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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Liza Mariah Hj. Azahari</title> <meta name="description" content="Search results for: Liza Mariah Hj. Azahari"> <meta name="keywords" content="Liza Mariah Hj. Azahari"> <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" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Liza Mariah Hj. 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Azahari"> <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> 14</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Liza Mariah Hj. Azahari</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> A Case Study on English Camp in UNISSA: An Approach towards Interactive Learning Outside the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20Mariah%20Hj.%20Azahari">Liza Mariah Hj. Azahari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will look at a case study on English Camp which was an activity coordinated at the Sultan Sharif Ali Islamic University in 2011. English Camp is a fun and motivation filled activity which brings students and teachers together outside of the classroom setting into a more diverse environment. It also enables teacher and students to gain proximate time together for a mutual purpose which is to explore the language in a more dynamic and relaxed way. First of all, the study will look into the background of English Camp, and how it was introduced and implemented from different contexts. Thereafter, it will explain the objectives of the English Camp coordinated at our university, UNISSA, and what types of activities were conducted. It will then evaluate the effectiveness of the camp as to what extent it managed to meet its motto, which was to foster dynamic interactive learning of English Language. To conclude, the paper presents a potential for further research on the topic as well as a guideline for educators who wish to coordinate the activity. Proposal for collaboration in this activity is further highlighted and encouraged within the paper for future implementation and endeavor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20camp" title="English camp">English camp</a>, <a href="https://publications.waset.org/abstracts/search?q=UNISSA" title=" UNISSA"> UNISSA</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=outside" title=" outside"> outside</a> </p> <a href="https://publications.waset.org/abstracts/19670/a-case-study-on-english-camp-in-unissa-an-approach-towards-interactive-learning-outside-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19670.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">569</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">13</span> Effects of PAHs on Blood Thyroidal Hormones of Liza klunzingeri in the Northern Part of Hormuz Strait (Persian Gulf)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fateme%20Afkhami">Fateme Afkhami</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Ehsanpour"> Mohsen Ehsanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Ehsanpour"> Maryam Ehsanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Afkhami"> Majid Afkhami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to determine the effects of polycyclic aromatic hydrocarbons (PAHs) on thyroidal hormones of Liza klunzingeri and to monitor marine pollution from northern part of Hormuz strait (Persian Gulf). Results showed the highest total PAHs levels (268.56 µg/kg) were in the fish samples and the lowest are obtained from water samples (3.12 µg/kg). Also, highest of PAHs levels in fish, sediment and water were found in St3. There was a positive correlation between T3 and T4, with PAHs results. T4 had a significant positive correlation (P<0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PAHs" title="PAHs">PAHs</a>, <a href="https://publications.waset.org/abstracts/search?q=thyroidal%20hormones" title=" thyroidal hormones"> thyroidal hormones</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20klunzingeri" title=" Liza klunzingeri"> Liza klunzingeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hormuz%20Strait" title=" Hormuz Strait"> Hormuz Strait</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20Gulf" title=" Persian Gulf"> Persian Gulf</a> </p> <a href="https://publications.waset.org/abstracts/14334/effects-of-pahs-on-blood-thyroidal-hormones-of-liza-klunzingeri-in-the-northern-part-of-hormuz-strait-persian-gulf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14334.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">703</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">12</span> Determination of Some Biochemical Values for the Liza klunzingeri in Coastal Water of Persian Gulf</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Afkhami">Majid Afkhami</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Ehsanpour"> Maryam Ehsanpour </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Serum biochemical can be used for monitoring any changes in the physiological condition of fish and quality of waters. The aim of this paper was to determine of plasma sugar, triglycerides, cholesterol, iron, ALP (alkaline phosphatase) and LDH (lactate dehydrogenase) levels of Liza klunzingeri in Persian Gulf. Blood sample was collected from the caudal vessel with syringes coated with sodium heparin. Biochemical values were: sugar 110.37±28.46 mg/di, triglycerides 96.82±23.40 mg/di, cholesterol 177.28 ±40.75 mg/di, iron 104.74± 19.08 mg/di, ALP 117.62±34.49 u/l, LDH 1613.00±345.34 u/l. A significant positive correlation (P<0.01) was found between triglycerides and sugar. Triglycerides had a significant and positive relationship with cholesterol (P<0.01). ALP also had a significant and positive relationship with sugar (P<0.01) and triglycerides (P<0.05). LDH correlated positively with sugar, cholesterol, triglycerides (P<0.01) and ALP (P<0.05). The results revealed reverse correlation between iron with cholesterol, sugar, triglycerides, ALP, and LDH (P<0.01). This study represents a contribution to the referential biochemical values of the L. klunzingeri. In further studies, the established reference ranges might be useful for the health assessment of this species. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20klunzingeri" title="Liza klunzingeri">Liza klunzingeri</a>, <a href="https://publications.waset.org/abstracts/search?q=blood" title=" blood"> blood</a>, <a href="https://publications.waset.org/abstracts/search?q=ALP" title=" ALP"> ALP</a>, <a href="https://publications.waset.org/abstracts/search?q=LDH" title=" LDH"> LDH</a> </p> <a href="https://publications.waset.org/abstracts/14330/determination-of-some-biochemical-values-for-the-liza-klunzingeri-in-coastal-water-of-persian-gulf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14330.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">625</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">11</span> Life in the Fermata</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20Michaeli">Liza Michaeli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fermata, from fermare, means to be on hold, conjoining contenere (contain), fissare (fasten), and rimanere (stay). It is a musical indication that a note should be (that is, calls to be) prolonged beyond the "normal duration" the note value would indicate. To be "held up" is to be held impractically in the lunga pausa, where the breath "is to be taken," taken in, but the release is impeded. In this pause of unspecified length, life is being prolonged against your discretion but given to you to inhabit. That is why the note value, the recognized "normative value," does not "accept" the significance of the prolongation. The value is interested in "saving time." The query at the heart of "Life in the fermata" will therefore be: is this life on hold, or rather, life holding. The paper shall meditate, via musical notation, on the significance of experience "inside": namely, the hold. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fermata" title="fermata">fermata</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=significance" title=" significance"> significance</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20hold" title=" the hold"> the hold</a>, <a href="https://publications.waset.org/abstracts/search?q=prolongation" title=" prolongation"> prolongation</a> </p> <a href="https://publications.waset.org/abstracts/142363/life-in-the-fermata" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142363.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">177</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">10</span> Enhancing Learning Ability among Deaf Students by Using Photographic Images</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aidah%20Alias">Aidah Alias</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustaffa%20Halabi%20Azahari"> Mustaffa Halabi Azahari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adzrool%20Idzwan%20Ismail"> Adzrool Idzwan Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Salasiah%20Ahmad"> Salasiah Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is one of the most important elements in a human life. Educations help us in learning and achieve new things in life. The ability of hearing gave us chances to hear voices and it is important in our communication. Hearing stories told by others; hearing news and music to create our creative and sense; seeing and hearing make us understand directly the message trying to deliver. But, what will happen if we are born deaf or having hearing loss while growing up? The objectives of this paper are to identify the current practice in teaching and learning among deaf students and to analyse an appropriate method in enhancing learning process among deaf students. A case study method was employed by using methods of observation and interview to selected deaf students and teachers. The findings indicated that the suitable method of teaching for deaf students is by using pictures and body movement. In other words, by combining these two medium of images and body movement, the best medium that the study suggested is by using video or motion pictures. The study concluded and recommended that video or motion pictures is recommended medium to be used in teaching and learning for deaf students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=photographic%20images" title=" photographic images"> photographic images</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20ability" title=" learning ability"> learning ability</a> </p> <a href="https://publications.waset.org/abstracts/3840/enhancing-learning-ability-among-deaf-students-by-using-photographic-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3840.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">9</span> Influence of Social Norms and Perceived Government Roles on Environmental Consciousness: A Multi-Socio-Economic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Francesca%20B.%20Dela%20Cruz">Mona Francesca B. Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Katrina%20Marie%20R.%20Mamaril"> Katrina Marie R. Mamaril</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariah%20Hannah%20Kassandra%20Salazar"> Mariah Hannah Kassandra Salazar</a>, <a href="https://publications.waset.org/abstracts/search?q=Emerald%20Jay%20D.%20Ilac"> Emerald Jay D. Ilac</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One key factor that should be considered when determining sustainable solutions to various environmental problems is the potential impact of individual human beings. In order to understand an individual, there is a need to examine cognitive, emotional, dispositional, and behavioral factors which are all indicative of one’s environmental consciousness. This quantitative study explored the moderated mediation between environmental consciousness, socio-economic status, social norms as a mediator, and the perceived role of government as a moderator for 381 Filipinos, aged 25 to 65, in urban and suburban settings. Results showed social norms do not have a mediating effect between socio-economic status and environmental consciousness. This may be influenced by the collectivist culture of the Philippines and the tendency for people to copy behaviors according to the descriptive norm effect. Meanwhile, there exists a moderating effect of the perceived role of government between the relationship of social norms and environmental consciousness which can be explained by the government’s ability to impose social norms that can induce a person to think and act pro-environmentally. Practical applications of this study can be used to tap the ability of the government to strengthen their influence and control over environmental protection and to provide a basis for the development of class-specific environmental solutions that can be done by individuals depending on their socioeconomic status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20consciousness" title="environmental consciousness">environmental consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20government" title=" role of government"> role of government</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20norms" title=" social norms"> social norms</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20status" title=" socio-economic status "> socio-economic status </a> </p> <a href="https://publications.waset.org/abstracts/110030/influence-of-social-norms-and-perceived-government-roles-on-environmental-consciousness-a-multi-socio-economic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110030.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">164</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">8</span> Preliminary Analysis on Land Use-Land Cover Assessment of Post-Earthquake Geohazard: A Case Study in Kundasang, Sabah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nur%20Afiqah%20Mohd%20Kamal">Nur Afiqah Mohd Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamarrul%20Azahari%20Razak"> Khamarrul Azahari Razak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The earthquake aftermath has become a major concern, especially in high seismicity region. In Kundasang, Sabah, the earthquake on 5th June 2015 resulted in several catastrophes; landslides, rockfalls, mudflows and major slopes affected regardless of the series of the aftershocks. Certainly, the consequences of earthquake generate and induce the episodic disaster, not only life-threatening but it also affects infrastructure and economic development. Therefore, a need for investigating the change in land use and land cover (LULC) of post-earthquake geohazard is essential for identifying the extent of disastrous effects towards the development in Kundasang. With the advancement of remote sensing technology, post-earthquake geohazards (landslides, mudflows, rockfalls, debris flows) assessment can be evaluated by the employment of object-based image analysis in investigating the LULC change which consists of settlements, public infrastructure and vegetation cover. Therefore, this paper discusses the preliminary results on post-earthquakes geohazards distribution in Kundasang and evaluates the LULC classification effect upon the occurrences of geohazards event. The result of this preliminary analysis will provide an overview to determine the extent of geohazard impact on LULC. This research also provides beneficial input to the local authority in Kundasang about the risk of future structural development on the geohazard area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geohazard" title="geohazard">geohazard</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20use%20land%20cover" title=" land use land cover"> land use land cover</a>, <a href="https://publications.waset.org/abstracts/search?q=object-based%20image%20analysis" title=" object-based image analysis"> object-based image analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20sensing" title=" remote sensing"> remote sensing</a> </p> <a href="https://publications.waset.org/abstracts/94250/preliminary-analysis-on-land-use-land-cover-assessment-of-post-earthquake-geohazard-a-case-study-in-kundasang-sabah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94250.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">245</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">7</span> Cytotoxicity and Apoptosis Activity of Areca catechu Linn. Extract as Natural Anticancer Agent for Oral Squamous Cell Carcinoma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20Meutia%20Sari">Liza Meutia Sari</a>, <a href="https://publications.waset.org/abstracts/search?q=Gus%20Permana%20Subita"> Gus Permana Subita</a>, <a href="https://publications.waset.org/abstracts/search?q=Elza%20Ibrahim%20Auerkari"> Elza Ibrahim Auerkari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Many herbs have been discovered to be potential sources of anticancer drugs. Biji Pinang or areca nut (Areca catechu Linn.) has a high content of phenolics and flavonoids, and which is related to antioxidant activity. However, data on its effects on oral squamous cell carcinoma is not available. Objectives: Identification of the cytotoxicity and apoptosis activity in HSC-2 and HSC-3. Methods: The areca nut was extracted by ethanol 96%, MTS assay and apoptosis activity with flow cytometry. Results: The extract of areca nut showed higher toxicity on HSC-3 cell compared to HSC-2. The IC₅₀ of HSC-3 was 164.06 μg/ml vs. 629.50 μg/ml in HSC-2. There was an increase in late apoptosis percentage after 24 and 48 hours in HSC-2. There was a significant increase in early apoptosis percentage after 24 hours and late in 48 hours in HSC-3. Conclusion: The antioxidant activity of the extract of areca nut might be associated with the selective cytotoxicity on HSC-2 and HSC-3. Apoptosis is the major cell death mechanism involved. The areca nut may play an important role in anticancer herb medicine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=areca%20nut" title="areca nut">areca nut</a>, <a href="https://publications.waset.org/abstracts/search?q=cytotoxicity" title=" cytotoxicity"> cytotoxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=apoptosis" title=" apoptosis"> apoptosis</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20carcinoma" title=" oral carcinoma"> oral carcinoma</a> </p> <a href="https://publications.waset.org/abstracts/71234/cytotoxicity-and-apoptosis-activity-of-areca-catechu-linn-extract-as-natural-anticancer-agent-for-oral-squamous-cell-carcinoma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71234.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">230</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">6</span> Character Bioacoustics White-Rumped Shama Copsychus malabaricus as a Cage-Bird</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Novia%20Liza%20Rahmawaty">Novia Liza Rahmawaty</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilson%20Novarino"> Wilson Novarino</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Nazri%20Janra"> Muhammad Nazri Janra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesian people love to keep songbird in cage to be competed, such as White-rumped Shama (Copsychus malabaricus). Each individual White-rumped Shama will be pitted their song and try to imitate the rhythm of the enemy with its songs. This study was conducted to see the natural song characters of White-rumped Shama and song character from birds that had been trained and comparison in three different places in West Sumatra. Individuals were recorded totaling 30 individuals in three areas in West Sumatra namely Padang, Solok and Pariaman and sound recordings of White-rumped Shama in nature were taken in HBW and Xenocanto website. Research has done conducted from June to October 2016 at place group practice of birdsongs and recorded at 16:00 to 18:00 pm. These voices were analyzed by Avisoft SAS-Lab Lite inform of oscillogram and sonogram. Measured parameters included: the length of voice, repertoire size, number of syllable type, syllable repertoire, and song repertoire. The results showed that repertoire composition of White-rumped Shama in nature less than the sound which was trained and has repeat songs composed by the same type of repertoire composition. Comparison of song character White-rumped Shama in three different places in West Sumatra, those birds in Solok had the best quality of voice or song than Padang and Pariaman. It showed by higher repertoire composition in Solok. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repertoire%20composition" title="repertoire composition">repertoire composition</a>, <a href="https://publications.waset.org/abstracts/search?q=song%20characters" title=" song characters"> song characters</a>, <a href="https://publications.waset.org/abstracts/search?q=songbird" title=" songbird"> songbird</a>, <a href="https://publications.waset.org/abstracts/search?q=white-rumped%20shama" title=" white-rumped shama"> white-rumped shama</a> </p> <a href="https://publications.waset.org/abstracts/67049/character-bioacoustics-white-rumped-shama-copsychus-malabaricus-as-a-cage-bird" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67049.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">327</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">5</span> Women Academics' Insecure Identity at Work: A Millennials Phenomenon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanouil%20Papavasileiou">Emmanouil Papavasileiou</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikos%20Bozionelos"> Nikos Bozionelos</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20Howe-Walsh"> Liza Howe-Walsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Turnbull"> Sarah Turnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The research focuses on women academics’ insecure identity at work and examines its link with generational identity. The aim is to enrich understanding of identities at work as a crucial attribute of managing academics in the context of the proliferation of managerialist controls of audit, accountability, monitoring, and performativity. Methodology: Positivist quantitative methodology was utilized. Data were collected from the Scientific Women's Academic Network (SWAN) Charter. Responses from 155 women academics based in the British Higher Education system were analysed. Findings: Analysis showed high prevalence of strong imposter feelings among participants, suggesting high insecurity at work among women academics in the United Kingdom. Generational identity was related to imposter feelings. In particular, Millennials scored significantly higher than the other generational groups. Research implications: The study shows that imposter feelings are variously manifested among the prevalent generations of women academics, while generational identity is a significant antecedent of such feelings. Research limitations: Caution should be exercised in generalizing the findings to national cultural contexts beyond the United Kingdom. Practical and social implications: Contrary to popular depictions of Millennials as self-centered, narcissistic, materialistic and demanding, women academics who are members of this generational group appear significantly more insecure than the preceding generations. Value: The study provides insightful understandings into women academics’ identity at work as a function of generational identity, and provides a fruitful avenue for further research within and beyond this gender group and profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=generational%20diversity" title=" generational diversity"> generational diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=imposter%20feelings" title=" imposter feelings"> imposter feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Kingdom" title=" United Kingdom"> United Kingdom</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20identity" title=" work identity"> work identity</a> </p> <a href="https://publications.waset.org/abstracts/92961/women-academics-insecure-identity-at-work-a-millennials-phenomenon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92961.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">146</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">4</span> Risk Factors for High School Dropouts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Genesis%20F.%20Dela%20Cruz">Genesis F. Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20C.%20Costa"> Liza C. Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is concerned with the Risk factors of dropping out among Grade VII students for SY 2012-2013. A total of 87 Grade VII Students-At-Risk-of-Dropping Out (SARDOs) were involved in this study. The descriptive survey method was used in this study. A 50-item questionnaire was used in data gathering. Expert validation was done to determine the validity and reliability of the instrument. The study used Chi Square, Kruskal Wallis Test and Mann Whitney Test in the statistical treatment of data. The study revealed that the respondents are within the standard age limit for Grade VII students in the Philippines which is 13 years old. Males more than females usually becomes SARDOs. SARDOs come from low economic status and complete families contrary to the common belief that they came from single-parent families. The study also showed that parent’s involvement in educating their children on family-related factors contributed to the very good perception on the family related factors. Based on age, there are no significant differences in their perception of the four major recognized risk factors for dropping out among all ages. There are no significant differences in their perception of the family, individual and community related factors for dropping out based on sex. However, females have a more favorable perception when it comes to school related factors. No significant differences in their perception of dropping out were also noted when they are classified according to distance of school from home. The respondents do not differ in their perception on family, individual and community related factors when they are classified according to type of family. When surveyed regarding the respondents’ reason for being absent, it was found out that laziness and being late are the two major reasons. Respondents also perceived remedial and tutorial classes as school-initiated intervention measure to prevent school disengagement or dropping out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drop-out" title="drop-out">drop-out</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20and%20counseling" title=" guidance and counseling"> guidance and counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20initiated%20intervention" title=" school initiated intervention"> school initiated intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20at%20risk%20of%20dropping%20out" title=" students at risk of dropping out"> students at risk of dropping out</a> </p> <a href="https://publications.waset.org/abstracts/37940/risk-factors-for-high-school-dropouts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Developing a DNN Model for the Production of Biogas From a Hybrid BO-TPE System in an Anaerobic Wastewater Treatment Plant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadjer%20Sadoune">Hadjer Sadoune</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20Lamini"> Liza Lamini</a>, <a href="https://publications.waset.org/abstracts/search?q=Scherazade%20Krim"> Scherazade Krim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amel%20Djouadi"> Amel Djouadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachida%20Rihani"> Rachida Rihani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deep neural networks are highly regarded for their accuracy in predicting intricate fermentation processes. Their ability to learn from a large amount of datasets through artificial intelligence makes them particularly effective models. The primary obstacle in improving the performance of these models is to carefully choose the suitable hyperparameters, including the neural network architecture (number of hidden layers and hidden units), activation function, optimizer, learning rate, and other relevant factors. This study predicts biogas production from real wastewater treatment plant data using a sophisticated approach: hybrid Bayesian optimization with a tree-structured Parzen estimator (BO-TPE) for an optimised deep neural network (DNN) model. The plant utilizes an Upflow Anaerobic Sludge Blanket (UASB) digester that treats industrial wastewater from soft drinks and breweries. The digester has a working volume of 1574 m3 and a total volume of 1914 m3. Its internal diameter and height were 19 and 7.14 m, respectively. The data preprocessing was conducted with meticulous attention to preserving data quality while avoiding data reduction. Three normalization techniques were applied to the pre-processed data (MinMaxScaler, RobustScaler and StandardScaler) and compared with the Non-Normalized data. The RobustScaler approach has strong predictive ability for estimating the volume of biogas produced. The highest predicted biogas volume was 2236.105 Nm³/d, with coefficient of determination (R2), mean absolute error (MAE), and root mean square error (RMSE) values of 0.712, 164.610, and 223.429, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anaerobic%20digestion" title="anaerobic digestion">anaerobic digestion</a>, <a href="https://publications.waset.org/abstracts/search?q=biogas%20production" title=" biogas production"> biogas production</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20neural%20network" title=" deep neural network"> deep neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20bo-tpe" title=" hybrid bo-tpe"> hybrid bo-tpe</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperparameters%20tuning" title=" hyperparameters tuning"> hyperparameters tuning</a> </p> <a href="https://publications.waset.org/abstracts/185307/developing-a-dnn-model-for-the-production-of-biogas-from-a-hybrid-bo-tpe-system-in-an-anaerobic-wastewater-treatment-plant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185307.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">38</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">2</span> Science and Mathematics Instructional Strategies, Teaching Performance and Academic Achievement in Selected Secondary Schools in Upland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Belen%20C.%20Costa">Maria Belen C. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20C.%20Costa"> Liza C. Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers have an important influence on students’ academic achievement. Teachers play a crucial role in educational attainment because they stand in the interface of the transmission of knowledge, values, and skills in the learning process through the instructional strategies they employ in the classroom. The level of achievement of students in school depends on the degree of effectiveness of instructional strategies used by the teacher. Thus, this study was conceptualized and conducted to examine the instructional strategies preferred and used by the Science and Mathematics teachers and the impact of those strategies in their teaching performance and students’ academic achievement in Science and Mathematics. The participants of the study comprised a total enumeration of 61 teachers who were chosen through total enumeration and 610 students who were selected using two-stage random sampling technique. The descriptive correlation design was used in this study with a self-made questionnaire as the main tool in the data gathering procedure. Relationship among variables was tested and analyzed using Spearman Rank Correlation Coefficient and Wilcoxon Signed Rank statistics. The teacher participants under study mainly belonged to the age group of ‘young’ (35 years and below) and most were females having ‘very much experienced’ (16 years and above) in teaching. Teaching performance was found to be ‘very satisfactory’ while academic achievement in Science and Mathematics was found to be ‘satisfactory’. Demographic profile and teaching performance of teacher participants were found to be ‘not significant’ to their instructional strategy preferences. Results implied that age, sex, level of education and length of service of the teachers does not affect their preference on a particular instructional strategy. However, the teacher participants’ extent of use of the different instructional strategies was found to be ‘significant’ to their teaching performance. The instructional strategies being used by the teachers were found to have a direct effect on their teaching performance. Academic achievement of student participants was found to be ‘significant’ to the teacher participants’ instructional strategy preferences. The preference of the teachers on instructional strategies had a significant effect on the students’ academic performance. On the other hand, teacher participants’ extent of use of instructional strategies was showed to be ‘not significant’ to the academic achievement of students in Science and Mathematics. The instructional strategy being used by the teachers did not affect the level of performance of students in Science and Mathematics. The results of the study revealed that there was a significant difference between the teacher participants’ preference of instructional strategy and the student participants’ instructional strategy preference as well as between teacher participants’ extent of use and student participants’ perceived level of use of the different instructional strategies. Findings found a discrepancy between the teaching strategy preferences of students and strategies implemented by teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=extent%20of%20use" title=" extent of use"> extent of use</a>, <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=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/38059/science-and-mathematics-instructional-strategies-teaching-performance-and-academic-achievement-in-selected-secondary-schools-in-upland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38059.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">313</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">1</span> Diplomacy in Times of Disaster: Management through Reputational Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liza%20Ireni-Saban">Liza Ireni-Saban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 6.6 magnitude quake event that occurred in 2003 (Bam, Iran) made it impossible for the Iranian government to handle disaster relief efforts domestically. In this extreme event, the Iranian government reached out to the international community, and this created a momentum that had to be carried out by trust-building efforts on all sides, often termed ‘Disaster Diplomacy’. Indeed, the circumstances were even more critical when one considers the increasing political and economic isolation of Iran within the international community. The potential for transformative political space to be opened by disaster has been recognized by dominant international political actors. Despite the fact that Bam 2003 post-disaster relief efforts did not catalyze any diplomatic activities on all sides, it is suggested that few international aid agencies have successfully used disaster recovery to enhance their popular legitimacy and reputation among the international community. In terms of disaster diplomacy, an actor’s reputational capital may affect his ability to build coalitions and alliances to achieve international political ends, to negotiate and build understanding and trust with foreign publics. This study suggests that the post-disaster setting may benefit from using the ecology of games framework to evaluate the role of bridging actors and mediators in facilitating collaborative governance networks. Recent developments in network theory and analysis provide means of structural embeddedness to explore how reputational capital can be built through brokerage roles of actors engaged in a disaster management network. This paper then aims to structure the relations among actors that participated in the post-disaster relief efforts in the 2003 Bam earthquake (Iran) in order to assess under which conditions actors may be strategically utilized to serve as mediating organizations for future disaster events experienced by isolated nations or nations in conflict. The results indicate the strategic use of reputational capital by the Iranian Ministry of Foreign Affairs as key broker to build a successful coordinative system for reducing disaster vulnerabilities. International aid agencies rarely played brokerage roles to coordinate peripheral actors. U.S. foreign assistance (USAID), despite coordination capacities, was prevented from serving brokerage roles in the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coordination" title="coordination">coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20diplomacy" title=" disaster diplomacy"> disaster diplomacy</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20aid%20organizations" title=" international aid organizations"> international aid organizations</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/98750/diplomacy-in-times-of-disaster-management-through-reputational-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98750.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">154</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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