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rate</title> <meta name="description" content="Search results for: intrinsic rate"> <meta name="keywords" content="intrinsic rate"> <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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style="font-size:.9rem"><span class="badge badge-info">8539</span> Resilience Grit and Intrinsic Motivation Are Predictors of Better Studying Results among First-year Cadets in the Cadet Basic Training Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Kanapeckaite">Rosita Kanapeckaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year, some candidates who enroll in Generolas Jonas Zemaitis Military Academy of Lithuania do not complete a basic seven weeks cadet course and leave the Academy. Experience in other countries shows that psychological resilience grit and intrinsic motivation can lead to better course completion results. We examined the psychological resilience grit and intrinsic motivation as predictors of better results among newcomers who participate in the Cadet Basic Training (CBT) course. Based on past research and theory of other countries' military academies, we expected that resilience grit, and intrinsic motivation would predict performance in the Cadet Basic Training course. Results of regression analyses revealed that resilience and grit can predict better course results, but intrinsic motivation can not predict retention. These findings suggest that resilience and grit assessment and training may prove valuable in enhancing performance and retention within military training environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=military" title="military">military</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=grit" title=" grit"> grit</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/143469/resilience-grit-and-intrinsic-motivation-are-predictors-of-better-studying-results-among-first-year-cadets-in-the-cadet-basic-training-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143469.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">208</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">8538</span> Emerging Dimensions of Intrinsic Motivation for Effective Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Bhatt">Prachi Bhatt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivated workforce is an important asset of an organisation. Intrinsic motivation is one of the key aspects of people operations and performance. Researches have emphasized the significance of internal factors in individuals’ motivation. In the changing business scenario, it is a challenge for the organizations’ leaders to inspire and motivate their workforce. The present study deals with the intrinsic motivation potential of an individual which govern the innate capability of an individual driving him or her to behave or perform in the changing work environment, tasks, teams. Differences at individual level significantly influence differences in levels of motivation. In the above context, the present research attempts to explore behavioral trait dimensions which influence motivational potential of an individual. The present research emphasizes the significance of intrinsic motivational potential and the significance of exploring the differences in the intrinsic motivational potential levels of individuals at work places. Thus, this paper empirically tests the framework of behavioral traits which affects motivational potential of an individual. With the help of two studies i.e., Study 1 and Study 2, exploratory factor analysis and confirmatory factor analysis, respectively, indicated a reliable measure assessing intrinsic motivational potential of an individual. Given the variety of challenges of motivating contemporary workforce, and with increasing importance of intrinsic motivation, the paper discusses the relevance of the findings and of the measure assessing intrinsic motivational potential. Assessment of such behavioral traits would assist in the effective realization of intrinsic motivational potential of individuals. Additionally, the paper discusses the practical implications and furnishes scope for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20traits" title="behavioral traits">behavioral traits</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20potential" title=" intrinsic motivational potential"> intrinsic motivational potential</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20motivation" title=" workplace motivation"> workplace motivation</a> </p> <a href="https://publications.waset.org/abstracts/90248/emerging-dimensions-of-intrinsic-motivation-for-effective-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90248.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">196</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">8537</span> Studying the Effect of Silicon Substrate Intrinsic Carrier Concentration on Performance of ZnO/Si Solar Cells</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syed%20Sadique%20Anwer%20Askari">Syed Sadique Anwer Askari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mukul%20Kumar%20Das"> Mukul Kumar Das</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Zinc Oxide (ZnO) solar cells have drawn great attention due to the enhanced efficiency and low-cost fabrication process. In this study, ZnO thin film is used as the active layer, hole blocking layer, antireflection coating (ARC) as well as transparent conductive oxide. To improve the conductivity of ZnO, top layer of ZnO is doped with aluminum, for top contact. Intrinsic carrier concentration of silicon substrate plays an important role in enhancing the power conversion efficiency (PCE) of ZnO/Si solar cell. With the increase of intrinsic carrier concentration PCE decreased due to increase in dark current in solar cell. At 80nm ZnO and 160µm Silicon substrate thickness, power conversion efficiency of 26.45% and 21.64% is achieved with intrinsic carrier concentration of 1x109/cm3, 1.4x1010/cm3 respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hetero-junction%20solar%20cell" title="hetero-junction solar cell">hetero-junction solar cell</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20cell" title=" solar cell"> solar cell</a>, <a href="https://publications.waset.org/abstracts/search?q=substrate%20intrinsic%20carrier%20concentration" title=" substrate intrinsic carrier concentration"> substrate intrinsic carrier concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=ZnO%2FSi" title=" ZnO/Si"> ZnO/Si</a> </p> <a href="https://publications.waset.org/abstracts/61939/studying-the-effect-of-silicon-substrate-intrinsic-carrier-concentration-on-performance-of-znosi-solar-cells" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61939.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">601</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">8536</span> The Influence of Intrinsic Motivation on the Second Language Learners’ Writing Skill: The Case of Third Year Students of English at Constantine 1 University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chadia%20Nasri">Chadia Nasri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researches in the field of foreign language learning have indicated the importance of the mastery of the four language skills; speaking, listening, writing and reading. As far as writing is concerned, recent studies have shown that this skill is unavoidable for learning a second language successfully. Writing is characterized as a complex system not easy to achieve. Writing has been proved to be affected by a variety of factors, particularly psychological ones; anxiety, intrinsic motivation, aptitude, etc. Intrinsic motivation is said to be the most influential factors in the foreign language learning process and is considered as the key factor for success. To investigate these two aspects; writing and intrinsic motivation, and the positive correlation between them, our hypothesis is designed on the basis that the degree of learners’ intrinsic motivation helps in facilitating their engagement in the writing tasks. Two questionnaires, one for teachers and the other for students, have been carried out to check the validity of the research hypothesis. As for the teachers’ questionnaire, the results have indicated their awareness of the importance of intrinsic motivation in the learning process and the role it plays in the mastery of their students’ writing skill. In addition, teachers have mentioned various procedures aiming at raising their students’ intrinsic motivation to write. The students’ questionnaire, on the other hand, has investigated students’ reasons for learning a foreign language with regard to their attitudes towards writing as an important skill that they need to master. Their answers to the questionnaire together with the marks they got in the second term test they have had in the writing module have been compared to see whether students’ writing proficiency can be determined by the degree of their intrinsic motivation. The comparison of the collected data has shown the positive correlation between both aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20proficiency" title=" writing proficiency"> writing proficiency</a> </p> <a href="https://publications.waset.org/abstracts/61327/the-influence-of-intrinsic-motivation-on-the-second-language-learners-writing-skill-the-case-of-third-year-students-of-english-at-constantine-1-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61327.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">293</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">8535</span> Intrinsic and Extrinsic Motivations in Organic Farming Practices and Farmers’ Subjective Well-Being: The Case of French Organic Farmers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Huong%20Nhai">Nguyen Thi Huong Nhai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how different motivations to engage in organic farming may impact the farmers’ subjective well-being using a survey database from the French Agence Bio. Three measures representing the subjective well-being of farmers brought by their involvement in organic farming are used in this study: feelings of pride, satisfaction, and feeling of happiness. We focus on the effects of two different types of motivations: intrinsic motivations, such as preservation of human health and public health, concern about the environment, and autonomy in farming decisions; extrinsic motivations, such as fair price, income, and demand incentives. Results show that not all intrinsic motivations can increase farmers’s well-being. The intrinsic motivation relating to environment concern and aspiration seems to have the highest positive impact on the three proxies of SWB in our study. It is interesting to find out that the two extrinsic motivations (profitable price, satisfying the incentive of consumer and cooperative) are proven to have a negative influence. Some comparisons, explanations, and practical implications are also indicated in this research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20otivation" title="intrinsic otivation">intrinsic otivation</a>, <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20motivation" title=" extrinsic motivation"> extrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20wellbeing" title=" subjective wellbeing"> subjective wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=organic%20farmers" title=" organic farmers"> organic farmers</a> </p> <a href="https://publications.waset.org/abstracts/186878/intrinsic-and-extrinsic-motivations-in-organic-farming-practices-and-farmers-subjective-well-being-the-case-of-french-organic-farmers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186878.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">41</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">8534</span> Effect of Temperatures on Growth and Development Time of Aphis fabae Scopoli (Homoptera: Aphididae): On Bean (Phaseolus vulgaris L.)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelyn%20Dona">Rochelyn Dona</a>, <a href="https://publications.waset.org/abstracts/search?q=Serdar%20Satar"> Serdar Satar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to evaluate the biological parameters of A. fabae Scopoli (Hemiptera: Aphididae). Developmental, survival, and reproductive data were collected for Aphis fabae reared on detached bean leaves (Phaseolus vulgaris L.) ‘pinto beans’ at five temperature regimes (12, 16, 20, 24, and 28 °C), 65% relative humidity (RH), relative and a photoperiod of 16:8 (LD) h. The developmental times of immature stages ranged from 16, 65 days at 12°C to 5.70 days at 24°C, but a slight increase again at 28°C (6.62 days). At 24°C from this study presented the developmental threshold for A. fabae slightly to 24°C. The average longevity of mature females significantly decreased from 42.32 days at 12°C to 16.12 days at 28°C. The reproduction rate per female was 62.27 at 16°C and 12.72 at 28°C. The mean generation period of the population ranged from 29.24 at 12°C to 11.50 at 28°C. The highest intrinsic rate of increase (rm = 0.41) were recorded at 24°C, the lowest at 12°C (rm = 0.15). It was evident that temperatures over 28°C augmented the development time, accelerated the death ratio of the nymphal stages, Shrunk Adult longevity, and reduced fecundity. The optimal range of temperature for the population growth of A. fabae on the bean was 16°C-24°C, according to this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20time" title="developmental time">developmental time</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20rate" title=" intrinsic rate"> intrinsic rate</a>, <a href="https://publications.waset.org/abstracts/search?q=reproduction%20period" title=" reproduction period"> reproduction period</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature%20dependence" title=" temperature dependence"> temperature dependence</a> </p> <a href="https://publications.waset.org/abstracts/140346/effect-of-temperatures-on-growth-and-development-time-of-aphis-fabae-scopoli-homoptera-aphididae-on-bean-phaseolus-vulgaris-l" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140346.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">228</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">8533</span> Desire as Psychological Case against Nihilism and a Clear Mechanism as Evidence for Moral Realism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Pistone">Paul Pistone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nihilism claims that there are no actual intrinsic goods. Desire, however, directly contradicts this claim. To desire, something is more than to be motivated to bring about the desired ends. It is more than to take pleasure in it, seeming that one has obtained her desired end. Desire is, further, more than believing that something is good. Desire is the perception that something is good for the self. In this paper, it is argued that desire is an agent-relative value seeming. This implies that there are intrinsic values. It will be argued that: (1) there are intrinsic values related to life and flourishing, (2) that it is metaphysically impossible that there are no intrinsic values, (3) that desire is our psychological mechanism which enables us to perceive a state of affairs or event as an agent-relative good, and (4) while we can be wrong about the large scale object of desire (i.e., the instrumental desire) we cannot be wrong about what is at the root of our desire (i.e., the intrinsic desire). The method of this paper will be to examine the claims of nihilism and moral realism in recent literature, present a case for moral realism, discuss a few theories of desire, connect moral realism to an evaluative perceptual model of desire, and conclude that not only is this the best theory of desire but that this psychological faculty offers a clear counterexample to nihilism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=desire" title="desire">desire</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20realism" title=" moral realism"> moral realism</a>, <a href="https://publications.waset.org/abstracts/search?q=nihilism" title=" nihilism"> nihilism</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception "> perception </a> </p> <a href="https://publications.waset.org/abstracts/120640/desire-as-psychological-case-against-nihilism-and-a-clear-mechanism-as-evidence-for-moral-realism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120640.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">125</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">8532</span> Teacher-Student Relationship and Achievement in Chinese: Potential Mediating Effects of Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan%20Liu">Yuan Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hongyun%20Liu"> Hongyun Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher-student relationship plays an important role on facilitating students’ learning behavior, school engagement, and academic outcomes. It is believed that good relationship will enhance the human agency—the intrinsic motivation—mainly through the strengthening of autonomic support, feeling of relatedness, and the individual’s competence to increase the academic outcomes. This is in line with self-determination theory (SDT), which generally views that the intrinsic motivation imbedded with human basic needs is one of the most important factors that would lead to better school engagement, academic outcomes, and well-being. Based on SDT, the present study explored the relation of among teacher-student relationship (teacher’s encouragement, respect), students’ motivation (extrinsic and intrinsic), and achievement outcomes. The study was based on a large scale academic assessment and questionnaire survey conducted by the Center for Assessment and Improvement of Basic Education Quality in Mainland China (2013) on Grade 8 students. The results indicated that intrinsic motivation mediated the relation between teacher-student relationship and academic achievement outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title="teacher-student relationship">teacher-student relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <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=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/35615/teacher-student-relationship-and-achievement-in-chinese-potential-mediating-effects-of-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35615.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">433</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">8531</span> Active Learning Role on Strategic I-Map Thinking in Developing Reasoning Thinking and the Intrinsic-Motivation Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Alotaibi">Khaled Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with developing reasoning thinking and the intrinsic-extrinsic motivation for learning, and enhancing the academic achievement of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 20 students and the other was a control group with 22 students. The following tools were used: e-courses by using I-map, Reasoning Thinking Tes, questionnaire to measure the intrinsic-extrinsic motivation for learning and an academic achievement test. Experimental group was taught using e-courses by using I-map, while the control group was taught by using traditional education. The results showed that: - There were no statistically significant differences between the experimental group and the control group in Reasoning thinking skills. - There were statistically significant differences between the experimental group and the control group in the intrinsic-extrinsic motivation for learning in favor of the experimental group. - There were statistically significant differences between the experimental group and the control group in academic achievement in favor of the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasoning" title="reasoning">reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking" title=" thinking"> thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title="intrinsic motivation">intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/3096/active-learning-role-on-strategic-i-map-thinking-in-developing-reasoning-thinking-and-the-intrinsic-motivation-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3096.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">419</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">8530</span> Postbuckling Analysis of End Supported Rods under Self-Weight Using Intrinsic Coordinate Finite Elements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Juntarasaid">C. Juntarasaid</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Pulngern"> T. Pulngern</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Chucheepsakul"> S. Chucheepsakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A formulation of postbuckling analysis of end supported rods under self-weight has been presented by the variational method. The variational formulation involving the strain energy due to bending and the potential energy of the self-weight, are expressed in terms of the intrinsic coordinates. The variational formulation is accomplished by introducing the Lagrange multiplier technique to impose the boundary conditions. The finite element method is used to derive a system of nonlinear equations resulting from the stationary of the total potential energy and then Newton-Raphson iterative procedure is applied to solve this system of equations. The numerical results demonstrate the postbluckled configurations of end supported rods under self-weight. This finite element method based on variational formulation expressed in term of intrinsic coordinate is highly recommended for postbuckling analysis of end-supported rods under self-weight. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=postbuckling" title="postbuckling">postbuckling</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20method" title=" finite element method"> finite element method</a>, <a href="https://publications.waset.org/abstracts/search?q=variational%20method" title=" variational method"> variational method</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20coordinate" title=" intrinsic coordinate"> intrinsic coordinate</a> </p> <a href="https://publications.waset.org/abstracts/112297/postbuckling-analysis-of-end-supported-rods-under-self-weight-using-intrinsic-coordinate-finite-elements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112297.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">158</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">8529</span> Research of Intrinsic Emittance of Thermal Cathode with Emission Nonuniformity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yufei%20Peng">Yufei Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhen%20Qin"> Zhen Qin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianbe%20Li"> Jianbe Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Jidong%20Long"> Jidong Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The thermal cathode is widely used in accelerators, FELs and kinds of vacuum electronics. However, emission nonuniformity exists due to surface profile, material distribution, temperature variation, crystal orientation, etc., which will cause intrinsic emittance growth, brightness decline, envelope size augment, device performance deterioration or even failure. To understand how emittance is manipulated by emission nonuniformity, an intrinsic emittance model consisting of contributions from macro and micro surface nonuniformity is developed analytically based on general thermal emission model at temperature limited regime according to a real 3mm cathode. The model shows relative emittance increased about 50% due to temperature variation, and less than 5% from several kinds of micro surface nonuniformity which is much smaller than other research. Otherwise, we also calculated emittance growth combining with Monte Carlo method and PIC simulation, experiments of emission uniformity and emittance measurement are going to be carried out separately. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=thermal%20cathode" title="thermal cathode">thermal cathode</a>, <a href="https://publications.waset.org/abstracts/search?q=electron%20emission%20fluctuation" title=" electron emission fluctuation"> electron emission fluctuation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20emittance" title=" intrinsic emittance"> intrinsic emittance</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20nonuniformity" title=" surface nonuniformity"> surface nonuniformity</a>, <a href="https://publications.waset.org/abstracts/search?q=cathode%20lifetime" title=" cathode lifetime"> cathode lifetime</a> </p> <a href="https://publications.waset.org/abstracts/64153/research-of-intrinsic-emittance-of-thermal-cathode-with-emission-nonuniformity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64153.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">298</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">8528</span> Exploring the Intrinsic Ecology and Suitable Density of Historic Districts Through a Comparative Analysis of Ancient and Modern Ecological Smart Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hu%20Changjuan">Hu Changjuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gong%20Cong"> Gong Cong</a>, <a href="https://publications.waset.org/abstracts/search?q=Long%20Hao"> Long Hao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although urban ecological policies and the public's aspiration for livable environments have expedited the pace of ecological revitalization, historic districts that have evolved through natural ecological processes often become obsolete and less habitable amid rapid urbanization. This raises a critical question about historic districts inherently incapable of being ecological and livable. The thriving concept of ‘intrinsic ecology,’ characterized by its ability to transform city-district systems into healthy ecosystems with diverse environments, stable functions, and rapid restoration capabilities, holds potential for guiding the integration of ancient and modern ecological wisdom while supporting the dynamic involvement of cultures. This study explores the intrinsic ecology of historic districts from three aspects: 1) Population Density: By comparing the population density before urban population expansion to the present day, determine the reasonable population density for historic districts. 2) Building Density: Using the ‘Space-mate’ tool for comparative analysis, form a spatial matrix to explore the intrinsic ecology of building density in Chinese historic districts. 3) Green Capacity Ratio: By using ecological districts as control samples, conduct dual comparative analyses (related comparison and upgraded comparison) to determine the intrinsic ecological advantages of the two-dimensional and three-dimensional green volume in historic districts. The study inform a density optimization strategy that supports cultural, social, natural, and economic ecology, contributing to the creation of eco-historic districts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eco-historic%20districts" title="eco-historic districts">eco-historic districts</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20ecology" title=" intrinsic ecology"> intrinsic ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=suitable%20density" title=" suitable density"> suitable density</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20capacity%20ratio." title=" green capacity ratio."> green capacity ratio.</a> </p> <a href="https://publications.waset.org/abstracts/189342/exploring-the-intrinsic-ecology-and-suitable-density-of-historic-districts-through-a-comparative-analysis-of-ancient-and-modern-ecological-smart-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189342.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">23</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">8527</span> Understanding Sixteen Basic Desires and Modern Approaches to Agile Team Motivation: Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Suvorova">Anna Suvorova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical motivation theories hold that there are two kinds of motivation, intrinsic and extrinsic. Leaders are looking for effective motivation techniques, but frequently external influences do not work or, even worse, reduce team productivity. We see only the tip of the iceberg -human behavior. However, beneath the surface of the water are factors that directly affect our behavior -desires. Believing that employees need to be motivated, companies design a motivation system based on the principle: do it and get a reward. As a matter of fact, we all have basic desires. Everybody is motivated but to different extents. Following the principle "intrinsic motivation over extrinsic rewards", we need to create an environment that will support intrinsic motivation and potential of employees, and team, rather than individual work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20profile" title="motivation profile">motivation profile</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20techniques" title=" motivation techniques"> motivation techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20HR" title=" agile HR"> agile HR</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20desires" title=" basic desires"> basic desires</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20people" title=" agile people"> agile people</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20behavior" title=" human behavior"> human behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20management" title=" people management"> people management</a> </p> <a href="https://publications.waset.org/abstracts/151066/understanding-sixteen-basic-desires-and-modern-approaches-to-agile-team-motivation-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151066.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">8526</span> Intrinsic Motivational Factor of Students in Learning Mathematics and Science Based on Electroencephalogram Signals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norzaliza%20Md.%20Nor">Norzaliza Md. Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh-Hussain%20Salleh"> Sh-Hussain Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahyar%20Hamedi"> Mahyar Hamedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadrina%20Hussain"> Hadrina Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahab%20Abdul%20Rahman"> Wahab Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivational factor is mainly the students’ desire to involve in learning process. However, it also depends on the goal towards their involvement or non-involvement in academic activity. Even though, the students’ motivation might be in the same level, but the basis of their motivation may differ. In this study, it focuses on the intrinsic motivational factor which student enjoy learning or feeling of accomplishment the activity or study for its own sake. The intrinsic motivational factor of students in learning mathematics and science has found as difficult to be achieved because it depends on students’ interest. In the Program for International Student Assessment (PISA) for mathematics and science, Malaysia is ranked as third lowest. The main problem in Malaysian educational system, students tend to have extrinsic motivation which they have to score in exam in order to achieve a good result and enrolled as university students. The use of electroencephalogram (EEG) signals has found to be scarce especially to identify the students’ intrinsic motivational factor in learning science and mathematics. In this research study, we are identifying the correlation between precursor emotion and its dynamic emotion to verify the intrinsic motivational factor of students in learning mathematics and science. The 2-D Affective Space Model (ASM) was used in this research in order to identify the relationship of precursor emotion and its dynamic emotion based on the four basic emotions, happy, calm, fear and sad. These four basic emotions are required to be used as reference stimuli. Then, in order to capture the brain waves, EEG device was used, while Mel Frequency Cepstral Coefficient (MFCC) was adopted to be used for extracting the features before it will be feed to Multilayer Perceptron (MLP) to classify the valence and arousal axes for the ASM. The results show that the precursor emotion had an influence the dynamic emotions and it identifies that most students have no interest in mathematics and science according to the negative emotion (sad and fear) appear in the EEG signals. We hope that these results can help us further relate the behavior and intrinsic motivational factor of students towards learning of mathematics and science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=MLP" title=" MLP"> MLP</a>, <a href="https://publications.waset.org/abstracts/search?q=MFCC" title=" MFCC"> MFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20factor" title=" intrinsic motivational factor"> intrinsic motivational factor</a> </p> <a href="https://publications.waset.org/abstracts/52426/intrinsic-motivational-factor-of-students-in-learning-mathematics-and-science-based-on-electroencephalogram-signals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52426.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">366</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">8525</span> Searching the Relationship among Components that Contribute to Interactive Plight and Educational Execution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an educational context, technology can prompt interactive plight only when it is used in conjunction with interactive plight methods. This study, therefore, examines the relationships among components that contribute to higher levels of interactive plight and execution, such as interactive Plight methods, technology, intrinsic motivation and deep learning. 526 students participated in this study. With structural equation modelling, the authors test the conceptual model and identify satisfactory model fit. The results indicate that interactive Plight methods, technology and intrinsic motivation have significant relationship with interactive Plight; deep learning mediates the relationships of the other variables with Execution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=searching%20the%20relationship%20among%20components" title="searching the relationship among components">searching the relationship among components</a>, <a href="https://publications.waset.org/abstracts/search?q=contribute%20to%20interactive%20plight" title=" contribute to interactive plight"> contribute to interactive plight</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20execution" title=" educational execution"> educational execution</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a> </p> <a href="https://publications.waset.org/abstracts/10466/searching-the-relationship-among-components-that-contribute-to-interactive-plight-and-educational-execution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10466.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">454</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">8524</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title="conventional teaching method">conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification%20teaching%20method" title=" gamification teaching method"> gamification teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/18234/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18234.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">526</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">8523</span> ARCS Model for Enhancing Intrinsic Motivation in Learning Biodiversity Subjects: A Case Study of Tertiary Level Students in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Nisha%20Musa">Nadia Nisha Musa</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Atirah%20Hasmi"> Nur Atirah Hasmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasnun%20Nita%20Ismail"> Hasnun Nita Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulfadli%20Mahfodz"> Zulfadli Mahfodz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Malaysian Education System, subject related to biodiversity has started in the curriculum from Foundation Study until tertiary education. Biodiversity become the focus of attention due to awareness on global warming which potentially leads to a loss of biodiversity. A loss in biodiversity means a loss in medicinal discoveries and reduces food supply. It is of great important to ensure that young generations become aware of biodiversity conservation. The more interactive approaches are needed to build society with a high awareness for biodiversity conservation. To address this challenge, the goal of this study is to enhance intrinsic motivation of biological students via ARCS model of instruction. Self-access learning materials such as tutorial, module and fieldwork were designed with ARCS elements to a sample size of 70 university students from the beginning of the semester. Both paper and online surveys were used to collect data from the respondents. The results showed that elements of attention, relevance, confidence and satisfaction have a positive impact on intrinsic motivation of students and their academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title="intrinsic motivation">intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=ARCS%20model%20of%20instruction" title=" ARCS model of instruction"> ARCS model of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=biodiversity" title=" biodiversity"> biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=self-access%20learning" title=" self-access learning"> self-access learning</a> </p> <a href="https://publications.waset.org/abstracts/57479/arcs-model-for-enhancing-intrinsic-motivation-in-learning-biodiversity-subjects-a-case-study-of-tertiary-level-students-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8522</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, ‘Transformation of Teaching and Learning the Fun Way’. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi structured interviews were also administrated to collect qualitative data on participants experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the ‘The fun way approach’ in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title="teaching and learning">teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a>, <a href="https://publications.waset.org/abstracts/search?q=SDT" title=" SDT"> SDT</a> </p> <a href="https://publications.waset.org/abstracts/37347/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37347.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">461</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">8521</span> Surface Sensing of Atomic Behavior of Polymer Nanofilms via Molecular Dynamics Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ling%20Dai">Ling Dai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surface-sensing devices such as atomic force microscope have been widely used to characterize the surface structure and properties of nanoscale polymer films. However, using molecular dynamics simulations, we show that there is intrinsic and unavoidable inelastic deformation at polymer surfaces induced by the sensing tip. For linear chain polymers like perfluoropolyether, such tip-induced deformation derives from the differences in the atomic interactions which are atomic specie-based Van der Waals interactions, and resulting in atomic shuffling and causing inelastic alternation in both molecular structures and mechanical properties at the regions of the polymer surface. For those aromatic chain polymers like epoxy, the intrinsic deformation is depicted as the intra-chain rotation of aromatic rings and kinking of linear atomic connections. The present work highlights the need to reinterpret the data obtained from surface-sensing tests by considering this intrinsic inelastic deformation occurring at polymer surfaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polymer" title="polymer">polymer</a>, <a href="https://publications.waset.org/abstracts/search?q=surface" title=" surface"> surface</a>, <a href="https://publications.waset.org/abstracts/search?q=nano" title=" nano"> nano</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20dynamics" title=" molecular dynamics"> molecular dynamics</a> </p> <a href="https://publications.waset.org/abstracts/55924/surface-sensing-of-atomic-behavior-of-polymer-nanofilms-via-molecular-dynamics-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55924.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">356</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">8520</span> Assessment of Analytical Equations for the Derivation of Young’s Modulus of Bonded Rubber Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20N.%20Haji">Z. N. Haji</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20O.%20Oyadiji"> S. O. Oyadiji</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Samami"> H. Samami</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Farrell"> O. Farrell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prediction of the vibration response of rubber products by analytical or numerical method depends mainly on the predefined intrinsic material properties such as Young’s modulus, damping factor and Poisson’s ratio. Such intrinsic properties are determined experimentally by subjecting a bonded rubber sample to compression tests. The compression tests on such a sample yield an apparent Young’s modulus which is greater in magnitude than the intrinsic Young’s modulus of the rubber. As a result, many analytical equations have been developed to determine Young’s modulus from an apparent Young’s modulus of bonded rubber materials. In this work, the applicability of some of these analytical equations is assessed via experimental testing. The assessment is based on testing of vulcanized nitrile butadiene rubber (NBR70) samples using tensile test and compression test methods. The analytical equations are used to determine the intrinsic Young’s modulus from the apparent modulus that is derived from the compression test data of the bonded rubber samples. Then, these Young’s moduli are compared with the actual Young’s modulus that is derived from the tensile test data. The results show significant discrepancy between the Young’s modulus derived using the analytical equations and the actual Young’s modulus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bonded%20rubber" title="bonded rubber">bonded rubber</a>, <a href="https://publications.waset.org/abstracts/search?q=quasi-static%20test" title=" quasi-static test"> quasi-static test</a>, <a href="https://publications.waset.org/abstracts/search?q=shape%20factor" title=" shape factor"> shape factor</a>, <a href="https://publications.waset.org/abstracts/search?q=apparent%20Young%E2%80%99s%20modulus" title=" apparent Young’s modulus"> apparent Young’s modulus</a> </p> <a href="https://publications.waset.org/abstracts/104859/assessment-of-analytical-equations-for-the-derivation-of-youngs-modulus-of-bonded-rubber-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104859.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">173</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">8519</span> Life Table and Functional Response of Scolothrips takahashii (Thysanoptera: Thripidae) on Tetranychus urticae (Acari:Tetranychidae)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuang-Chi%20Pan">Kuang-Chi Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Jen%20Tuan"> Shu-Jen Tuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scolothrips takahashii Priesner (Thysanoptera: Thripidae) is a common predatory thrips which feeds on spider mites; it is considered an important natural enemy and a potential biological control agent against spider mites. In order to evaluate the efficacy of S. takahashii against tetranychid mites, life table and functional response study were conducted at 25±1°C, with Tetranychus urticae Priesner as prey. The intrinsic rate of increase (r), finite rate of increase (λ), net reproduction rate (R₀), mean generation time (T) were 0.1674 d⁻¹, 1.1822d⁻¹, 62.26 offspring/individual, and 24.68d. The net consumption rate (C₀) was 846.15, mean daily consumption rate was 51.92 eggs for females and 19.28 eggs for males. S. takahashii exhibited type III functional response when offered T. urticae deutonymphs. Based on the random predator equation, the estimated maximum attack rate (a) and handling time (Th) were 0.1376h⁻¹ and 0.7883h. In addition, a life table experiment was conducted to evaluate the offspring sex allocation and population dynamic of Tetranychus ludeni Zacher under group-rearing conditions with different sex ratios. All bisexual groups produced offspring with similar sex allocation patterns, which started with the majority of females, then transited during the middle of the oviposition period and turned male-biased at the end of the oviposition period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scolothrips%20takahashii" title="Scolothrips takahashii">Scolothrips takahashii</a>, <a href="https://publications.waset.org/abstracts/search?q=Tetranychus%20urticae" title=" Tetranychus urticae"> Tetranychus urticae</a>, <a href="https://publications.waset.org/abstracts/search?q=Tetranychus%20ludeni" title=" Tetranychus ludeni"> Tetranychus ludeni</a>, <a href="https://publications.waset.org/abstracts/search?q=two-sex%20life%20table" title=" two-sex life table"> two-sex life table</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20response" title=" functional response"> functional response</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20allocation" title=" sex allocation"> sex allocation</a> </p> <a href="https://publications.waset.org/abstracts/171606/life-table-and-functional-response-of-scolothrips-takahashii-thysanoptera-thripidae-on-tetranychus-urticae-acaritetranychidae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8518</span> A Memristive Device with Intrinsic Rectification Behavior and Performace of Crossbar Arrays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yansong%20Gao">Yansong Gao</a>, <a href="https://publications.waset.org/abstracts/search?q=Damith%20C.Ranasinghe"> Damith C.Ranasinghe</a>, <a href="https://publications.waset.org/abstracts/search?q=Siad%20F.%20Al-Sarawi"> Siad F. Al-Sarawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Omid%20Kavehei"> Omid Kavehei</a>, <a href="https://publications.waset.org/abstracts/search?q=Derek%20Abbott"> Derek Abbott</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passive crossbar arrays is in principle the simplest functional electrical circuit, together with memristive device in cross-point, holding great promise in future high-density, non-volatile memories. However, the greatest problem of crossbar array is the sneak path current. In this paper, we investigate one type of memristive device with intrinsic rectification behavior to address the sneak path currents. Firstly, a SPICE behavior model written in Verilog-A language of the memristive device is presented to fit experimental data published in literature. Next, systematic performance simulations including read margin and power consumption of crossbar array, which uses the self-rectifying memristive device as storage element at cross-point, with respect to different crossbar sizes, interconnect resistance, ratio of HRS/LRS (High Resistance State/ Low Resistance State), rectification ratio and different read schemes are conducted. Subsequently, Trade-offs among reading margin, power consumption, and reading schemes are analyzed to provide guidelines for circuit design. Finally, performance comparison between the memristive device with/without intrinsic rectification behavior is given to show the worthiness of this intrinsic rectification behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memristive%20device" title="memristive device">memristive device</a>, <a href="https://publications.waset.org/abstracts/search?q=memristor" title=" memristor"> memristor</a>, <a href="https://publications.waset.org/abstracts/search?q=crossbar" title=" crossbar"> crossbar</a>, <a href="https://publications.waset.org/abstracts/search?q=RRAM" title=" RRAM"> RRAM</a>, <a href="https://publications.waset.org/abstracts/search?q=read%20margin" title=" read margin"> read margin</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20consumption" title=" power consumption"> power consumption</a> </p> <a href="https://publications.waset.org/abstracts/26378/a-memristive-device-with-intrinsic-rectification-behavior-and-performace-of-crossbar-arrays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26378.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">436</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">8517</span> A Bayesian Population Model to Estimate Reference Points of Bombay-Duck (Harpadon nehereus) in Bay of Bengal, Bangladesh Using CMSY and BSM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Rabby">Ahmad Rabby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demographic trend analyses of Bombay-duck from time series catch data using CMSY and BSM for the first time in Bangladesh. During 2000-2018, CMSY indicates average lowest production in 2000 and highest in 2018. This has been used in the estimation of prior biomass by the default rules. Possible 31030 viable trajectories for 3422 r-k pairs were found by the CMSY analysis and the final estimates for intrinsic rate of population increase (r) was 1.19 year-1 with 95% CL= 0.957-1.48 year-1. The carrying capacity(k) of Bombay-duck was 283×103 tons with 95% CL=173×103 - 464×103 tons and MSY was 84.3×103tons year-1, 95% CL=49.1×103-145×103 tons year-1. Results from Bayesian state-space implementation of the Schaefer production model (BSM) using catch & CPUE data, found catchabilitiy coefficient(q) was 1.63 ×10-6 from lcl=1.27×10-6 to ucl=2.10×10-6 and r= 1.06 year-1 with 95% CL= 0.727 - 1.55 year-1, k was 226×103 tons with 95% CL=170×103-301×103 tons and MSY was 60×103 tons year-1 with 95% CL=49.9 ×103- 72.2 ×103 tons year-1. Results for Bombay-duck fishery management based on BSM assessment from time series catch data illustrated that, Fmsy=0.531 with 95% CL =0.364 - 0.775 (if B > 1/2 Bmsy then Fmsy =0.5r); Fmsy=0.531 with 95% CL =0.364-0.775 (r and Fmsy are linearly reduced if B < 1/2Bmsy). Biomass in 2018 was 110×103 tons with 2.5th to 97.5th percentile=82.3-155×103 tons. Relative biomass (B/Bmsy) in last year was 0.972 from 2.5th percentile to 97.5th percentile=0.728 -1.37. Fishing mortality in last year was 0.738 with 2.5th-97.5th percentile=0.525-1.37. Exploitation F/Fmsy was 1.39, from 2.5th to 97.5th percentile it was 0.988 -1.86. The biological reference points of B/BMSY was smaller than 1.0, while F/FMSY was higher than 1.0 revealed an over-exploitation of the fishery, indicating that more conservative management strategies are required for Bombay-duck fishery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biological%20reference%20points" title="biological reference points">biological reference points</a>, <a href="https://publications.waset.org/abstracts/search?q=catchability%20coefficient" title=" catchability coefficient"> catchability coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=carrying%20capacity" title=" carrying capacity"> carrying capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20rate%20of%20population%20increase" title=" intrinsic rate of population increase"> intrinsic rate of population increase</a> </p> <a href="https://publications.waset.org/abstracts/121080/a-bayesian-population-model-to-estimate-reference-points-of-bombay-duck-harpadon-nehereus-in-bay-of-bengal-bangladesh-using-cmsy-and-bsm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121080.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">124</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">8516</span> Solid Dispersions of Cefixime Using β-Cyclodextrin: Characterization and in vitro Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nagasamy%20Venkatesh%20Dhandapani">Nagasamy Venkatesh Dhandapani</a>, <a href="https://publications.waset.org/abstracts/search?q=Amged%20Awad%20El-Gied"> Amged Awad El-Gied</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cefixime, a BCS class II drug, is insoluble in water but freely soluble in acetone and in alcohol. The aqueous solubility of cefixime in water is poor and exhibits exceptionally slow and intrinsic dissolution rate. In the present study, cefixime and β-Cyclodextrin (β-CD) solid dispersions were prepared with a view to study the effect and influence of β-CD on the solubility and dissolution rate of this poorly aqueous soluble drug. Phase solubility profile revealed that the solubility of cefixime was increased in the presence of β-CD and was classified as A<sub>L</sub>-type. Effect of variable, such as drug:carrier ratio, was studied. Physical characterization of the solid dispersion was characterized by Fourier transform infrared spectroscopy (FT-IR) and Differential scanning calorimetry (DSC). These studies revealed that a distinct loss of drug crystallinity in the solid molecular dispersions is ostensibly accounting for enhancement of dissolution rate in distilled water. The drug release from the prepared solid dispersion exhibited a first order kinetics. Solid dispersions of cefixime showed a 6.77 times fold increase in dissolution rate over the pure drug. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%CE%B2-cyclodextrin" title="β-cyclodextrin">β-cyclodextrin</a>, <a href="https://publications.waset.org/abstracts/search?q=cefixime" title=" cefixime"> cefixime</a>, <a href="https://publications.waset.org/abstracts/search?q=dissolution" title=" dissolution"> dissolution</a>, <a href="https://publications.waset.org/abstracts/search?q=Kneading%20method" title=" Kneading method"> Kneading method</a>, <a href="https://publications.waset.org/abstracts/search?q=solid%20dispersions" title=" solid dispersions"> solid dispersions</a>, <a href="https://publications.waset.org/abstracts/search?q=release%20kinetics" title=" release kinetics"> release kinetics</a> </p> <a href="https://publications.waset.org/abstracts/58364/solid-dispersions-of-cefixime-using-v-cyclodextrin-characterization-and-in-vitro-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58364.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">316</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">8515</span> Community Participation of the Villagers: Corporate Social Responsibility Programme in Pantai Harapan Jaya Village, Bekasi Regency, West Java</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Auliya%20Adzillatin%20Uzhma">Auliya Adzillatin Uzhma</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismu%20Rini%20Dwi%20Ari"> Ismu Rini Dwi Ari</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Nyoman%20Suluh%20Wijaya"> I. Nyoman Suluh Wijaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corporate Social Responsibility (CSR) programme in Pantai Harapan Jaya village is cultivation of mangrove and fishery capital distribution, to achieve the goal the CSR programme needed participation from the society in it. Moeliono in Fahrudin (2011) mentioned that participation from society is based by intrinsic reason from inside people it self and extrinsic reason from the other who related to him or from connection with other people. The fundamental connection who caused more boundaries from action which the organization can do called the social structure. The purpose of this research is to know the form of public participation and the density of the villager and people who is participated in CSR programme. This research use Social Network Analysis method by knew the Rate of Participation and Density. The result of the research is people who is involved in the programme is lived in Dusun Pondok Dua and they work in fisheries field. Rate of Participation is 11,61 and that means people involved in 11 or 12 activites of CSR Programme. The rate of participation of CSR Programme is categorized as high rate participation. The density value from the participant is 0.516 it’s mean that 51.6% of the people that participated is involved in the same step of CSR programme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20participation" title="community participation">community participation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title=" corporate social responsibility"> corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20and%20regional%20studies" title=" urban and regional studies"> urban and regional studies</a> </p> <a href="https://publications.waset.org/abstracts/22969/community-participation-of-the-villagers-corporate-social-responsibility-programme-in-pantai-harapan-jaya-village-bekasi-regency-west-java" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22969.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">516</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">8514</span> Predictive Relationship between Motivation Strategies and Musical Creativity of Secondary School Music Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20Lugo%20Mawang">Lucy Lugo Mawang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational Psychologists have highlighted the significance of creativity in education. Likewise, a fundamental objective of music education concern the development of students’ musical creativity potential. The purpose of this study was to determine the relationship between motivation strategies and musical creativity, and establish the prediction equation of musical creativity. The study used purposive sampling and census to select 201 fourth-form music students (139 females/ 62 males), mainly from public secondary schools in Kenya. The mean age of participants was 17.24 years (SD = .78). Framed upon self- determination theory and the dichotomous model of achievement motivation, the study adopted an ex post facto research design. A self-report measure, the Achievement Goal Questionnaire-Revised (AGQ-R) was used in data collection for the independent variable. Musical creativity was based on a creative music composition task and measured by the Consensual Musical Creativity Assessment Scale (CMCAS). Data collected in two separate sessions within an interval of one month. The questionnaire was administered in the first session, lasting approximately 20 minutes. The second session was for notation of participants’ creative composition. The results indicated a positive correlation r(199) = .39, p ˂ .01 between musical creativity and intrinsic music motivation. Conversely, negative correlation r(199) = -.19, p < .01 was observed between musical creativity and extrinsic music motivation. The equation for predicting musical creativity from music motivation strategies was significant F(2, 198) = 20.8, p < .01, with R2 = .17. Motivation strategies accounted for approximately (17%) of the variance in participants’ musical creativity. Intrinsic music motivation had the highest significant predictive value (β = .38, p ˂ .01) on musical creativity. In the exploratory analysis, a significant mean difference t(118) = 4.59, p ˂ .01 in musical creativity for intrinsic and extrinsic music motivation was observed in favour of intrinsically motivated participants. Further, a significant gender difference t(93.47) = 4.31, p ˂ .01 in musical creativity was observed, with male participants scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommended that music educators should strive to enhance intrinsic music motivation among students. Specifically, schools should create conducive environments and have interventions for the development of intrinsic music motivation since it is the most facilitative motivation strategy in predicting musical creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20music%20motivation" title="extrinsic music motivation">extrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20music%20motivation" title=" intrinsic music motivation"> intrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20creativity" title=" musical creativity"> musical creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20composition" title=" music composition"> music composition</a> </p> <a href="https://publications.waset.org/abstracts/103585/predictive-relationship-between-motivation-strategies-and-musical-creativity-of-secondary-school-music-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103585.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 class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8513</span> Reading Out of Curiosity: Making Undergraduates Competent in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruwan%20Gunawardane">Ruwan Gunawardane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Second language teaching and learning is a complex process in which various factors are identified as having a negative impact on the competency in English among undergraduates of Sri Lanka. One such issue is the lack of intrinsic motivation among them to learn English despite the fact that they all know the importance of English. This study attempted to ascertain how the intrinsic motivation of undergraduates to learn English can be improved through reading out of curiosity. Humans are curious by nature, and cognitive psychology says that curiosity facilitates learning, memory, and motivation. The researcher carried out this study during the closure of universities due to the outbreak of the coronavirus through ‘Online Reading Café’, an online reading programme introduced by himself. He invited 1166 students of the Faculty of Science, University of Ruhuna, to read 50 articles taken from CNN and the BBC and posted at least two to three articles on the LMS of the faculty almost every day over a period of 23 days. The themes of the articles were based on the universe, exploration of planets, scientific experiments, evolution, etc., and the students were encouraged to collect as many words, phrases, and sentence structures as possible while reading and to form meaningful sentences using them. The data obtained through the students’ feedback was qualitatively analyzed. It was found that these undergraduates were interested in reading something out of curiosity, due to which intrinsic motivation is enhanced, and it facilitates competence in L2. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a> </p> <a href="https://publications.waset.org/abstracts/135805/reading-out-of-curiosity-making-undergraduates-competent-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135805.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">138</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">8512</span> Self-Disclosure of Location: Influences of Personality Traits, Intrinsic Motivations and Extrinsic Motivations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheng%20Yi%20Lin"> Sheng Yi Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the popularity of smartphone usage and the flourish of social networks, many people began to use the 'check-in' functions to share their location information and days of live and self-disclosure. In order to increase exposure and awareness, some stores provide discounts and other benefits to attract consumers to 'check-in' in their stores. The purpose of this study was to investigate whether personality traits, intrinsic motivations, extrinsic motivations, and privacy concerns would affect self-disclosure of location for consumers. Research data were collected from 407 individuals that have used Facebook check-in in Taiwan. This study used SmartPLS 2.0 structural equation modeling to validate the model. The results show that information sharing, information storage, enjoyment, self-presentation, get a feedback, economic reward, and keep up with trends had significant positive effects on self-disclosure. While extroversion and openness to use have significant positive effects on self-disclosure, conscientiousness and privacy concerns have significant negative effects on self-disclosure. The results of the study provide academic and practical implications for the future growth of location-based self-disclosure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=check-in" title="check-in">check-in</a>, <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20motivation" title=" extrinsic motivation"> extrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20trait" title=" personality trait"> personality trait</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a> </p> <a href="https://publications.waset.org/abstracts/93562/self-disclosure-of-location-influences-of-personality-traits-intrinsic-motivations-and-extrinsic-motivations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93562.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">170</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">8511</span> Design Parameters Optimization of a Gas Turbine with Exhaust Gas Recirculation: An Energy and Exergy Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joe%20Hachem">Joe Hachem</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianne%20Cuif-Sjostrand"> Marianne Cuif-Sjostrand</a>, <a href="https://publications.waset.org/abstracts/search?q=Thierry%20Schuhler"> Thierry Schuhler</a>, <a href="https://publications.waset.org/abstracts/search?q=Dominique%20Orhon"> Dominique Orhon</a>, <a href="https://publications.waset.org/abstracts/search?q=Assaad%20Zoughaib"> Assaad Zoughaib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exhaust gas recirculation, EGR, implementation on gas turbines is increasingly gaining the attention of many researchers. This emerging technology presents many advantages, such as lowering the NOx emissions and facilitating post-combustion carbon capture as the carbon dioxide concentration in the cycle increases. As interesting as this technology may seem, the gas turbine, or its thermodynamic equivalent, the Brayton cycle, shows an intrinsic efficiency decrease with increasing EGR rate. In this paper, a thermodynamic model is presented to show the cycle efficiency decrease with EGR, alternative values of design parameters of both the pressure ratio (PR) and the turbine inlet temperature (TIT) are then proposed to optimize the cycle efficiency with different EGR rates. Results show that depending on the given EGR rate, both the design PR & TIT should be increased to compensate for the deficit in efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gas%20turbines" title="gas turbines">gas turbines</a>, <a href="https://publications.waset.org/abstracts/search?q=exhaust%20gas%20recirculation" title=" exhaust gas recirculation"> exhaust gas recirculation</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20parameters%20optimization" title=" design parameters optimization"> design parameters optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=thermodynamic%20approach" title=" thermodynamic approach"> thermodynamic approach</a> </p> <a href="https://publications.waset.org/abstracts/135673/design-parameters-optimization-of-a-gas-turbine-with-exhaust-gas-recirculation-an-energy-and-exergy-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8510</span> Effects of the Ambient Temperature and the Defect Density on the Performance the Solar Cell (HIT)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bouzaki%20Mohammed%20Moustafa">Bouzaki Mohammed Moustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Benyoucef%20Boumediene"> Benyoucef Boumediene</a>, <a href="https://publications.waset.org/abstracts/search?q=Benouaz%20Tayeb"> Benouaz Tayeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Benhamou%20Amina"> Benhamou Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ambient temperature and the defects density in the Hetero-junction with Intrinsic Thin layers solar cells (HIT) strongly influence their performances. In first part, we presented the bands diagram on the front/back simulated solar cell based on a-Si: H / c-Si (p)/a-Si:h. In another part, we modeled the following layers structure: ZnO/a-Si:H(n)/a-Si:H(i)/c-Si(p)/a-Si:H(p)/Ag where we studied the effect of the ambient temperature and the defects density in the gap of the crystalline silicon layer on the performance of the heterojunction solar cell with intrinsic layer (HIT). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heterojunction%20solar%20cell" title="heterojunction solar cell">heterojunction solar cell</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20cell%20performance" title=" solar cell performance"> solar cell performance</a>, <a href="https://publications.waset.org/abstracts/search?q=bands%20diagram" title=" bands diagram"> bands diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=ambient%20temperature" title=" ambient temperature"> ambient temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=defect%20density" title=" defect density "> defect density </a> </p> <a href="https://publications.waset.org/abstracts/21496/effects-of-the-ambient-temperature-and-the-defect-density-on-the-performance-the-solar-cell-hit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21496.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">507</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=intrinsic%20rate&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intrinsic%20rate&page=3">3</a></li> <li class="page-item"><a class="page-link" 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