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project subject</title> <meta name="description" content="Search results for: science project subject"> <meta name="keywords" content="science project subject"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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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> 9423</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">9423</span> Students’ Satisfaction towards Science Project Subjects Based on Education Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satien%20Janpla">Satien Janpla</a>, <a href="https://publications.waset.org/abstracts/search?q=Radasa%20Pojard"> Radasa Pojard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to study bachelor's degree students’ satisfaction towards the course of Science Project based on education quality assurance. It is a case study of the Faculty of Science and Technology, Suan Sunandha Rajabhat University. The findings can be used as a guideline for analysis and revision of the content and the teaching/learning process of the subject. Moreover, other interesting factors such as teaching method can be developed based on education quality assurance. Population in this study included 267 students in year 3 and year 4 of the Faculty of Science and Technology, Suan Sunandha Rajabhat University who registered in the subject of Science Project in semester 1/2556. The research tool was a questionnaire and the research statistics included arithmetic mean and SD. The results showed that the study of bachelor degree students’ satisfaction towards the subject of Science Project based on education quality assurance reported high satisfaction with the average of 3.51. Students from different departments showed no difference in their satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title="satisfaction">satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20project%20subject" title=" science project subject"> science project subject</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20quality%20assurance" title=" education quality assurance"> education quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/11766/students-satisfaction-towards-science-project-subjects-based-on-education-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11766.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">9422</span> Project Management Agile Model Based on Project Management Body of Knowledge Guideline</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrzad%20Abdi%20Khalife">Mehrzad Abdi Khalife</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraj%20Mahdavi"> Iraj Mahdavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the agile model for project management process. For project management process, the Project Management Body of Knowledge (PMBOK) guideline has been selected as platform. Combination of computational science and artificial intelligent methodology has been added to the guideline to transfer the standard to agile project management process. The model is the combination of practical standard, computational science and artificial intelligent. In this model, we present communication model and protocols to keep process agile. Here, we illustrate the collaboration man and machine in project management area with artificial intelligent approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligent" title="artificial intelligent">artificial intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20model" title=" conceptual model"> conceptual model</a>, <a href="https://publications.waset.org/abstracts/search?q=man-machine%20collaboration" title=" man-machine collaboration"> man-machine collaboration</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=standard" title=" standard"> standard</a> </p> <a href="https://publications.waset.org/abstracts/60645/project-management-agile-model-based-on-project-management-body-of-knowledge-guideline" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60645.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">341</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">9421</span> Science Explorer Modules as a Communication Approach to Encourage High School Students to Pursue Science Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Ivan%20Roblas">Mark Ivan Roblas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Science Explorer is a mobile learning science facility in the Philippines. It is a bus that travels to different provinces in the country bringing interactive science modules facilitated by scientists from the industry and academe. The project aims to entice students to get into careers in science through interactive science modules and interaction with real-life scientists. This article looks into the effectiveness of its modules as a communication source and message to encourage high school students to get into careers in the future. The study revealed that as the Science Explorer modules are able to retain students to stay in science careers of their choice and even convert some to choose from non-science to a science degree, it still lacks in penetrating the belief system of the students and influencing them to take a scientific career path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20science" title="informal science">informal science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20science" title=" mobile science"> mobile science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20careers" title=" science careers"> science careers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/89161/science-explorer-modules-as-a-communication-approach-to-encourage-high-school-students-to-pursue-science-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89161.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">9420</span> Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joel%20S.%20Mtebe">Joel S. Mtebe</a>, <a href="https://publications.waset.org/abstracts/search?q=Aron%20Kondoro"> Aron Kondoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Mussa%20M.%20Kissaka"> Mussa M. Kissaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Elia%20Kibga"> Elia Kibga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sub-Saharan Africa is described as the second fastest growing mobile phone penetration in the world more than in the United States or the European Union. Mobile phones have been used to provide a lot of opportunities to improve people’s lives in the region such as in banking, marketing, entertainment, and paying various bills such as water, TV, and electricity. However, the potential of using mobile phones to enhance teaching and learning has not been explored. This study presents an experience of developing and delivering SMS quizzes questions that were used to assess mastery of the subject content knowledge of science and mathematics secondary school teachers in Tanzania. The SMS quizzes were used as a follow up support mechanism to 500 teachers who participated in a project to upgrade subject content knowledge of science and mathematics subjects. Quizzes of 10-15 questions were sent to teachers each week for 8 weeks and the results were analyzed using SPSS. The results showed that chemistry and biology had better performance compared to mathematics and physics. Teachers reported some challenges that led to poor performance, invalid answers, and non-responses and they are presented. This research has several practical implications for those who are implementing or planning to use mobile phones for teaching and learning especially in rural secondary schools in sub-Saharan Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=elearning" title=" elearning"> elearning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technolgies" title=" educational technolgies"> educational technolgies</a>, <a href="https://publications.waset.org/abstracts/search?q=SMS" title=" SMS"> SMS</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/37932/using-sms-mobile-technology-to-assess-the-mastery-of-subject-content-knowledge-of-science-and-mathematics-teachers-of-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9419</span> The Conception of Implementation of Vision for European Forensic Science 2020 in Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Egl%C4%97%20Bilevi%C4%8Di%C5%ABt%C4%97">Eglė Bilevičiūtė</a>, <a href="https://publications.waset.org/abstracts/search?q=Vidmantas%20Egidijus%20Kurapka"> Vidmantas Egidijus Kurapka</a>, <a href="https://publications.waset.org/abstracts/search?q=Snieguol%C4%97%20Matulien%C4%97"> Snieguolė Matulienė</a>, <a href="https://publications.waset.org/abstracts/search?q=Sigut%C4%97%20Stankevi%C4%8Di%C5%ABt%C4%97"> Sigutė Stankevičiūtė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Council of European Union (EU Council) has stressed on several occasions the need for a concerted, comprehensive and effective solution to delinquency problems in EU communities. In the context of establishing a European Forensic Science Area and the development of forensic science infrastructure in Europe, EU Council believes that forensic science can significantly contribute to the efficiency of law enforcement, crime prevention and combating crimes. Lithuanian scientists have consolidated to implement a project named “Conception of the vision for European Forensic Science 2020 implementation in Lithuania” (the project is funded for the period of 1 March 2014 - 31 December 2016) with the objective to create a conception of implementation of the vision for European Forensic Science 2020 in Lithuania by 1) evaluating the current status of Lithuania’s forensic system and opportunities for its improvement; 2) analysing achievements and knowledge in investigation of crimes listed in conclusions of EU Council on the vision for European Forensic Science 2020 including creation of a European Forensic Science Area and the development of forensic science infrastructure in Europe: trafficking in human beings, organised crime and terrorism; 3) analysing conceptions of criminalistics, which differ in different EU member states due to the variety of forensic schools, and finding means for their harmonization. Apart from the conception of implementation of the vision for European Forensic Science 2020 in Lithuania, the project is expected to suggest provisions that will be relevant to other EU countries as well. Consequently, the presented conception of implementation of vision for European Forensic Science 2020 in Lithuania could initiate a project for a common vision of European Forensic Science and contribute to the development of the EU as an area of freedom, security and justice. The article presents main ideas of the project of the conception of the vision for European Forensic Science 2020 of EU Council and analyses its legal background, as well as prospects of and challenges for its implementation in Lithuania and the EU. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EUROVIFOR" title="EUROVIFOR">EUROVIFOR</a>, <a href="https://publications.waset.org/abstracts/search?q=standardization" title=" standardization"> standardization</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20for%20European%20Forensic%20Science%202020" title=" vision for European Forensic Science 2020"> vision for European Forensic Science 2020</a>, <a href="https://publications.waset.org/abstracts/search?q=Lithuania" title=" Lithuania"> Lithuania</a> </p> <a href="https://publications.waset.org/abstracts/7731/the-conception-of-implementation-of-vision-for-european-forensic-science-2020-in-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7731.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">407</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">9418</span> Machine Learning Approach to Project Control Threshold Reliability Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Kim">Y. Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Lee"> H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Park"> M. Park</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Lee"> B. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Planning is understood as the determination of what has to be performed, how, in which sequence, when, what resources are needed, and their cost within the organization before execution. In most construction project, it is evident that the inherent nature of planning is dynamic, and initial planning is subject to be changed due to various uncertain conditions of construction project. Planners take a continuous revision process during the course of a project and until the very end of project. However, current practice lacks reliable, systematic tool for setting variance thresholds to determine when and what corrective actions to be taken. Rather it is heavily dependent on the level of experience and knowledge of the planner. Thus, this paper introduces a machine learning approach to evaluate project control threshold reliability incorporating project-specific data and presents a method to automate the process. The results have shown that the model improves the efficiency and accuracy of the monitoring process as an early warning. <p class="card-text"><strong>Keywords:</strong> <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%20control" title=" project control"> project control</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20progress%20monitoring" title=" project progress monitoring"> project progress monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=schedule" title=" schedule "> schedule </a> </p> <a href="https://publications.waset.org/abstracts/92333/machine-learning-approach-to-project-control-threshold-reliability-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9417</span> In Search of Lost Subject: Marx's Historical Materialism, Subject and Existentialism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Doruk%20Atahan%20Erbas">Doruk Atahan Erbas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper concerns the early writings of Karl Marx, specifically The Economic and Philosophic Manuscripts of 1844, The German Ideology and Theses on Feuerbach. The two crucial themes of these early writings are the doctrine called historical materialism and, as a worker, the worker's resistance towards the current condition of society out of the division of labor. After Marx, including his closest friend Friedrich Engels, some of the philosophers, activists, and politicians have considered the historical materialism as a rigorous science which includes the explanation of historical causality manifested in the social, political sphere. However, this consideration, by its description as a science, is completely alienated from the concept of subject (as the suffering worker) nothing other than one of the abovementioned themes. Therefore, from this perspective, Marx's early doctrine seems to be self contradictory. The alternative approach which will be introduced in this essay offers a new basis for a correlation between the concept of subject and historical materiality by means of investigating materiality as phenomenality and ultimately rereading Marx as a creator of an existential subject surrounded by phenomenality. So that, it provides an opportunity to rethink the concept of historical materiality from an existential point of view. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=existentialism" title="existentialism">existentialism</a>, <a href="https://publications.waset.org/abstracts/search?q=Karl%20Marx" title=" Karl Marx"> Karl Marx</a>, <a href="https://publications.waset.org/abstracts/search?q=materiality" title=" materiality"> materiality</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenality" title=" phenomenality"> phenomenality</a>, <a href="https://publications.waset.org/abstracts/search?q=subject" title=" subject"> subject</a> </p> <a href="https://publications.waset.org/abstracts/102610/in-search-of-lost-subject-marxs-historical-materialism-subject-and-existentialism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102610.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">169</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">9416</span> Project Management Framework and Influencing Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrnoosh%20Askarizadeh">Mehrnoosh Askarizadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing variations of the business world correspond with a high diversity of theoretical perspectives used in project management research. This diversity is reflected by a variety of influencing factors, which have been the subject of empirical studies. This article aims to systemize the different streams of research on the basis of a literature review and at developing a research framework influencing factors. We will identify fundamental elements of a project management theory. The framework consists of three dimensions: design, context, and goal. Its purpose is to support the combination of different perspectives and the development of strategies for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project" title="project">project</a>, <a href="https://publications.waset.org/abstracts/search?q=goal" title=" goal"> goal</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=influencing%20factors" title=" influencing factors "> influencing factors </a> </p> <a href="https://publications.waset.org/abstracts/33489/project-management-framework-and-influencing-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33489.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">543</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">9415</span> Building an Absurdist Approach to the Philosophy of Science: Combining Camus and Feyerabend</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Herold">Robert Herold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project aims to begin building out a new approach within the philosophy of science that is based around a combination of insights from Albert Camus and Paul Feyerabend. This approach is one that will be labeled an absurdist approach as it uses, for its foundation, the philosophy of the absurd as discussed by Camus. While Camus didn’t directly discuss the philosophy of science, nor did he offer his own views on the subject in any substantial way, that doesn’t mean that his work doesn’t have applications within the philosophy of science. In fact, as is argued throughout the piece, much of the work done by Paul Feyerabend stems from a similar metaphysical and epistemological foundation as Camus. This foundation is the notion of the absurd and the inability of us as humans to reach some sort of objective truth. In modern times both Camus and Feyerabend have been largely pushed to the wayside, though Feyerabend has undoubtedly received the most unfair treatment of the two, and this is something that serves to act more as a hindrance than anything else. Much of the claims and arguments made by both Camus and Feyerabend have not been truly refuted and have simply been pushed aside by pointing to supposed contradictions or inconsistencies. However, while it would be a monumental task to attempt to discuss all of this past work, perhaps it might be better to move beyond both Camus and Feyerabend and chart a new path. This is the overall goal of this paper. This research will demonstrate that not only are the philosophies of Camus and Feyerabend surprisingly similar and able to mesh well together, they also are able to form into something that is truly more than the sum of its parts. While the task of actually building out an approach is a monumental undertaking, the plan is to use this project as a jumping-off point. As such, this paper will start by examining some of the main claims made by both Camus and Feyerabend. Once this is done, then begin weaving them together and demonstrating where the links between the philosophies of both are. Then this study will end by building out the very begging foundations of the absurdist approach to the philosophy of science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=philosophy" title="philosophy">philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20science" title=" philosophy of science"> philosophy of science</a>, <a href="https://publications.waset.org/abstracts/search?q=albert%20camus" title=" albert camus"> albert camus</a>, <a href="https://publications.waset.org/abstracts/search?q=paul%20feyerabend" title=" paul feyerabend"> paul feyerabend</a> </p> <a href="https://publications.waset.org/abstracts/142863/building-an-absurdist-approach-to-the-philosophy-of-science-combining-camus-and-feyerabend" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142863.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">251</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">9414</span> An Explorative Study of the Application of Project Management in German Research Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Randermann">Marcel Randermann</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Jochem"> Roland Jochem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research activities are mostly conducted in form of projects. In fact, research projects take the highest share of all project forms combined. However, project management is very rarely applied purposefully by researchers and scientists. More specifically no project management frameworks, methods or tools are not being used to plan, execute or control research project to ensure research success or improve project quality. In this qualitative study, several interviews were conducted with scientists and research managers from German institutions to gain insights into project management activities, to determine challenges and barriers, and to evaluate premises for successful project management. The analyses show that conventional project management is not easily applicable in scientific environments and researchers’ mindsets prevent a reasonable application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management%20methods" title=" project management methods"> project management methods</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20science%20projects" title=" research and science projects"> research and science projects</a>, <a href="https://publications.waset.org/abstracts/search?q=scientist%27s%20mindset" title=" scientist's mindset"> scientist's mindset</a> </p> <a href="https://publications.waset.org/abstracts/98368/an-explorative-study-of-the-application-of-project-management-in-german-research-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98368.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">198</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">9413</span> Environmental Teachers’ Perceptions about Science-Technology-Society (STS) Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Fwenji%20Zumyil">Christiana Fwenji Zumyil</a>, <a href="https://publications.waset.org/abstracts/search?q=Toma%20Maina%20Antip"> Toma Maina Antip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental Science subject is currently not an independent subject taught in secondary schools in Nigeria like Biology, Agricultural Science, Chemistry, Geography and other subjects that students take final exams (West Africa Examination Council, WAEC, National Examination Council, NEC, National Board for Technical Education, NABTED)., on it but its elements/topics/contents are integrated into the curriculum of the subjects mentioned, and because of that, it becomes difficult to know what should be taught and how it should be taught. Currently, it is still difficult to implement student-centered strategies in the classroom. Through this study, we sought to diagnose the difficulties, advantages and perceptions that Environmental Teachers experience when conceiving and implementing Science-Technology-Society (STS) strategies in SS2 classes at the Secondary Education level. Four semi-structured interviews were conducted with Secondary School Environmental Teachers. Despite the difficulties found, the advantages, the motivation and the involvement of the students that this teaching perspective enables to lead the teacher to continue developing and implementing STS strategies in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environment" title="environment">environment</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=science-technology-society" title=" science-technology-society"> science-technology-society</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20teaching" title=" secondary teaching"> secondary teaching</a> </p> <a href="https://publications.waset.org/abstracts/162004/environmental-teachers-perceptions-about-science-technology-society-sts-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9412</span> Factors Impacting Science and Mathematics Teachers’ Competencies in TPACK in STEM Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Mansour">Nasser Mansour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziad%20Said"> Ziad Said</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh"> Abdullah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM teachers face the challenge of possessing expertise not only in their subject disciplines but also in the pedagogical knowledge required for integrated STEM lessons. However, research reveals a lack of pedagogical competencies related to project-based learning (PBL) in the STEM context. To bridge this gap, the study examines teachers' competencies and self-efficacy in TPACK (Technological Pedagogical Content Knowledge) and its specific integration with PBL and STEM content. Data from 245 specialized science and math teachers were collected using a questionnaire. The study emphasizes the importance of addressing gender disparities, supporting formal teacher education, and recognizing the expertise and experiences of STEM teachers in effective technology integration. The findings indicate that gender plays a role in self-efficacy beliefs, with females exhibiting higher confidence in pedagogical knowledge and males demonstrating higher confidence in technological knowledge. Teaching experience and workload factors have a limited impact on teachers' Technological Pedagogical Content Knowledge (TPACK). These findings enhance our understanding of contextual factors impacting science and math teachers' self-efficacy in utilizing TPACK for STEM and PBL. They inform the development of targeted interventions, professional development programs, and support systems to enhance teachers' competencies and self-efficacy in TPACK for teaching science and Mathematics through STEM and PBL. <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=TPACK" title=" TPACK"> TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/173635/factors-impacting-science-and-mathematics-teachers-competencies-in-tpack-in-stem-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9411</span> Construction Project Planning Using Fuzzy Critical Path Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20M.%20Aldenali">Omar M. Aldenali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Planning is one of the most important phases of the management science and network planning, which represents the project activities relationship. Critical path is one of the project management techniques used to plan and control the execution of a project activities. The objective of this paper is to implement a fuzzy logic approach to arrange network planning on construction projects. This method is used to finding out critical path in the fuzzy construction project network. The trapezoidal fuzzy numbers are used to represent the activity construction project times. A numerical example that represents a house construction project is introduced. The critical path method is implemented on the fuzzy construction network activities, and the results showed that this method significantly affects the completion time of the construction projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20project" title="construction project">construction project</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path" title=" critical path"> critical path</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20network%20project" title=" fuzzy network project"> fuzzy network project</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a> </p> <a href="https://publications.waset.org/abstracts/111693/construction-project-planning-using-fuzzy-critical-path-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9410</span> Connecting Students and Faculty Research Efforts through the Research and Projects Portal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Havish%20Nalapareddy">Havish Nalapareddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20V.%20Albert"> Mark V. Albert</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranak%20Bansal"> Ranak Bansal</a>, <a href="https://publications.waset.org/abstracts/search?q=Avi%20Udash"> Avi Udash</a>, <a href="https://publications.waset.org/abstracts/search?q=Lin%20Lin"> Lin Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students engage in many course projects during their degree programs. However, impactful projects often need a time frame longer than a single semester. Ideally, projects are documented and structured to be readily accessible to future students who may choose to continue the project, with features that emphasize the local community, university, or course structure. The Research and Project Portal (RAPP) is a place where students can post both their completed and ongoing projects with all the resources and tools used. This portal allows students to see what other students have done in the past, in the same university environment, related to their domain of interest. Computer science instructors or students selecting projects can use this portal to assign or choose an incomplete project. Additionally, this portal allows non-computer science faculty and industry collaborators to document their project ideas for students in courses to prototype directly, rather than directly soliciting the help of instructors in engaging students. RAPP serves as a platform linking students across classes and faculty both in and out of computer science courses on joint projects to encourage long-term project efforts across semesters or years. <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=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20portal" title=" academic portal"> academic portal</a> </p> <a href="https://publications.waset.org/abstracts/128396/connecting-students-and-faculty-research-efforts-through-the-research-and-projects-portal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128396.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">9409</span> Exploring Students’ Views on Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Alshammari">Ahmad Alshammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on exploring the students’ views about the science education in intermediate stage in State of Kuwait. This study used Social-Culture Theory (SCT) as a theoretical framework to understand the science curriculum reform process through the socio-cultural context and to discuss and explain the study findings. This study used a multi-method design, with both quantitative and qualitative methods to collect the data: students’ questionnaires and interviews. The study sample was selected randomly. First, the questionnaire was conducted with 647 students. Then 30 students (5 in each of 6 focus groups) were chosen to conduct the in-depth interviews. The findings of this study indicated the generally negative views of most of the students about the new science curriculum. The findings showed that most of the students have a negative attitude toward science, they have difficulty understanding most of the lessons, and they do not enjoy studying the science subject. This study recommends reviewing the new science curriculum (now currently in use) and taking into account the perspectives of the students about this curriculum. Developing and adapting the new science curriculum took place without taking into consideration the socio-culture and Islamic religion of Kuwaiti students. The MoE should deal with the relationship between science and culture and between science and religion, integrating more relevant science into the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20views" title=" students views"> students views</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20curriculum" title=" science curriculum"> science curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a> </p> <a href="https://publications.waset.org/abstracts/54004/exploring-students-views-on-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9408</span> An Approach from Fichte as a Response to the Kantian Dualism of Subject and Object: The Unity of the Subject and Object in Both Theoretical and Ethical Possibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mengjie%20Liu">Mengjie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay aims at responding to the Kant arguments on how to fit the self-caused subject into the deterministic object which follows the natural laws. This essay mainly adopts the approach abstracted from Fichte’s “Wissenshaftslehre” (Doctrine of Science) to picture a possible solution to the conciliation of Kantian dualism. The Fichte approach is based on the unity of the theoretical and practical reason, which can be understood as a philosophical abstraction from ordinary experience combining both subject and object. This essay will discuss the general Kantian dualism problem and Fichte’s unity approach in the first part. Then the essay will elaborate on the achievement of this unity of the subject and object through Fichte’s “the I posits itself” process in the second section. The following third section is related to the ethical unity of subject and object based on the Fichte approach. The essay will also discuss the limitation of Fichte’s approach from two perspectives: (1) the theoretical possibility of the existence of the pure I and (2) Schelling’s statement that the Absolute I is a result rather than the originating act. This essay demonstrates a possible approach to unifying the subject and object supported by Fichte’s “Absolute I” and ethical theories and also points out the limitations of Fichte’s theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fichte" title="Fichte">Fichte</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Kantian%20dualism" title=" Kantian dualism"> Kantian dualism</a>, <a href="https://publications.waset.org/abstracts/search?q=Wissenshaftslehre" title=" Wissenshaftslehre"> Wissenshaftslehre</a> </p> <a href="https://publications.waset.org/abstracts/150645/an-approach-from-fichte-as-a-response-to-the-kantian-dualism-of-subject-and-object-the-unity-of-the-subject-and-object-in-both-theoretical-and-ethical-possibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150645.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">90</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">9407</span> Impact of Project Leader's Style on the Success of the Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saadia%20Khalid">Saadia Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the various leadership styles of project manager which lead to the success of a project since it is important for a project manager to understand and adopt the skills required to cope up with the modern challenges of any project. A project manager must be able to handle a project effectively and efficiently and be ready to assess the factors effecting success or failure of the project. A project manager must be capable of handling a project by managing, directing and leading the projects with requisite knowledge and skills. In this paper a project manager’s characteristics linkage to project success have been developed and analyzed for three different projects/industries. A web-based survey has also been carried out which revealed that specific leadership styles/traits can lead to better performance and success of organizations. Some basic factors like project complexity, the age, gender and nationality of the project manager and type of project also play a vital role in success of a project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20success" title=" project success"> project success</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20%0D%0Amanagement" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20manager" title=" project manager "> project manager </a> </p> <a href="https://publications.waset.org/abstracts/27280/impact-of-project-leaders-style-on-the-success-of-the-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27280.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">427</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">9406</span> Nimbus Radiance Gate Project: Media Architecture in Sacred Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Duarte%20de%20S%C3%A1">Jorge Duarte de Sá</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project presented in this investigation is part of the multidisciplinary field of Architecture and explores an experience in media architecture, integrated in Arts, Science and Technology. The objective of this work is to create a visual experience comprehending Architecture, Media and Art. It is intended to specifically explore the sacred spaces that are losing social, cultural or religious dynamics and insert new Media technologies to create a new generate momentum, testing tools, techniques and methods of implementation. Given an architectural project methodology, it seems essential that 'the location' should be the starting point for the development of this technological apparatus: the church of Santa Clara in Santarém, Portugal emerged as an experimental space for apparatus, presenting itself as both temple and museum. We also aim to address the concept of rehabilitation through media technologies, directed at interventions that may have an impact on energizing spaces. The idea is emphasized on the rehabilitation of spaces that, one way or another, may gain new dynamics after a media intervention. Thus, we intend to affect the play with a sensitive and spiritual character which endemically, sacred spaces have, by exploring a sensitive aspect of the subject and drawing up new ideas for meditation and spiritual reflection. The work is designed primarily as a visual experience that encompasses the space, the object and the subject. It is a media project supported by a dual structure with two transparent screens operating in a holographic screen which will be projecting two images that complement the translucent overlay film, thus making the merger of two projections. The digitally created content reacts to the presence of observers through infrared cameras, placed strategically. The object revives the memory of the altarpiece as an architectural surface, promoting the expansion of messages through the media technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=sacred" title=" sacred"> sacred</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/49344/nimbus-radiance-gate-project-media-architecture-in-sacred-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49344.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">277</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">9405</span> Enhancing African Students’ Learning Experience by Creating Multilingual Resources at a South African University of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Graham">Lisa Graham</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathleen%20Grant"> Kathleen Grant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> South Africa is a multicultural country with eleven official languages, yet most of the formal education at institutions of higher education in the country is in English. It is well known that many students, irrespective of their home language, struggle to grasp difficult scientific concepts and the same is true for students enrolled in the Extended Curriculum Programme at the Cape Peninsula University of Technology (CPUT), studying biomedical sciences. Today we are fortunate in that there is a plethora of resources available to students to research and better understand subject matter online. For example, the students often use YouTube videos to supplement the formal education provided in our course. Unfortunately, most of this material is presented in English. The rationale behind this project lies in that it is well documented that students think and grasp concepts easier in their home language and addresses the fact that the lingua franca of instruction in the field of biomedical science is English. A project aimed at addressing the lack of available resources in most of the South African languages is planned, where students studying Bachelor of Health Science in Medical Laboratory Science will collaborate with those studying Film and Video Technology to create educational videos, explaining scientific concepts in their home languages. These videos will then be published on our own YouTube channel, thereby making them accessible to fellow students, future students and anybody with interest in the subject. Research will be conducted to determine the benefit of the project as well as the published videos to the student community. It is suspected that the students engaged in making the videos will benefit in such a way as to gain further understanding of their course content, a broader appreciation of the discipline, an enhanced sense of civic responsibility, as well as greater respect for the different languages and cultures in our classes. Indeed, an increase in student engagement has been shown to play a central role in student success, and it is well noted that deeper learning and more innovative solutions take place in collaborative groups. We aim to make a meaningful contribution towards the production and repository of knowledge in multilingual teaching and learning for the benefit of the diverse student population and staff. This would strengthen language development, multilingualism, and multiculturalism at CPUT and empower and promote African languages as languages of science and education at CPUT, in other institutions of higher learning, and in South Africa as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20videos" title="educational videos">educational videos</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/102866/enhancing-african-students-learning-experience-by-creating-multilingual-resources-at-a-south-african-university-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102866.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">155</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">9404</span> Women Learning in Creative Project Based Learning of Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui%20Hsuan%20Hung">Jui Hsuan Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeng%20Yi%20Tzeng"> Jeng Yi Tzeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering education in the higher education is always male dominated. Therefore, women learning in this environment is an important research topic for feminists, gender researchers and engineering education researchers, especially in the era of gender mainstreaming. The research topics are from the dialectical discussion of feminism and science development history, gender issues of science education, to the subject choice of female students. These researches enrich the field of gender study in engineering education but lack of describing the detailed images of women in engineering education, including their learning, obstacles, needs or feelings. Otherwise, in order to keep up with the industrial trends of emphasizing group collaboration, engineering education turns from traditional lecture to creative group inquiry pedagogy in recent years. Creative project based learning is one of the creative group inquiry pedagogy which the engineering education in higher education adopts often, and it is seen as a gender-inclusive pedagogy in engineering education. Therefore, in order to understand the real situation of women learning in engineering education, this study took place in a course (Introduction to Engineering) offered by the school of engineering of a university in Taiwan. This course is designed for freshman students to establish basic understanding engineering from four departments (Chemical Engineering, Power Mechanical Engineering, Materials Science, Industrial Engineering and Engineering Management). One section of this course is to build a Hydraulic Robot designed by the Department of Power Mechanical Engineering. 321 students in the school of engineering took this course and all had the reflection questionnaire. These students are divided into groups of 5 members to work on this project. The videos of process of discussion of five volunteered groups with different gender composition are analyzed, and six women of these five groups are interviewed. We are still on the process of coding and analyzing videos and the qualitative data, but several tentative findings have already emerged. (1) The activity models of groups of both genders are gender segregation, and not like women; men never be the ‘assistants’. (2) The culture of the group is developed by the major gender, but men always dominate the process of practice in all kinds of gender composition groups. (3) Project based learning is supposed to be a gender-inclusive learning model in creative engineering education, but communication obstacles between men and women make it less women friendly. (4) Gender identity, not professional identity, is adopted by these women while they interact with men in their groups. (5) Gender composition and project-based learning pedagogy are not the key factors for women learning in engineering education, but the gender conscience awareness is. <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=gender%20education" title=" gender education"> gender education</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20project%20based%20learning" title=" creative project based learning"> creative project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20learning" title=" women learning"> women learning</a> </p> <a href="https://publications.waset.org/abstracts/55388/women-learning-in-creative-project-based-learning-of-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55388.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">311</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">9403</span> Promoting Stem Education and a Cosmic Perspective by Using 21st Century Science of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohan%20Roberts">Rohan Roberts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this project was to collaborate with a group of high-functioning, more-able students (aged 15-18) to promote STEM Education and a love for science by bringing a cosmic perspective into the classroom and high school environment. This was done using 21st century science of learning, a focus on the latest research on Neuroeducation, and modern pedagogical methods based on Howard Gardner's theory of Multiple Intelligences, Bill Lucas’ theory of New Smarts, and Sir Ken Robinson’s recommendations on encouraging creativity. The result was an increased sense of passion, excitement, and wonder about science in general, and about the marvels of space and the universe in particular. In addition to numerous unique and innovative science-based initiatives, clubs, workshops, and science trips, this project also saw a marked rise in student-teacher collaboration in science learning and in student engagement with the general public through the press, social media, and community-based initiatives. This paper also outlines the practical impact that bringing a cosmic perspective into the classroom has had on the lives, interests, and future career prospects of the students involved in this endeavour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cosmic%20perspective" title="cosmic perspective">cosmic perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented" title=" gifted and talented"> gifted and talented</a>, <a href="https://publications.waset.org/abstracts/search?q=neuro-education" title=" neuro-education"> neuro-education</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/26695/promoting-stem-education-and-a-cosmic-perspective-by-using-21st-century-science-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26695.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">334</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">9402</span> "Project" Approach in Urban: A Response to Uncertainty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mouhoubi%20Nedjima">Mouhoubi Nedjima</a>, <a href="https://publications.waset.org/abstracts/search?q=Sassi%20Boudemagh%20Souad"> Sassi Boudemagh Souad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will try to demonstrate the importance of the project approach in the urban to deal with uncertainty, the importance of the involvement of all stakeholders in the urban project process and that the absence of an actor can lead to project failure but also the importance of the urban project management. These points are handled through the following questions: Does the urban adhere to the theory of complexity? Does the project approach bring hope and solution to make urban planning "sustainable"? How converging visions of actors for the same project? Is the management of urban project the solution to support the urban project approach? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title="strategic planning">strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20project%20stakeholders" title=" urban project stakeholders"> urban project stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/27120/project-approach-in-urban-a-response-to-uncertainty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9401</span> Encouraging the Development of Scientific Literacy in Early Childhood Institutions: Croatian Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Vuji%C4%8Di%C4%87">L. Vujičić</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BD.%20Ivkovi%C4%87"> Ž. Ivković</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BD.%20Boneta"> Ž. Boneta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a widespread belief in everyday discourse that science subjects (physics, chemistry and biology) are, along with math, the most difficult school subjects in the education of an individual. This assumption is usually justified by the following facts: low GPA in these subjects, the number of pupils who fail these subjects is high in comparison to other subjects, and the number of pupils interested in continuing their studies in the fields with a focus on science subjects is lower compared to non-science-oriented fields. From that perspective, the project: “Could it be different? How do children explore it?” becomes extremely interesting because it is focused on young children and on the introduction of new methods, with aim of arousing interest in scientific literacy development in 10 kindergartens by applying the methodology of an action research, with an ethnographic approach. We define scientific literacy as a process of encouraging and nurturing the research and explorative spirit in children, as well as their natural potential and abilities that represent an object of scientific research: to learn about exploration by conducting exploration. Upon project completion, an evaluation questionnaire was created for the parents of the children who had participated in the project, as well as for those whose children had not been involved in the project. The purpose of the first questionnaire was to examine the level of satisfaction with the project implementation and its outcomes among those parents whose children had been involved in the project (N=142), while the aim of the second questionnaire was to find out how much the parents of the children not involved (N=154) in this activity were interested in this topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=documenting" title="documenting">documenting</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20questionnaire%20for%20parents" title=" evaluation questionnaire for parents"> evaluation questionnaire for parents</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy%20development" title=" scientific literacy development"> scientific literacy development</a> </p> <a href="https://publications.waset.org/abstracts/42441/encouraging-the-development-of-scientific-literacy-in-early-childhood-institutions-croatian-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42441.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">9400</span> Developing Islamic Module Project for Preschool Teachers Using Modified Delphi Technique </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mazeni%20Ismail">Mazeni Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Aliah"> Nurul Aliah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasmadi%20Hassan"> Hasmadi Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to gather the consensus of experts regarding the use of moral guidance amongst preschool teachers vis-a-vis the Islamic Project module (I-Project Module). This I-Project Module seeks to provide pertinent data on the assimilation of noble values in subject-matter teaching. To obtain consensus for the various components of the module, the Modified Delphi technique was used to develop the module. 12 subject experts from various educational fields of Islamic education, early childhood education, counselling and language fully participated in the development of this module. The Modified Delphi technique was administered in two mean cycles. The standard deviation value derived from questionnaires completed by the participating panel of experts provided the value of expert consensus reached. This was subsequently analyzed using SPSS version 22. Findings revealed that the panel of experts reached a discernible degree of agreement on five topics outlined in the module, viz; content (mean value 3.36), teaching strategy (mean value 3.28), programme duration (mean value 3.0), staff involved and attention-grabbing strategy of target group participating in the value program (mean value 3.5), and strategy to attract attention of target group to utilize <em>i</em>-project (mean value 3.0). With regard to the strategy to attract the attention of the target group, the experts proposed for creative activities to be added in order to enhance teachers’ creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Modified%20Delphi%20Technique" title="Modified Delphi Technique">Modified Delphi Technique</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20project" title=" Islamic project"> Islamic project</a>, <a href="https://publications.waset.org/abstracts/search?q=noble%20values" title=" noble values"> noble values</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20moral%20guidance" title=" teacher moral guidance"> teacher moral guidance</a> </p> <a href="https://publications.waset.org/abstracts/104214/developing-islamic-module-project-for-preschool-teachers-using-modified-delphi-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104214.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">183</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">9399</span> The End Is Just the Beginning: The Importance of Project Post-Implementation Reviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catalin-Teodor%20Dogaru">Catalin-Teodor Dogaru</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana-Maria%20Dogaru"> Ana-Maria Dogaru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Success means different things to different people. For us, project managers, it becomes even harder to find a definition. Many factors have to be included in the evaluation. Moreover, literature is not very helpful, lacking consensus and neutrality. Post-implementation reviews (PIR) can be an efficient tool in evaluating how things worked on a certain project. Despite the visible progress, PIR is not a very detailed subject yet and there is not a common understanding in this matter. This may be the reason that some organizations include it in the projects’ lifecycle and some do not. Through this paper, we point out the reasons why all project managers should pay proper attention to this important step and to the elements, which can be assessed, beside the already famous triple constraints: cost, budget, and time. It is essential to take notice that PIR is not a checklist. It brings the edge in eliminating subjectivity and judging projects based on actual proof. Based on our experience, our success indicator model, presented in this paper, contributes to the success of the project! In the same time, it increases trust among customers who will perceive success more objectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project" title="project">project</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20implementation" title=" post implementation"> post implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators" title=" indicators"> indicators</a> </p> <a href="https://publications.waset.org/abstracts/22468/the-end-is-just-the-beginning-the-importance-of-project-post-implementation-reviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22468.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">9398</span> An Experiment with Science Popularization in Rural Schools of Sehore District in Madhya Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeyush%20Verma">Peeyush Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Anil%20Kumar"> Anil Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Rawlley"> Anju Rawlley</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanchal%20Mehra"> Chanchal Mehra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India's school-going population is largely served by an educational system that is, in most rural parts, stuck with methods that emphasize rote learning, endless examinations, and monotonous classroom activities. Rural government schools are generally seen as having poor infrastructure, poor support system and low motivation for teaching as well as learning. It was experienced during the survey of this project that there is lesser motivation of rural boys and girls to attend their schools and still less likely chances to study science, tabooed as “difficult”. An experiment was conducted with the help of Rural Knowledge Network Project through Department of Science and Technology, Govt of India in five remote villages of Sehore District in Madhya Pradesh (India) during 2012-2015. These schools are located about 50-70 Km away from Bhopal, the capital of Madhya Pradesh and can distinctively qualify as average rural schools. Three tier methodology was adapted to unfold the experiment. In first tier randomly selected boys and girls from these schools were taken to a daylong visit to the Regional Science Centre located in Bhopal. In second tier, randomly selected half of those who visited earlier were again taken to the Science Centre to make models of Science. And in third tier, all the boys and girls studying science were exposed to video lectures and study material through web. The results have shown an interesting face towards learning science among youths in rural schools through peer learning or incremental learning. The students who had little or no interest in learning science became good learners and queries started pouring in from the neighbourhood village as well as a few parents requested to take their wards in the project to learn science. The paper presented is a case study of the experiment conducted in five rural schools of Sehore District. It reflects upon the methodology of developing awareness and interest among students and finally engaging them in popularising science through peer-to-peer learning using incremental learning elements. The students, who had a poor perception about science initially, had changed their attitude towards learning science during the project period. The results of this case, however, cannot be generalised unless replicated in the same setting elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=popularisation%20of%20science" title="popularisation of science">popularisation of science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20temper" title=" science temper"> science temper</a>, <a href="https://publications.waset.org/abstracts/search?q=incremental%20learning" title=" incremental learning"> incremental learning</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer%20learning" title=" peer-to-peer learning"> peer-to-peer learning</a> </p> <a href="https://publications.waset.org/abstracts/26096/an-experiment-with-science-popularization-in-rural-schools-of-sehore-district-in-madhya-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26096.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">315</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">9397</span> Pedagogical Content Knowledge for Nature of Science: In Search for a Meaning for the Construct</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaosi%20Vhurumuku">Elaosi Vhurumuku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past twenty years, there has been an increased interest by science educators in researching and developing teachers’ pedagogical content knowledge for teaching the nature of science (PCKNOS). While there has been this surge in interest in the idea of PCKNOS, there has not been a common understanding among NOS researchers as to how exactly the PCKNOS concept should be construed. In this paper, we analyse and evaluate published accredited journal articles on PCKNOS research. We also draw from our teaching experiences. The major points of foci are the researchers’ presentations of SMKNOS and their centres of attention regarding the elements of PCKNOS. Our content, cluster analysis, and evaluation of the studies on PCKNOS reveal that most researchers have presented SMKNOS in the form of a heuristic or a set of heuristics (targeted NOS ideas) to be mastered by teachers or learners. Furthermore, we found that most of the researchers’ attention has been on developing and recommending teacher pedagogical practices for teaching NOS. From this, we synthesize and propose a subject knowledge content structure and a pedagogical approach that we believe is relevant and appropriate for secondary school and science teacher education if the goal of science education for scientific literacy is to be achieved. The justification of our arguments is rooted in tracing and unpacking the origins and meaning of pedagogical content knowledge (PCK). From our analysis, synthesis, and evaluation, as well as teaching experiences, we distil and construct a meaning for the PCKNOS construct. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20content%20knowledge" title="pedagogical content knowledge">pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title=" nature of science"> nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=construct" title=" construct"> construct</a>, <a href="https://publications.waset.org/abstracts/search?q=subject%20matter%20knowledge" title=" subject matter knowledge"> subject matter knowledge</a> </p> <a href="https://publications.waset.org/abstracts/172608/pedagogical-content-knowledge-for-nature-of-science-in-search-for-a-meaning-for-the-construct" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172608.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">97</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">9396</span> Correlating Musical Subject and Dialectical Subject to Develop a Critical Approach to Ideology in Musical Analysis and Composition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Waide">James Waide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In music, subject typically denotes the initial idea to which the entire composition refers—a concept congruous with Aristotle's notion of subject as primary substance, in the sense of an irreducible this particular. Gioseffo Zarlino, who established subject (soggetto) as a musical term, insisted the composer as “rediscovering” the subject within their music in order to “[bring] it to perfection” and, furthermore, that if the composer had not rediscovered the subject already, then one would simply take the first part of the composition to be the subject. Meanwhile, Žižek reads the Hegelian subject (as negativity set against positive object) through Lacanian Psychoanalysis (in which the subject is a kind of fictive entity of the clinic: a mere appearance which sits atop the objects of analysis) in the concept of Absolute Recoil. For Žižek, subject exists retroactively in Absolute Recoil from object, meaning subject is a void which only has meaning because of the object it is seen through. Following the work of theorists such as Adorno and Althusser, one can understand the ideological construction of such a subject. It may be argued that in Zarlino, musical subject can be similarly read as retroactively constructed, either by the composer or the listener. Furthermore, in recent work, Samuel Wilson identifies different kinds of subjects in music which can be psychoanalytically examined, including the fictive subject: a purely musical entity raised to the level of psychoanalytic subject. On which basis if, as Adorno insisted, 'authentic' music constitutes 'cognition without concepts', where and what is this subject without concept?. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absolute%20recoil" title="absolute recoil">absolute recoil</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20theory" title=" critical theory"> critical theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ideology" title=" ideology"> ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20analysis" title=" music analysis"> music analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalysis" title=" psychoanalysis"> psychoanalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=retroactivity" title=" retroactivity"> retroactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=subject" title=" subject"> subject</a> </p> <a href="https://publications.waset.org/abstracts/176756/correlating-musical-subject-and-dialectical-subject-to-develop-a-critical-approach-to-ideology-in-musical-analysis-and-composition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176756.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">71</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">9395</span> Some Theoretical Approaches on the Style of Lyrical Subject of the Confessional Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lemac%20Tin">Lemac Tin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the lyrical subject of the confessional poetry which is the main part of her stylistic strucuture. We concluded two types of this subject in the classical confessional poetic discourse; reflexive and authentic subject. We offer the model of their genesis, textual features and appeareance realisations. Genesis is related to the theories of deriving poetry from emotion and magic and their similar position in the primitive lyrics and lyrics of the ancient civilizations. Textual features are related to the emotive and semiotic analysis of each type. Appearance realisations of these two types are I-subject, We-subject, transvocal and objectified subject. We check this approaches on some of the poems from World literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confessional%20poetry" title="confessional poetry">confessional poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=confessional%20lyrical%20subject" title=" confessional lyrical subject"> confessional lyrical subject</a>, <a href="https://publications.waset.org/abstracts/search?q=magic" title=" magic"> magic</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotive%20analysis" title=" emotive analysis"> emotive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic%20analysis" title=" semiotic analysis"> semiotic analysis</a> </p> <a href="https://publications.waset.org/abstracts/30486/some-theoretical-approaches-on-the-style-of-lyrical-subject-of-the-confessional-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30486.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">271</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">9394</span> Training Program for Kindergarden Teachers on Learning through Project Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dian%20Hartiningsih">Dian Hartiningsih</a>, <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Diponegoro"> Miranda Diponegoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Evita%20Eddie%20Singgih"> Evita Eddie Singgih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In facing the 21st century, children need to be prepared in reaching their optimum development level which encompasses all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Challenges faced in the research will be elaborated further in the research discussion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20approach" title="project approach">project approach</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20method" title=" learning method"> learning method</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a> </p> <a href="https://publications.waset.org/abstracts/39530/training-program-for-kindergarden-teachers-on-learning-through-project-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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