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understanding expectation of assessment</title> <meta name="description" content="Search results for: understanding expectation of assessment"> <meta name="keywords" content="understanding expectation of assessment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open 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style="font-size:1.6rem;">Search results for: understanding expectation of assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12443</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</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">12442</span> Alignment between Understanding and Assessment Practice among Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte%20Moh">Eftah Bte Moh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hj%20Abdullah%20Izazol%20Binti%20Idris"> Hj Abdullah Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd.%20Aziz%20Bin%20Abd.%20Shukor"> Abd. Aziz Bin Abd. Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the alignment of understanding and assessment practices among secondary school teachers. The study was carried out using quantitative descriptive study. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak, Malaysia. Data were obtained from 164 respondents who answered Expectation Alignment Understanding and Practices of School Assessment (PEKDAPS) questionnaire. The data were analysed using SPSS 17.0 +. The Cronbach alpha value obtained through PEKDAPS questionnaire pilot study was 0.86. The results showed that teachers' performance in PEKDAPS based on the mean value was less than 3, which means that perfect alignment does not occur between the understanding and practices of school assessment. Two major PEKDAPS sub-constructs of articulation across grade and age and usability of the system were higher than the moderate alignment of the understanding and practices of school assessment (Min=2.0). The content was focused on PEKDAPs sub-constructs which showed lower than the moderate alignment of the understanding and practices of school assessment (Min=2.0). Another two PEKDAPS sub-constructs of transparency and fairness and the pedagogical implications showed moderate alignment (2.0). The implications of the study is that teachers need to fully understand the importance of alignment among components of assessment, learning and teaching and learning objectives as strategies to achieve quality assessment process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment" title="school based assessment">school based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=alignment" title=" alignment"> alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title=" assessment practices"> assessment practices</a> </p> <a href="https://publications.waset.org/abstracts/15941/alignment-between-understanding-and-assessment-practice-among-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15941.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">460</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">12441</span> Expectation and Satisfaction of Health Spa Business Service, Ranong Province, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supattra%20Pranee">Supattra Pranee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research are to study the current business of health spa and to study the customers’ level of expectation as well as level of satisfaction of the health spa business in Ranong, Thailand. This paper drew upon data collected from health spa customers by using questionnaire. In addition, an in-depth interview was utilized to collect data from health spa entrepreneurs. The findings revealed that the health spa business is growing very fast and the coming ASEAN Economic Community (AEC) will ameliorate the business growth and increase the customer base. There is a need to improve staff’s ability to communicate in English. However, the economic size of Ranong province is still small which has resulted in the hesitation of investors to increase their investment in this business. The findings also revealed four categories of level of expectation and satisfaction as follows: (1) Service: overall, customers had a high expectation with a mean of 3.80 and 0.873 SD and a high level of satisfaction with a mean of 3.66 and 0.704 SD. (2) Staff: overall, customers had a high expectation with a mean of 3.95 and 0.865 SD and a high level of satisfaction with a mean of 3.84 and 0.783 SD. (3) Product, Equipment, and Tools: overall, customers had a high expectation with a mean of 4.02 and 0.913 SD and a high level of satisfaction with a mean of 3.88 and 0.772 SD. (4) Place, Atmosphere, and Environment: overall, customers had a high expectation with a mean of 3.95 and 0.906 SD and a high level of satisfaction with a mean of 3.86 and 0.785 SD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20spa%20business" title=" health spa business"> health spa business</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=ranong%20province" title=" ranong province"> ranong province</a> </p> <a href="https://publications.waset.org/abstracts/2609/expectation-and-satisfaction-of-health-spa-business-service-ranong-province-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2609.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">303</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">12440</span> Educational Leadership for Social Justice: Meeting UK Muslim Expectation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mochammad%20Thalut">Mochammad Thalut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay discusses how educational leadership response the Muslims pupils’ problems and their expectation about education in the UK. As we know, the Muslims community in the country is increasing. However, the debate about educational leadership is still limited to the separation between religion and academic by westerns approach. It is found that there are four major problems of Muslims pupils that need to solve by the educational leader to provide social justice in education. Leader-teacher as an Islamic concept of the educational leader is an alternative approach that can be used by the educational leader to overcome the problems. In the end, it is strongly recommended to bring this issue to the leadership development program in the UK to give all aspiring heads understanding about Muslims expectation about education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muslim" title="Muslim">Muslim</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/73324/educational-leadership-for-social-justice-meeting-uk-muslim-expectation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12439</span> Characterization of Probability Distributions through Conditional Expectation of Pair of Generalized Order Statistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zubdahe%20Noor">Zubdahe Noor</a>, <a href="https://publications.waset.org/abstracts/search?q=Haseeb%20Athar"> Haseeb Athar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, first a relation for conditional expectation is developed and then is used to characterize a general class of distributions F(x) = 1-e^(-ah(x)) through conditional expectation of difference of pair of generalized order statistics. Some results are reduced for particular cases. In the end, a list of distributions is presented in the form of table that are compatible with the given general class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generalized%20order%20statistics" title="generalized order statistics">generalized order statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=order%20statistics" title=" order statistics"> order statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=record%20values" title=" record values"> record values</a>, <a href="https://publications.waset.org/abstracts/search?q=conditional%20expectation" title=" conditional expectation"> conditional expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=characterization" title=" characterization"> characterization</a> </p> <a href="https://publications.waset.org/abstracts/22898/characterization-of-probability-distributions-through-conditional-expectation-of-pair-of-generalized-order-statistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22898.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">460</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">12438</span> Handling Missing Data by Using Expectation-Maximization and Expectation-Maximization with Bootstrapping for Linear Functional Relationship Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adilah%20Abdul%20Ghapor">Adilah Abdul Ghapor</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Zulina%20Zubairi"> Yong Zulina Zubairi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20H.%20M.%20R.%20Imon"> A. H. M. R. Imon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Missing value problem is common in statistics and has been of interest for years. This article considers two modern techniques in handling missing data for linear functional relationship model (LFRM) namely the Expectation-Maximization (EM) algorithm and Expectation-Maximization with Bootstrapping (EMB) algorithm using three performance indicators; namely the mean absolute error (MAE), root mean square error (RMSE) and estimated biased (EB). In this study, we applied the methods of imputing missing values in two types of LFRM namely the full model of LFRM and in LFRM when the slope is estimated using a nonparametric method. Results of the simulation study suggest that EMB algorithm performs much better than EM algorithm in both models. We also illustrate the applicability of the approach in a real data set. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation-maximization" title="expectation-maximization">expectation-maximization</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation-maximization%20with%20bootstrapping" title=" expectation-maximization with bootstrapping"> expectation-maximization with bootstrapping</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20functional%20relationship%20model" title=" linear functional relationship model"> linear functional relationship model</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20indicators" title=" performance indicators"> performance indicators</a> </p> <a href="https://publications.waset.org/abstracts/31370/handling-missing-data-by-using-expectation-maximization-and-expectation-maximization-with-bootstrapping-for-linear-functional-relationship-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31370.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">455</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">12437</span> A Propose of Personnel Assessment Method Including a Two-Way Assessment for Evaluating Evaluators and Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shunsuke%20Saito">Shunsuke Saito</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuho%20Yoshimoto"> Kazuho Yoshimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunichi%20Ohmori"> Shunichi Ohmori</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirawadee%20Arunyanart"> Sirawadee Arunyanart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we suggest a mechanism of assessment that rater and Ratee (or employees) to convince. There are many problems exist in the personnel assessment. In particular, we were focusing on the three. (1) Raters are not sufficiently recognized assessment point. (2) Ratee are not convinced by the mechanism of assessment. (3) Raters (or Evaluators) and ratees have empathy. We suggest 1: Setting of "understanding of the assessment points." 2: Setting of "relative assessment ability." 3: Proposal of two-way assessment mechanism to solve these problems. As a prerequisite, it is assumed that there are multiple raters. This is because has been a growing importance of multi-faceted assessment. In this model, it determines the weight of each assessment point evaluators by the degree of understanding and assessment ability of raters and ratee. We used the ANP (Analytic Network Process) is a theory that an extension of the decision-making technique AHP (Analytic Hierarchy Process). ANP can be to address the problem of forming a network and assessment of Two-Way is possible. We apply this technique personnel assessment, the weights of rater of each point can be reasonably determined. We suggest absolute assessment for Two-Way assessment by ANP. We have verified that the consent of the two approaches is higher than conventional mechanism. Also, human resources consultant we got a comment about the application of the practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personnel%20evaluation" title="personnel evaluation">personnel evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=pairwise%20comparison" title=" pairwise comparison"> pairwise comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20network%20process%20%28ANP%29" title=" analytic network process (ANP)"> analytic network process (ANP)</a>, <a href="https://publications.waset.org/abstracts/search?q=two-ways" title=" two-ways"> two-ways</a> </p> <a href="https://publications.waset.org/abstracts/39660/a-propose-of-personnel-assessment-method-including-a-two-way-assessment-for-evaluating-evaluators-and-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39660.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">382</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">12436</span> An Analysis of Institutional Audits: Basis for Teaching, Learning and Assessment Framework and Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabil%20El%20Kadhi">Nabil El Kadhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Minerva%20M.%20Bunagan"> Minerva M. Bunagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dynamism in education, particularly in the area of teaching, learning and assessment has caused Higher Education Institutions (HEIs) worldwide to seek for ways to continuously improve their educational processes. HEIs use outcomes of institutional audits, assessments and accreditations, for improvement. In this study, the published institutional audit reports of HEIs in the Sultanate of Oman were analyzed to produce features of good practice; identify challenges along Teaching, Learning Assessment (TLA); and propose a framework that puts major emphasis in having a quality-assured TLA, including a set of principles that can be used as basis in succeeding an institutional visit. The TLA framework, which shows the TLA components, characteristics of the components, related expectation, including implementation tool/ strategy and pitfalls can be used by HEIs to have an adequate understanding of the scope of audit and be able to satisfy institutional audit requirements. The scope of this study can be widened by exploring the other requirements of the Institutional Audits in the Sultanate of Oman, particularly the area on Governance and Management and Student Support Services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=audit" title=" audit"> audit</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20assessment" title=" learning and assessment"> learning and assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a> </p> <a href="https://publications.waset.org/abstracts/55162/an-analysis-of-institutional-audits-basis-for-teaching-learning-and-assessment-framework-and-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55162.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">304</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">12435</span> Potential Energy Expectation Value for Lithium Excited State (1s2s3s)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalil%20H.%20Al-Bayati">Khalil H. Al-Bayati</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Nasma"> G. Nasma</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussein%20Ban%20H.%20Adel"> Hussein Ban H. Adel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present work is to calculate the expectation value of potential energy <V> for different spin states (ααα ≡ βββ, αβα ≡ βαβ) and compare it with spin states (αββ, ααβ ) for lithium excited state (1s2s3s) and Li-like ions (Be+, B+2) using Hartree-Fock wave function by partitioning technique. The result of inter particle expectation value shows linear behaviour with atomic number and for each atom and ion the <V> shows the trend ααα < ααβ < αββ < αβα. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lithium%20excited%20state" title="lithium excited state">lithium excited state</a>, <a href="https://publications.waset.org/abstracts/search?q=potential%20energy" title=" potential energy"> potential energy</a>, <a href="https://publications.waset.org/abstracts/search?q=1s2s3s" title=" 1s2s3s"> 1s2s3s</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20physics" title=" mathematical physics "> mathematical physics </a> </p> <a href="https://publications.waset.org/abstracts/5085/potential-energy-expectation-value-for-lithium-excited-state-1s2s3s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5085.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">489</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">12434</span> Preservice Science Teachers' Understanding of Equitable Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title="science teaching">science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20assessment" title=" equitable assessment"> equitable assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20literacy" title=" assessment literacy"> assessment literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20science%20teachers" title=" preservice science teachers"> preservice science teachers</a> </p> <a href="https://publications.waset.org/abstracts/38221/preservice-science-teachers-understanding-of-equitable-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38221.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">304</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">12433</span> Expectation-Confirmation Model of Information System Continuance: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Min%20Lai">Hui-Min Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Pin%20Chen"> Chin-Pin Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yung-Fu%20Chang"> Yung-Fu Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The expectation-confirmation model (ECM) is one of the most widely used models for evaluating information system continuance, and this model has been extended to other study backgrounds, or expanded with other theoretical perspectives. However, combining ECM with other theories or investigating the background problem may produce some disparities, thus generating inaccurate conclusions. Habit is considered to be an important factor that influences the user’s continuance behavior. This paper thus critically examines seven pairs of relationships from the original ECM and the habit variable. A meta-analysis was used to tackle the development of ECM research over the last 10 years from a range of journals and conference papers published in 2005–2014. Forty-six journal articles and 19 conference papers were selected for analysis. The results confirm our prediction that a high effect size for the seven pairs of relationships was obtained (ranging from r=0.386 to r=0.588). Furthermore, a meta-analytic structural equation modeling was performed to simultaneously test all relationships. The results show that habit had a significant positive effect on continuance intention at p<=0.05 and that the six other pairs of relationships were significant at p<0.10. Based on the findings, we refined our original research model and an alternative model was proposed for understanding and predicting information system continuance. Some theoretical implications are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Expectation-confirmation%20theory" title="Expectation-confirmation theory">Expectation-confirmation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Expectation-confirmation%20model" title=" Expectation-confirmation model"> Expectation-confirmation model</a>, <a href="https://publications.waset.org/abstracts/search?q=Meta-analysis" title=" Meta-analysis"> Meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analytic%20structural%20equation%20modeling." title=" meta-analytic structural equation modeling."> meta-analytic structural equation modeling.</a> </p> <a href="https://publications.waset.org/abstracts/52488/expectation-confirmation-model-of-information-system-continuance-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52488.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">307</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">12432</span> Modern Imputation Technique for Missing Data in Linear Functional Relationship Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adilah%20Abdul%20Ghapor">Adilah Abdul Ghapor</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Zulina%20Zubairi"> Yong Zulina Zubairi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahmatullah%20Imon"> Rahmatullah Imon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Missing value problem is common in statistics and has been of interest for years. This article considers two modern techniques in handling missing data for linear functional relationship model (LFRM) namely the Expectation-Maximization (EM) algorithm and Expectation-Maximization with Bootstrapping (EMB) algorithm using three performance indicators; namely the mean absolute error (MAE), root mean square error (RMSE) and estimated biased (EB). In this study, we applied the methods of imputing missing values in the LFRM. Results of the simulation study suggest that EMB algorithm performs much better than EM algorithm in both models. We also illustrate the applicability of the approach in a real data set. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation-maximization" title="expectation-maximization">expectation-maximization</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation-maximization%20with%20bootstrapping" title=" expectation-maximization with bootstrapping"> expectation-maximization with bootstrapping</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20functional%20relationship%20model" title=" linear functional relationship model"> linear functional relationship model</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20indicators" title=" performance indicators"> performance indicators</a> </p> <a href="https://publications.waset.org/abstracts/44261/modern-imputation-technique-for-missing-data-in-linear-functional-relationship-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44261.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">399</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">12431</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12430</span> The Acceptance of E-Assessment Considering Security Perspective: Work in Progress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kavitha%20Thamadharan">Kavitha Thamadharan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurazean%20Maarop"> Nurazean Maarop </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of e-assessment as tool to support the process of teaching and learning in university has become a popular technological means in universities. E-Assessment provides many advantages to the users especially the flexibility in teaching and learning. The e-assessment system has the capability to improve its quality of delivering education. However, there still exists a drawback in terms of security which limits the user acceptance of the online learning system. Even though there are studies providing solutions for identified security threats in e-learning usage, there is no particular model which addresses the factors that influences the acceptance of e-assessment system by lecturers from security perspective. The aim of this study is to explore security aspects of e-assessment in regard to the acceptance of the technology. As a result a conceptual model of secure acceptance of e-assessment is proposed. Both human and security factors are considered in formulation of this conceptual model. In order to increase understanding of critical issues related to the subject of this study, interpretive approach involving convergent mixed method research method is proposed to be used to execute the research. This study will be useful in providing more insightful understanding regarding the factors that influence the user acceptance of e-assessment system from security perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secure%20technology%20acceptance" title="secure technology acceptance">secure technology acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=e-assessment%20security" title=" e-assessment security"> e-assessment security</a>, <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title=" e-assessment"> e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20technology" title=" education technology"> education technology</a> </p> <a href="https://publications.waset.org/abstracts/26451/the-acceptance-of-e-assessment-considering-security-perspective-work-in-progress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26451.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">459</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">12429</span> An Empirical Study of Performance Management System: Implementation of Performance Management Cycle to Achieve High-Performance Culture at Pertamina Company, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arif%20Budiman">Arif Budiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Any organization or company that wishes to achieve vision, mission, and goals of the organization is required to implement a performance management system or known as the Performance Management System (PMS) in every part of the whole organization. PMS is a tool to help visualize the direction and work program of the organization to achieve the goal. The challenge is PMS should not stop merely as a visualization tool to achieve the vision and mission of the organization, but PMS should also be able to create a high-performance culture that is inherent in each individual of the organization. Establishment of a culture within an organization requires the support of top leaders and also requires a system or governance that encourages every individual in the organization to be involved in any work program of the organization. Keywords of creating a high-performance culture are the formation of communication pattern involving the whole individual, either vertically or horizontally, and performed consistently and persistently by all individuals in each line of the organization. PT Pertamina (Persero) as the state-owned national energy company holds a system to internalize the culture of high performance through a system called Performance Management System Cycle (PMS Cycle). This system has 7 stages of the cycle, those are: (1) defining vision, mission and strategic plan of the company, (2) defining key performance indicator of each line and the individual (‘expectation setting conversation’), (3) defining performance target and performance agreement, (4) monitoring performance on a monthly regular basis (‘pulse check’), (5) implementing performance dialogue between leaders and staffs periodically every 3 months (‘performance dialogue’), (6) defining rewards and consequences based on the achievement of the performance of each line and the individual, and (7) calculating the final performance value achieved by each line and individual from one period of the current year. Perform PMS is a continual communication running throughout the year, that is why any three performance discussion that should be performed, include expectation setting conversations, pulse check and performance dialogue. In addition, another significant point and necessary undertaken to complete the assessment of individual performance assessment is soft competencies through 360-degree assessment by leaders, staffs, and peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=360-degree%20assessment" title="360-degree assessment">360-degree assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation%20setting%20conversation" title=" expectation setting conversation"> expectation setting conversation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20management%20system%20cycle" title=" performance management system cycle"> performance management system cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20dialogue" title=" performance dialogue"> performance dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pulse%20check" title=" pulse check"> pulse check</a> </p> <a href="https://publications.waset.org/abstracts/66870/an-empirical-study-of-performance-management-system-implementation-of-performance-management-cycle-to-achieve-high-performance-culture-at-pertamina-company-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66870.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">440</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">12428</span> Gap Analysis of Service Quality: The Veterinary Teaching Hospital, University of Peradeniya, Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Preethi%20Sudarshanie%20Dassanayake">Preethi Sudarshanie Dassanayake</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20A.%20Sudath%20Weerasiri"> R. A. Sudath Weerasiri </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The objective of this study were to find out highest expectation and perception,highest gap between perception and expectation of service quality, and to find out such gaps between perception and expectation with regard to service quality dimensions were whether statistically significant. Methodology: This study carried out at the Out Patient Department (OPD) of the Veterinary Teaching Hospital (VTH), University of Peradeniya. Modified version of SERVQUAL with 22-pairs of items regarding expectation and perception of service quality in dimensions of tangible, reliability, responsiveness, assurance and empathy were included in Part 1 and the Part 2 of the questionnaire consisted of questions regarding socio-demographic factors. Sample size was 200 and sampling procedure was Systematic Random Sampling. Customers above 18 years of age, able to read, write and understand Sinhala or English language, visits more than twice in last six months and who willing to respond were selected. Findings: The analysis revealed customers expectations of service higher than the perceived for all 22- items of the SERVQUAL. This high expectation suggests that there is sufficient room for further improvement of service quality in all five dimensions. Originality/Value of the Paper: This study gave a new insight for poorly researched area of veterinary health service quality in Sri Lankan context. It provides hospital administrators and policy makers to develop strategies for further improvement of service quality according to customers' view. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=SERVQUAL" title=" SERVQUAL"> SERVQUAL</a>, <a href="https://publications.waset.org/abstracts/search?q=veterinary%20health%20care" title=" veterinary health care"> veterinary health care</a> </p> <a href="https://publications.waset.org/abstracts/23754/gap-analysis-of-service-quality-the-veterinary-teaching-hospital-university-of-peradeniya-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23754.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">469</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">12427</span> Visitor Expectation on a Tour Guide Business as Part of Promoting the Sustainability Tourism in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kawinphat%20Lertpontmanee">Kawinphat Lertpontmanee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tourism industry in Thailand is regarded as an energizer of the domestic economy for several years. With this reason, researchers aim to study Visitor Expectation on a Tour Guide Business as part of promoting the Sustainability Tourism in Thailand. The study collected data via questionnaires from the population of 400 samples who have experienced the tour guide and traveling business. The research was studied by divided samples into two main groups, male samples and female sample. There are differences on their average salary per month and expectation on the tour company as part of promoting the Sustainability Tourism of the country. The majority of samples expect that the tour guide company will present the awareness of operating their business without any impact to the environment, offering an appropriated quality trips and offering a valuable price. The tour guide companies were expected to be expanded and operated in regional level in order to strengthen the community economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20business" title=" tour guide business"> tour guide business</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20tourism" title=" sustainability tourism"> sustainability tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sightseeing%20business" title=" sightseeing business"> sightseeing business</a> </p> <a href="https://publications.waset.org/abstracts/39962/visitor-expectation-on-a-tour-guide-business-as-part-of-promoting-the-sustainability-tourism-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39962.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">320</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">12426</span> Expectation during Improvisation: The Way It Influences the Musical Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Negretto">Elisa Negretto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improvisation is a fundamental form of musical practice and an increasing amount of literature shows a particular interest on the consequences it might have in different kinds of social contexts. A relevant aspect of the musical experience is the ability to create expectations, which reflects a basic strategy of the human mind, an intentional movement toward the future which is based on previous experiences. Musical Expectation – an unconscious tendency to project forward in time, to predict future sound events and the ongoing of a musical experience – can be regarded as a process that strongly influences the listeners’ emotional and affective response to music, as well as their social and aesthetic experience. While improvising, composers, interpreters and listeners generate and exchange expectations, thus creating a dynamic dialogue and meaningful relationships. The aim of this paper is to investigate how expectation contributes to the creation of such a dialogue during the unfolding of the musical experience and to what extent it influences the meaning music acquires during the performance. The difference between the ability to create expectations and the anticipation of the future ongoing of music will be questioned. Does it influence in different ways the meaning of music and the kind of dialogical relationship established between musicians and between performers and audience? Such questions will be investigated with reference to recent research in music cognition and the analysis of a particular case: a free jazz performance during which musicians improvise and/or change the location of the sound source. The present paper is an attempt to provide new insights for investigating and understanding the cognitive mechanisms underlying improvisation as a musical and social practice. They contribute to the creation of a model that we can find in many others social practices in which people have to build meaningful relationships and responses to environmental stimuli. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anticipation" title="anticipation">anticipation</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation" title=" expectation"> expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning" title=" meaning"> meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20dialogue" title=" musical dialogue"> musical dialogue</a> </p> <a href="https://publications.waset.org/abstracts/70575/expectation-during-improvisation-the-way-it-influences-the-musical-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70575.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">249</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">12425</span> Reliability Assessment for Tie Line Capacity Assistance of Power Systems Based on Multi-Agent System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadheer%20A.%20Shalash">Nadheer A. Shalash</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Zaharin%20Bin%20Ahmad"> Abu Zaharin Bin Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological developments in industrial innovations have currently been related to interconnected system assistance and distribution networks. This important in order to enable an electrical load to continue receive power in the event of disconnection of load from the main power grid. This paper represents a method for reliability assessment of interconnected power systems based. The multi-agent system consists of four agents. The first agent was the generator agent to using as connected the generator to the grid depending on the state of the reserve margin and the load demand. The second was a load agent is that located at the load. Meanwhile, the third is so-called "the reverse margin agent" that to limit the reserve margin between 0-25% depend on the load and the unit size generator. In the end, calculation reliability Agent can be calculate expected energy not supplied (EENS), loss of load expectation (LOLE) and the effecting of tie line capacity to determine the risk levels Roy Billinton Test System (RBTS) can use to evaluated the reliability indices by using the developed JADE package. The results estimated of the reliability interconnection power systems presented in this paper. The overall reliability of power system can be improved. Thus, the market becomes more concentrated against demand increasing and the generation units were operating in relation to reliability indices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reliability%20indices" title="reliability indices">reliability indices</a>, <a href="https://publications.waset.org/abstracts/search?q=load%20expectation" title=" load expectation"> load expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=reserve%20margin" title=" reserve margin"> reserve margin</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20load" title=" daily load"> daily load</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20system" title=" multi-agent system"> multi-agent system</a> </p> <a href="https://publications.waset.org/abstracts/4342/reliability-assessment-for-tie-line-capacity-assistance-of-power-systems-based-on-multi-agent-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4342.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">325</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">12424</span> Arabic Character Recognition Using Regression Curves with the Expectation Maximization Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20A.%20AlShaher">Abdullah A. AlShaher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we demonstrate how regression curves can be used to recognize 2D non-rigid handwritten shapes. Each shape is represented by a set of non-overlapping uniformly distributed landmarks. The underlying models utilize 2<sup>nd</sup> order of polynomials to model shapes within a training set. To estimate the regression models, we need to extract the required coefficients which describe the variations for a set of shape class. Hence, a least square method is used to estimate such modes. We then proceed by training these coefficients using the apparatus Expectation Maximization algorithm. Recognition is carried out by finding the least error landmarks displacement with respect to the model curves. Handwritten isolated Arabic characters are used to evaluate our approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20recognition" title="character recognition">character recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20curves" title=" regression curves"> regression curves</a>, <a href="https://publications.waset.org/abstracts/search?q=handwritten%20Arabic%20letters" title=" handwritten Arabic letters"> handwritten Arabic letters</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation%20maximization%20algorithm" title=" expectation maximization algorithm"> expectation maximization algorithm</a> </p> <a href="https://publications.waset.org/abstracts/101427/arabic-character-recognition-using-regression-curves-with-the-expectation-maximization-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101427.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">145</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">12423</span> Teachers' Assessment Practices in Lower Secondary Schools in Tanzania: The Potential and Opportunities for Formative Assessment Practice Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Joas%20Kahembe">Joyce Joas Kahembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of education assessment reforms in developing countries has been claimed to be problematic and difficult. The socio-economic teaching and learning environment has pointed to constraints in the education reform process. Nevertheless, there are existing assessment practices that if enhanced, can have potential to foster formative assessment practices in those contexts. The present study used the sociocultural perspective to explore teachers’ assessment practices and factors influencing them in Tanzania. Specifically, the sociocultural perspective helped to trace social, economic and political histories imparted to teachers’ assessment practices. The ethnographic oriented methods like interviews, observations and document reviews was used in this exploration. Teachers used assessment practices, such as questioning and answering, tests, assignments and examinations, for evaluating, monitoring and diagnosing students’ understanding, achievement and performance and standards and quality of instruction practices. The obtained assessment information functioned as feedback for improving students’ understanding, performance, and the standard and quality of teaching instruction and materials. For example, teachers acknowledged, praised, approved, disapproved, denied, graded, or marked students’ responses to give students feedback and aid learning. Moreover, teachers clarified and corrected or repeated students’ responses with worded/added words to improve students’ mastery of the subject content. Teachers’ assessment practices were influenced by the high demands of passing marks in the high stakes examinations and the contexts of the social economic teaching environment. There is a need to ally education assessment reforms with existing socio-economic teaching environments and society and institutional demands of assessment to make assessment reforms meaningful and sustainable. This presentation ought to contribute on ongoing strategies for contextualizing assessment practices for formative uses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/42423/teachers-assessment-practices-in-lower-secondary-schools-in-tanzania-the-potential-and-opportunities-for-formative-assessment-practice-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12422</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12421</span> Energy Calculation for Excited Lithium Atom in Position Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalil%20H.%20Al-Bayati">Khalil H. Al-Bayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Omar%20Al-Baiti"> Khalid Omar Al-Baiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The energy expectation value <E> for Li-like ions systems (Li, Be+ and Be2+) hasbeen calculated and examined within the ground state (1s2sα)^2 S and the excited state (1s3sα)^2 S in position space. The partitioning technique of Hartree-Fock (H-F) has been used for existing wavefnctions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20expectation%20value" title="energy expectation value">energy expectation value</a>, <a href="https://publications.waset.org/abstracts/search?q=atomic%20systems" title=" atomic systems"> atomic systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ground%20and%20excited%20states" title=" ground and excited states"> ground and excited states</a>, <a href="https://publications.waset.org/abstracts/search?q=Hartree-Fock%20approximation" title=" Hartree-Fock approximation"> Hartree-Fock approximation</a> </p> <a href="https://publications.waset.org/abstracts/11402/energy-calculation-for-excited-lithium-atom-in-position-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11402.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">617</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">12420</span> What Hikers Wants? Evaluation by Travel Agents Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20%C3%87etinkaya">G. Çetinkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y%C4%B1ld%C4%B1z"> M. Yıldız</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20%C3%87etinkaya"> P. Çetinkaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tourism is one of the world’s largest industries and its total contribution to the global economy in 2014 was US$7.6 trillion, which equates to 9.8% of total economy GDP in 2014. Mountains are important regions for tourism industry and its second most popular tourist destinations after coastal regions. Hiking and trekking are most popular activity in mountains region and it is estimated that more than 50 million people visit mountains each year. So that hiking was come out to individual activity and it’s to be a massive event. Nowadays hiking is commercialized and mostly it’s become organized by travel agency and tour operators. Travel agency which is offering hiking activities to know the demands of the individuals involved in these activities and is required to submit to it for services. The aim of this study to determined hiking participant expectation from hiking by travel agency perspective. 34 travel agency officials participated in the study. Data were collected by questionnaire developed by the researchers. Results show that according to travel agency officials “visual quality” is the most important expectation factor for hikers. And other expectation factors are “safety”, “accessibility”, “unspoiled local service”, “walking grade”, “expert guidance service”, “popularity of trail”, “uncrowded trail”, “substructure facilities”, “relevant cost”, “guidebook” and “suitable climatic conditions”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation" title="expectation">expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=hikers" title=" hikers"> hikers</a>, <a href="https://publications.waset.org/abstracts/search?q=travel%20agency" title=" travel agency"> travel agency</a>, <a href="https://publications.waset.org/abstracts/search?q=mountain%20tourism" title=" mountain tourism"> mountain tourism</a> </p> <a href="https://publications.waset.org/abstracts/31933/what-hikers-wants-evaluation-by-travel-agents-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31933.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">279</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">12419</span> Perception of Pre-Clinical Students towards Doctors Lifestyle </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shalinawati%20Ramli">Shalinawati Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Khairani%20Omar"> Khairani Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Azmawati%20Mohamed"> Nurul Azmawati Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarini%20Ismail"> Zarini Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Syahrina%20%20Rahim"> Nur Syahrina Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Hayati%20Chamhuri"> Nurul Hayati Chamhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical doctors’ work to prevent, diagnose, treat diseases, disorders, and injuries as well as prescribing medication. Many people are attracted to this profession because it gives them the opportunity to help others. Doctors’ improve quality of life by providing advice, healing physical ailments and performing complex surgeries. Medicine is a profession in which dedication to the wellbeing of others is of paramount importance. Balancing the requirements of work and personal life can be a struggle as the demand of work as a doctors’ is great. Perception and expectation of medical students regarding the lifestyle of doctors’ is important to ensure that they had made the right career choice. Thus, the aim of this study is to assess the perception of pre-clinical students regarding doctors’ lifestyle. This study is a cross-sectional study involving all third-year pre-clinical medical students at University Sains Islam Malaysia. A total of 81 students participated in this study. Participants were given a set of questionnaire consisting of demographic data, open-ended questions on their perception on doctors’ lifestyle of working environment, salary expectation and family life. Thematic analysis were used to analyse the data. The participants comprised 69% female and their age range was between 20-21 years old. Majority of them were from middle-income families. Majority of the students perceived that the doctors’ lifestyle would be busy (72%). Approximately 30% of them expected that the time schedule will be unpredictable, 21% mentioned that sacrifice is required and 16% perceived it as a tiring job. Other themes emerged were ‘requiring high commitment’ (6%), challenging (7%) and risky (4%). With regards to salary expectation, 48% expected reasonable salary, 33% high salary and 12% described it as 'not worth compared to the workload'. Majority of them perceived that their family life will be restricted (62%) and time management is important (33%). Only 15% mentioned that family members have to sacrifice and spousal understanding is important (7%). About 10% of them perceived that their family will not be affected by their profession. Majority of the medical students perceived a busy doctors’ lifestyle, reasonable salary and restricted family life. However, there was a significant proportion of them who required counselling for better preparation of their future lifestyle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctors%20lifestyle" title="doctors lifestyle">doctors lifestyle</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-clinical%20students" title=" pre-clinical students"> pre-clinical students</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/51198/perception-of-pre-clinical-students-towards-doctors-lifestyle" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51198.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12418</span> Synthesis of Filtering in Stochastic Systems on Continuous-Time Memory Observations in the Presence of Anomalous Noises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Rozhkova">S. Rozhkova</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Rozhkova"> O. Rozhkova</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Harlova"> A. Harlova</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Lasukov"> V. Lasukov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have conducted the optimal synthesis of root-mean-squared objective filter to estimate the state vector in the case if within the observation channel with memory the anomalous noises with unknown mathematical expectation are complement in the function of the regular noises. The synthesis has been carried out for linear stochastic systems of continuous-time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20expectation" title="mathematical expectation">mathematical expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=filtration" title=" filtration"> filtration</a>, <a href="https://publications.waset.org/abstracts/search?q=anomalous%20noise" title=" anomalous noise"> anomalous noise</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a> </p> <a href="https://publications.waset.org/abstracts/28832/synthesis-of-filtering-in-stochastic-systems-on-continuous-time-memory-observations-in-the-presence-of-anomalous-noises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28832.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">247</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">12417</span> The Development of an Integrity Cultivating Module in School-Based Assessment among Malaysian Teachers: A Research Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazilawati%20Binti%20Abdullah"> Norazilawati Binti Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahimah%20Adam"> Rahimah Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Bin%20Lebar"> Othman Bin Lebar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The competency and integrity required for better understanding and practice of School-based Assessment (PBS) comes not only from the process, but also in providing the support or ‘scaffolding’ for teachers to recognize the student as a learner, improve their self-assessment skills, understanding of the daily teaching plan and its constructive alignment of the curriculum, pedagogy and assessment. The cultivation of integrity in PBS among the teachers is geared towards encouraging them to become committed and dedicated in implementing assessments in a serious, efficient manner, thus moving away from the usual teacher-focused approach to the student-focused approach. The teachers show their integrity via their professional commitment, responsibility and actions. The module based on the cultivation of integrity in PBS among Malaysian teachers aims to broaden the guidance support for teachers (embedded in the training), which consists of various domains to enable better evaluation of complex assessment tasks and the construction of suitable instrument for measuring the relevant cognitive, affective and psychomotor domains to describe the students’ achievement. The instrument for integrity cultivation in PBS has been developed and validated for measuring the effectiveness of the module constructed. This module is targeted towards assisting the staff in the Education Ministry, especially the principal trainers, teachers, headmasters and education officers to acquire effective intervention for improving the PBS assessors’ integrity and competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title="school-based assessment">school-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20competency%20integrity%20cultivation" title=" assessment competency integrity cultivation"> assessment competency integrity cultivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20commitment" title=" professional commitment"> professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=module" title=" module"> module</a> </p> <a href="https://publications.waset.org/abstracts/40997/the-development-of-an-integrity-cultivating-module-in-school-based-assessment-among-malaysian-teachers-a-research-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40997.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">410</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">12416</span> South Korean Tourists' Expectation, Satisfaction and Loyalty Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tolga%20Gok">Tolga Gok</a>, <a href="https://publications.waset.org/abstracts/search?q=Kursad%20Sayin"> Kursad Sayin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to investigate the relationship between expectation, satisfaction and loyalty of South Korean tourists visiting Turkey. In the research, a questionnaire was used as a data collecting tool. The questionnaires are filled by South Korean tourists coming to Turkey through package tours and individual. The survey was conducted in 2014 in Nevsehir (Cappadocia Region) and Istanbul. Tourist guides and agency staff have helped the implementation of surveys. The survey questions are composed of 4 parts, which are “demographic characteristics of tourists”, “travel behavior characteristics”, “perception of expectations on destination attributes” and “perception of destination loyalty”. 5-point Likert type scale including 28 destination attributes was used to measure the expectations of South Korean tourists coming to Turkey. Questions were directed to the tourists to measure the destination loyalty. The questions relating to destination loyalty are “Talking about Turkey to others”, “Recommendation Turkey to others” and “Tourists’ intentions to revisit Turkey”. The basic hypothesis of the research is that there is a statistically significant relationship among expectations, satisfactions and destination loyalty of South Korean tourists coming to Turkey. The results indicated that the expectation had a significant effect on overall satisfaction. In addition, it was seen that between overall satisfaction of tourists and destination loyalty had a significant relationship. Based on findings, some suggestions for tour operators and travel agencies were made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tourist%20expectation" title="tourist expectation">tourist expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=tourist%20satisfaction" title=" tourist satisfaction"> tourist satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=destination%20loyalty" title=" destination loyalty"> destination loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=destination%20attributes" title=" destination attributes"> destination attributes</a> </p> <a href="https://publications.waset.org/abstracts/31571/south-korean-tourists-expectation-satisfaction-and-loyalty-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31571.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">472</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">12415</span> Critical Reading Achievement of Rural Migrant Children in China: The Roles of Educational Expectation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liman%20Zhao">Liman Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianlong%20Zhang"> Jianlong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingman%20Ren"> Mingman Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuang%20Wang"> Chuang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian%20Liu"> Jian Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas in the context of urbanization. In China, the socioeconomic status of migrant children is relatively low in comparison to non-migrant children. Parents of migrant children often work in occupations with long working hours, high labor intensity, and low pay due to their poor academic qualifications. Most migrant children's parents have not received higher education and have no time to read with their children. The family of migrant children usually does not have a good collection of books either, which leads to these children’s insufficient reading and low reading levels. Moreover, migrant children frequently relocate with their parents, and their needs for knowledge and reading are often neglected by schools, which puts migrant children at risk of academic failure in China. Therefore, the academic achievement of rural migrant children has become a focus of education in China. This study explores the relationship between the educational expectation of rural migrant children and their critical reading competence in general and the moderating effect of the difference between parental educational expectation to their children and the children’s own educational expectation. The responses to a survey from 5113 seventh-grade children in a district of the capital city in China revealed that children who moved to cities in grades 4-6 of primary school performed the best in critical reading, and children who moved to cities after middle school showed the worst performance in critical reading. In addition, parents’ educational expectations of their children and their own educational expectations were both significant predictors of rural migrant children’s reading competence. The higher a child's expectations of a degree and the smaller the gap between parents' expectations of a child's education and the child's own education expectations, the better the child's performance in critical reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20expectation" title="educational expectation">educational expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20competence" title=" critical reading competence"> critical reading competence</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20migrant%20children" title=" rural migrant children"> rural migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=moderating%20effect" title=" moderating effect"> moderating effect</a> </p> <a href="https://publications.waset.org/abstracts/97944/critical-reading-achievement-of-rural-migrant-children-in-china-the-roles-of-educational-expectation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97944.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">201</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">12414</span> Investigation on the Functional Expectation and Professional Support Needs of Special Education Resource Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hongxia%20Wang">Hongxia Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yanjie%20Wang"> Yanjie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiuqin%20Wang"> Xiuqin Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Linlin%20Mo"> Linlin Mo</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuangshuang%20Niu"> Shuangshuang Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special Education Resource Center (SERC) is the localized product in the development of inclusive education in People’s Republic of China, which provides professional support and service for the students with special education needs(SEN) and their parents, teachers as well as inclusive schools. The study investigated 155 administrators, resource teachers and inclusive education teachers from primary and secondary schools in Beijing. The results indicate that: (1) The surveyed teachers put highest expectation of SERC on specialized guidance and teacher training , instead of research and administration function; (2) Each dimension of professional support needs gets higher scores, in which individual guidance gets highest score, followed by instruction guidance, psychological counseling, proposing suggestions, informational support and teacher training; (3) locality and training experience of surveyed teachers significantly influence their expectations and support needs of SERC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education%20resource%20center%20%28SERC%29" title="special education resource center (SERC) ">special education resource center (SERC) </a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20expectation" title=" functional expectation"> functional expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20support%20needs" title=" professional support needs"> professional support needs</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20system" title=" support system"> support system</a> </p> <a href="https://publications.waset.org/abstracts/84915/investigation-on-the-functional-expectation-and-professional-support-needs-of-special-education-resource-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84915.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">380</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" 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