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line</title> <meta name="description" content="Search results for: critical line"> <meta name="keywords" content="critical line"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="critical line"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7842</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: critical line</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7692</span> Critical Thinking and Creativity of Undergraduate Nursing Students: Descriptive and Disposition in Academic Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Chularat%20Howharn"> Chularat Howharn </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Nursing colleges in Thailand have developed teaching strategies and curricula that nurture critical thinking and creativity dispositions according academic levels. Objectives: This descriptive study identified critical thinking and creativity dispositions of Thai nursing students according academic levels. Methods: A cross-sectional questionnaire survey was conducted among 515 nursing students for four academic levels. All are studying at Boromarajonani College of Nursing Chon Buri, Thailand. Descriptive and univariate general linear model analysis were applied. Results: The scores on critical thinking disposition gradually increased as academic level is rising from the junior year throughout the senior year, but its scores are neutral. Scores on creativity skill is neutral and constant thorough the four academic years. The fourth grade students had slightly higher scores on creativity when compared to others. A significant relationship between critical thinking and creativity was also found. Conclusions: The scores on critical thinking disposition gradually improved which greatly increased in the senior year. However, creativity has neutrally progressed. The findings suggest the importance of targeting the development of curriculum and teaching strategies for all grades of nursing students to increase their critical thinking and creativity skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a> </p> <a href="https://publications.waset.org/abstracts/44191/critical-thinking-and-creativity-of-undergraduate-nursing-students-descriptive-and-disposition-in-academic-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44191.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">432</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">7691</span> A Review of Transformer Modeling for Power Line Communication Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balarabe%20Nkom">Balarabe Nkom</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20P.%20R.%20Taylor"> Adam P. R. Taylor</a>, <a href="https://publications.waset.org/abstracts/search?q=Craig%20Baguley"> Craig Baguley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Power Line Communications (PLC) is being employed in existing power systems, despite the infrastructure not being designed with PLC considerations in mind. Given that power transformers can last for decades, the distribution transformer in particular exists as a relic of un-optimized technology. To determine issues that may need to be addressed in subsequent designs of such transformers, it is essential to have a highly accurate transformer model for simulations and subsequent optimization for the PLC environment, with a view to increase data speed, throughput, and efficiency, while improving overall system stability and reliability. This paper reviews various methods currently available for creating transformer models and provides insights into the requirements of each for obtaining high accuracy. The review indicates that a combination of traditional analytical methods using a hybrid approach gives good accuracy at reasonable costs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distribution%20transformer" title="distribution transformer">distribution transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling" title=" modelling"> modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20line%20communications" title=" power line communications"> power line communications</a> </p> <a href="https://publications.waset.org/abstracts/7143/a-review-of-transformer-modeling-for-power-line-communication-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7143.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">508</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">7690</span> Enhancing Critical Thinking through a Virtual Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Meeks">Diana Meeks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of a virtual learning environment (VLE), via the Second Life Platform has been a positive experience to enhance critical thinking, for executive graduate nursing practicum students. Due to the interest of faculty and students, the opportunity to immerse students via a virtual learning environment to enhance critical thinking related to the nurse executive role was explored. The College of Nursing realized the potential to enhance critical thinking and incorporated the Second Life, virtual learning environment platform into their graduate nursing program within their executive practicum course. The results from students and faculty regarding this experience have been positive. Students state the VLE platform has enhanced their critical thinking and interaction with peers. To date, course refinement incorporating a Second Life, virtual learning environment for the nurse executive practicum students continues. As a result, a designated subject matter expert has been designated for this course. The development and incorporation of the VLE approach will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing" title="nursing">nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=VLE" title=" VLE"> VLE</a> </p> <a href="https://publications.waset.org/abstracts/26147/enhancing-critical-thinking-through-a-virtual-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26147.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">468</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">7689</span> Clinical Efficacy of Indigenous Software for Automatic Detection of Stages of Retinopathy of Prematurity (ROP)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joshi%20Manisha">Joshi Manisha</a>, <a href="https://publications.waset.org/abstracts/search?q=Shivaram"> Shivaram</a>, <a href="https://publications.waset.org/abstracts/search?q=Anand%20Vinekar"> Anand Vinekar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tanya%20Susan%20Mathews"> Tanya Susan Mathews</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeshaswini%20Nagaraj"> Yeshaswini Nagaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Retinopathy of prematurity (ROP) is abnormal blood vessel development in the retina of the eye in a premature infant. The principal object of the invention is to provide a technique for detecting demarcation line and ridge detection for a given ROP image that facilitates early detection of ROP in stage 1 and stage 2. The demarcation line is an indicator of Stage 1 of the ROP and the ridge is the hallmark of typically Stage 2 ROP. Thirty Retcam images of Asian Indian infants obtained during routine ROP screening have been used for the analysis. A graphical user interface has been developed to detect demarcation line/ridge and to extract ground truth. This novel algorithm uses multilevel vessel enhancement to enhance tubular structures in the digital ROP images. It has been observed that the orientation of the demarcation line/ridge is normal to the direction of the blood vessels, which is used for the identification of the ridge/ demarcation line. Quantitative analysis has been presented based on gold standard images marked by expert ophthalmologist. Image based analysis has been based on the length and the position of the detected ridge. In image based evaluation, average sensitivity and positive predictive value was found to be 92.30% and 85.71% respectively. In pixel based evaluation, average sensitivity, specificity, positive predictive value and negative predictive value achieved were 60.38%, 99.66%, 52.77% and 99.75% respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ROP" title="ROP">ROP</a>, <a href="https://publications.waset.org/abstracts/search?q=ridge" title=" ridge"> ridge</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel%20vessel%20enhancement" title=" multilevel vessel enhancement"> multilevel vessel enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=biomedical" title=" biomedical"> biomedical</a> </p> <a href="https://publications.waset.org/abstracts/13078/clinical-efficacy-of-indigenous-software-for-automatic-detection-of-stages-of-retinopathy-of-prematurity-rop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13078.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">409</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">7688</span> Chemical Composition of Essential Oil and in vitro Antibacterial and Anticancer Activity of the Hydroalcolic Extract from Coronilla varia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Dehpour">A. A. Dehpour</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Eslami"> B. Eslami</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Rezaie"> S. Rezaie</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20F.%20Hashemian"> S. F. Hashemian</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Shafie"> F. Shafie</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kiaie"> M. Kiaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of study were investigation on chemical composition essential oil and the effect of extract of Coronilla varia on antimicrobial and cytotoxicity activity. The essential oils of Coronilla varia is obtained by hydrodistillation and analyzed by (GC/MS) for determining their chemical composition and identification of their components. Antibacterial activity of plant extract was determined by disc diffusion method. The effect of hydroalcolic extracts from Cornilla varia investigated on MCF7 cancer cell line by MTT assay. The major components were Caryophyllene Oxide (60.19%), Alphacadinol (4.13%) and Homoadantaneca Robexylic Acid (3.31%). The extracts from Coronilla varia had interesting activity against Proteus mirabilis in the concentration of 700 µg/disc and did not show any activity against Staphylococus aureus, Bacillus subtillis, Klebsiella pneumonia and Entrobacter cloacae. The positive control, Ampicillin, Chloramphenicol and Cenphalothin had shown zone of inhibition resistant all bacteria. Corohilla varia ethanol extract could inhibit the proliferation of MCF7 cell line in RPMI 1640 medium. IC50 5(mg/ml) was the optimum concentration of extract from Coronilla varia inhibition of cell line growth. The MCF7 cancer cell line and Proteus mirabilis were more sensitive to Coronilla varia ethanol extract. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Coronilla%20varia" title="Coronilla varia">Coronilla varia</a>, <a href="https://publications.waset.org/abstracts/search?q=essential%20oil" title=" essential oil"> essential oil</a>, <a href="https://publications.waset.org/abstracts/search?q=antibacterial" title=" antibacterial"> antibacterial</a>, <a href="https://publications.waset.org/abstracts/search?q=anticancer" title=" anticancer"> anticancer</a>, <a href="https://publications.waset.org/abstracts/search?q=hela%20cell%20line" title=" hela cell line"> hela cell line</a> </p> <a href="https://publications.waset.org/abstracts/16276/chemical-composition-of-essential-oil-and-in-vitro-antibacterial-and-anticancer-activity-of-the-hydroalcolic-extract-from-coronilla-varia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16276.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">390</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">7687</span> Tuning Cubic Equations of State for Supercritical Water Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyh%20Ming%20Chern">Shyh Ming Chern</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cubic equations of state (EoS), popular due to their simple mathematical form, ease of use, semi-theoretical nature and, reasonable accuracy are normally fitted to vapor-liquid equilibrium P-v-T data. As a result, They often show poor accuracy in the region near and above the critical point. In this study, the performance of the renowned Peng-Robinson (PR) and Patel-Teja (PT) EoS’s around the critical area has been examined against the P-v-T data of water. Both of them display large deviations at critical point. For instance, PR-EoS exhibits discrepancies as high as 47% for the specific volume, 28% for the enthalpy departure and 43% for the entropy departure at critical point. It is shown that incorporating P-v-T data of the supercritical region into the retuning of a cubic EoS can improve its performance above the critical point dramatically. Adopting a retuned acentric factor of 0.5491 instead of its genuine value of 0.344 for water in PR-EoS and a new F of 0.8854 instead of its original value of 0.6898 for water in PT-EoS reduces the discrepancies to about one third or less. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equation%20of%20state" title="equation of state">equation of state</a>, <a href="https://publications.waset.org/abstracts/search?q=EoS" title=" EoS"> EoS</a>, <a href="https://publications.waset.org/abstracts/search?q=supercritical%20water" title=" supercritical water"> supercritical water</a>, <a href="https://publications.waset.org/abstracts/search?q=SCW" title=" SCW"> SCW</a> </p> <a href="https://publications.waset.org/abstracts/2129/tuning-cubic-equations-of-state-for-supercritical-water-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2129.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">535</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">7686</span> Screening of the Sunflower Genotypes for Drought Stress at Seedling Stage by Polyethylene Glycol under Laboratory Conditions </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uzma%20Ayaz">Uzma Ayaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanam%20Bashir"> Sanam Bashir</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahid%20Iqbal%20Awan"> Shahid Iqbal Awan</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ilyas"> Muhammad Ilyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Fareed%20Khan"> Muhammad Fareed Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drought stress directly affects growth along with the productivity of plants by altering plant water status. Sunflower (Helianthus annuus L.), an oilseed crop, is adversely affected by abiotic stresses. The present study was carried out to characterize the genetic variability for seedling and morpho-physiological parameters in different sunflower genotypes under water-stressed conditions. A total of twenty-seven genotypes, including two hybrids, eight advanced lines and seventeen accessions of sunflower (Helianthus annuus L.) were tested against drought stress at Seedling stages by Polyethylene glycol (PEG). Significant means were calculated among traits using analysis of variance (ANOVA) whereas, correlation and principal component analysis also confirmed that germination percentage, root length, shoot length, chlorophyll content, stomatal frequency are positively linked with each other hence, these traits were responsible for most of the variation among genotypes. The cluster analysis results showed that genotypes Ausun, line-3, line-2, and 17578, line-1, line-7, line-6 and 17562 as more diverse among all the genotypes. These most divergent genotypes could be utilized in the development of drought-tolerant inbreed lines which could be subsequently used in future heterosis breeding programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sunflower" title="sunflower">sunflower</a>, <a href="https://publications.waset.org/abstracts/search?q=drought" title=" drought"> drought</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=polyethylene-%20glycol" title=" polyethylene- glycol"> polyethylene- glycol</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a> </p> <a href="https://publications.waset.org/abstracts/118011/screening-of-the-sunflower-genotypes-for-drought-stress-at-seedling-stage-by-polyethylene-glycol-under-laboratory-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118011.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">126</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">7685</span> Examining the Modular End of Line Control Unit Design Criteria for Vehicle Sliding Door System Slide Profile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orhan%20Kurtulu%C5%9F">Orhan Kurtuluş</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%BCneyt%20Yavuz"> Cüneyt Yavuz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The end of the line controls of the finished products in the automotive industry is important. The control that has been conducted with the manual methods for the sliding doors tracks is not sufficient and faulty products cannot be identified. As a result, the customer has the faulty products. In the scope of this study, the design criteria of the PLC integrated modular end of line control unit has been examined, designed and manufactured to make the control of the 10 different track profile to 2 different vehicles with an objective to minimize the salvage costs by obtaining more sensitive, certain and accurate measurement results. In the study that started with literature and patent review, the design inputs have been specified, the technical concept has been developed, computer supported mechanic design, control system and automation design, design review and design improvement have been made. Laser analog sensors at high sensitivity, probes and modular blocks have been used in the unit. The measurement has been conducted in the system and it is observed that measurement results are more sensitive than the previous methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20unit%20design" title="control unit design">control unit design</a>, <a href="https://publications.waset.org/abstracts/search?q=end%20of%20line" title=" end of line"> end of line</a>, <a href="https://publications.waset.org/abstracts/search?q=modular%20design" title=" modular design"> modular design</a>, <a href="https://publications.waset.org/abstracts/search?q=sliding%20door%20system" title=" sliding door system"> sliding door system</a> </p> <a href="https://publications.waset.org/abstracts/35415/examining-the-modular-end-of-line-control-unit-design-criteria-for-vehicle-sliding-door-system-slide-profile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35415.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">445</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">7684</span> The Value of Dynamic Magnetic Resonance Defecography in Assessing the Severity of Defecation Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ge%20Sun">Ge Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Trzpis"> Monika Trzpis</a>, <a href="https://publications.waset.org/abstracts/search?q=Robbert%20J.%20de%20Haas"> Robbert J. de Haas</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20M.%20A.%20Broens"> Paul M. A. Broens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Dynamic magnetic resonance defecography is frequently used to assess defecation disorders. We aimed to investigate the usefulness of dynamic magnetic resonance defecography for assessing the severity of defecation disorder. Methods: We included patients retrospectively from our tertiary referral hospital who had undergone dynamic magnetic resonance defecography, anorectal manometry, and anal electrical sensitivity tests to assess defecation disorders between 2014 and 2020. The primary outcome was the association between the dynamic magnetic resonance defecography variables and the severity of defecation disorders. We assessed the severity of fecal incontinence and constipation with the Wexner incontinence and Agachan constipation scores. Results: Out of the 32 patients included, 24 completed the defecation questionnaire. During defecation, the M line length at magnetic resonance correlated with the Agachan score (r = 0.45, p = 0.03) and was associated with anal sphincter pressure (r=0.39, p=0.03) just before defecation. During rest and squeezing, the H line length at imaging correlated with the Wexner incontinence score (r=0.49, p=0.01 and r=0.69, p< 0.001, respectively). H line length also correlated positively with the anal electrical sensation threshold during squeezing (r=0.50, p=0.004) and during rest (r= 0.42, p=0.02). Conclusions: The M and H line lengths at dynamic magnetic resonance defecography can be used to assess the severity of constipation and fecal incontinence respectively and reflect anatomic changes of the pelvic floor. However, as these anatomic changes are generally late-stage and irreversible, anal manometry seems a better diagnostic approach to assess early and potentially reversible changes in patients with defecation disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=defecation%20disorders" title="defecation disorders">defecation disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20magnetic%20resonance%20defecography" title=" dynamic magnetic resonance defecography"> dynamic magnetic resonance defecography</a>, <a href="https://publications.waset.org/abstracts/search?q=anorectal%20manometry" title=" anorectal manometry"> anorectal manometry</a>, <a href="https://publications.waset.org/abstracts/search?q=anal%20electrical%20sensitivity%20tests" title=" anal electrical sensitivity tests"> anal electrical sensitivity tests</a>, <a href="https://publications.waset.org/abstracts/search?q=H%20line" title=" H line"> H line</a>, <a href="https://publications.waset.org/abstracts/search?q=M%20%20line" title=" M line"> M line</a> </p> <a href="https://publications.waset.org/abstracts/158300/the-value-of-dynamic-magnetic-resonance-defecography-in-assessing-the-severity-of-defecation-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158300.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">105</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">7683</span> A Framework on the Critical Success Factors of E-Learning Implementation in Higher Education: A Review of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Marguerite%20Wotto"> Marguerite Wotto</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20B%C3%A9langer"> Paul Bélanger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a conceptual framework on the critical success factors of e-learning implementation in higher education, derived from an in-depth survey of literature review. The aim of this study was achieved by identifying critical success factors that affect for the successful implementation of e-learning. The findings help to articulate issues that are related to e-learning implementation in both formal and non-formal higher education and in this way contribute to the development of programs designed to address the relevant issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20success%20factors" title="critical success factors">critical success factors</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning" title=" life-long learning"> life-long learning</a> </p> <a href="https://publications.waset.org/abstracts/52897/a-framework-on-the-critical-success-factors-of-e-learning-implementation-in-higher-education-a-review-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52897.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">362</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">7682</span> Critical Thinking Skills in Activities Included in 11th Grade Chemistry Textbook - An Analytical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sozan%20H.%20Omar">Sozan H. Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluah%20A.%20Al%20Jabr"> Luluah A. Al Jabr </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to identify critical thinking skills and its level of inclusion in all the activities (44) listed in 11th grade chemistry textbooks. The researcher used a descriptive analytical method by using the content analyzing design. An instrument was created for this purpose and tested for validity and reliability. Results showed that, all activities included critical thinking skills with different ratios as follow: conclusion skill was (87.72%), induction skill was (80.90%), interpretation skill was (77. 72%), discussion of evaluation skill was (68.64%), and assumption skill was (50.45%). Also, the study results indicated that, the level of inclusion of critical thinking skills in the scientific activities was more explicit than implicit with same order as the level of inclusions. In the light of the study's results, the researcher provided some recommendations including the need to provide and redistribute critical thinking skills in the activities listed the chemistry textbook, as well as the need to pay attention to the inclusion level of these skills more implicitly in the activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title="critical thinking skills">critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20textbooks" title=" chemistry textbooks"> chemistry textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20activities" title=" scientific activities"> scientific activities</a> </p> <a href="https://publications.waset.org/abstracts/14912/critical-thinking-skills-in-activities-included-in-11th-grade-chemistry-textbook-an-analytical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7681</span> Sociocultural and Critical Approach for Summer Study Abroad Program in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the empirical and the theoretical principles associated with the Duke in Brazil Summer Program. Using a sociocultural model and critical theory, this study abroad maximizes students’ ability to enrich language competence, intercultural skills, and critical thinking. The fourteen-year implementation of this project demonstrates the global importance of foreign language teaching as the program unfolds into real life scenarios within the cultures of distinct regions of Brazil; Cosmopolitan Rio, in the southeast, and rural Belém, northern Amazon region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/64962/sociocultural-and-critical-approach-for-summer-study-abroad-program-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64962.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">409</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">7680</span> A Cephalometric Superimposition of a Skeletal Class III Orthognathic Patient on Nasion-Sella Line</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albert%20Suryaprawira">Albert Suryaprawira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Nasion-Sella Line (NSL) has been used for several years as a reference line in longitudinal growth study. Therefore this line is considered to be stable not only to evaluate treatment outcome and to predict relapse possibility but also to manage prognosis. This is a radiographic superimposition of an adult male aged 19 years who complained of difficulty in aesthetic, talking and chewing. Patient has a midface hypoplasia profile (concave). He was diagnosed to have a severe Skeletal Class III with Class III malocclusion, increased lower vertical height, and an anterior open bite. A pre-treatment cephalometric radiograph was taken to analyse the skeletal problem and to measure the amount of bone movement and the prediction soft tissue response. A panoramic radiograph was also taken to analyse bone quality, bone abnormality, third molar impaction, etc. Before the surgery, a pre-surgical cephalometric radiograph was taken to re-evaluate the plan and to settle the final amount of bone cut. After the surgery, a post-surgical cephalometric radiograph was taken to confirm the result with the plan. The superimposition using NSL as a reference line between those radiographs was performed to analyse the outcome. It is important to describe the amount of hard and soft tissue movement and to predict the possibility of relapse after the surgery. The patient also needs to understand all the surgical plan, outcome and relapse prevention. The surgical management included maxillary impaction and advancement of Le Fort I osteotomy. The evaluation using NSL as a reference was a very useful method in determining the outcome and prognosis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasion-Sella%20Line" title="Nasion-Sella Line">Nasion-Sella Line</a>, <a href="https://publications.waset.org/abstracts/search?q=midface%20hypoplasia" title=" midface hypoplasia"> midface hypoplasia</a>, <a href="https://publications.waset.org/abstracts/search?q=Le%20Fort%201" title=" Le Fort 1"> Le Fort 1</a>, <a href="https://publications.waset.org/abstracts/search?q=maxillary%20advancement" title=" maxillary advancement"> maxillary advancement</a> </p> <a href="https://publications.waset.org/abstracts/87943/a-cephalometric-superimposition-of-a-skeletal-class-iii-orthognathic-patient-on-nasion-sella-line" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87943.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">142</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">7679</span> Indirect Intergranular Slip Transfer Modeling Through Continuum Dislocation Dynamics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Kalaei">A. Kalaei</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20H.%20W.%20Ngan"> A. H. W. Ngan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a mesoscopic continuum dislocation dynamics (CDD) approach is applied to simulate the intergranular slip transfer. The CDD scheme applies an efficient kinematics equation to model the evolution of the “all-dislocation density,” which is the line-length of dislocations of each character per unit volume. As the consideration of every dislocation line can be a limiter for the simulation of slip transfer in large scales with a large quantity of participating dislocations, a coarse-grained, extensive description of dislocations in terms of their density is utilized to resolve the effect of collective motion of dislocation lines. For dynamics closure, namely, to obtain the dislocation velocity from a velocity law involving the effective glide stress, mutual elastic interaction of dislocations is calculated using Mura’s equation after singularity removal at the core of dislocation lines. The developed scheme for slip transfer can therefore resolve the effects of the elastic interaction and pile-up of dislocations, which are important physics omitted in coarser models like crystal plasticity finite element methods (CPFEMs). Also, the length and timescales of the simulationareconsiderably larger than those in molecular dynamics (MD) and discrete dislocation dynamics (DDD) models. The present work successfully simulates that, as dislocation density piles up in front of a grain boundary, the elastic stress on the other side increases, leading to dislocation nucleation and stress relaxation when the local glide stress exceeds the operation stress of dislocation sources seeded on the other side of the grain boundary. More importantly, the simulation verifiesa phenomenological misorientation factor often used by experimentalists, namely, the ease of slip transfer increases with the product of the cosines of misorientation angles of slip-plane normals and slip directions on either side of the grain boundary. Furthermore, to investigate the effects of the critical stress-intensity factor of the grain boundary, dislocation density sources are seeded at different distances from the grain boundary, and the critical applied stress to make slip transfer happen is studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grain%20boundary" title="grain boundary">grain boundary</a>, <a href="https://publications.waset.org/abstracts/search?q=dislocation%20dynamics" title=" dislocation dynamics"> dislocation dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=slip%20transfer" title=" slip transfer"> slip transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=elastic%20stress" title=" elastic stress"> elastic stress</a> </p> <a href="https://publications.waset.org/abstracts/155730/indirect-intergranular-slip-transfer-modeling-through-continuum-dislocation-dynamics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7678</span> Yield Performance of Two Locally Adapted and Two Introductions of Common Cowpea in Response to Amended In-Row-Spaces and Planting Dates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayman%20M.%20A.%20Rashwan">Ayman M. A. Rashwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20F.%20Mohamed"> Mohamed F. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20M.%20A.%20Abdalla"> Mohamed M. A. Abdalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A field experiment was conducted in the Agricultural Research Station, at El-Ghoraieb, Assiut to study dry seed yield performance of two locally adapted cultivars (‘Azmerly’ and ‘Cream 7’) and two line introductions (IT81D-1032 and IT82D-812) of common cowpea (Vigna unguiculata (L.) Walp) grown at three different within-row spaces (20, 30 and 40 cm) and two planting dates in the summer (April 15th and 30th) and in the fall season (Aug. 12th and 27th) of two successive seasons. The data showed that total dry-seed yield produced by plants grown at 20 cm was greater than at 30 cm in all cvs/lines in both years. Increases in 1000-seed weight were detected in cv ‘Azmerly’ and line IT82D-812 when they were grown at 30 cm as compared with 20 cm in the summer season. However, in the fall season such increases were found in all cvs/lines. Planting at 40 cm produced seeds of greater weight than planting at 30 cm for all cvs/lines in the fall season and also in cv. Cream 7 and line IT82D-812 in the summer season. Planting on April 15th in the summer and also planting on Aug. 12th in the fall had plants which showed increases in 1000-seed weight and total dry-seed yield. The greatest 1000-seed weight was found in the line IT81D-1032 in the summer season and in the line IT82D-812 in the fall season. The sum up results revealed that ‘Azmerly’ produced greater dry-seed yield than ‘Cream 7’ and both of them were superior to the line IT82D-812 and IT81D-1032 in the summer season. In the fall, however, the line IT82D-812 produced greater dry-seed yield than the other cultivars/lines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cowpea" title="Cowpea">Cowpea</a>, <a href="https://publications.waset.org/abstracts/search?q=Assiut" title=" Assiut"> Assiut</a>, <a href="https://publications.waset.org/abstracts/search?q=fall" title=" fall"> fall</a>, <a href="https://publications.waset.org/abstracts/search?q=planting%20dates" title=" planting dates"> planting dates</a>, <a href="https://publications.waset.org/abstracts/search?q=El-Ghoraieb" title=" El-Ghoraieb"> El-Ghoraieb</a>, <a href="https://publications.waset.org/abstracts/search?q=dry-seed%20yield" title=" dry-seed yield"> dry-seed yield</a> </p> <a href="https://publications.waset.org/abstracts/19644/yield-performance-of-two-locally-adapted-and-two-introductions-of-common-cowpea-in-response-to-amended-in-row-spaces-and-planting-dates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19644.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">634</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">7677</span> Contingency Screening Using Risk Factor Considering Transmission Line Outage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Marsadek">M. Marsadek</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mohamed"> A. Mohamed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Power system security analysis is the most time demanding process due to large number of possible contingencies that need to be analyzed.  In a power system, any contingency resulting in security violation such as line overload or low voltage may occur for a number of reasons at any time.  To efficiently rank a contingency, both probability and the extent of security violation must be considered so as not to underestimate the risk associated with the contingency. This paper proposed a contingency ranking method that take into account the probabilistic nature of power system and the severity of contingency by using a newly developed method based on risk factor.  The proposed technique is implemented on IEEE 24-bus system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=line%20overload" title="line overload">line overload</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20voltage" title=" low voltage"> low voltage</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factor" title=" risk factor"> risk factor</a>, <a href="https://publications.waset.org/abstracts/search?q=severity" title=" severity"> severity</a> </p> <a href="https://publications.waset.org/abstracts/32664/contingency-screening-using-risk-factor-considering-transmission-line-outage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32664.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">545</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">7676</span> Investigating the Influence of Critical Thinking Skills on Learning Achievement among Higher Education Students in Foreign Language Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Fanaei">Mostafa Fanaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahram%20R.%20Sistani"> Shahram R. Sistani</a>, <a href="https://publications.waset.org/abstracts/search?q=Athare%20Nazri-Panjaki"> Athare Nazri-Panjaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Critical thinking skills are increasingly recognized as vital for academic success, particularly in higher education. This study examines the influence of critical thinking on learning achievement among undergraduate and master's students enrolled in foreign language programs. By investigating this correlation, educators can gain valuable insights into optimizing teaching methodologies and enhancing academic outcomes. Methods: This cross-sectional study involved 150 students from the Shahid Bahonar University of Kerman, recruited via random sampling. Participants completed the Critical Thinking Questionnaire (CThQ), assessing dimensions such as analysis, evaluation, creation, remembering, understanding, and application. Academic performance was measured using the students' GPA (0-20). Results: The participants' mean age was 21.46 ± 5.2 years, with 62.15% being female. The mean scores for critical thinking subscales were as follows: Analyzing (13.2 ± 3.5), Evaluating (12.8 ± 3.4), Creating (18.6 ± 4.8), Remembering (9.4 ± 2.1), Understanding (12.9 ± 3.3), and Applying (12.5 ± 3.2). The overall critical thinking score was 79.4 ± 18.1, and the average GPA was 15.7 ± 2.4. Significant positive correlations were found between GPA and several critical thinking subscales: Analyzing (r = 0.45, p = 0.013), Creating (r = 0.52, p < 0.001), Remembering (r = 0.29, p = 0.021), Understanding (r = 0.41, p = 0.002), and the overall CThQ score (r = 0.54, p = 0.043). Conclusion: The study demonstrates a significant positive relationship between critical thinking skills and learning achievement in foreign language programs. Enhancing critical thinking skills through educational interventions could potentially improve academic performance. Further research is recommended to explore the underlying mechanisms and long-term impacts of critical thinking on academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20programs" title=" foreign language programs"> foreign language programs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/186570/investigating-the-influence-of-critical-thinking-skills-on-learning-achievement-among-higher-education-students-in-foreign-language-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186570.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">37</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">7675</span> Influence of Flexible Plate's Contour on Dynamic Behavior of High Speed Flexible Coupling of Combat Aircraft</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dineshsingh%20Thakur">Dineshsingh Thakur</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Nagesh"> S. Nagesh</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Basha"> J. Basha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A lightweight High Speed Flexible Coupling (HSFC) is used to connect the Engine Gear Box (EGB) with an Accessory Gear Box (AGB) of the combat aircraft. The HSFC transmits the power at high speeds ranging from 10000 to 18000 rpm from the EGB to AGB. The HSFC is also accommodates larger misalignments resulting from thermal expansion of the aircraft engine and mounting arrangement. The HSFC has the series of metallic contoured annular thin cross-sectioned flexible plates to accommodate the misalignments. The flexible plates are accommodating the misalignment by the elastic material flexure. As the HSFC operates at higher speed, the flexural and axial resonance frequencies are to be kept away from the operating speed and proper prediction is required to prevent failure in the transmission line of a single engine fighter aircraft. To study the influence of flexible plate’s contour on the lateral critical speed (LCS) of HSFC, a mathematical model of HSFC as a elven rotor system is developed. The flexible plate being the bending member of the system, its bending stiffness which results from the contoured governs the LCS. Using transfer matrix method, Influence of various flexible plate contours on critical speed is analyzed. In the above analysis, the support bearing flexibility on critical speed prediction is also considered. Based on the study, a model is built with the optimum contour of flexible plate, for validation by experimental modal analysis. A good correlation between the theoretical prediction and model behavior is observed. From the study, it is found that the flexible plate’s contour is playing vital role in modification of system’s dynamic behavior and the present model can be extended for the development of similar type of flexible couplings for its computational simplicity and reliability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20rotor" title="flexible rotor">flexible rotor</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20speed" title=" critical speed"> critical speed</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20modal%20analysis" title=" experimental modal analysis"> experimental modal analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20speed%20flexible%20coupling%20%28HSFC%29" title=" high speed flexible coupling (HSFC)"> high speed flexible coupling (HSFC)</a>, <a href="https://publications.waset.org/abstracts/search?q=misalignment" title=" misalignment "> misalignment </a> </p> <a href="https://publications.waset.org/abstracts/42547/influence-of-flexible-plates-contour-on-dynamic-behavior-of-high-speed-flexible-coupling-of-combat-aircraft" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7674</span> Exploring Critical Thinking Skill Development in the 21st Century College Classroom: A Multi-Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberlyn%20Greene">Kimberlyn Greene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employers today expect college graduates to not only develop and demonstrate content-specific knowledge but also 21st century skillsets such as critical thinking. International assessments suggest students enrolled in United States (U.S.) educational institutions are underperforming in comparison to their global peers in areas such as critical thinking and technology. This multi-case study examined how undergraduate digital literacy courses at a four-year university in the U.S., as implemented by instructors, fostered students’ development of critical thinking skills. The conceptual framework for this study presumed that as students engaged in complex thinking within the context of a digital literacy course, their ability to deploy critical thinking was contingent upon whether the course was designed with the expectation for students to use critical thinking skills as well as the instructor’s approach to implementing the course. Qualitative data collected from instructor interviews, classroom observations, and course documents were analyzed with an emphasis on exploring the course design and instructional methods that provided opportunities to foster critical thinking skill development. Findings from the cross-case analysis revealed that although the digital literacy courses were designed and implemented with the expectation students would deploy critical thinking; there was no explicit support for students to develop these skills. The absence of intentional skill development resulted in inequitable opportunities for all students to engage in complex thinking. The implications of this study suggest that if critical thinking is to remain a priority, then universities must expand their support of pedagogical and instructional training for faculty regarding how to support students’ critical thinking skill development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skill%20development" title="critical thinking skill development">critical thinking skill development</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title=" curriculum design"> curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/93299/exploring-critical-thinking-skill-development-in-the-21st-century-college-classroom-a-multi-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93299.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">7673</span> Investigating the Efficacy of Developing Critical Thinking through Literature Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Chuah%20Suan%20Choo">Julie Chuah Suan Choo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the continuous change in workforce and the demands of the global workplace, many employers had lamented that the majority of university graduates were not prepared in the key areas of employment such as critical thinking, writing, self-direction and global knowledge which are most needed for the purposes of promotion. Further, critical thinking skills are deemed as integral parts of transformational pedagogy which aims at having a more informed society. To add to this, literature teaching has recently been advocated for enhancing students’ critical thinking and reasoning. Thus this study explored the effects of incorporating a few strategies in teaching literature, namely a Shakespeare play, into a course design to enhance these skills. An experiment involving a pretest and posttest using the California Critical Thinking Skills Test (CCTST) were administered on 80 first-year students enrolled in the Bachelor of Arts programme who were randomly assigned into the control group and experimental group. For the next 12 weeks, the experimental group was given intervention which included guided in-class discussion with Socratic questioning skills, learning log to detect their weaknesses in logical reasoning; presentations and quizzes. The results of CCTST which included paired T-test using SPSS version 22 indicated significant differences between the two groups. Findings have significant implications on the course design as well as pedagogical practice in using literature to enhance students’ critical thinking skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature%20teaching" title="literature teaching">literature teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=California%20critical%20thinking%20skills%20test%20%28CCTST%29" title=" California critical thinking skills test (CCTST)"> California critical thinking skills test (CCTST)</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20design" title=" course design"> course design</a> </p> <a href="https://publications.waset.org/abstracts/35548/investigating-the-efficacy-of-developing-critical-thinking-through-literature-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35548.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">462</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">7672</span> Caregiver Training Results in Accurate Reporting of Stool Frequency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Heidman">Matthew Heidman</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Dallabrida"> Susan Dallabrida</a>, <a href="https://publications.waset.org/abstracts/search?q=Analice%20Costa"> Analice Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background:Accuracy of caregiver reported outcomes is essential for infant growth and tolerability study success. Crying/fussiness, stool consistencies, and other gastrointestinal characteristics are important parameters regarding tolerability, and inter-caregiver reporting can see a significant amount of subjectivity and vary greatly within a study, compromising data. This study sought to elucidate how caregiver reported questions related to stool frequency are answered before and after a short amount of training and how training impacts caregivers’ understanding, and how they would answer the question. Methods:A digital survey was issued for 90 daysin the US (n=121) and 30 days in Mexico (n=88), targeting respondents with children ≤4 years of age. Respondents were asked a question in two formats, first without a line of training text and second with a line of training text. The question set was as follows, “If your baby had stool in his/her diaper and you changed the diaper and 10 min later there was more stool in the diaper, how many stools would you report this as?” followed by the same question beginning with “If you were given the instruction that IF there are at least 5 minutes in between stools, then it counts as two (2) stools…”.Four response items were provided for both questions, 1) 2 stools, 2) 1stool, 3) it depends on how much stool was in the first versus the second diaper, 4) There is not enough information to be able to answer the question. Response frequencies between questions were compared. Results: Responses to the question without training saw some variability in the US, with 69% selecting “2 stools”,11% selecting “1 stool”, 14% selecting “it depends on how much stool was in the first versus the second diaper”, and 7% selecting “There is not enough information to be able to answer the question” and in Mexico respondents selected 9%, 78%, 13%, and 0% respectively. However, responses to the question after training saw more consolidation in the US, with 85% of respondents selecting“2 stools,” representing an increase in those selecting the correct answer. Additionally in Mexico, with 84% of respondents selecting “1 episode” representing an increase in the those selecting the correct response. Conclusions: Caregiver reported outcomes are critical for infant growth and tolerability studies, however, they can be highly subjective and see a high variability of responses without guidance. Training is critical to standardize all caregivers’ perspective regarding how to answer questions accurately in order to provide an accurate dataset. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=infant%20nutrition" title="infant nutrition">infant nutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20trial%20optimization" title=" clinical trial optimization"> clinical trial optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=stool%20reporting" title=" stool reporting"> stool reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralized%20clinical%20trials" title=" decentralized clinical trials"> decentralized clinical trials</a> </p> <a href="https://publications.waset.org/abstracts/156294/caregiver-training-results-in-accurate-reporting-of-stool-frequency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156294.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">96</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">7671</span> Re-Thinking and Practicing Critical Pedagogy in Education through Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalya%20Markovich">Dalya Markovich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decade art-educators strive to integrate critical pedagogy within the art classroom. Critical pedagogy aims to deconstruct the oppressive social reality and the false consciousness in which learners from both privileged and underprivileged groups are caught. Understanding oppression as a product of socio-political conditions seeks to instigate processes of change anchored in the student's views. Yet, growing empirical evidence show that these efforts often has resulted in art projects in which art teachers play an active role in the process of critical teaching, while the students remain passive listeners. In this common scenario, the teachers/artists become authoritarian moral guides of critical thinking and acting, while the students are often found to be indifferent or play along to satisfy the teachers'/artists aspirations. These responses indicate that the message of critical pedagogy – transforming the students' way of thinking and acting – mostly do not fulfill its emancipation goals. The study analyses the critical praxis embedded in new art projects and their influence on the participants. This type of projects replaces the individual producer with a collaborative work; switch the finite work with an ongoing project; and transforms the passive learner to an engaged co-producer. The research delves into the pedagogical framework of two of these art projects by using qualitative methods. In-depth interviews were conducted with 4 of the projects' initiator and managers, in order to access understandings of the art projects goals and pedagogical methods. Field work included 4 participant observation (two in each project) during social encounters in the project's settings, focusing on how critical thinking is enacted (or not) by the participants. The analysis exposes how the new art projects avoid the prepackaged "critical" assumptions and praxis, thus turning the participants from passive carriers of critical thinking to agents that actively use criticism. Findings invite researchers to explore new avenues for understanding critical pedagogy and developing various ways to implement critical pedagogy during art education, in view of the growing need of critical thinking and acting in school/society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20through%20art" title=" education through art"> education through art</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20work" title=" collaborative work"> collaborative work</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a> </p> <a href="https://publications.waset.org/abstracts/102546/re-thinking-and-practicing-critical-pedagogy-in-education-through-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102546.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">143</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">7670</span> The Interplay of Communication and Critical Thinking in the Mathematics Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20K.%20O%27Kelley">Sharon K. O'Kelley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the heart of mathematics education is the concept of communication which many teachers envision as the influential dialogue they conduct with their students. However, communication in the mathematics classroom operates in different forms at different levels, both externally and internally. Specifically, it can be a central component in the building of critical thinking skills that requires students not only to know how to communicate their solutions to others but that they also be able to navigate their own thought processes in search of those solutions. This paper provides a review of research on the role of communication in the building of critical thinking skills in mathematics with a focus on the problem-solving process and the implications this interplay has for the teaching and learning of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20mathematics" title="communication in mathematics">communication in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20process" title=" problem-solving process"> problem-solving process</a> </p> <a href="https://publications.waset.org/abstracts/166455/the-interplay-of-communication-and-critical-thinking-in-the-mathematics-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166455.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">87</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">7669</span> Restorative Justice Programmes in South African Prison Environment: A Qualitative Enquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clarice%20Zimbili%20Zondi">Clarice Zimbili Zondi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the effect of restorative justice programmes offered to offenders in prison environment (Correctional Centres) during their rehabilitation. The study looks specifically to programmes offered by a Non-Profit Organisation (NPO), Phoenix Zululand (PZ) in twelve (12) different prisons in Zululand, South Africa. Document analysis, interviews and participant observation methods were used to test whether the work done by Phoenix Zululand is in line with the remarks made on restorative justice as encapsulated in the White Paper on Corrections 2005 in South Africa. Also tested was whether a better understanding of restorative justice programmes assists in coming up with better strategies to change the behaviour of offenders. The study findings discovered that the work that is done by PZ is not in line with the remarks made in the White Paper on Corrections. Also the importance of a full comprehension of what one is doing in order to be effective in rehabilitation. However, rehabilitation that is aimed at only changing the decision-making processes of offenders not to reoffend, does not serve as a total rehabilitation programme. Rehabilitation is only successful if ex-offenders, whilst still in prison, have developed market-related skills and become employed or self-employed. Restorative Justice Programmes offered by PZ, although they play a critical role, appears to be lacking in equipping offenders with skills for effective reintegration into society and, subsequently, self-reliance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=offender" title="offender">offender</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=restorative%20justice" title=" restorative justice"> restorative justice</a>, <a href="https://publications.waset.org/abstracts/search?q=prison" title=" prison"> prison</a> </p> <a href="https://publications.waset.org/abstracts/46154/restorative-justice-programmes-in-south-african-prison-environment-a-qualitative-enquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7668</span> Spectroscopic Characterization of Indium-Tin Laser Ablated Plasma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Hanif">Muhammad Hanif</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Salik"> Muhammad Salik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present research work we present the optical emission studies of the Indium (In)-Tin (Sn) plasma produced by the first (1064 nm) harmonic of an Nd: YAG nanosecond pulsed laser. The experimentally observed line profiles of neutral Indium (InI) and Tin (SnI) are used to extract the electron temperature (Te) using the Boltzmann plot method. Whereas, the electron number density (Ne) has been determined from the Stark broadening line profile method. The Te is calculated by varying the distance from the target surface along the line of propagation of plasma plume and also by varying the laser irradiance. Beside we have studied the variation of Ne as a function of laser irradiance as well as its variation with distance from the target surface. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indium-tin%20plasma" title="indium-tin plasma">indium-tin plasma</a>, <a href="https://publications.waset.org/abstracts/search?q=laser%20ablation" title=" laser ablation"> laser ablation</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20emission%20spectroscopy" title=" optical emission spectroscopy"> optical emission spectroscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=electron%20temperature" title=" electron temperature"> electron temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=electron%20number%20density" title=" electron number density"> electron number density</a> </p> <a href="https://publications.waset.org/abstracts/26921/spectroscopic-characterization-of-indium-tin-laser-ablated-plasma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26921.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">529</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">7667</span> Disturbance Observer-Based Predictive Functional Critical Control of a Table Drive System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toshiyuki%20Satoh">Toshiyuki Satoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Hara"> Hiroki Hara</a>, <a href="https://publications.waset.org/abstracts/search?q=Naoki%20Saito"> Naoki Saito</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun-ya%20Nagase"> Jun-ya Nagase</a>, <a href="https://publications.waset.org/abstracts/search?q=Norihiko%20Saga"> Norihiko Saga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses a control system design for a table drive system based on the disturbance observer (DOB)-based predictive functional critical control (PFCC). To empower the previously developed DOB-based PFC to handle constraints on controlled outputs, we propose to take a critical control approach. To this end, we derive the transfer function representation of the PFC controller, and yield a detailed design procedure. The effectiveness of the proposed method is confirmed through an experimental evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20control" title="critical control">critical control</a>, <a href="https://publications.waset.org/abstracts/search?q=disturbance%20observer" title=" disturbance observer"> disturbance observer</a>, <a href="https://publications.waset.org/abstracts/search?q=mechatronics" title=" mechatronics"> mechatronics</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20control" title=" motion control"> motion control</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20functional%20control" title=" predictive functional control"> predictive functional control</a>, <a href="https://publications.waset.org/abstracts/search?q=table%20drive%20systems" title=" table drive systems"> table drive systems</a> </p> <a href="https://publications.waset.org/abstracts/1440/disturbance-observer-based-predictive-functional-critical-control-of-a-table-drive-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7666</span> Analysis Rotor Bearing System Dynamic Interaction with Bearing Supports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20T.%20Ngo">V. T. Ngo</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20M.%20Xie"> D. M. Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Frequently, in the design of machines, some of parameters that directly affect the rotor dynamics of the machines are not accurately known. In particular, bearing stiffness support is one such parameter. One of the most basic principles to grasp in rotor dynamics is the influence of the bearing stiffness on the critical speeds and mode shapes associated with a rotor-bearing system. Taking a rig shafting as an example, this paper studies the lateral vibration of the rotor with multi-degree-of-freedom by using Finite Element Method (FEM). The FEM model is created and the eigenvalues and eigenvectors are calculated and analyzed to find natural frequencies, critical speeds, mode shapes. Then critical speeds and mode shapes are analyzed by set bearing stiffness changes. The model permitted to identify the critical speeds and bearings that have an important influence on the vibration behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lateral%20vibration" title="lateral vibration">lateral vibration</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=rig%20shafting" title=" rig shafting"> rig shafting</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20speed" title=" critical speed"> critical speed</a> </p> <a href="https://publications.waset.org/abstracts/7560/analysis-rotor-bearing-system-dynamic-interaction-with-bearing-supports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7560.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">340</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">7665</span> Arterial Line Use for Acute Type 2 Respiratory Failure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Scurr">C. Scurr</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Jeans"> J. Jeans</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Srivastava"> S. Srivastava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Acute type two respiratory failure (T2RF) has become a common presentation over the last two decades primarily due to an increase in the prevalence of chronic lung disease. Acute exacerbations can be managed either medically or in combination with non-invasive ventilation (NIV) which should be monitored with regular arterial blood gas samples (ABG). Arterial lines allow more frequent arterial blood sampling with less patient discomfort. We present the experience from a teaching hospital emergency department (ED) and level 2 medical high-dependency unit (HDU) that together form the pathway for management of acute type 2 respiratory failure. Methods: Patients acutely presenting to Charing Cross Hospital, London, with T2RF requiring non-invasive ventilation (NIV) over 14 months (2011 to 2012) were identified from clinical coding. Retrospective data collection included: demographics, co-morbidities, blood gas numbers and timing, if arterial lines were used and who performed this. Analysis was undertaken using Microsoft Excel. Results: Coding identified 107 possible patients. 69 notes were available, of which 41 required NIV for type 2 respiratory failure. 53.6% of patients had an arterial line inserted. Patients with arterial lines had 22.4 ABG in total on average compared to 8.2 for those without. These patients had a similar average time to normalizing pH of (23.7 with arterial line vs 25.6 hours without), and no statistically significant difference in mortality. Arterial lines were inserted by Foundation year doctors, Core trainees, Medical registrars as well as the ICU registrar. 63% of these were performed by the medical registrar rather than ICU, ED or a junior doctor. This is reflected in that the average time until an arterial line was inserted was 462 minutes. The average number of ABGs taken before an arterial line was 2 with a range of 0 – 6. The average number of gases taken if no arterial line was ever used was 7.79 (range of 2-34) – on average 4 times as many arterial punctures for each patient. Discussion: Arterial line use was associated with more frequent arterial blood sampling during each inpatient admission. Additionally, patients with an arterial line have less individual arterial punctures in total and this is likely more comfortable for the patient. Arterial lines are normally sited by medical registrars, however this is normally after some delay. ED clinicians could improve patient comfort and monitoring thus allowing faster titration of NIV if arteral lines were regularly inserted in the ED. We recommend that ED doctors insert arterial lines when indicated in order improve the patient experience and facilitate medical management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20invasive%20ventilation" title="non invasive ventilation">non invasive ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=arterial%20blood%20gas" title=" arterial blood gas"> arterial blood gas</a>, <a href="https://publications.waset.org/abstracts/search?q=acute%20type" title=" acute type"> acute type</a>, <a href="https://publications.waset.org/abstracts/search?q=arterial%20line" title=" arterial line"> arterial line</a> </p> <a href="https://publications.waset.org/abstracts/1409/arterial-line-use-for-acute-type-2-respiratory-failure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1409.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">428</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">7664</span> Critical Path Segments Method for Scheduling Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherif%20M.%20Hafez">Sherif M. Hafez</a>, <a href="https://publications.waset.org/abstracts/search?q=Remon%20F.%20Aziz"> Remon F. Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=May%20S.%20A.%20Elalim"> May S. A. Elalim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Project managers today rely on scheduling tools based on the Critical Path Method (CPM) to determine the overall project duration and the activities’ float times which lead to greater efficiency in planning and control of projects. CPM was useful for scheduling construction projects, but researchers had highlighted a number of serious drawbacks that limit its use as a decision support tool and lacks the ability to clearly record and represent detailed information. This paper discusses the drawbacks of CPM as a scheduling technique and presents a modified critical path method (CPM) model which is called critical path segments (CPS). The CPS scheduling mechanism addresses the problems of CPM in three ways: decomposing the activity duration of separated but connected time segments; all relationships among activities are converted into finish–to–start relationship; and analysis and calculations are made with forward path. Sample cases are included to illustrate the shortages in CPM, CPS full analysis and calculations are explained in details, and how schedules can be handled better with the CPS technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title="construction management">construction management</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling" title=" scheduling"> scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20method" title=" critical path method"> critical path method</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20segments" title=" critical path segments"> critical path segments</a>, <a href="https://publications.waset.org/abstracts/search?q=forward%20pass" title=" forward pass"> forward pass</a>, <a href="https://publications.waset.org/abstracts/search?q=float" title=" float"> float</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20control" title=" project control"> project control</a> </p> <a href="https://publications.waset.org/abstracts/17760/critical-path-segments-method-for-scheduling-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7663</span> Numerical Simulations of Electronic Cooling with In-Line and Staggered Pin Fin Heat Sinks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yue-Tzu%20Yang">Yue-Tzu Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiang-Wen%20Tang"> Hsiang-Wen Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian-Zhang%20Yin"> Jian-Zhang Yin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chao-Han%20Wu"> Chao-Han Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Three-dimensional incompressible turbulent fluid flow and heat transfer of pin fin heat sinks using air as a cooling fluid are numerically studied in this study. Two different kinds of pin fins are compared in the thermal performance, including circular and square cross sections, both are in-line and staggered arrangements. The turbulent governing equations are solved using a control-volume- based finite-difference method. Subsequently, numerical computations are performed with the realizable <em>k - ԑ</em> turbulence for the parameters studied, the fin height<em> H</em>, fin diameter<em> D</em>, and Reynolds number (Re) in the range of 7 ≤ <em>H</em> ≤ 10<em>, </em>0.75 ≤ <em>D</em> ≤ 2, 2000 ≤ Re ≤ 126000 respectively. The numerical results are validated with available experimental data in the literature and good agreement has been found. It indicates that circular pin fins are streamlined in comparing with the square pin fins, the pressure drop is small than that of square pin fins, and heat transfer is not as good as the square pin fins. The thermal performance of the staggered pin fins is better than that of in-line pin fins because the staggered arrangements produce large disturbance. Both in-line and staggered arrangements show the same behavior for thermal resistance, pressure drop, and the entropy generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pin-fin" title="pin-fin">pin-fin</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20sinks" title=" heat sinks"> heat sinks</a>, <a href="https://publications.waset.org/abstracts/search?q=simulations" title=" simulations"> simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=turbulent%20flow" title=" turbulent flow"> turbulent flow</a> </p> <a href="https://publications.waset.org/abstracts/46324/numerical-simulations-of-electronic-cooling-with-in-line-and-staggered-pin-fin-heat-sinks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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