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practical</title> <meta name="description" content="Search results for: practical"> <meta name="keywords" content="practical"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="practical"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2900</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: practical</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2900</span> Practical Experiences as Part of Project Management Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Hussain">H. Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20H.%20Mohamad"> N. H. Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practical experiences have been one of the successful criteria for the Project Management course for the art and design students. There are series of events that the students have to undergo as part of their practical exercises in the learning context for Project Management courses. These series have been divided into few mini programs that involved the whole individual in each group. Therefore, the events have been one of the bench marks for these students. Through the practical experience, the task that has been given to individual has been performed according to the needs of professional practice and ethics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20experience" title="practical experience">practical experience</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20and%20design%20students" title=" art and design students"> art and design students</a>, <a href="https://publications.waset.org/abstracts/search?q=events" title=" events"> events</a>, <a href="https://publications.waset.org/abstracts/search?q=programs" title=" programs"> programs</a> </p> <a href="https://publications.waset.org/abstracts/28606/practical-experiences-as-part-of-project-management-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">556</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">2899</span> Virtual Practical Work as Formation of Physics Concept for Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepdiana%20W.%20Rahmawati">Sepdiana W. Rahmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20A.%20P.%20Anggraini"> Santi A. P. Anggraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world of education has made progress with the various new technologies with help of computer. No exception physics education, especially virtual physics practical work. By doing practical work, memory of physics concept will be more advantageous for student and they will understand the essence of actual physics, not only spiked formula. With help of computers, created a variety of applications that can be used by students to perform virtual practical work and students will start thinking systematically to be able find its own concepts and understand the application of physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essence%20of%20physics" title="essence of physics">essence of physics</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20concept" title=" formation concept"> formation concept</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20concept" title=" physics concept"> physics concept</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20practical%20work" title=" virtual practical work"> virtual practical work</a> </p> <a href="https://publications.waset.org/abstracts/39435/virtual-practical-work-as-formation-of-physics-concept-for-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39435.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">406</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">2898</span> Practical Problems as Tools for the Development of Secondary School Students’ Motivation to Learn Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses plausible reasoning use for solution to practical problems. Such reasoning is the major driver of motivation and implementation of mathematical, scientific and educational research activity. A general, practical problem solving algorithm is presented which includes an analysis of specific problem content to build, solve and interpret the underlying mathematical model. The author explores the role of practical problems such as the stimulation of students' interest, the development of their world outlook and their orientation in the modern world at the different stages of learning mathematics in secondary school. Particular attention is paid to the characteristics of those problems which were systematized and presented in the conclusions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20problem" title=" practical problem"> practical problem</a> </p> <a href="https://publications.waset.org/abstracts/64007/practical-problems-as-tools-for-the-development-of-secondary-school-students-motivation-to-learn-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64007.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">299</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">2897</span> Physics’s Practical Based on Android as a Motivator in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuni%20Rochmawati">Yuni Rochmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluk%20Il%20Mukarromah"> Luluk Il Mukarromah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Android is a mobile operating system (OS) based on the linux kerrnel and currently developed by google. With a user interface based on direct manipulation, Android is designed primarily for touchscreen mobile deviced such as smartphone and tablet computer, with specialized user interface for television (Android TV), cars (Android Auto), and wrist watches (Android Wear). Now, almost all peoples using smartphone. Smartphone seems to be a must-have object, because smartphone has many benefits. In addition, of course smartphone have many benefits for education, like resume of lesson that form of e-book. However, this article is not about resume of lesson. This article is about practical based on android, exactly for physics. Therefore, we will explain our idea about physics’s practical based on android and for output, we wish many students will be like to studying physics and always remember about physics’s phenomenon by physics’s practical based on android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a> </p> <a href="https://publications.waset.org/abstracts/39584/physicss-practical-based-on-android-as-a-motivator-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39584.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">242</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">2896</span> Effective Teaching of Thermofluid Pratical Courses during COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Opeyemi%20Fadipe">Opeyemi Fadipe</a>, <a href="https://publications.waset.org/abstracts/search?q=Masud%20Salimian"> Masud Salimian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic has introduced a new normal into the world; online teaching is now the most used method of teaching over the face to face meeting. With the emergency of these teaching, online-teaching has been improved over time and with more technological advancement tools introduced. Practical courses are more demanding to teach because it requires the physical presence of the student as well as a demonstration of the equipment. In this study, a case of Lagos State University thermofluid practical was the understudy. A survey was done and give to a sample of students to fill. The result showed that the blend-approach is better for practical course teaching. Software simulation of the equipment used to conduct practical should be encouraged in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=t-distribution" title=" t-distribution"> t-distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=thermofluid" title=" thermofluid"> thermofluid</a> </p> <a href="https://publications.waset.org/abstracts/131962/effective-teaching-of-thermofluid-pratical-courses-during-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131962.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">176</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">2895</span> The Use of Computer Simulation as Technological Education for Crisis Management Staff</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20Barta">Jiří Barta</a>, <a href="https://publications.waset.org/abstracts/search?q=Josef%20Krahulec"> Josef Krahulec</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20F.%20Urb%C3%A1nek"> Jiří F. Urbánek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education and practical training crisis management members are a topical issue nowadays. The paper deals with the perspectives and possibilities of ‘smart solutions’ to education for crisis management staff. Currently, there are a large number of simulation tools, which notes that they are suitable for practical training of crisis management staff. The first part of the paper is focused on the introduction of the technology simulation tools. The simulators aim is to create a realistic environment for the practical training of extending units of crisis staff. The second part of the paper concerns the possibilities of using the simulation technology to the education process. The aim of this section is to introduce the practical capabilities and potential of the simulation programs for practical training of crisis management staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crisis%20management%20staff" title="crisis management staff">crisis management staff</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20simulation" title=" computer simulation"> computer simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20education" title=" technological education"> technological education</a> </p> <a href="https://publications.waset.org/abstracts/39792/the-use-of-computer-simulation-as-technological-education-for-crisis-management-staff" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39792.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">354</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">2894</span> Secondary Science Teachers' Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20attitude" title=" scientific attitude"> scientific attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=STS" title=" STS"> STS</a> </p> <a href="https://publications.waset.org/abstracts/10717/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10717.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">490</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">2893</span> Principal Component Analysis Applied to the Electric Power Systems – Practical Guide; Practical Guide for Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Morales">John Morales</a>, <a href="https://publications.waset.org/abstracts/search?q=Eduardo%20Ordu%C3%B1a"> Eduardo Orduña</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently the Principal Component Analysis (PCA) theory has been used to develop algorithms regarding to Electric Power Systems (EPS). In this context, this paper presents a practical tutorial of this technique detailed their concept, on-line and off-line mathematical foundations, which are necessary and desirables in EPS algorithms. Thus, features of their eigenvectors which are very useful to real-time process are explained, showing how it is possible to select these parameters through a direct optimization. On the other hand, in this work in order to show the application of PCA to off-line and on-line signals, an example step to step using Matlab commands is presented. Finally, a list of different approaches using PCA is presented, and some works which could be analyzed using this tutorial are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20guide%3B%20on-line%3B%20off-line" title="practical guide; on-line; off-line">practical guide; on-line; off-line</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=faults" title=" faults"> faults</a> </p> <a href="https://publications.waset.org/abstracts/34859/principal-component-analysis-applied-to-the-electric-power-systems-practical-guide-practical-guide-for-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34859.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">563</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">2892</span> Research on Dynamic Practical Byzantine Fault Tolerance Consensus Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cao%20Xiaopeng">Cao Xiaopeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Shi%20Linkai"> Shi Linkai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practical Byzantine fault-tolerant algorithm does not add nodes dynamically. It is limited in practical application. In order to add nodes dynamically, Dynamic Practical Byzantine Fault Tolerance Algorithm (DPBFT) was proposed. Firstly, a new node sends request information to other nodes in the network. The nodes in the network decide their identities and requests. Then the nodes in the network reverse connect to the new node and send block information of the current network. The new node updates information. Finally, the new node participates in the next round of consensus, changes the view and selects the master node. This paper abstracts the decision of nodes into the undirected connected graph. The final consistency of the graph is used to prove that the proposed algorithm can adapt to the network dynamically. Compared with the PBFT algorithm, DPBFT has better fault tolerance and lower network bandwidth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20byzantine" title="practical byzantine">practical byzantine</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20tolerance" title=" fault tolerance"> fault tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain" title=" blockchain"> blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=consensus%20algorithm" title=" consensus algorithm"> consensus algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=consistency%20analysis" title=" consistency analysis"> consistency analysis</a> </p> <a href="https://publications.waset.org/abstracts/128883/research-on-dynamic-practical-byzantine-fault-tolerance-consensus-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128883.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">130</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">2891</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.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">246</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">2890</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.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">492</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">2889</span> ICT-Driven Cataloguing and Classification Practical Classes: Perception of Nigerian Library and Information Science Students on Motivational Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulsalam%20Abiodun%20Salman">Abdulsalam Abiodun Salman</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulmumin%20Isah"> Abdulmumin Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the motivational factors that could enhance the teaching and understanding of ICT-driven cataloguing and classification (Cat and Class) practical classes among students of library and information science (LIS) in Kwara State Library Schools, Nigeria. It deployed a positivist research paradigm using a quantitative method by deploying the use of questionnaires for data collection. The population of the study is one thousand, one hundred and twenty-five (1,125) which was obtained from the department of each respective library school (the University of Ilorin, Ilorin (Unilorin); Federal Polytechnic Offa, (Fedpoffa); and Kwara State University (KWASU). The sample size was determined using the research advisor table. Hence, the study sample of one hundred and ten (110) was used. The findings revealed that LIS students were averagely motivated toward ICT-driven Cataloguing and Classification practical classes. The study recommended that modern cataloguing and classification tools for practical classes should be made available in the laboratories as motivational incentives for students. It was also recommended that library schools should motivate the students beyond the provision of these ICT-driven tools but also extend the practical class periods. Availability and access to medical treatment in case of injuries during the practical classes should be made available. Technologists/Tutors of Cat and Class practical classes should also be exposed to further training in modern trends, especially emerging digital knowledge and skills in cataloguing and classification. This will keep both the tutors and students abreast of the new development in the technological arena. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cataloguing%20and%20classification" title="cataloguing and classification">cataloguing and classification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20factors" title=" motivational factors"> motivational factors</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT-driven%20practical%20classes" title=" ICT-driven practical classes"> ICT-driven practical classes</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS%20students" title=" LIS students"> LIS students</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/149679/ict-driven-cataloguing-and-classification-practical-classes-perception-of-nigerian-library-and-information-science-students-on-motivational-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149679.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">135</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">2888</span> Effects of Practical Activities on Performance among Biology Students in Zaria Education Zone, Kaduna State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullahi%20Garba">Abdullahi Garba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effects of practical activities on performance among biology students in Zaria education zone, Kaduna State, Nigeria. The population consists of 18 public schools in the Zaria Education Zone with a total number of 4,763 students. A random sample of 115 students was selected from the population in the study area. The study design was quasi-experimental, which adopted the pre-test, post-test experimental, and control group design. The experimental group was exposed to practical activities, while the control group was taught with the lecture method. A validated instrument, a biology performance test (BPT) with a reliability coefficient of 0.82, was used to gather data which were analyzed using a t-test and paired sample t-test. Two research questions and hypotheses guided the study. The hypotheses were tested at p≤0.05 level of significance. Findings revealed that: there was a significant difference in the academic performance of students exposed to practical activities compared to their counterparts; there was no significant difference in performance between male and female Biology students exposed to practical activities. The recommendation given was that practical activities should be encouraged in the teaching and learning of Biology for better understanding. The Federal and State Ministry of Education should sponsor biology teachers for training and retraining of teachers to improve the academic performance of students in the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biology" title="biology">biology</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a>, <a href="https://publications.waset.org/abstracts/search?q=activity" title=" activity"> activity</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/166945/effects-of-practical-activities-on-performance-among-biology-students-in-zaria-education-zone-kaduna-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166945.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">80</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">2887</span> Merits and Demerits of Participation of Fellow Examinee as Subjects in Observed Structured Practical Examination in Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20U.%20A.%20Khan">Mohammad U. A. Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20D.%20Hossain"> Md. D. Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Department of Physiology finds difficulty in managing ‘subjects’ in practical procedure. To avoid this difficulty fellow examinees of other group may be used as subjects. Objective: To find out the merits and demerits of using fellow examinees as subjects in the practical procedure. Method: This cross-sectional descriptive study was conducted in the Department of Physiology, Noakhali Medical College, Bangladesh during May-June’14. Forty-two 1st year undergraduate medical students from a selected public medical college of Bangladesh were enrolled for the study purposively. Consent of students and authority was taken. Eighteen of them were selected as subjects and designated as subject-examinees. Other fellow examinees (non-subject) examined their blood pressure and pulse as part of ‘observed structured practical examination’ (OSPE). The opinion of all examinees regarding the merits and demerits of using fellow examinee as subjects in the practical procedure was recorded. Result: Examinees stated that they could perform their practical procedure without nervousness (24/42, 57.14%), accurately and comfortably (14/42, 33.33%) and subjects were made available without wasting time (2/42, 4.76%). Nineteen students (45.24%) found no disadvantage and 2 (4.76%) felt embracing when the subject was of opposite sex. The subject-examinees narrated that they could learn from the errors done by their fellow examinee (11/18, 61.1%). 75% non-subject examinees expressed their willingness to be subject so that they can learn from their fellows’ error. Conclusion: Using fellow examinees as subjects is beneficial for both the non-subject and subject examinees. Funding sources: Navana, Beximco, Unihealth, Square & Acme Pharma, Bangladesh Ltd. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physiology" title="physiology">physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a>, <a href="https://publications.waset.org/abstracts/search?q=OSPE" title=" OSPE"> OSPE</a> </p> <a href="https://publications.waset.org/abstracts/85740/merits-and-demerits-of-participation-of-fellow-examinee-as-subjects-in-observed-structured-practical-examination-in-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85740.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">151</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">2886</span> A Practical Model for Managing Beach Safety Focusing on Tourist Drownings in Koh Samui, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siyathorn%20Khunon">Siyathorn Khunon</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanawit%20Buafai"> Thanawit Buafai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to investigate management of beach safety with a focus on tourist drownings in Samui. The data collected in this investigation will then lead to the proposal of a practical management model suitable for use in Samui. Qualitative research was conducted in the following manner: nine stakeholders from local government organizations and tourism businesses were interviewed in-depth. Additionally, a best practice case study from Phuket was applied to analyze beach safety. Twelve foreign tourists were also interviewed. Then, a focus group comprised of 32 people was used to determine practical solutions for enhancing tourists’ safety on the beach in Samui. A steering committee to coordinate between public and private organizations was proposed to manage and enhance tourists’ safety. A practical model is proposed to increase the safety level of tourists in Samui <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beach%20safety" title="beach safety">beach safety</a>, <a href="https://publications.waset.org/abstracts/search?q=drowning" title=" drowning"> drowning</a>, <a href="https://publications.waset.org/abstracts/search?q=tourist" title=" tourist"> tourist</a>, <a href="https://publications.waset.org/abstracts/search?q=Samui" title=" Samui"> Samui</a> </p> <a href="https://publications.waset.org/abstracts/52533/a-practical-model-for-managing-beach-safety-focusing-on-tourist-drownings-in-koh-samui-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52533.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">274</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">2885</span> Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Ahmad">Adnan Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusri%20Kamin"> Yusri Kamin</a>, <a href="https://publications.waset.org/abstracts/search?q=Asnol%20Dahar%20Minghat"> Asnol Dahar Minghat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Khir%20Nordin"> Mohd. Khir Nordin</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayana%20Farzeha"> Dayana Farzeha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Nabil"> Ahmad Nabil </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem-solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teaching%20method" title="vocational teaching method">vocational teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20task" title=" practical task"> practical task</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preferences" title=" teacher preferences"> teacher preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20preferences" title=" student preferences"> student preferences</a> </p> <a href="https://publications.waset.org/abstracts/8306/vocational-teaching-method-a-conceptual-model-in-teaching-automotive-practical-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2884</span> Effect of Three Instructional Strategies on Pre-service Teachers’ Learning Outcomes in Practical Chemistry in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akpokiere%20Ugbede%20Roseline">Akpokiere Ugbede Roseline</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry is an activity oriented subject in which many students achievement over the years are not encouraging. Among the reasons found to be responsible for student’s poor performance in chemistry are ineffective teaching strategies. This study, therefore, sought to determine the effect of guided inquiry, guided inquiry with demonstration, and demonstration with conventional approach on pre-service teachers’ cognitive attainment and practical skills acquisition on stoichiometry and chemical reactions in practical chemistry, Two research questions and hypotheses were each answered and tested respectively. The study was a quasi-experimental research involving 50 students in each of the experimental groups and 50 students in the control group. Out of the five instruments used for the study, three were on stimulus and two on response (Test of Cognitive Attainment and Test of Practical Skills in Chemistry) instruments administered, and dataobtained were analyzed with t-test and Analysis of Variance. Findings revealed, among others, that there was a significant effect of treatments on students' cognitive attainment and on practical skills acquisition. Students exposed to guided inquiry (with/without demonstration) strategies achieved better than those exposed to demonstration with conventional strategy. It is therefore recommended, among others, that Lecturers in Colleges of Education should utilize the guided inquiry strategy for teaching concepts in chemistry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategy" title="instructional strategy">instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20chemistry" title=" practical chemistry"> practical chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/150981/effect-of-three-instructional-strategies-on-pre-service-teachers-learning-outcomes-in-practical-chemistry-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150981.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">103</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">2883</span> The Islamic Administrative Morals among Criminal Investigators in the Investigation and Prosecution Bureau in Kingdom of Saudi Arabia: A Practical Study on the Investigation and Prosecution Bureau in the Kingdom of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majed%20Aldusaimani">Majed Aldusaimani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The researcher aims to verify the extent of the criminal investigator's commitment to the Islamic morals set out in the Holy Quran, their application in his work, and to understand the point of view of police officers, clerks and suspects regarding the investigator's commitment to moral and ethics in practice. Research question: Are the criminal investigators at the Bureau of Investigation and Public Prosecution in the Kingdom of Saudi Arabia committed to the application of the practical morals set out in the Holy Quran in the view of the police officers, clerks and suspects with whom they work? Objectives of the study: 1. Identifying the standing of morality in Islam. 2. Identifying the practical morals outlined in the Holy Quran. 3. Identifying the most important practical morals in the Holy Quran that must be met by the criminal investigator from the viewpoint of the investigator himself. 4. Identifying the criminal investigator's commitment to the practical morals set out in the Holy Quran as perceived from the perspectives of police officers, clerks and suspects. Methodology: This study will use a descriptive methodology through quantitative and qualitative analysis of the data from respondents, who will be asked to answer questions about the extent of the commitment to the practical morals set out in the Holy Quran of the criminal investigators at the Bureau of Investigation and Public Prosecution that they have encountered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic" title="Islamic">Islamic</a>, <a href="https://publications.waset.org/abstracts/search?q=investigator" title=" investigator"> investigator</a>, <a href="https://publications.waset.org/abstracts/search?q=Morals" title=" Morals"> Morals</a>, <a href="https://publications.waset.org/abstracts/search?q=Quran" title=" Quran"> Quran</a> </p> <a href="https://publications.waset.org/abstracts/26161/the-islamic-administrative-morals-among-criminal-investigators-in-the-investigation-and-prosecution-bureau-in-kingdom-of-saudi-arabia-a-practical-study-on-the-investigation-and-prosecution-bureau-in-the-kingdom-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26161.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">496</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">2882</span> Interdisciplinary Approach in Vocational Training for Orthopaedic Surgery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mihail%20Nagea">Mihail Nagea</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivera%20Lupescu"> Olivera Lupescu</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Taina%20Avramescu"> Elena Taina Avramescu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Patru"> Cristina Patru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical education of orthopedic surgeons involves lectures, self study, workshops and cadaver dissections, and sometimes supervised practical training within surgery, which quite seldom gives the young surgeons the feeling of being unable to apply what they have learned especially in surgical practice. The purpose of this paper is to present a different approach from the classical one, which enhances the practical skills of the orthopedic trainees and prepare them for future practice. The paper presents the content of the research project 2015-1-RO01-KA202-015230, ERASMUS+ VET ‘Collaborative learning for enhancing practical skills for patient-focused interventions in gait rehabilitation after orthopedic surgery’ which, using e learning as a basic tool , delivers to the trainees not only courses, but especially practical information through videos and case scenarios including gait analysis in order to build patient focused therapeutic plans, adapted to the characteristics of each patient. The outcome of this project is to enhance the practical skills in orthopedic surgery and the results are evaluated following the answers to the questionnaires, but especially the reactions within the case scenarios. The participants will thus follow the idea that any mistake within solving the cases might represent a failure of treating a real patient. This modern approach, besides using interactivity to evaluate the theoretical and practical knowledge of the trainee, increases the sense of responsibility, as well as the ability to react properly in real cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20approach" title="interdisciplinary approach">interdisciplinary approach</a>, <a href="https://publications.waset.org/abstracts/search?q=gait%20analysis" title=" gait analysis"> gait analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20surgery" title=" orthopedic surgery"> orthopedic surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title=" vocational training"> vocational training</a> </p> <a href="https://publications.waset.org/abstracts/64355/interdisciplinary-approach-in-vocational-training-for-orthopaedic-surgery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2881</span> Practical Aspects Pertaining to the Selection of Size and Location of Source Substations in an Oil Field</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yadavalli%20Venkata%20Sridhar">Yadavalli Venkata Sridhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Finalization of Substation sizing and location is an important task to be carried out by electrical designers in an oil field. Practical issues influence the selection of size and location of the source substations that feed multiple production facilities are listed. Importance of selection of appropriately rated short circuit level for 11KV switchboards and constraints pertaining to availability of manufacturers are highlighted. Without being lost in the research of absolute optimum solution, under time constraints, the importance of practical approach is brought out. Focus on identifying near optimum solutions by process of elimination of unfeasible substation locations with the support of cost figures, is emphasized through a case study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=substation" title="substation">substation</a>, <a href="https://publications.waset.org/abstracts/search?q=size" title=" size"> size</a>, <a href="https://publications.waset.org/abstracts/search?q=location" title=" location"> location</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20field" title=" oil field"> oil field</a> </p> <a href="https://publications.waset.org/abstracts/28734/practical-aspects-pertaining-to-the-selection-of-size-and-location-of-source-substations-in-an-oil-field" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28734.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">664</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">2880</span> Analysis of Expert Information in Linguistic Terms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Poleshchuk">O. Poleshchuk</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Komarov"> E. Komarov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, semantic spaces with the properties of completeness and orthogonality (complete orthogonal semantic spaces) were chosen as models of expert evaluations. As the theoretical and practical studies have shown all the properties of complete orthogonal semantic spaces correspond to the thinking activity of experts that is why these semantic spaces were chosen for modeling. Two methods of construction such spaces were proposed. Models of comparative and fuzzy cluster analysis of expert evaluations were developed. The practical application of the developed methods has demonstrated their viability and validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expert%20evaluation" title="expert evaluation">expert evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20cluster%20analysis" title=" fuzzy cluster analysis"> fuzzy cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20and%20practical%20studies" title=" theoretical and practical studies"> theoretical and practical studies</a> </p> <a href="https://publications.waset.org/abstracts/18594/analysis-of-expert-information-in-linguistic-terms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18594.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">531</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">2879</span> Perception Towards Using E-learning with Stem Students Whose Programs Require Them to Attend Practical Sections in Laboratories during Covid-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youssef%20A.%20Yakoub">Youssef A. Yakoub</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20M.%20Shaaban"> Ramy M. Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 has changed and affected the whole world dramatically in a new way that the entire world, even scientists, have not imagined before. The educational institutions around the world have been fighting since Covid-19 hit the world last December to keep the educational process unchanged for all students. E-learning was a must for almost all US universities during the pandemic. It was specifically more challenging to use eLearning instead of regular classes among students who take practical education. The aim of this study is to examine the perception of STEM students towards using eLearning instead of traditional methods during their practical study. Focus groups of STEM students studying at a western Pennsylavian, mid-size university were interviewed. Semi-structured interviews were designed to get an insight on students’ perception towards the alternative educational methods they used in the past seven months. Using convenient sampling, four students were chosen from different STEM fields: science of physics, technology, electrical engineering, and mathematics. The interview was primarily about the extent to which these students were satisfied, and their educational needs were met through distance education during the pandemic. The interviewed students were generally able to do a satisfactory performance during their virtual classes, but they were not satisfied enough with the learning methods. The main challenges they faced included the inability to have real practical experience, insufficient materials posted by the faculty, and some technical problems associated with their study. However, they reported they were satisfied with the simulation programs they had. They reported these simulations provided them with a good alternative to their traditional practical education. In conclusion, this study highlighted the challenges students face during the pandemic. It also highlighted the various learning tools students see as good alternatives to their traditional education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20crisis" title=" COVID-19 crisis"> COVID-19 crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20practical%20training" title=" online practical training"> online practical training</a> </p> <a href="https://publications.waset.org/abstracts/131033/perception-towards-using-e-learning-with-stem-students-whose-programs-require-them-to-attend-practical-sections-in-laboratories-during-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131033.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">134</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">2878</span> Dental Students’ Self-Assessment of Their Performance in a Preclinical Endodontic Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minseock%20Seo">Minseock Seo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental education consists of both theoretical and practical learning for students. When dental students encounter practical courses as a new educational experience, they must also learn to evaluate themselves. The aim of this study was to investigate the self-assessment scores of third-year dental students and compare with the scores graded by the faculty in preclinical endodontic practice in a dental school in Korea. Faculty- and student-assigned scores were calculated from preclinical endodontic practice performed on phantom patients. The students were formally instructed on grading procedures for endodontic treatment. After each step, each item was assessed by the student. The students’ self-assessment score was then compared to the score by the faculty. The students were divided into 4 groups by analyzing the scores of self-assessment and faculty-assessment and statistically analyzed by summing the theoretical and practical examination scores. In the theoretical exam score, the group who over-estimated their performance (H group) was lower than the group with lower evaluation (L group). When comparing the first and last score determined by the faculty, H groups didn’t show any improvement, while the other group did. In H group, the less improvement of the self-assessment, the higher the theoretical exam score. In L group, the higher improvement of the self-assessment, the better the theoretical exam score. The results point to the need to develop students’ self-insight with more exercises and practical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=endodontic" title=" endodontic"> endodontic</a>, <a href="https://publications.waset.org/abstracts/search?q=preclinical%20practice" title=" preclinical practice"> preclinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/88599/dental-students-self-assessment-of-their-performance-in-a-preclinical-endodontic-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88599.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2877</span> An Augmented Reality Based Self-Learning Support System for Skills Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinlun%20Lai">Chinlun Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Mei%20Chang"> Yu-Mei Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, an augmented reality learning support system is proposed to replace the traditional teaching tool thus to help students improve their learning motivation, effectiveness, and efficiency. The system can not only reduce the exhaust of educational hardware and realistic material, but also provide an eco-friendly and self-learning practical environment in any time and anywhere with immediate practical experiences feedback. To achieve this, an interactive self-training methodology which containing step by step operation directions is designed using virtual 3D scenario and wearable device platforms. The course of nasogastric tube care of nursing skills is selected as the test example for self-learning and online test. From the experimental results, it is observed that the support system can not only increase the student’s learning interest but also improve the learning performance than the traditional teaching methods. Thus, it fulfills the strategy of learning by practice while reducing the related cost and effort significantly and is practical in various fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality%20technology" title="augmented reality technology">augmented reality technology</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20support%20system" title=" learning support system"> learning support system</a>, <a href="https://publications.waset.org/abstracts/search?q=self-learning" title=" self-learning"> self-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20learning%20method" title=" simulation learning method"> simulation learning method</a> </p> <a href="https://publications.waset.org/abstracts/95669/an-augmented-reality-based-self-learning-support-system-for-skills-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2876</span> Vocational and Technical Education: A Practical Approach to Reducing Insecurity in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Amoor">S. S. Amoor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Insecurity is becoming a major tool in the hand of Nigeria’s enemies to increase poverty and hatred among the citizens and split the county into several political segments. It is based on this background that this paper critically examines Vocational and Technical Education as a practical and realistic approach to reducing insecurity in Nigeria so as to save the country from total disintegration. The paper discusses the concept of insecurity, types, causes and effects of insecurity, and how vocational and technical education and its variables are fundamental and practical measures to reducing insecurity in Nigeria. The paper concludes that the large army of unemployed and unskilled youths in Nigeria requires immediate attention in the area of provision of marketable vocational and technical skills, creativity and competences that will prepare them for employment or self-reliance. It is hoped that government jobs or self-employment will keep the teeming youths busy and therefore take their minds away from odd jobs that threaten the security of the country. In line with these, the paper recommends, among others, that since the teeming unemployed and unskilled youths are mostly from the rural areas, the state governments in collaboration with the local governments should take appropriate steps to provide the youths with vocational skills in carpentry, fashion designing, hair-dressing, driving, welding, mechanical works, among others. Once the youths are involved in one skilled trade or the other, insecurity would be reduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20and%20technical%20education" title="vocational and technical education">vocational and technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=insecurity" title=" insecurity"> insecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20approach%20to%20reducing%20insecurity" title=" practical approach to reducing insecurity"> practical approach to reducing insecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/112742/vocational-and-technical-education-a-practical-approach-to-reducing-insecurity-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112742.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">133</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">2875</span> Codification Controversy in Islamic and Saudi Law(Theoretical and Practical Study) </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20%20Almagsoudi">Mohamed Almagsoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to deal with two issues. One of them is about the theoretical side of codification, and the other is related to the practical side. At first, I have tried to criticize the debate running about codification of Islamic and Saudi Law, through observing and analyzing views of opponents and advocates. I tried to prove a hypothesis that both parties could not completely succeed in reviewing the theoretical base of this topic where discussion would not deal with irrelevant matters. It is a crucial shortcoming that made advocates unable to answer the critical questions addressed by those opponents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Codification" title="Codification">Codification</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Law" title=" Saudi Law"> Saudi Law</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20law" title=" Islamic law"> Islamic law</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharia" title=" Sharia "> Sharia </a> </p> <a href="https://publications.waset.org/abstracts/124605/codification-controversy-in-islamic-and-saudi-lawtheoretical-and-practical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2874</span> Assessment of the Simulation Programs Usable to Support Decision Making Processes of the Critical Infrastructure Emergency Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20Barta">Jiří Barta</a>, <a href="https://publications.waset.org/abstracts/search?q=Old%C5%99ich%20Svoboda"> Oldřich Svoboda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the issue of practical training of the management staff during emergency events in the frame of critical infrastructure. Critical infrastructure represents one of the possible targets of destructive activities as well as operational accidents and incidents which can seriously influence the functioning of the system of ensuring the basic needs of the inhabitants. Therefore, protection of critical infrastructure and training of the staff in dealing with emergencies becomes a broadly discussed topic. Nowadays, the market offers a wide range of simulation tools which proclaim that they are suitable for practical training of management staff and completing their tasks. Another group of programs declares that they are not primarily designed for this type of simulations. However, after some minor adaptations, for example by adding or changing users‘ roles, they are able to fulfil the needs of practical training as well as the process of emergency simulation. This paper characterises and selects simulators and programs for simulating emergency events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20simulation" title="computer simulation">computer simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=Symos%C2%B497" title=" Symos´97"> Symos´97</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20software" title=" simulation software"> simulation software</a>, <a href="https://publications.waset.org/abstracts/search?q=harmful%20substances" title=" harmful substances"> harmful substances</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstruktivn%C3%AD%20simulace" title=" Konstruktivní simulace"> Konstruktivní simulace</a>, <a href="https://publications.waset.org/abstracts/search?q=SIMEX" title=" SIMEX"> SIMEX</a> </p> <a href="https://publications.waset.org/abstracts/39680/assessment-of-the-simulation-programs-usable-to-support-decision-making-processes-of-the-critical-infrastructure-emergency-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39680.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">258</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">2873</span> An Approximate Formula for Calculating the Fundamental Mode Period of Vibration of Practical Building</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Hakim%20%20Chikho">Abdul Hakim Chikho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most international codes allow the use of an equivalent lateral load method for designing practical buildings to withstand earthquake actions. This method requires calculating an approximation to the fundamental mode period of vibrations of these buildings. Several empirical equations have been suggested to calculate approximations to the fundamental periods of different types of structures. Most of these equations are knowing to provide an only crude approximation to the required fundamental periods and repeating the calculation utilizing a more accurate formula is usually required. In this paper, a new formula to calculate a satisfactory approximation of the fundamental period of a practical building is proposed. This formula takes into account the mass and the stiffness of the building therefore, it is more logical than the conventional empirical equations. In order to verify the accuracy of the proposed formula, several examples have been solved. In these examples, calculating the fundamental mode periods of several farmed buildings utilizing the proposed formula and the conventional empirical equations has been accomplished. Comparing the obtained results with those obtained from a dynamic computer has shown that the proposed formula provides a more accurate estimation of the fundamental periods of practical buildings. Since the proposed method is still simple to use and requires only a minimum computing effort, it is believed to be ideally suited for design purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=earthquake" title="earthquake">earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamental%20mode%20period" title=" fundamental mode period"> fundamental mode period</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=building" title=" building"> building</a> </p> <a href="https://publications.waset.org/abstracts/137337/an-approximate-formula-for-calculating-the-fundamental-mode-period-of-vibration-of-practical-building" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137337.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">284</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">2872</span> Recognition of International Internships for Students at European Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiron-Tudor%20Adriana">Tiron-Tudor Adriana</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciolomic%20Ioana"> Ciolomic Ioana</a>, <a href="https://publications.waset.org/abstracts/search?q=Farcas%20Teodora"> Farcas Teodora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mission of a business school is to train students for business careers in which practical skills- based on theoretical knowledge- are needed. These skills include a thorough knowledge of languages, creative skills, and well-founded professional and practical knowledge. With those skills, the graduates are highly competitive in the labour market. The paper objective is to disseminate the results of an international project by revealing how a HEI are prepared for higher vocational training course leading to professional diplomas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20schools" title=" business schools"> business schools</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20projects" title=" international projects"> international projects</a>, <a href="https://publications.waset.org/abstracts/search?q=HEI" title=" HEI"> HEI</a> </p> <a href="https://publications.waset.org/abstracts/35198/recognition-of-international-internships-for-students-at-european-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35198.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">2871</span> Use of Smartphone in Practical Classes to Facilitate Teaching and Learning of Microscopic Analysis and Interpretation of Tissues Sections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lise%20P.%20Lab%C3%A9jof">Lise P. Labéjof</a>, <a href="https://publications.waset.org/abstracts/search?q=Krisnayne%20S.%20Ribeiro"> Krisnayne S. Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolle%20P.%20dos%20Santos"> Nicolle P. dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An unrecorded experiment of use of the smartphone as a tool for practical classes of histology is presented in this article. Behavior, learning of the students of three science courses at the University were analyzed and compared as well as the mode of teaching of this discipline and the appreciation of the students, using either digital photographs taken by phone or drawings for record microscopic observations, analyze and interpret histological sections of human or animal tissues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20micrographies" title=" digital micrographies"> digital micrographies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20of%20sciences" title=" learning of sciences"> learning of sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a 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