to implement active learning because they are digital immigrants or they lack in digital knowledge which affect productivity in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-Tutoring" title="E-Tutoring">E-Tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=views" title=" views"> views</a> </p> <a href="https://publications.waset.org/abstracts/82464/the-perceptions-experiences-and-views-of-e-tutors-on-active-learning-in-the-odel-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82464.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">222</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">1747</span> Positive Politeness in Writing Centre Consultations with an Emphasis on Praise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avasha%20Rambiritch">Avasha Rambiritch</a>, <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Carstens"> Adelia Carstens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In especially the context of a writing center, learning takes place during, and as part of, the conversations between the writing center tutor and the student. This interaction or dialogue is an integral part of writing center research and is the focus of this largely qualitative study, employing a politeness lens. While there is some research on positive politeness strategies employed by writing center tutors, there is very little research on specifically praising as a positive politeness strategy. This study attempts to fill this gap by analyzing a corpus of 10 video-recorded consultations to determine how tutors in a writing center utilize the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy. The research indicates that praise as a politeness strategy is utilized significantly more when commenting on higher-order concerns, as in line with the writing center literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip the tutors (usually postgraduate students appointed as part-time tutors in the writing center) for the work they do on a daily basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20center" title="writing center">writing center</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20politeness" title=" positive politeness"> positive politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/135646/positive-politeness-in-writing-centre-consultations-with-an-emphasis-on-praise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135646.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">215</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">1746</span> Lessons Learnt from Tutors’ Perspectives on Online Tutorial’s Policies in Open and Distance Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Durri%20Andriani">Durri Andriani</a>, <a href="https://publications.waset.org/abstracts/search?q=Irsan%20Tahar"> Irsan Tahar</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilian%20Sarah%20Hiariey"> Lilian Sarah Hiariey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every institution has to develop, implement, and control its policies to ensure the effectiveness of the institution. In doing so, all related stakeholders have to be involved to maximize the benefit of the policies and minimize the potential constraints and resistances. Open and distance education (ODE) institution is no different. As an education institution, ODE institution has to focus their attention to fulfilling academic needs of their students through open and distance measures. One of them is quality learning support system. Significant stakeholders in learning support system are tutors since they are the ones who directly communicate with students. Tutors are commonly seen as objects whose main responsibility is limited to implementing policies decided by management in ODE institutions. Nonetheless, tutors’ perceptions of tutorials are believed to influence tutors’ performances in facilitating learning support. It is therefore important to analyze tutors’ perception on various aspects of learning support. This paper presents analysis of tutors’ perceptions on policies of tutoriala in ODE institution using Policy Analysis Framework (PAF) modified by King, Nugent, Russell, and Lacy. Focus of this paper is on on-line tutors, those who provide tutorials via Internet. On-line tutors were chosen to stress the increasingly important used of Internet in ODE system. The research was conducted in Universitas Terbuka (UT), Indonesia. UT is purposely selected because of its large number (1,234) of courses offered and large area coverage (6000 inhabited islands). These posed UT in a unique position where learning support system has, to some extent, to be standardized while at the same time it has to be able to cater the needs of different courses in different places for students with different backgrounds. All 598 listed on-line tutors were sent the research questionnaires. Around 20% of the email addresses could not be reached. Tutors were asked to fill out open-ended questionnaires on their perceptions on definition of on-line tutorial, roles of tutors and students in on-line tutorials, requirement for on-line tutors, learning materials, and student evaluation in on-line tutorial. Data analyzed was gathered from 40 on-line tutors who sent back filled-out questionnaires. Data were analyzed qualitatively using content analysis from all 40 tutors. The results showed that using PAF as entry point in choosing learning support services as area of policy with delivery learning materials as the issue at UT has been able to provide new insights of aspects need to be consider in formulating policies in online tutorial and in learning support services. Involving tutors as source of information could be proven to be productive. In general, tutors had clear understanding about definition of online tutorial, roles of tutors and roles of students, and requirement of tutor. Tutors just need to be more involved in the policy formulation since they could provide data on students and problem faced in online tutorial. However, tutors need an adjustment in student evaluation which according tutors too focus on administrative aspects and subjective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=on-line%20tutorial" title=" on-line tutorial"> on-line tutorial</a>, <a href="https://publications.waset.org/abstracts/search?q=tutorial%20policy" title=" tutorial policy"> tutorial policy</a>, <a href="https://publications.waset.org/abstracts/search?q=tutors%E2%80%99%20perspectives" title=" tutors’ perspectives"> tutors’ perspectives</a> </p> <a href="https://publications.waset.org/abstracts/50331/lessons-learnt-from-tutors-perspectives-on-online-tutorials-policies-in-open-and-distance-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50331.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">1745</span> TutorBot+: Automatic Programming Assistant with Positive Feedback based on LLMs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claudia%20Mart%C3%ADnez-Araneda">Claudia Martínez-Araneda</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariella%20Guti%C3%A9rrez"> Mariella Gutiérrez</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20G%C3%B3mez"> Pedro Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Diego%20Maldonado"> Diego Maldonado</a>, <a href="https://publications.waset.org/abstracts/search?q=Alejandra%20Segura"> Alejandra Segura</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Vidal-Castro"> Christian Vidal-Castro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this document is to showcase the preliminary work in developing an EduChatbot-type tool and measuring the effects of its use aimed at providing effective feedback to students in programming courses. This bot, hereinafter referred to as tutorBot+, was constructed based on chatGPT and is tasked with assisting and delivering timely positive feedback to students in the field of computer science at the Universidad Católica de Concepción. The proposed working method consists of four stages: (1) Immersion in the domain of Large Language Models (LLMs), (2) Development of the tutorBot+ prototype and integration, (3) Experiment design, and (4) Intervention. The first stage involves a literature review on the use of artificial intelligence in education and the evaluation of intelligent tutors, as well as research on types of feedback for learning and the domain of chatGPT. The second stage encompasses the development of tutorBot+, and the final stage involves a quasi-experimental study with students from the Programming and Database labs, where the learning outcome involves the development of computational thinking skills, enabling the use and measurement of the tool's effects. The preliminary results of this work are promising, as a functional chatBot prototype has been developed in both conversational and non-conversational versions integrated into an open-source online judge and programming contest platform system. There is also an exploration of the possibility of generating a custom model based on a pre-trained one tailored to the domain of programming. This includes the integration of the created tool and the design of the experiment to measure its utility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=chatGPT" title=" chatGPT"> chatGPT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=LLMs" title=" LLMs"> LLMs</a>, <a href="https://publications.waset.org/abstracts/search?q=timely%20feedback" title=" timely feedback"> timely feedback</a> </p> <a href="https://publications.waset.org/abstracts/172610/tutorbot-automatic-programming-assistant-with-positive-feedback-based-on-llms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172610.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">68</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">1744</span> A Unique Professional Development of Teacher Educators: Teaching Colleagues </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naomi%20Weiner-Levy">Naomi Weiner-Levy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mofet Institute of Research, established a School of Professional Development, the only one of its kind in Israel and throughout the world. It offers specialized programs for teacher educators, providing them with the professional knowledge and skills. The studies aim at updating teachers about rapidly changing knowledge and skills. Teacher educators are conceptualized as shifting from first order practitioners (school teachers) to second order practitioners. Those who train teachers are referred to as third order practitioners. The instructors in the School of Professional Development are third-order practitioners – teacher educators specializing in teaching their colleagues. Collegial guidance by teachers’ college staff members is no simple task: Tutors must be expert in their field of specialization, as well as in instruction. Moreover, although colleagues, they have to position themselves within the group as authoritative figures in terms of instruction and knowledge. To date, the role and professional identity of these third-order practitioners, has not been studied. To understand the nature and development of professional identity, a qualitative study was conducted in which 12 tutors of various subjects were interviewed. These were analyzed by categorical content analysis. The findings, assessed professional identity through a post-modern prism, while examining the interplay among events that tutors experienced, the knowledge they acquired and the structuring of their professional identity. The Tutors’ identity transformed through negotiating with ‘self’ and ‘other’ in the class, and constructed by their mutual experiences as tutors and learners. Understanding the function and identity of tutors facilitates comprehension of this unique training process for teacher educators. <p class="card-text"><strong>Keywords:</strong> <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=professional%20identity" title=" professional identity"> professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a> </p> <a href="https://publications.waset.org/abstracts/76885/a-unique-professional-development-of-teacher-educators-teaching-colleagues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76885.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">223</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">1743</span> Videoconference Technology: An Attractive Vehicle for Challenging and Changing Tutors Practice in Open and Distance Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramorola%20Mmankoko%20Ziphorah">Ramorola Mmankoko Ziphorah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Videoconference technology represents a recent experiment of technology integration into teaching and learning in South Africa. Increasingly, videoconference technology is commonly used as a substitute for the traditional face-to-face approaches to teaching and learning in helping tutors to reshape and change their teaching practices. Interestingly, though, some studies point out that videoconference technology is commonly used for knowledge dissemination by tutors and not so much for the actual teaching of course content in Open and Distance Learning context. Though videoconference technology has become one of the dominating technologies available among Open and Distance Learning institutions, it is not clear that it has been used as effectively to bridge the learning distance in time, geography, and economy. While tutors are prepared theoretically, in most tutor preparation programs, on the use of videoconference technology, there are still no practical guidelines on how they should go about integrating this technology into their course teaching. Therefore, there is an urgent need to focus on tutor development, specifically on their capacities and skills to use videoconference technology. The assumption is that if tutors become competent in the use of the videoconference technology for course teaching, then their use in Open and Distance Learning environment will become more commonplace. This is the imperative of the 4th Industrial Revolution (4IR) on education generally. Against the current vacuum in the practice of using videoconference technology for course teaching, the current study proposes a qualitative phenomenological approach to investigate the efficacy of videoconferencing as an approach to student learning. Using interviews and observation data from ten participants in Open and Distance Learning institution, the author discusses how dialogue and structure interacted to provide the participating tutors with a rich set of opportunities to deliver course content. The findings to this study highlight various challenges experienced by tutors when using videoconference technology. The study suggests tutor development programs on their capacity and skills and on how to integrate this technology with various teaching strategies in order to enhance student learning. The author argues that it is not merely the existence of the structure, namely the videoconference technology, that provides the opportunity for effective teaching, but that is the interactions, namely, the dialogue amongst tutors and learners that make videoconference technology an attractive vehicle for challenging and changing tutors practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20distance%20learning" title="open distance learning">open distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transactional%20distance" title=" transactional distance"> transactional distance</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a>, <a href="https://publications.waset.org/abstracts/search?q=videoconference" title=" videoconference"> videoconference</a> </p> <a href="https://publications.waset.org/abstracts/147474/videoconference-technology-an-attractive-vehicle-for-challenging-and-changing-tutors-practice-in-open-and-distance-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147474.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">128</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">1742</span> Accessibility Centres in Higher Education Institutions: Inclusiveness and Peer Tutoring Programmes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vassilis%20Argyropoulos">Vassilis Argyropoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Nikolaraizi"> Magda Nikolaraizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Papazafiri"> Maria Papazafiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A growing number of students with disabilities attend institutions of higher education, and according to evidenced-based data, it seems that they face many obstacles regarding their academic access and inclusion. The fact that more and more students decide to actively participate in higher education, on the one hand, empowers and strengthens inclusiveness in tertiary education, but on the other hand, it brings new challenges to their access to scientific content as well as to their interactions with other students and faculty members. For this, accessibility centres have come to the fore in many higher education institutions, in order to respond to the needs of students with disabilities. In this paper, we present a study regarding the peer tutoring program, which is a service delivered by the Accessibility Centre at the University of Thessaly in Greece. Specifically, the current paper aims to describe the experiences of tutees and tutors regarding their relationships developed throughout the peer tutoring program. Twelve tutors and eight tutees with disabilities participated in the study, whose experiences were explored through interviews and were analyzed in a qualitative way. In our study, all tutees and most of the tutors described their relationship as friendly, while a few tutors preferred a more formal relationship. Also, both tutors and tutees described some of the challenges, such as setting limits or arranging an appointment. Finally, peer tutoring programs seem very promising, but in order to be effective, there is a need for training and supporting students regarding their role as well as monitoring the progress of the peer tutoring program, ensuring its smooth operation and success for both tutors and tutees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20tutoring" title=" peer tutoring"> peer tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusiveness" title=" inclusiveness"> inclusiveness</a> </p> <a href="https://publications.waset.org/abstracts/182688/accessibility-centres-in-higher-education-institutions-inclusiveness-and-peer-tutoring-programmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182688.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">53</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">1741</span> A Survey of Grammar-Based Genetic Programming and Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20T.%20Wilson">Matthew T. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper covers a selection of research utilizing grammar-based genetic programming, and illustrates how context-free grammar can be used to constrain genetic programming. It focuses heavily on grammatical evolution, one of the most popular variants of grammar-based genetic programming, and the way its operators and terminals are specialized and modified from those in genetic programming. A variety of implementations of grammatical evolution for general use are covered, as well as research each focused on using grammatical evolution or grammar-based genetic programming on a single application, or to solve a specific problem, including some of the classically considered genetic programming problems, such as the Santa Fe Trail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context-free%20grammar" title="context-free grammar">context-free grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithms" title=" genetic algorithms"> genetic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20programming" title=" genetic programming"> genetic programming</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20evolution" title=" grammatical evolution"> grammatical evolution</a> </p> <a href="https://publications.waset.org/abstracts/120249/a-survey-of-grammar-based-genetic-programming-and-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120249.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">187</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">1740</span> Cutting Plane Methods for Integer Programming: NAZ Cut and Its Variations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Bari">A. Bari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integer programming is a branch of mathematical programming techniques in operations research in which some or all of the variables are required to be integer valued. Various cuts have been used to solve these problems. We have also developed cuts known as NAZ cut & A-T cut to solve the integer programming problems. These cuts are used to reduce the feasible region and then reaching the optimal solution in minimum number of steps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Integer%20Programming" title="Integer Programming">Integer Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=NAZ%20cut" title=" NAZ cut"> NAZ cut</a>, <a href="https://publications.waset.org/abstracts/search?q=A-T%20cut" title=" A-T cut"> A-T cut</a>, <a href="https://publications.waset.org/abstracts/search?q=Cutting%20plane%20method" title=" Cutting plane method"> Cutting plane method</a> </p> <a href="https://publications.waset.org/abstracts/8763/cutting-plane-methods-for-integer-programming-naz-cut-and-its-variations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8763.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">364</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">1739</span> The Hidden Characteristics That Tutors Hope Dundee Mmed Graduates Might Have after Graduation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afnan%20Khoja">Afnan Khoja</a>, <a href="https://publications.waset.org/abstracts/search?q=Ittisak%20Subrungruang"> Ittisak Subrungruang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kritchaya%20Ritruechai"> Kritchaya Ritruechai</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Jones"> Linda Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wall"> David Wall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Some characteristics might be stated as an objective of the curriculum and some might be hidden. The hidden curriculum is the unwritten and unintended lessons and perspectives that students absorb in school. Though, the hidden characteristics are expected that tutors hope students might have in order to become medical educators. We suspected our faculty hoped we would develop skills, know and develop beyond the written outcomes. Our research question aimed to explore the hidden curriculum; as part of our learning; we had to design and report findings. Summary of Work: We undertook semi-structured interviews with a sample of the centre for medical education faculty at Dundee. Participants answered the question , of what are the hidden characteristics that they hope Dundee MMed graduates might have after graduation. Thematic analysis was carried out on the interview scripts. Summary of Results: A thematic analysis was carried out on the interview transcripts. Three main themes were identified from all respondents' comments. These were lifelong learners, being flexible and problem solvers. In addition individual respondents also described sense of humour, collaboration, humility, role model, inquisitiveness, optimism, and ability to express oneself clearly. Discussion: Tutors put great value on three behaviours lifelong learner, flexible, and problem solver, which are part of professional characteristics in leadership. Therefore, leadership characteristics is incorporated as the outcomes of hidden characteristics that tutors would like to see. Conclusion: Tutors in the Master's program of medical education at the University of Dundee hope that medical education students should present the three main hidden characteristics, which are lifelong learner, flexible, and problem solver after graduation. Take-home Messages: These hidden characteristics are considered as informal unless a change has been made to the formal curriculum. Therefore, to reach the tutors’ expectations, further studies might be held to make this personal characteristics transformation more accessible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=characteristics" title="characteristics">characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20curriculum" title=" hidden curriculum"> hidden curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=informal" title=" informal"> informal</a> </p> <a href="https://publications.waset.org/abstracts/152494/the-hidden-characteristics-that-tutors-hope-dundee-mmed-graduates-might-have-after-graduation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152494.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">88</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">1738</span> Examining Relationship between Programming Performance, Programming Self Efficacy and Math Success </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ekici">Mustafa Ekici</a>, <a href="https://publications.waset.org/abstracts/search?q=Sacide%20G%C3%BCzin%20Mazman"> Sacide Güzin Mazman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Programming is the one of ability in computer science fields which is generally perceived difficult by students and various individual differences have been implicated in that ability success. Although several factors that affect programming ability have been identified over the years, there is not still a full understanding of why some students learn to program easily and quickly while others find it complex and difficult. Programming self-efficacy and mathematic success are two of those essential individual differences which are handled as having important effect on the programming success. This study aimed to identify the relationship between programming performance, programming self efficacy and mathematics success. The study group is consisted of 96 undergraduates from Department of Econometrics of Uşak University. 38 (39,58%) of the participants are female while 58 (60,41%) of them are male. Study was conducted in the programming-I course during 2014-2015 fall term. Data collection tools are comprised of programming course final grades, programming self efficacy scale and a mathematics achievement test. Data was analyzed through correlation analysis. The result of study will be reported in the full text of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=programming%20performance" title="programming performance">programming performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20success" title=" mathematic success"> mathematic success</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a> </p> <a href="https://publications.waset.org/abstracts/18162/examining-relationship-between-programming-performance-programming-self-efficacy-and-math-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18162.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">502</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">1737</span> Application of Intelligent City and Hierarchy Intelligent Buildings in Kuala Lumpur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jalalludin%20Abdul%20Malek">Jalalludin Abdul Malek</a>, <a href="https://publications.waset.org/abstracts/search?q=Zurinah%20Tahir"> Zurinah Tahir </a> </p> <p class="card-text"><strong>Abstract:</strong></p> When the Multimedia Super Corridor (MSC) was launched in 1995, it became the catalyst for the implementation of the intelligent city concept, an area that covers about 15 x 50 kilometres from Kuala Lumpur City Centre (KLCC), Putrajaya and Kuala Lumpur International Airport (KLIA). The concept of intelligent city means that the city has an advanced infrastructure and infostructure such as information technology, advanced telecommunication systems, electronic technology and mechanical technology to be utilized for the development of urban elements such as industries, health, services, transportation and communications. For example, the Golden Triangle of Kuala Lumpur has also many intelligent buildings developed by the private sector such as the KLCC Tower to implement the intelligent city concept. Consequently, the intelligent buildings in the Golden Triangle can be linked directly to the Putrajaya Intelligent City and Cyberjaya Intelligent City within the confines of the MSC. However, the reality of the situation is that there are not many intelligent buildings within the Golden Triangle Kuala Lumpur scope which can be considered of high-standard intelligent buildings as referred to by the Intelligence Quotient (IQ) building standard. This increases the need to implement the real ‘intelligent city’ concept. This paper aims to show the strengths and weaknesses of the intelligent buildings in the Golden Triangle by taking into account aspects of 'intelligence' in the areas of technology and infrastructure of buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20city%20concepts" title="intelligent city concepts">intelligent city concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20building" title=" intelligent building"> intelligent building</a>, <a href="https://publications.waset.org/abstracts/search?q=Golden%20Triangle" title=" Golden Triangle"> Golden Triangle</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuala%20Lumpur" title=" Kuala Lumpur "> Kuala Lumpur </a> </p> <a href="https://publications.waset.org/abstracts/57007/application-of-intelligent-city-and-hierarchy-intelligent-buildings-in-kuala-lumpur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57007.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">297</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">1736</span> Application of De Novo Programming Approach for Optimizing the Business Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Babic">Z. Babic</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Veza"> I. Veza</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Balic"> A. Balic</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Crnjac"> M. Crnjac</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linear programming model is sometimes difficult to apply in real business situations due to its assumption of proportionality. This paper shows an example of how to use De Novo programming approach instead of linear programming. In the De Novo programming, resources are not fixed like in linear programming but resource quantities depend only on available budget. Budget is a new, important element of the De Novo approach. Two different production situations are presented: increasing costs and quantity discounts of raw materials. The focus of this paper is on advantages of the De Novo approach in the optimization of production plan for production company which produces souvenirs made from famous stone from the island of Brac, one of the greatest islands from Croatia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20process" title="business process">business process</a>, <a href="https://publications.waset.org/abstracts/search?q=De%20Novo%20programming" title=" De Novo programming"> De Novo programming</a>, <a href="https://publications.waset.org/abstracts/search?q=optimizing" title=" optimizing"> optimizing</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a> </p> <a href="https://publications.waset.org/abstracts/80556/application-of-de-novo-programming-approach-for-optimizing-the-business-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80556.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">222</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">1735</span> A Fuzzy Programming Approach for Solving Intuitionistic Fuzzy Linear Fractional Programming Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujeet%20Kumar%20Singh">Sujeet Kumar Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiv%20Prasad%20Yadav"> Shiv Prasad Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops an approach for solving intuitionistic fuzzy linear fractional programming (IFLFP) problem where the cost of the objective function, the resources, and the technological coefficients are triangular intuitionistic fuzzy numbers. Here, the IFLFP problem is transformed into an equivalent crisp multi-objective linear fractional programming (MOLFP) problem. By using fuzzy mathematical programming approach the transformed MOLFP problem is reduced into a single objective linear programming (LP) problem. The proposed procedure is illustrated through a numerical example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=triangular%20intuitionistic%20fuzzy%20number" title="triangular intuitionistic fuzzy number">triangular intuitionistic fuzzy number</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20programming%20problem" title=" linear programming problem"> linear programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20objective%20linear%20programming%20problem" title=" multi objective linear programming problem"> multi objective linear programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20mathematical%20programming" title=" fuzzy mathematical programming"> fuzzy mathematical programming</a>, <a href="https://publications.waset.org/abstracts/search?q=membership%20function" title=" membership function"> membership function</a> </p> <a href="https://publications.waset.org/abstracts/16411/a-fuzzy-programming-approach-for-solving-intuitionistic-fuzzy-linear-fractional-programming-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16411.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">566</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">1734</span> Sensitivity Analysis in Fuzzy Linear Programming Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Nasseri">S. H. Nasseri</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ebrahimnejad"> A. Ebrahimnejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fuzzy set theory has been applied to many fields, such as operations research, control theory, and management sciences. In this paper, we consider two classes of fuzzy linear programming (FLP) problems: Fuzzy number linear programming and linear programming with trapezoidal fuzzy variables problems. We state our recently established results and develop fuzzy primal simplex algorithms for solving these problems. Finally, we give illustrative examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20linear%20programming" title="fuzzy linear programming">fuzzy linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20numbers" title=" fuzzy numbers"> fuzzy numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=duality" title=" duality"> duality</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitivity%20analysis" title=" sensitivity analysis"> sensitivity analysis</a> </p> <a href="https://publications.waset.org/abstracts/16916/sensitivity-analysis-in-fuzzy-linear-programming-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16916.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">565</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">1733</span> Instructional Immediacy Practices in Asynchronous Learning Environment: Tutors' Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samar%20Alharbi">Samar Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yota%20Dimitriadi"> Yota Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the exponential growth of information and communication technologies in higher education, new online teaching strategies have become increasingly important for student engagement and learning. In particular, some institutions depend solely on asynchronous e-learning to provide courses for their students. The major challenge facing these institutions is how to improve the quality of teaching and learning in their asynchronous tools. One of the most important methods that can help e-learner to enhance their social learning and social presence in asynchronous learning setting is immediacy. This study explores tutors perceptions of their instructional immediacy practices as part of their communication actions in online learning environments. It was used a mixed-methods design under the umbrella of pragmatic philosophical assumption. The participants included tutors at an educational institution in a Saudi university. The participants were selected with a purposive sampling approach and chose an institution that offered fully online courses to students. The findings of the quantitative data show the importance of teachers’ immediacy practices in an online text-based learning environment. The qualitative data contained three main themes: the tutors’ encouragement of student interaction; their promotion of class participation; and their addressing of the needs of the students. The findings from these mixed methods can provide teachers with insights into instructional designs and strategies that they can adopt in order to use e-immediacy in effective ways, thus improving their students’ online learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20e-learning" title="asynchronous e-learning">asynchronous e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=immediacy" title=" immediacy"> immediacy</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/72050/instructional-immediacy-practices-in-asynchronous-learning-environment-tutors-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72050.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">200</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">1732</span> Classifications of Images for the Recognition of People’s Behaviors by SIFT and SVM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henni%20Sid%20Ahmed">Henni Sid Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Belbachir%20Mohamed%20Faouzi"> Belbachir Mohamed Faouzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean%20Caelen"> Jean Caelen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Behavior recognition has been studied for realizing drivers assisting system and automated navigation and is an important studied field in the intelligent Building. In this paper, a recognition method of behavior recognition separated from a real image was studied. Images were divided into several categories according to the actual weather, distance and angle of view etc. SIFT was firstly used to detect key points and describe them because the SIFT (Scale Invariant Feature Transform) features were invariant to image scale and rotation and were robust to changes in the viewpoint and illumination. My goal is to develop a robust and reliable system which is composed of two fixed cameras in every room of intelligent building which are connected to a computer for acquisition of video sequences, with a program using these video sequences as inputs, we use SIFT represented different images of video sequences, and SVM (support vector machine) Lights as a programming tool for classification of images in order to classify people’s behaviors in the intelligent building in order to give maximum comfort with optimized energy consumption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20analysis" title="video analysis">video analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20behavior" title=" people behavior"> people behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20building" title=" intelligent building"> intelligent building</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification "> classification </a> </p> <a href="https://publications.waset.org/abstracts/24738/classifications-of-images-for-the-recognition-of-peoples-behaviors-by-sift-and-svm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24738.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">378</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">1731</span> Attitudes toward Programming Languages Based on Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shokoohi-Yekta">Mohammad Shokoohi-Yekta</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Mirebrahim"> Hamid Mirebrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A body of research has been devoted to investigating the preferences of computer programmers. These researches used various questionnaires to find out what programming language is most popular among programmers. The problem with such research is that the programmers are usually familiar with only a few languages; therefore, disregarding a number of other languages which might have characteristics that match their preferences more closely. To overcome such a problem, we decided to investigate the preferences of programmers in regards to the characteristics of languages, which help us to discover the languages that include the most characteristics preferred by the users. We conducted a user study to measure the preferences of programmers on different characteristics of programming languages and then tried to compare existing languages in the areas of application, Web and system programming. Overall, the results of our study indicated that the Ruby programming language has the highest preference score in the two areas of application and Web, and C++ has the highest score in the system area. The results of our study can also help programming language designers know the characteristics they should consider when developing new programming languages in order to attract more programmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object%20orientation" title="object orientation">object orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20language%20design" title=" programming language design"> programming language design</a>, <a href="https://publications.waset.org/abstracts/search?q=programmers%27%20preferences" title=" programmers' preferences"> programmers' preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=characteristic" title=" characteristic"> characteristic</a> </p> <a href="https://publications.waset.org/abstracts/22779/attitudes-toward-programming-languages-based-on-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22779.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">498</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">1730</span> The Primitive Code-Level Design Patterns for Distributed Programming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bing%20Li">Bing Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primitive code-level design patterns (PDP) are the rudimentary programming elements to develop any distributed systems in the generic distributed programming environment, GreatFree. The PDP works with the primitive distributed application programming interfaces (PDA), the distributed modeling, and the distributed concurrency for scaling-up. They not only hide developers from underlying technical details but also support sufficient adaptability to a variety of distributed computing environments. Programming with them, the simplest distributed system, the lightweight messaging two-node client/server (TNCS) system, is constructed rapidly with straightforward and repeatable behaviors, copy-paste-replace (CPR). As any distributed systems are made up of the simplest ones, those PDAs, as well as the PDP, are generic for distributed programming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primitive%20APIs" title="primitive APIs">primitive APIs</a>, <a href="https://publications.waset.org/abstracts/search?q=primitive%20code-level%20design%20patterns" title=" primitive code-level design patterns"> primitive code-level design patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20distributed%20programming" title=" generic distributed programming"> generic distributed programming</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20systems" title=" distributed systems"> distributed systems</a>, <a href="https://publications.waset.org/abstracts/search?q=highly%20patterned%20development%20environment" title=" highly patterned development environment"> highly patterned development environment</a>, <a href="https://publications.waset.org/abstracts/search?q=messaging" title=" messaging"> messaging</a> </p> <a href="https://publications.waset.org/abstracts/135687/the-primitive-code-level-design-patterns-for-distributed-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135687.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">191</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">1729</span> Mathematical Programming Models for Portfolio Optimization Problem: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mazura%20Mokhtar">Mazura Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Adibah%20Shuib"> Adibah Shuib</a>, <a href="https://publications.waset.org/abstracts/search?q=Daud%20Mohamad"> Daud Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Portfolio optimization problem has received a lot of attention from both researchers and practitioners over the last six decades. This paper provides an overview of the current state of research in portfolio optimization with the support of mathematical programming techniques. On top of that, this paper also surveys the solution algorithms for solving portfolio optimization models classifying them according to their nature in heuristic and exact methods. To serve these purposes, 40 related articles appearing in the international journal from 2003 to 2013 have been gathered and analyzed. Based on the literature review, it has been observed that stochastic programming and goal programming constitute the highest number of mathematical programming techniques employed to tackle the portfolio optimization problem. It is hoped that the paper can meet the needs of researchers and practitioners for easy references of portfolio optimization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=portfolio%20optimization" title="portfolio optimization">portfolio optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20programming" title=" mathematical programming"> mathematical programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-objective%20programming" title=" multi-objective programming"> multi-objective programming</a>, <a href="https://publications.waset.org/abstracts/search?q=solution%20approaches" title=" solution approaches"> solution approaches</a> </p> <a href="https://publications.waset.org/abstracts/2654/mathematical-programming-models-for-portfolio-optimization-problem-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2654.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">348</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">1728</span> Learners as Consultants: Knowledge Acquisition and Client Organisations-A Student as Producer Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barry%20Ardley">Barry Ardley</a>, <a href="https://publications.waset.org/abstracts/search?q=Abi%20Hunt"> Abi Hunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Nick%20Taylor"> Nick Taylor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a theoretical and practical framework, this study uses the student-as-producer approach to learning in higher education, as adopted by the Lincoln International Business School, University of Lincoln, UK. Students as producer positions learners as skilled and capable agents, able to participate as partners with tutors in live research projects. To illuminate the nature of this approach to learning and to highlight its critical issues, the authors report on two guided student consultancy projects. These were set up with the assistance of two local organisations in the city of Lincoln, UK. Using the student as a producer model to deliver the projects enabled learners to acquire and develop a range of key skills and knowledge not easily accessible in more traditional educational settings. This paper presents a systematic case study analysis of the eight organising principles of the student-as-producer model, as adopted by university tutors. The experience of tutors implementing students as producers suggests that the model can be widely applied to benefit not only the learning and teaching experiences of higher education students and staff but additionally a university’s research programme and its community partners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consultancy" title="consultancy">consultancy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20as%20producer" title=" student as producer"> student as producer</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a> </p> <a href="https://publications.waset.org/abstracts/159060/learners-as-consultants-knowledge-acquisition-and-client-organisations-a-student-as-producer-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159060.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">78</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">1727</span> Smart Monitoring and Control of Tap Changer Using Intelligent Electronic Device</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20N.%20Dinesh%20Babu">K. N. Dinesh Babu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20V.%20Gopalan"> M. V. Gopalan</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20R.%20Manjunatha"> G. R. Manjunatha</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Ramaprabha"> R. Ramaprabha</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Rajini"> V. Rajini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, monitoring and control of tap changer mechanism of a transformer implementation in an intelligent electronic device (IED) is discussed. Its been a custom for decades to provide a separate panel for on load tap changer control for monitoring the tap position. However this facility cannot either record or transfer the information to remote control centers. As there is a technology shift towards the smart grid protection and control standards, the need for implementing remote control and monitoring has necessitated the implementation of this feature in numerical relays. This paper deals with the programming, settings and logic implementation which is applicable to both IEC 61850 compatible and non-compatible IEDs thereby eliminating the need for separate tap changer control equipment. The monitoring mechanism has been implemented in a 28MVA, 110 /6.9kV transformer with 16 tap position with GE make T60 IED at Ultratech cement limited Gulbarga, Karnataka and is in successful service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformer%20protection" title="transformer protection">transformer protection</a>, <a href="https://publications.waset.org/abstracts/search?q=tap%20changer%20control" title=" tap changer control"> tap changer control</a>, <a href="https://publications.waset.org/abstracts/search?q=tap%20position%20monitoring" title=" tap position monitoring"> tap position monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=on%20load%20tap%20changer" title=" on load tap changer"> on load tap changer</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20electronic%20device%20%28IED%29" title=" intelligent electronic device (IED)"> intelligent electronic device (IED)</a> </p> <a href="https://publications.waset.org/abstracts/34115/smart-monitoring-and-control-of-tap-changer-using-intelligent-electronic-device" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34115.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">593</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">1726</span> Understanding the Programming Techniques Using a Complex Case Study to Teach Advanced Object-Oriented Programming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Al-Jepoori">M. Al-Jepoori</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Bennett"> D. Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching Object-Oriented Programming (OOP) as part of a Computing-related university degree is a very difficult task; the road to ensuring that students are actually learning object oriented concepts is unclear, as students often find it difficult to understand the concept of objects and their behavior. This problem is especially obvious in advanced programming modules where Design Pattern and advanced programming features such as Multi-threading and animated GUI are introduced. Looking at the students’ performance at their final year on a university course, it was obvious that the level of students’ understanding of OOP varies to a high degree from one student to another. Students who aim at the production of Games do very well in the advanced programming module. However, the students’ assessment results of the last few years were relatively low; for example, in 2016-2017, the first quartile of marks were as low as 24.5 and the third quartile was 63.5. It is obvious that many students were not confident or competent enough in their programming skills. In this paper, the reasons behind poor performance in Advanced OOP modules are investigated, and a suggested practice for teaching OOP based on a complex case study is described and evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex%20programming%20case%20study" title="complex programming case study">complex programming case study</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20pattern" title=" design pattern"> design pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20advanced%20programming" title=" learning advanced programming"> learning advanced programming</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20oriented%20programming" title=" object oriented programming"> object oriented programming</a> </p> <a href="https://publications.waset.org/abstracts/91354/understanding-the-programming-techniques-using-a-complex-case-study-to-teach-advanced-object-oriented-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91354.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">221</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">1725</span> Understanding of the Impact of Technology in Collaborative Programming for Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Selene%20Molina-Moreno">Nadia Selene Molina-Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Susana%20Avila-Garcia"> Maria Susana Avila-Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Bianchetti"> Marco Bianchetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelina%20Pantoja-Flores"> Marcelina Pantoja-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20programming" title=" collaborative programming"> collaborative programming</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20programming" title=" visual programming"> visual programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-touch%20tabletop" title=" multi-touch tabletop"> multi-touch tabletop</a>, <a href="https://publications.waset.org/abstracts/search?q=lo-fi%20prototype" title=" lo-fi prototype"> lo-fi prototype</a> </p> <a href="https://publications.waset.org/abstracts/71685/understanding-of-the-impact-of-technology-in-collaborative-programming-for-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71685.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">308</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">1724</span> Spatial Interpolation Technique for the Optimisation of Geometric Programming Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Debjani%20Chakraborty">Debjani Chakraborty</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhijit%20Chatterjee"> Abhijit Chatterjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Aishwaryaprajna"> Aishwaryaprajna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Posynomials, a special type of polynomials, having singularities, pose difficulties while solving geometric programming problems. In this paper, a methodology has been proposed and used to obtain extreme values for geometric programming problems by nth degree polynomial interpolation technique. Here the main idea to optimise the posynomial is to fit a best polynomial which has continuous gradient values throughout the range of the function. The approximating polynomial is smoothened to remove the discontinuities present in the feasible region and the objective function. This spatial interpolation method is capable to optimise univariate and multivariate geometric programming problems. An example is solved to explain the robustness of the methodology by considering a bivariate nonlinear geometric programming problem. This method is also applicable for signomial programming problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geometric%20programming%20problem" title="geometric programming problem">geometric programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=multivariate%20optimisation%20technique" title=" multivariate optimisation technique"> multivariate optimisation technique</a>, <a href="https://publications.waset.org/abstracts/search?q=posynomial" title=" posynomial"> posynomial</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20interpolation" title=" spatial interpolation"> spatial interpolation</a> </p> <a href="https://publications.waset.org/abstracts/70385/spatial-interpolation-technique-for-the-optimisation-of-geometric-programming-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70385.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">371</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">1723</span> Fuzzy Linear Programming Approach for Determining the Production Amounts in Food Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20G%C3%BCney">B. Güney</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%87.%20Teke"> Ç. Teke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, rapid and correct decision making is crucial for both people and enterprises. However, uncertainty makes decision-making difficult. Fuzzy logic is used for coping with this situation. Thus, fuzzy linear programming models are developed in order to handle uncertainty in objective function and the constraints. In this study, a problem of a factory in food industry is investigated, required data is obtained and the problem is figured out as a fuzzy linear programming model. The model is solved using Zimmerman approach which is one of the approaches for fuzzy linear programming. As a result, the solution gives the amount of production for each product type in order to gain maximum profit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20industry" title="food industry">food industry</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20linear%20programming" title=" fuzzy linear programming"> fuzzy linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20programming" title=" linear programming "> linear programming </a> </p> <a href="https://publications.waset.org/abstracts/27880/fuzzy-linear-programming-approach-for-determining-the-production-amounts-in-food-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27880.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">650</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">1722</span> Exploration and Reform of Fundamentals of Program Design Based on Application Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiaqi%20Yin">Jiaqi Yin</a>, <a href="https://publications.waset.org/abstracts/search?q=Baofeng%20Liang"> Baofeng Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development in the fields of computer science and information technology presents new challenges and opportunities for foundational programming education. Traditional programming courses often focus heavily on theoretical knowledge while neglecting students’ practical programming and problem-solving abilities. This paper delves into the significance of programming education based on application abilities and provides a detailed explanation of a reform approach that incorporates project-driven teaching to nurture students with more comprehensive computer science skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fundamentals%20of%20programming" title="fundamentals of programming">fundamentals of programming</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20abilities" title=" application abilities"> application abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20reform" title=" pedagogical reform"> pedagogical reform</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20design" title=" program design"> program design</a> </p> <a href="https://publications.waset.org/abstracts/175754/exploration-and-reform-of-fundamentals-of-program-design-based-on-application-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors&page=3">3</a></li> <li class="page-item"><a class="page-link" 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