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center</title> <meta name="description" content="Search results for: learning center"> <meta name="keywords" content="learning center"> <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 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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="learning center"> <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> 9092</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning center</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9092</span> The Motivating and Demotivating Factors at the Learning of English Center in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bella%20Llego">Bella Llego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the motivating and de-motivating factors that affect the learning ability of students attending the English Learning Center in Thailand. The subjects of this research were 20 students from the Hana Semiconductor Co., Limited. The data were collected by using questionnaire and analyzed using the SPSS program for the percentage, mean and standard deviation. The research results show that the main motivating factor in learning English at Hana Semiconductor Co., Ltd. is that it would help the employees to communicate with foreign customers and managers. Other reasons include the need to read and write e-mails, and reports in English, as well as to increase overall general knowledge. The main de-motivating factor is that there is a lot of vocabulary to remember when learning English. Another de-motivating factor is that when homework is given, the students have no time to complete the tasks required of them at the end of the working day. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=de-motivating" title="de-motivating">de-motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning%20center" title=" English learning center"> English learning center</a>, <a href="https://publications.waset.org/abstracts/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20communicate" title=" student communicate"> student communicate</a> </p> <a href="https://publications.waset.org/abstracts/55229/the-motivating-and-demotivating-factors-at-the-learning-of-english-center-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55229.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">225</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">9091</span> The Design of Local Wisdom Learning for Providing Creative Activities for Juveniles with Exhibit Media: Suan-Oui Youth Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jong%20Boonpracha">Jong Boonpracha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studied the application of the design of local wisdom learning for providing creative activity for juveniles with exhibit media. The Suan-oui Youth Center has the objectives to design and develop exhibit media that encourage participation and learning of youths on local wisdom of Ratanakosin Island. The research was conducted in three stages: 1) to study the principle of local wisdom learning of cultural heritage at Ratanakosin Island 2) to study exhibit media that encouraged participation and creative activities of youth on local wisdom learning, and 3) to design a youth center that provide media exhibition for local wisdom learning. The research revealed the following: 34.6 percent of respondents wanted to apply local living wisdom in their career and for hobby. At least two kinds of exhibit media effectively provided creative activities for youths. A multi-purpose area, for example, with still pictures, visual symbols, and simulations would increase the level of youths’ interaction and participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exhibit%20media" title="exhibit media">exhibit media</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20wisdom" title=" local wisdom"> local wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20center" title=" youth center"> youth center</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/3030/the-design-of-local-wisdom-learning-for-providing-creative-activities-for-juveniles-with-exhibit-media-suan-oui-youth-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9090</span> A Collaborative Action Research on the Teaching of Music Learning Center in Taiwan's Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ying%20Liao">Mei-Ying Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee-Ching%20Wei"> Lee-Ching Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung-Hsiang%20Tseng"> Jung-Hsiang Tseng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to explore the process of planning and execution of the music learning center in preschool. This study was conducted through a collaborative action research method. The research members included a university music professor, a teaching guide, a preschool director, and a preschool teacher, leading a class of 5-6-year-old children to participate in this study. Five teaching cycles were performed with a subject of bird. In the whole process that lasted three months, the research members would maintain the conversation, reflection, and revision repeatedly. A triangular validated method was used to collect data, including archives, interviews, seminars, observations, journals, and learning evaluations to improve research on the validity and reliability. It was found that a successful music learning center required comprehensive planning and execution. It is also important to develop good listening, singing, respect, and homing habits at the beginning of running the music learning center. By timely providing diverse musical instruments, learning materials, and activities according to the teaching goals, children’s desire to learning was highly stimulated. Besides, peer interactions improved their ensemble and problem-solving abilities. The collaborative action research enhanced the preschool teacher’s confidence and promoted professional growth of the research members. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title="collaborative action research">collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20learning%20center" title=" music learning center"> music learning center</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20development" title=" music development"> music development</a> </p> <a href="https://publications.waset.org/abstracts/65529/a-collaborative-action-research-on-the-teaching-of-music-learning-center-in-taiwans-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9089</span> The Establishing Cultural Learning Center of Wayang Artwork for Creative Tourism: Challenge and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pornnapat%20Berndt">Pornnapat Berndt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to explore challenge and opportunities to establish cultural learning center of Wayang Artwork for creative tourism within the house of Mr. Sa-ngat Jaiprom. To accomplish the goals and objectives, qualitative research will be applied. The research instruments used are observation, questionnaires (pretest and posttest), basic interviews, in-depth interviews and interviewed of key local informants. The study also uses both primary data and secondary data. From research result, it is revealed that the sample groups more realized valuable heritage value after learning about the history of wayang and the way to practices. The sample group indicated that it not too difficult for them to carving Wayang artwork as they have knowledge about Thai art before. However, in their opinion, they comment that it might difficult for others who have no basic knowledge to learn to carve wayang artwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20tourism" title="creative tourism">creative tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20community" title=" local community"> local community</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20learning%20center" title=" cultural learning center"> cultural learning center</a>, <a href="https://publications.waset.org/abstracts/search?q=wayang%20artwork%0D%0A%E2%80%83" title=" wayang artwork "> wayang artwork </a> </p> <a href="https://publications.waset.org/abstracts/17748/the-establishing-cultural-learning-center-of-wayang-artwork-for-creative-tourism-challenge-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17748.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">368</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">9088</span> Positive Politeness in Writing Centre Consultations with an Emphasis on Praise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avasha%20Rambiritch">Avasha Rambiritch</a>, <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Carstens"> Adelia Carstens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In especially the context of a writing center, learning takes place during, and as part of, the conversations between the writing center tutor and the student. This interaction or dialogue is an integral part of writing center research and is the focus of this largely qualitative study, employing a politeness lens. While there is some research on positive politeness strategies employed by writing center tutors, there is very little research on specifically praising as a positive politeness strategy. This study attempts to fill this gap by analyzing a corpus of 10 video-recorded consultations to determine how tutors in a writing center utilize the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy. The research indicates that praise as a politeness strategy is utilized significantly more when commenting on higher-order concerns, as in line with the writing center literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip the tutors (usually postgraduate students appointed as part-time tutors in the writing center) for the work they do on a daily basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20center" title="writing center">writing center</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20politeness" title=" positive politeness"> positive politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/135646/positive-politeness-in-writing-centre-consultations-with-an-emphasis-on-praise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9087</span> Predicting Data Center Resource Usage Using Quantile Regression to Conserve Energy While Fulfilling the Service Level Agreement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20I.%20Alutabi">Ahmed I. Alutabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Naghmeh%20Dezhabad"> Naghmeh Dezhabad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudhakar%20Ganti"> Sudhakar Ganti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Data centers have been growing in size and dema nd continuously in the last two decades. Planning for the deployment of resources has been shallow and always resorted to over-provisioning. Data center operators try to maximize the availability of their services by allocating multiple of the needed resources. One resource that has been wasted, with little thought, has been energy. In recent years, programmable resource allocation has paved the way to allow for more efficient and robust data centers. In this work, we examine the predictability of resource usage in a data center environment. We use a number of models that cover a wide spectrum of machine learning categories. Then we establish a framework to guarantee the client service level agreement (SLA). Our results show that using prediction can cut energy loss by up to 55%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20center" title=" data center"> data center</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20allocation" title=" resource allocation"> resource allocation</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20computing" title=" green computing"> green computing</a> </p> <a href="https://publications.waset.org/abstracts/147282/predicting-data-center-resource-usage-using-quantile-regression-to-conserve-energy-while-fulfilling-the-service-level-agreement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147282.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">108</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">9086</span> Learning Resource Management of the Royal Court Courtier in the Reign of King Rama V</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chanaphop%20Vannaolarn">Chanaphop Vannaolarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Weena%20Eiamprapai"> Weena Eiamprapai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Thai noblewomen and lady-in-waiting in the era of King Rama V stayed only inside the palace. King Rama V decided to build Dusit Palace in 1897 and another palace called Suan Sunandha in 1900 after his royal visit to Europe. This palace became the residence for noblewomen in the court until the change of political system in 1932. The study about noblewomen in the palace can educate people about how our nation was affected by western civilization in terms of architecture, food, outfit and recreations. It is a way to develop the modern society by studying the great historical value of the past. A learning center about noblewomen will not only provide knowledge but also create bond and patriotic feeling among Thais. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=noblewomen" title="noblewomen">noblewomen</a>, <a href="https://publications.waset.org/abstracts/search?q=palace" title=" palace"> palace</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20center" title=" learning center"> learning center</a> </p> <a href="https://publications.waset.org/abstracts/12022/learning-resource-management-of-the-royal-court-courtier-in-the-reign-of-king-rama-v" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12022.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">363</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">9085</span> Constructive Alignment in the Digital Age: Challenges and Opportunities at the University of Sulaimani</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daban%20Mohammed%20Haji">Daban Mohammed Haji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the application of constructive alignment in digital education at the University of Sulaimani, focusing specifically on the Language and Culture Center, Translation Department, and English Department. Constructive alignment, an outcome-based pedagogical framework developed by John Biggs, ensures that learning activities and assessments are directly aligned with the intended learning outcomes (ILOs). The study's findings reveal a significant gap in awareness and understanding of this pedagogical concept among lecturers. Many instructors are unfamiliar with constructive alignment, and those who have some knowledge of it face considerable challenges. These challenges include aligning learning activities and assessments with the ILOs and fostering higher-order cognitive skills as outlined in the SOLO taxonomy and revised Bloom’s taxonomy. To address this issue, the existing pedagogy center at the University of Sulaimani could play a pivotal role. This center has the potential to foster faculty development and promote the adoption of constructive alignment in online teaching. By leveraging the center's expertise and resources, a tailored program can be designed to enhance faculty understanding and application of this pedagogical framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centerdness" title=" student-centerdness"> student-centerdness</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=bologna%20process" title=" bologna process"> bologna process</a> </p> <a href="https://publications.waset.org/abstracts/187324/constructive-alignment-in-the-digital-age-challenges-and-opportunities-at-the-university-of-sulaimani" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187324.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">32</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">9084</span> Curriculum Based Measurement and Precision Teaching in Writing Empowerment Enhancement: Results from an Italian Learning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Pelizzoni">I. Pelizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cavallini"> C. Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Salvaderi"> I. Salvaderi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cavallini"> F. Cavallini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present the improvement in writing skills obtained by 94 participants (aged between six and 10 years) with special educational needs through a writing enhancement program based on fluency principles. The study was planned and conducted with a single-subject experimental plan for each of the participants, in order to confirm the results in the literature. These results were obtained using precision teaching (PT) methodology to increase the number of written graphemes per minute in the pre- and post-test, by curriculum based measurement (CBM). Results indicated an increase in the number of written graphemes for all participants. The average overall duration of the intervention is 144 minutes in five months of treatment. These considerations have been analyzed taking account of the complexity of the implementation of measurement systems in real operational contexts (an Italian learning center) and important aspects of replicability and cost-effectiveness of such interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20measurement" title="curriculum based measurement">curriculum based measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian%20learning%20center" title=" Italian learning center"> Italian learning center</a> </p> <a href="https://publications.waset.org/abstracts/115624/curriculum-based-measurement-and-precision-teaching-in-writing-empowerment-enhancement-results-from-an-italian-learning-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9083</span> Marketing Management and Cultural Learning Center: The Case Study of Arts and Cultural Office, Suansunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pirada%20Techaratpong">Pirada Techaratpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative research has 2 objectives: to study marketing management of the cultural learning center in Suansunandha Rajabhat University and to suggest guidelines to improve its marketing management. This research is based on a case study of the Arts and Culture Office in Suansunandha Rajabhat University, Bangkok. This research found the Art and Culture Office has no formal marketing management. However, the marketing management is partly covered in the overall business plan, strategic plan, and action plan. The process can be divided into 5 stages. The marketing concept has long been introduced to its policy but not apparently put into action due to inflexible system. Some gaps are found in the process. The research suggests the Art and Culture Office implement the concept of marketing orientation, meeting the needs and wants of its target customers and adapt to the changing situation. Minor guidelines for improvement are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20learning%20center" title="cultural learning center">cultural learning center</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=museum" title=" museum"> museum</a> </p> <a href="https://publications.waset.org/abstracts/8426/marketing-management-and-cultural-learning-center-the-case-study-of-arts-and-cultural-office-suansunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8426.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">386</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">9082</span> A Learning Effects Research Applied a Mobile Guide System with Augmented Reality for Education Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20L.%20Chang">Y. L. Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20H.%20Huang"> Y. H. Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study designed a mobile guide system that integrates the design principles of guidance and interpretation with augmented reality (AR) as an auxiliary tool for National Taiwan Science Education Center guidance and explored the learning performance of participants who were divided into two visiting groups: AR-guided mode and non-guided mode (without carrying any auxiliary devices). The study included 96 college students as participants and employed a quasi-experimental research design. This study evaluated the learning performance of education center students aided with different guided modes, including their flow experience, activity involvement, learning effects, as well as their attitude and acceptance of using the guide systems. The results showed that (a) the AR guide promoted visitors’ flow experience; (b) the AR-guidance activity involvement and flow experience having a significant positive effect; (c) most of the visitors of mobile guide system with AR elicited a positive response and acceptance attitude. These results confirm the necessity of human–computer–context interaction. Future research can continue exploring the advantages of enhanced learning effectiveness, activity involvement, and flow experience through application of the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20guide%20system" title=" mobile guide system"> mobile guide system</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=activity%20involvement" title=" activity involvement"> activity involvement</a> </p> <a href="https://publications.waset.org/abstracts/69954/a-learning-effects-research-applied-a-mobile-guide-system-with-augmented-reality-for-education-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69954.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">231</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">9081</span> Model of Learning Center on OTOP Production Process Based on Sufficiency Economic Philosophy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chutikarn%20Sriviboon">Chutikarn Sriviboon</a>, <a href="https://publications.waset.org/abstracts/search?q=Witthaya%20Mekhum"> Witthaya Mekhum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to analyze and evaluate successful factors in OTOP production process for the developing of learning center on OTOP production process based on Sufficiency Economic Philosophy for sustainable life quality. The research has been designed as a qualitative study to gather information from 30 OTOP producers in Bangkontee District, Samudsongkram Province. They were all interviewed on 3 main parts. Part 1 was about the production process including 1) production 2) product development 3) the community strength 4) marketing possibility and 5) product quality. Part 2 evaluated appropriate successful factors including 1) the analysis of the successful factors 2) evaluate the strategy based on Sufficiency Economic Philosophy and 3) the model of learning center on OTOP production process based on Sufficiency Economic Philosophy for sustainable life quality. The results showed that the production did not affect the environment with potential in continuing standard quality production. They used the raw materials in the country. On the aspect of product and community strength in the past 1 year, it was found that there was no appropriate packaging showing product identity according to global market standard. They needed the training on packaging especially for food and drink products. On the aspect of product quality and product specification, it was found that the products were certified by the local OTOP standard. There should be a responsible organization to help the uncertified producers pass the standard. However, there was a problem on food contamination which was hazardous to the consumers. The producers should cooperate with the government sector or educational institutes involving with food processing to reach FDA standard. The results from small group discussion showed that the community expected high education and better standard living. Some problems reported by the community included informal debt and drugs in the community. There were 8 steps in developing the model of learning center on OTOP production process based on Sufficiency Economic Philosophy for sustainable life quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=production%20process" title="production process">production process</a>, <a href="https://publications.waset.org/abstracts/search?q=OTOP" title=" OTOP"> OTOP</a>, <a href="https://publications.waset.org/abstracts/search?q=sufficiency%20economic%20philosophy" title=" sufficiency economic philosophy"> sufficiency economic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20center" title=" learning center"> learning center</a> </p> <a href="https://publications.waset.org/abstracts/11820/model-of-learning-center-on-otop-production-process-based-on-sufficiency-economic-philosophy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11820.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">376</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">9080</span> The Foundation of Islamic Center of Thailand Made Valuable Contributions to Thai Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tosaporn%20Mahamud">Tosaporn Mahamud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The foundation of the Islamic center of Thailand plays a vital role in order to bring diverse Muslim communities in a common place. The center itself is a bridge between Muslims in Thailand and Islamic world. The operational task of the center runs by many organizations through the funds and funds use for different activities for empowerment of Thai society in general and Muslim community in particular. This paper aims to focus on the role of the foundation of the Islamic center of Thailand to the Thai society. This paper also finds out the historical background of the center in term of building structure and design and functions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=islamic" title=" islamic"> islamic</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a> </p> <a href="https://publications.waset.org/abstracts/27038/the-foundation-of-islamic-center-of-thailand-made-valuable-contributions-to-thai-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27038.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">372</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">9079</span> Through 7S Model to Promote the Service Innovation Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Fang%20Hsu">Cheng Fang Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Call center is the core of building customer relationship management system. Under the strong competitive stress, it becomes a new profiting challenge for a successful enterprise. Call center is a department not only to provide customer service but also to bring business profit. This is the qualitative case study in Taiwan bank service industry which goes on deeper exploration, and analysis by business interviews and industrial analysis. This study starts from the establishment, development, and management after the reforming of the case call center. Through SWOT analysis, and industrial analysis, this study adopted 7S model to explain how the call center reforms from service oriented to profit oriented and from cost management to profit management. The results indicated how service innovation management promotes call center to be operated as a market profit competition center. The recommendations are indicated to support the call center on marketing profit by service innovation management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=call%20center" title="call center">call center</a>, <a href="https://publications.waset.org/abstracts/search?q=7S%20model" title=" 7S model"> 7S model</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20innovation%20management" title=" service innovation management"> service innovation management</a>, <a href="https://publications.waset.org/abstracts/search?q=bioinformatics" title=" bioinformatics"> bioinformatics</a> </p> <a href="https://publications.waset.org/abstracts/2885/through-7s-model-to-promote-the-service-innovation-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2885.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">487</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">9078</span> Learning Environments in the Early Years: A Case Study of an Early Childhood Centre in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingxi%20Xiao">Mingxi Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s experiences in the early years build and shape the brain. The early years learning environment plays a significantly important role in children’s development. A well-constructed environment will facilitate children’s physical and mental well-being. This case study used an early learning centre in Australia called SDN Hurstville as an example, describing the learning environment in the centre, as well as analyzing the functions of the affordances. In addition, this report talks about the sustainability of learning in the centre, and how the environment supports cultural diversity and indigenous learning. The early years for children are significant. Different elements in the early childhood centre should work together to help children develop better. This case study found that the natural environment and the artificial environment are both critical to children; only when they work together can children have better development in physical and mental well-being and have a sense of belonging when playing and learning in the centre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20center" title="early childhood center">early childhood center</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/150521/learning-environments-in-the-early-years-a-case-study-of-an-early-childhood-centre-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150521.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">9077</span> A Qualitative Student-Perspective Study of Student-Centered Learning Practices in the Context of Irish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Logue">Pauline Logue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the Irish Department of Education and Skills has pro-actively promoted student-center learning methodologies. Similarly, the National Forum for the Enhancement of Teaching and Learning has advocated such strategies, aligning them with student success. These developments have informed the author’s professional practice as a teacher educator. This qualitative student-perspective study focuses on a review of one pilot initiative in the academic year 2020-2021, namely, the implementation of universal design for learning strategies within teacher education, employing student-centered learning strategies. Findings included: that student-centered strategies enhanced student performance and success overall, with some minor evidence of student resistance. It was concluded that a dialogical review with student teachers on prior learning experiences (from intellectual and affective perspectives) and learning environments (physical, virtual, and emotional) could facilitate greater student ownership of learning. It is recommended to more formally structure such a dialogical review in a future delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title="professional practice">professional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/141446/a-qualitative-student-perspective-study-of-student-centered-learning-practices-in-the-context-of-irish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141446.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">195</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">9076</span> The Design of Intelligent Classroom Management System with Raspberry PI</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sathapath%20Kilaso">Sathapath Kilaso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attendance checking in the classroom for student is object to record the student’s attendance in order to support the learning activities in the classroom. Despite the teaching trend in the 21st century is the student-center learning and the lecturer duty is to mentor and give an advice, the classroom learning is still important in order to let the student interact with the classmate and the lecturer or for a specific subject which the in-class learning is needed. The development of the system prototype by applied the microcontroller technology and embedded system with the “internet of thing” trend and the web socket technique will allow the lecturer to be alerted immediately whenever the data is updated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arduino" title="arduino">arduino</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20system" title=" embedded system"> embedded system</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=raspberry%20PI" title=" raspberry PI "> raspberry PI </a> </p> <a href="https://publications.waset.org/abstracts/27506/the-design-of-intelligent-classroom-management-system-with-raspberry-pi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27506.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">374</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">9075</span> Fault Tree Analysis (FTA) of CNC Turning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20B.%20Patil">R. B. Patil</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kothavale"> B. S. Kothavale</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Y.%20Waghmode"> L. Y. Waghmode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, the CNC turning center becomes an important machine tool for manufacturing industry worldwide. However, as the breakdown of a single CNC turning center may result in the production of an entire plant being halted. For this reason, operations and preventive maintenance have to be minimized to ensure availability of the system. Indeed, improving the availability of the CNC turning center as a whole, objectively leads to a substantial reduction in production loss, operating, maintenance and support cost. In this paper, fault tree analysis (FTA) method is used for reliability analysis of CNC turning center. The major faults associated with the system and the causes for the faults are presented graphically. Boolean algebra is used for evaluating fault tree (FT) diagram and for deriving governing reliability model for CNC turning center. Failure data over a period of six years has been collected and used for evaluating the model. Qualitative and quantitative analysis is also carried out to identify critical sub-systems and components of CNC turning center. It is found that, at the end of the warranty period (one year), the reliability of the CNC turning center as a whole is around 0.61628. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fault%20tree%20analysis%20%28FTA%29" title="fault tree analysis (FTA)">fault tree analysis (FTA)</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20analysis" title=" reliability analysis"> reliability analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=hazard%20analysis" title=" hazard analysis"> hazard analysis</a> </p> <a href="https://publications.waset.org/abstracts/41777/fault-tree-analysis-fta-of-cnc-turning-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41777.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">414</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">9074</span> Virtua-Gifted and Non-Gifted Students’ Motivation toward Virtual Flipped Learning from L2 Motivational Self-System Lense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Heidari">Kamal Heidari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 has borne drastic effects on different areas of society, including the education area, in that it brought virtual education to the center of attention, as an alternative to in-person education. In virtual education, the importance of flipped learning doubles, as students are supposed to take the main responsibility of teaching/learning process; and teachers play merely a facilitative/monitoring role. Given the students’ responsibility in virtual flipped learning, students’ motivation plays a pivotal role in the effectiveness of this learning method. The L2 Motivational Self-System (L2MSS) model is a currently proposed model elaborating on students’ motivation based on three sub-components: ideal L2 self, ought-to L2 self, and L2 learning experience. Drawing on an exploratory sequential mixed-methods research design, this study probed the effect of virtual flipped learning (via SHAD platform) on 112 gifted and non-gifted students’ motivation based on the L2 MSS. This study uncovered that notwithstanding the point that virtual flipped learning improved both gifted and non-gifted students’ motivation, it differentially affected their motivation. In other words, gifted students mostly referred to ideal L2 self, while non-gifted ones referred to ought-to L2 self and L2 learning experience aspects of motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20flipped%20learning" title="virtual flipped learning">virtual flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=giftedness" title=" giftedness"> giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=L2MSS" title=" L2MSS"> L2MSS</a> </p> <a href="https://publications.waset.org/abstracts/160059/virtua-gifted-and-non-gifted-students-motivation-toward-virtual-flipped-learning-from-l2-motivational-self-system-lense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160059.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">91</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">9073</span> The Reach of Shopping Center Layout Form on Subway Based on Kernel Density Estimate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Liu">Wen Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid progress of modern cities, the railway construction must be developing quickly in China. As a typical high-density country, shopping center on the subway should be one important factor during the process of urban development. The paper discusses the influence of the layout of shopping center on the subway, and put it in the time and space’s axis of Shanghai urban development. We use the digital technology to establish the database of relevant information. And then get the change role about shopping center on subway in Shanghaiby the Kernel density estimate. The result shows the development of shopping center on subway has a relationship with local economic strength, population size, policy support, and city construction. And the suburbanization trend of shopping center would be increasingly significant. By this case research, we could see the Kernel density estimate is an efficient analysis method on the spatial layout. It could reveal the characters of layout form of shopping center on subway in essence. And it can also be applied to the other research of space form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanghai" title="Shanghai">Shanghai</a>, <a href="https://publications.waset.org/abstracts/search?q=shopping%20center%20on%20the%20subway" title=" shopping center on the subway"> shopping center on the subway</a>, <a href="https://publications.waset.org/abstracts/search?q=layout%20form" title=" layout form"> layout form</a>, <a href="https://publications.waset.org/abstracts/search?q=Kernel%20density%20estimate" title=" Kernel density estimate "> Kernel density estimate </a> </p> <a href="https://publications.waset.org/abstracts/8210/the-reach-of-shopping-center-layout-form-on-subway-based-on-kernel-density-estimate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9072</span> Active Learning Strategies to Develop Student Skills in Information Systems for Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Filomena%20Lopes">Filomena Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Fernandes"> Sandra Fernandes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Active learning strategies are at the center of any change process aimed to improve the development of student skills. This paper aims to analyse the impact of teaching strategies, including problem-based learning (PBL), in the curricular unit of information system for management, based on students’ perceptions of how they contribute to develop the desired learning outcomes of the curricular unit. This course is part of the 1st semester and 3rd year of the graduate degree program in management at a private higher education institution in Portugal. The methodology included an online questionnaire to students (n=40). Findings from students reveal a positive impact of the teaching strategies used. In general, 35% considered that the strategies implemented in the course contributed to the development of courses’ learning objectives. Students considered PBL as the learning strategy that better contributed to enhance the courses’ learning outcomes. This conclusion brings forward the need for further reflection and discussion on the impact of student feedback on teaching and learning processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20development" title=" skills development"> skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a> </p> <a href="https://publications.waset.org/abstracts/174033/active-learning-strategies-to-develop-student-skills-in-information-systems-for-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174033.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">60</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">9071</span> The Relation between Learning Styles and English Achievement in the Language Training Centre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Yusnita">Nurul Yusnita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many studies have been developed to help the students to get good achievement in English learning. They can be from the teaching method or psychological ones. One of the psychological studies in educational research is learning style. In some ways, learning style can affect the achievement of the students. This study aimed to examine 4 (four) learning styles and their relations to English achievement among the students learning English in Language Training Center of Universitas Muhammadiyah Yogyakarta (LTC UMY). The method of this study was descriptive analytical. The sample consisted of 39 Accounting students in LTC UMY. The data was collected through questionnaires with Likert-scale. The achievement was obtained from the grade of the students. To analyze the questionnaires and to see the relation between the learning styles and the student achievement, SPSS statistical software of correlational analysis was used. The result showed that both visual and auditory had the same percentage of 35.9% (14 students). 3 students (7.7%) had kinaesthetic learning style and 8 students (20.5%) had visual and auditory ones. Meanwhile, there were 5 students (12.8%) who had visual learning style could increase their grades. Only 1 student (2.5%) who had visual and auditory could improve his grade. Besides grade increase, there were also grade decrease. Students with visual, auditory, visual and auditory, and kinaesthetic learning styles were 3 students (7.7%), 5 students (12%), 4 students (10.2%) and 1 student (2.5%) respectively. In conclusion, there was no significant relationship between learning style and English achievement. Most of the good achievers were the students with visual and auditory learning styles and most of them preferred visual method. The implication is the teachers and material designers could improve their method through visual things to achieve effective English teaching learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20students" title="accounting students">accounting students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20achievement" title=" English achievement"> English achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20training%20centre" title=" language training centre"> language training centre</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/75843/the-relation-between-learning-styles-and-english-achievement-in-the-language-training-centre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9070</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.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">446</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">9069</span> Research on Hangzhou Commercial Center System Based on Point of Interest Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20Wang">Chen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiuxiao%20Chen"> Qiuxiao Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of the information age and the era of big data, urban planning research is no longer satisfied with the analysis and application of traditional data. Because of the limitations of traditional urban commercial center system research, big data provides new opportunities for urban research. Therefore, based on the quantitative evaluation method of big data, the commercial center system of the main city of Hangzhou is analyzed and evaluated, and the scale and hierarchical structure characteristics of the urban commercial center system are studied. In order to make up for the shortcomings of the existing POI extraction method, it proposes a POI extraction method based on adaptive adjustment of search window, which can accurately and efficiently extract the POI data of commercial business in the main city of Hangzhou. Through the visualization and nuclear density analysis of the extracted Point of Interest (POI) data, the current situation of the commercial center system in the main city of Hangzhou is evaluated. Then it compares with the commercial center system structure of 'Hangzhou City Master Plan (2001-2020)', analyzes the problems existing in the planned urban commercial center system, and provides corresponding suggestions and optimization strategy for the optimization of the planning of Hangzhou commercial center system. Then get the following conclusions: The status quo of the commercial center system in the main city of Hangzhou presents a first-level main center, a two-level main center, three third-level sub-centers, and multiple community-level business centers. Generally speaking, the construction of the main center in the commercial center system is basically up to standard, and there is still a big gap in the construction of the sub-center and the regional-level commercial center, further construction is needed. Therefore, it proposes an optimized hierarchical functional system, organizes commercial centers in an orderly manner; strengthens the central radiation to drive surrounding areas; implements the construction guidance of the center, effectively promotes the development of group formation and further improves the commercial center system structure of the main city of Hangzhou. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20center%20system" title="business center system">business center system</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20format" title=" business format"> business format</a>, <a href="https://publications.waset.org/abstracts/search?q=main%20city%20of%20Hangzhou" title=" main city of Hangzhou"> main city of Hangzhou</a>, <a href="https://publications.waset.org/abstracts/search?q=POI%20extraction%20method" title=" POI extraction method "> POI extraction method </a> </p> <a href="https://publications.waset.org/abstracts/103080/research-on-hangzhou-commercial-center-system-based-on-point-of-interest-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103080.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">140</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">9068</span> Identifying E-Learning Components at North-West University, Mafikeng Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvia%20Tumelo%20Nthutang">Sylvia Tumelo Nthutang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nehemiah%20Mavetera"> Nehemiah Mavetera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions are under pressure from their competitors. Regulators and community groups need educational institutions to adopt appropriate business and organizational practices. Globally, educational institutions are now using e-learning as the best teaching and learning approach. E-learning is becoming the center of attention to the learning institutions, educational systems and software inventors. North-West University (NWU) is currently using eFundi, a Learning Management System (LMS). LMS are all information systems and procedures that adds value to students learning and support the learning material in text or any multimedia files. With various e-learning tools, students would be able to access all the materials related to the course in electronic copies. The study was tasked with identifying the e-learning components at the NWU, Mafikeng campus. Quantitative research methodology was considered in data collection and descriptive statistics for data analysis. The Activity Theory (AT) was used as a theory to guide the study. AT outlines the limitations amongst e-learning at the macro-organizational level (plan, guiding principle, campus-wide solutions) and micro-organization (daily functioning practice, collaborative transformation, specific adaptation). On a technological environment, AT gives people an opportunity to change from concentrating on computers as an area of concern but also understand that technology is part of human activities. The findings have identified the university’s current IT tools and knowledge on e-learning elements. It was recommended that university should consider buying computer resources that consumes less power and practice e-learning effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a> </p> <a href="https://publications.waset.org/abstracts/68037/identifying-e-learning-components-at-north-west-university-mafikeng-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68037.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">9067</span> A Dynamic Ensemble Learning Approach for Online Anomaly Detection in Alibaba Datacenters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wanyi%20Zhu">Wanyi Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Xia%20Ming"> Xia Ming</a>, <a href="https://publications.waset.org/abstracts/search?q=Huafeng%20Wang"> Huafeng Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Junda%20Chen"> Junda Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Lu%20Liu"> Lu Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiangwei%20Jiang"> Jiangwei Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Guohua%20Liu"> Guohua Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anomaly detection is a first and imperative step needed to respond to unexpected problems and to assure high performance and security in large data center management. This paper presents an online anomaly detection system through an innovative approach of ensemble machine learning and adaptive differentiation algorithms, and applies them to performance data collected from a continuous monitoring system for multi-tier web applications running in Alibaba data centers. We evaluate the effectiveness and efficiency of this algorithm with production traffic data and compare with the traditional anomaly detection approaches such as a static threshold and other deviation-based detection techniques. The experiment results show that our algorithm correctly identifies the unexpected performance variances of any running application, with an acceptable false positive rate. This proposed approach has already been deployed in real-time production environments to enhance the efficiency and stability in daily data center operations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alibaba%20data%20centers" title="Alibaba data centers">Alibaba data centers</a>, <a href="https://publications.waset.org/abstracts/search?q=anomaly%20detection" title=" anomaly detection"> anomaly detection</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20computation" title=" big data computation"> big data computation</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20ensemble%20learning" title=" dynamic ensemble learning"> dynamic ensemble learning</a> </p> <a href="https://publications.waset.org/abstracts/86171/a-dynamic-ensemble-learning-approach-for-online-anomaly-detection-in-alibaba-datacenters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9066</span> The Interplay between Technology and Culture in Inbound Call Center Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Reylan%20Viray">Joseph Reylan Viray</a>, <a href="https://publications.waset.org/abstracts/search?q=Kriztine%20R.%20Viray"> Kriztine R. Viray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Call center conversations, more than the business dimensions that they normally manifest, are interactions between human beings. These are communication exchanges that are packed with psychological, cultural and social dimensions that affect the specific experience of the parties. The increasing development of information and communication technology over the past decades brought about important advantages and corresponding disadvantages in the process of communicational transactions in call center industry. It has been established that the technology is so powerful that it strongly affects, among others, call center business. In the present study, the author explores the interplay between the technology being utilized by the industry and the cultural orientations of both the call center agents and their customers in the process of communication exchanges. Specifically, the paper seeks to (1) describe the interplay between culture and technology in inbound call center industry as it affects the communication exchange of the agents and customers; (2) understand the nature and the dynamics of the call center industry as regards the cultural dimensions of Hofstede; and (3) come up with a simple study where the cross-cultural aspect of the call center industry could be highlighted and could provide necessary knowledge to the stakeholders. Cognizant of the complexity of the topic, the researchers employed Hofstede's cultural dimensions. Likewise, another theory that was used in this study is the Computer Mediated Communication Theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=call%20center%20industry" title="call center industry">call center industry</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Hofstede" title=" Hofstede"> Hofstede</a>, <a href="https://publications.waset.org/abstracts/search?q=CMT" title=" CMT"> CMT</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/47252/the-interplay-between-technology-and-culture-in-inbound-call-center-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9065</span> A Student Centered Learning Environment in Engineering Education: Design and a Longitudinal Study of Impact</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tom%20O%27Mahony">Tom O'Mahony</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article considers the design of a student-centered learning environment in engineering education. The learning environment integrates a number of components, including project-based learning, collaborative learning, two-stage assignments, active learning lectures, and a flipped-classroom. Together these elements place the individual learner and their learning at the center of the environment by focusing on understanding, enhancing relevance, applying learning, obtaining rich feedback, making choices, and taking responsibility. The evolution of this environment from 2014 to the present day is outlined. The impact of this environment on learners and their learning is evaluated via student questionnaires that consist of both open and closed-ended questions. The closed questions indicate that students found the learning environment to be really interesting and enjoyable (rated as 4.7 on a 5 point scale) and encouraged students to adopt a deep approach towards studying the course materials (rated as 4.0 on a 5 point scale). A content analysis of the open-ended questions provides evidence that the project, active learning lectures, and flipped classroom all contribute to the success of this environment. Furthermore, this analysis indicates that the two-stage assessment process, in which feedback is provided between a draft and final assignment, is the key component and the dominant theme. A limitation of the study is the small class size (less than 20 learners per year), but, to some degree, this is compensated for by the longitudinal nature of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20approaches" title="deep approaches">deep approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a> </p> <a href="https://publications.waset.org/abstracts/127997/a-student-centered-learning-environment-in-engineering-education-design-and-a-longitudinal-study-of-impact" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127997.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">112</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">9064</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.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">237</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">9063</span> Anomaly Detection in a Data Center with a Reconstruction Method Using a Multi-Autoencoders Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20Breux">Victor Breux</a>, <a href="https://publications.waset.org/abstracts/search?q=J%C3%A9r%C3%B4me%20Boutet"> Jérôme Boutet</a>, <a href="https://publications.waset.org/abstracts/search?q=Alain%20Goret"> Alain Goret</a>, <a href="https://publications.waset.org/abstracts/search?q=Viviane%20Cattin"> Viviane Cattin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early detection of anomalies in data centers is important to reduce downtimes and the costs of periodic maintenance. However, there is little research on this topic and even fewer on the fusion of sensor data for the detection of abnormal events. The goal of this paper is to propose a method for anomaly detection in data centers by combining sensor data (temperature, humidity, power) and deep learning models. The model described in the paper uses one autoencoder per sensor to reconstruct the inputs. The auto-encoders contain Long-Short Term Memory (LSTM) layers and are trained using the normal samples of the relevant sensors selected by correlation analysis. The difference signal between the input and its reconstruction is then used to classify the samples using feature extraction and a random forest classifier. The data measured by the sensors of a data center between January 2019 and May 2020 are used to train the model, while the data between June 2020 and May 2021 are used to assess it. Performances of the model are assessed a posteriori through F1-score by comparing detected anomalies with the data center’s history. The proposed model outperforms the state-of-the-art reconstruction method, which uses only one autoencoder taking multivariate sequences and detects an anomaly with a threshold on the reconstruction error, with an F1-score of 83.60% compared to 24.16%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anomaly%20detection" title="anomaly detection">anomaly detection</a>, <a href="https://publications.waset.org/abstracts/search?q=autoencoder" title=" autoencoder"> autoencoder</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20centers" title=" data centers"> data centers</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a> </p> <a href="https://publications.waset.org/abstracts/137944/anomaly-detection-in-a-data-center-with-a-reconstruction-method-using-a-multi-autoencoders-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137944.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">194</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20center&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20center&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20center&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20center&page=5">5</a></li> <li class="page-item"><a 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