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Si Wen</title> <meta name="description" content="Search results for: Alicia Chua Si Wen"> <meta name="keywords" content="Alicia Chua Si Wen"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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="Alicia Chua Si Wen"> <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> 70</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Alicia Chua Si Wen</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Experimental Networks Synchronization of Chua’s Circuit in Different Topologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manuel%20Meranza-Castillon">Manuel Meranza-Castillon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rolando%20Diaz-Castillo"> Rolando Diaz-Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Arellano-Delgado"> Adrian Arellano-Delgado</a>, <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Cruz-Hernandez"> Cesar Cruz-Hernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosa%20Martha%20Lopez-Gutierrez"> Rosa Martha Lopez-Gutierrez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we deal with experimental network synchronization of chaotic nodes with different topologies. Our approach is based on complex system theory, and we use a master-slave configuration to couple the nodes in the networks. In particular, we design and implement electronically complex dynamical networks composed by nine coupled chaotic Chua’s circuits with topologies: in nearest-neighbor, small-world, open ring, star, and global. Also, network synchronization is evaluated according to a particular coupling strength for each topology. This study is important by the possible applications to private transmission of information in a chaotic communication network of multiple users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex%20networks" title="complex networks">complex networks</a>, <a href="https://publications.waset.org/abstracts/search?q=Chua%27s%20circuit" title=" Chua's circuit"> Chua's circuit</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20synchronization" title=" experimental synchronization"> experimental synchronization</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20users" title=" multiple users"> multiple users</a> </p> <a href="https://publications.waset.org/abstracts/64455/experimental-networks-synchronization-of-chuas-circuit-in-different-topologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64455.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">348</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">69</span> Chaotic Electronic System with Lambda Diode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Mahalu">George Mahalu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chua diode has been configured over time in various ways, using electronic structures like operational amplifiers (AOs) or devices with gas or semiconductors. When discussing the use of semiconductor devices, tunnel diodes (Esaki diodes) are most often considered, and more recently, transistorized configurations such as lambda diodes. The paperwork proposed here uses in the modeling a lambda diode type configuration consisting of two junction field effect transistors (JFET). The original scheme is created in the MULTISIM electronic simulation environment and is analyzed in order to identify the conditions for the appearance of evolutionary unpredictability specific to nonlinear dynamic systems with chaos-induced behavior. The chaotic deterministic oscillator is one autonomous type, a fact that places it in the class of Chua’s type oscillators, the only significant and most important difference being the presence of a nonlinear device like the one mentioned structure above. The chaotic behavior is identified both by means of strange attractor-type trajectories and visible during the simulation and by highlighting the hypersensitivity of the system to small variations of one of the input parameters. The results obtained through simulation and the conclusions drawn are useful in the further research of ways to implement such constructive electronic solutions in theoretical and practical applications related to modern small signal amplification structures, to systems for encoding and decoding messages through various modern ways of communication, as well as new structures that can be imagined both in modern neural networks and in those for the physical implementation of some requirements imposed by current research with the aim of obtaining practically usable solutions in quantum computing and quantum computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chua" title="chua">chua</a>, <a href="https://publications.waset.org/abstracts/search?q=diode" title=" diode"> diode</a>, <a href="https://publications.waset.org/abstracts/search?q=memristor" title=" memristor"> memristor</a>, <a href="https://publications.waset.org/abstracts/search?q=chaos" title=" chaos"> chaos</a> </p> <a href="https://publications.waset.org/abstracts/164571/chaotic-electronic-system-with-lambda-diode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164571.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">88</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">68</span> Intervention of Threat and Surveillance on the Obedience of Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Mhae%20Diaz">Sarah Mhae Diaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Erika%20Anna%20De%20Leon"> Erika Anna De Leon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacklin%20Alwil%20Cartagena"> Jacklin Alwil Cartagena</a>, <a href="https://publications.waset.org/abstracts/search?q=Geordan%20Caruncong"> Geordan Caruncong</a>, <a href="https://publications.waset.org/abstracts/search?q=Micah%20Riezl%20Gonzales"> Micah Riezl Gonzales</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the intervention of threat and surveillance on the obedience of 100 preschool children through a task variable experiment replicated from the previous studies of Higbee (1979), and Chua, J., Chua, M., & Pico (1983). Nowadays, obedience among Filipino children to authority is disregarded since they are more outspoken and rebel due to social influences. With this, aside from corporal punishment, threat and surveillance became a mean of inducing obedience. Threat, according to the Dissonance Theory, can give attitudinal change. On the other hand, surveillance, according to the Theory of Social Facilitation, can either contribute to the completion or failure to do a task. Through a 2x2 factorial design, results show; (1) threat (F(1,96) = 12.487, p < 0.05) and (2) surveillance (F(1,96)=9.942, p<.05) had a significant main effect on obedience, suggesting that the Dissonance Theory and Theory of Social Facilitation is respectively true in the study. On the other hand, (3) no interaction (F(1,96)=1.303, p > .05) was seen since threat and surveillance both have a main effect that could be positive or negative, or could be because of their complementary property as supported by the post-hoc results. Also, (4) most effective commanding style is threat and surveillance setting (M = 30.04, SD = 7.971) due to the significant main effect of the two variables. With this, in the Filipino Setting, threat and surveillance has proven to be a very effective strategy to discipline and induce obedience from a child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20study" title="experimental study">experimental study</a>, <a href="https://publications.waset.org/abstracts/search?q=obedience" title=" obedience"> obedience</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=surveillance" title=" surveillance"> surveillance</a>, <a href="https://publications.waset.org/abstracts/search?q=threat" title=" threat"> threat</a> </p> <a href="https://publications.waset.org/abstracts/27034/intervention-of-threat-and-surveillance-on-the-obedience-of-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27034.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">488</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">67</span> Chaotic Electronic System with Lambda Diode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Mahalu">George Mahalu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chua diode has been configured over time in various ways, using electronic structures like as operational amplifiers (OAs) or devices with gas or semiconductors. When discussing the use of semiconductor devices, tunnel diodes (Esaki diodes) are most often considered, and more recently, transistorized configurations such as lambda diodes. The paper-work proposed here uses in the modeling a lambda diode type configuration consisting of two Junction Field Effect Transistors (JFET). The original scheme is created in the MULTISIM electronic simulation environment and is analyzed in order to identify the conditions for the appearance of evolutionary unpredictability specific to nonlinear dynamic systems with chaos-induced behavior. The chaotic deterministic oscillator is one autonomous type, a fact that places it in the class of Chua’s type oscillators, the only significant and most important difference being the presence of a nonlinear device like the one mentioned structure above. The chaotic behavior is identified both by means of strange attractor-type trajectories and visible during the simulation and by highlighting the hypersensitivity of the system to small variations of one of the input parameters. The results obtained through simulation and the conclusions drawn are useful in the further research of ways to implement such constructive electronic solutions in theoretical and practical applications related to modern small signal amplification structures, to systems for encoding and decoding messages through various modern ways of communication, as well as new structures that can be imagined both in modern neural networks and in those for the physical implementation of some requirements imposed by current research with the aim of obtaining practically usable solutions in quantum computing and quantum computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chaos" title="chaos">chaos</a>, <a href="https://publications.waset.org/abstracts/search?q=lambda%20diode" title=" lambda diode"> lambda diode</a>, <a href="https://publications.waset.org/abstracts/search?q=strange%20attractor" title=" strange attractor"> strange attractor</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20system" title=" nonlinear system"> nonlinear system</a> </p> <a href="https://publications.waset.org/abstracts/162251/chaotic-electronic-system-with-lambda-diode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162251.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">86</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">66</span> Quantifying the Aspect of ‘Imagining’ in the Map of Dialogical inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Si%20Wen%20Alicia">Chua Si Wen Alicia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Goh%20Tian%20Xi"> Marcus Goh Tian Xi</a>, <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Gan%20Ghee%20Wu"> Eunice Gan Ghee Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Bound"> Helen Bound</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Liang%20Ying"> Lee Liang Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Lee"> Albert Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a world full of rapid changes, people often need a set of skills to help them navigate an ever-changing workscape. These skills, often known as “future-oriented skills,” include learning to learn, critical thinking, understanding multiple perspectives, and knowledge creation. Future-oriented skills are typically assumed to be domain-general, applicable to multiple domains, and can be cultivated through a learning approach called Dialogical Inquiry. Dialogical Inquiry is known for its benefits of making sense of multiple perspectives, encouraging critical thinking, and developing learner’s capability to learn. However, it currently exists as a quantitative tool, which makes it hard to track and compare learning processes over time. With these concerns, the present research aimed to develop and validate a quantitative tool for the Map of Dialogical Inquiry, focusing Imagining aspect of learning. The Imagining aspect four dimensions: 1) speculative/ look for alternatives, 2) risk taking/ break rules, 3) create/ design, and 4) vision/ imagine. To do so, an exploratory literature review was conducted to better understand the dimensions of Imagining. This included deep-diving into the history of the creation of the Map of Dialogical Inquiry and a review on how “Imagining” has been conceptually defined in the field of social psychology, education, and beyond. Then, we synthesised and validated scales. These scales measured the dimension of Imagination and related concepts like creativity, divergent thinking regulatory focus, and instrumental risk. Thereafter, items were adapted from the aforementioned procured scales to form items that would contribute to the preliminary version of the Imagining Scale. For scale validation, 250 participants were recruited. A Confirmatory Factor Analysis (CFA) sought to establish dimensionality of the Imagining Scale with an iterative procedure in item removal. Reliability and validity of the scale’s dimensions were sought through measurements of Cronbach’s alpha, convergent validity, and discriminant validity. While CFA found that the distinction of Imagining’s four dimensions could not be validated, the scale was able to establish high reliability with a Cronbach alpha of .96. In addition, the convergent validity of the Imagining scale was established. A lack of strong discriminant validity may point to overlaps with other components of the Dialogical Map as a measure of learning. Thus, a holistic approach to forming the tool – encompassing all eight different components may be preferable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=imagining" title=" imagining"> imagining</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogical%20teaching" title=" dialogical teaching"> dialogical teaching</a> </p> <a href="https://publications.waset.org/abstracts/154267/quantifying-the-aspect-of-imagining-in-the-map-of-dialogical-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154267.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">92</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">65</span> Quantifying Processes of Relating Skills in Learning: The Map of Dialogical Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Gan%20Ghee%20Wu">Eunice Gan Ghee Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Goh%20Tian%20Xi"> Marcus Goh Tian Xi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Chua%20Si%20Wen"> Alicia Chua Si Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Bound"> Helen Bound</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Liang%20Ying"> Lee Liang Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Lee"> Albert Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Map of Dialogical Inquiry provides a conceptual basis of learning processes. According to the Map, dialogical inquiry motivates complex thinking, dialogue, reflection, and learner agency. For instance, classrooms that incorporated dialogical inquiry enabled learners to construct more meaning in their learning, to engage in self-reflection, and to challenge their ideas with different perspectives. While the Map contributes to the psychology of learning, its qualitative approach makes it hard to track and compare learning processes over time for both teachers and learners. Qualitative approach typically relies on open-ended responses, which can be time-consuming and resource-intensive. With these concerns, the present research aimed to develop and validate a quantifiable measure for the Map. Specifically, the Map of Dialogical Inquiry reflects the eight different learning processes and perspectives employed during a learner’s experience. With a focus on interpersonal and emotional learning processes, the purpose of the present study is to construct and validate a scale to measure the “Relating” aspect of learning. According to the Map, the Relating aspect of learning contains four conceptual components: using intuition and empathy, seeking personal meaning, building relationships and meaning with others, and likes stories and metaphors. All components have been shown to benefit learning in past research. This research began with a literature review with the goal of identifying relevant scales in the literature. These scales were used as a basis for item development, guided by the four conceptual dimensions in the “Relating” aspect of learning, resulting in a pool of 47 preliminary items. Then, all items were administered to 200 American participants via an online survey along with other scales of learning. Dimensionality, reliability, and validity of the “Relating” scale was assessed. Data were submitted to a confirmatory factor analysis (CFA), revealing four distinct components and items. Items with lower factor loadings were removed in an iterative manner, resulting in 34 items in the final scale. CFA also revealed that the “Relating” scale was a four-factor model, following its four distinct components as described in the Map of Dialogical Inquiry. In sum, this research was able to develop a quantitative scale for the “Relating” aspect of the Map of Dialogical Inquiry. By representing learning as numbers, users, such as educators and learners, can better track, evaluate, and compare learning processes over time in an efficient manner. More broadly, this scale may also be used as a learning tool in lifelong learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogical%20inquiry" title=" dialogical inquiry"> dialogical inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=relating" title=" relating"> relating</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20learning" title=" social and emotional learning"> social and emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20intuition" title=" socio-affective intuition"> socio-affective intuition</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20identity" title=" narrative identity"> narrative identity</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20taking" title=" perspective taking"> perspective taking</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a> </p> <a href="https://publications.waset.org/abstracts/154266/quantifying-processes-of-relating-skills-in-learning-the-map-of-dialogical-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154266.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">64</span> Comparison of Extracellular miRNA from Different Lymphocyte Cell Lines and Isolation Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christelle%20E.%20Chua">Christelle E. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20L.%20Ho"> Alicia L. Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of a panel of differential gene expression signatures has been of interest in the field of biomarker discovery for radiation exposure. In the absence of the availability of exposed human subjects, lymphocyte cell lines have often been used as a surrogate to human whole blood, when performing ex vivo irradiation studies. The extent of variation between different lymphocyte cell lines is currently unclear, especially with regard to the expression of extracellular miRNA. This study compares the expression profile of extracellular miRNA isolated from different lymphocyte cell lines. It also compares the profile of miRNA obtained when different exosome isolation kits are used. Lymphocyte cell lines were created using lymphocytes isolated from healthy adult males of similar racial descent (Chinese American and Chinese Singaporean) and immortalised with Epstein-Barr virus. The cell lines were cultured in exosome-free cell culture media for 72h and the cell culture supernatant was removed for exosome isolation. Two exosome isolation kits were used. Total exosome isolation reagent (TEIR, ThermoFisher) is a polyethylene glycol (PEG)-based exosome precipitation kit, while ExoSpin (ES, Cell Guidance Systems) is a PEG-based exosome precipitation kit that includes an additional size exclusion chromatography step. miRNA from the isolated exosomes were isolated using miRNEASY minikit (Qiagen) and analysed using nCounter miRNA assay (Nanostring). Principal component analysis (PCA) results suggested that the overall extracellular miRNA expression profile differed between the lymphocyte cell line originating from the Chinese American donor and the cell line originating from the Chinese Singaporean donor. As the gender, age and racial origins of both donors are similar, this may suggest that there are other genetic or epigenetic differences that account for the variation in extracellular miRNA gene expression in lymphocyte cell lines. However, statistical analysis showed that only 3 miRNA genes had a fold difference > 2 at p < 0.05, suggesting that the differences may not be of that great a significance as to impact overall conclusions drawn from different cell lines. Subsequent analysis using cell lines from other donors will give further insight into the reproducibility of results when difference cell lines are used. PCA results also suggested that the method of exosome isolation impacted the expression profile. 107 miRNA had a fold difference > 2 at p < 0.05. This suggests that the inclusion of an additional size exclusion chromatography step altered the subset of the extracellular vesicles that were isolated. In conclusion, these results suggest that extracellular miRNA can be isolated and analysed from exosomes derived from lymphocyte cell lines. However, care must be taken in the choice of cell line and method of exosome isolation used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomarker" title="biomarker">biomarker</a>, <a href="https://publications.waset.org/abstracts/search?q=extracellular%20miRNA" title=" extracellular miRNA"> extracellular miRNA</a>, <a href="https://publications.waset.org/abstracts/search?q=isolation%20methods" title=" isolation methods"> isolation methods</a>, <a href="https://publications.waset.org/abstracts/search?q=lymphocyte%20cell%20line" title=" lymphocyte cell line"> lymphocyte cell line</a> </p> <a href="https://publications.waset.org/abstracts/78941/comparison-of-extracellular-mirna-from-different-lymphocyte-cell-lines-and-isolation-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78941.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">199</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">63</span> RAFU Functions in Robotics and Automation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20C.%20Sanchez">Alicia C. Sanchez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the implementation of RAFU functions (radical functions) in robotics and automation. Specifically, the main goal is to show how these functions may be useful in lane-keeping control and the lateral control of autonomous machines, vehicles, robots or the like. From the knowledge of several points of a certain route, the RAFU functions are used to achieve the lateral control purpose and maintain the lane-keeping errors within the fixed limits. The stability that these functions provide, their ease of approaching any continuous trajectory and the control of the possible error made on the approximation may be useful in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20navigation%20control" title="automatic navigation control">automatic navigation control</a>, <a href="https://publications.waset.org/abstracts/search?q=lateral%20control" title=" lateral control"> lateral control</a>, <a href="https://publications.waset.org/abstracts/search?q=lane-keeping%20control" title=" lane-keeping control"> lane-keeping control</a>, <a href="https://publications.waset.org/abstracts/search?q=RAFU%20approximation" title=" RAFU approximation"> RAFU approximation</a> </p> <a href="https://publications.waset.org/abstracts/138558/rafu-functions-in-robotics-and-automation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138558.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">302</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">62</span> Children's Literature As Pedagogy: Lessons For Literacy Practice </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Curtin">Alicia Curtin</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathy%20Hall"> Kathy Hall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores research and practice shared on a masters University module entitled Children's Literature as Pedagogy. Issues explored include the meaning of childhood and literature; the definition of what counts as text, textual and literacy practice for children and adolescents. A sociocultural framework is used to define literacy practice from this perspective and student voice and experience remains central. Lessons from classroom experience and the use of innovative, multi modal and non traditional texts and pedagogical approaches are offered as examples of innovative and inclusive pedagogy in the field of literacy practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20traditional" title="non traditional">non traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a> </p> <a href="https://publications.waset.org/abstracts/81246/childrens-literature-as-pedagogy-lessons-for-literacy-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81246.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">585</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">61</span> Development and Validation of a Quantitative Measure of Engagement in the Analysing Aspect of Dialogical Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Goh%20Tian%20Xi">Marcus Goh Tian Xi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Chua%20Si%20Wen"> Alicia Chua Si Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Gan%20Ghee%20Wu"> Eunice Gan Ghee Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Bound"> Helen Bound</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Liang%20Ying"> Lee Liang Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Lee"> Albert Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Map of Dialogical Inquiry provides a conceptual look at the underlying nature of future-oriented skills. According to the Map, learning is learner-oriented, with conversational time shifted from teachers to learners, who play a strong role in deciding what and how they learn. For example, in courses operating on the principles of Dialogical Inquiry, learners were able to leave the classroom with a deeper understanding of the topic, broader exposure to differing perspectives, and stronger critical thinking capabilities, compared to traditional approaches to teaching. Despite its contributions to learning, the Map is grounded in a qualitative approach both in its development and its application for providing feedback to learners and educators. Studies hinge on openended responses by Map users, which can be time consuming and resource intensive. The present research is motivated by this gap in practicality by aiming to develop and validate a quantitative measure of the Map. In addition, a quantifiable measure may also strengthen applicability by making learning experiences trackable and comparable. The Map outlines eight learning aspects that learners should holistically engage. This research focuses on the Analysing aspect of learning. According to the Map, Analysing has four key components: liking or engaging in logic, using interpretative lenses, seeking patterns, and critiquing and deconstructing. Existing scales of constructs (e.g., critical thinking, rationality) related to these components were identified so that the current scale could adapt items from. Specifically, items were phrased beginning with an “I”, followed by an action phrase, to fulfil the purpose of assessing learners' engagement with Analysing either in general or in classroom contexts. Paralleling standard scale development procedure, the 26-item Analysing scale was administered to 330 participants alongside existing scales with varying levels of association to Analysing, to establish construct validity. Subsequently, the scale was refined and its dimensionality, reliability, and validity were determined. Confirmatory factor analysis (CFA) revealed if scale items loaded onto the four factors corresponding to the components of Analysing. To refine the scale, items were systematically removed via an iterative procedure, according to their factor loadings and results of likelihood ratio tests at each step. Eight items were removed this way. The Analysing scale is better conceptualised as unidimensional, rather than comprising the four components identified by the Map, for three reasons: 1) the covariance matrix of the model specified for the CFA was not positive definite, 2) correlations among the four factors were high, and 3) exploratory factor analyses did not yield an easily interpretable factor structure of Analysing. Regarding validity, since the Analysing scale had higher correlations with conceptually similar scales than conceptually distinct scales, with minor exceptions, construct validity was largely established. Overall, satisfactory reliability and validity of the scale suggest that the current procedure can result in a valid and easy-touse measure for each aspect of the Map. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking" title="analytical thinking">analytical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogical%20inquiry" title=" dialogical inquiry"> dialogical inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/154228/development-and-validation-of-a-quantitative-measure-of-engagement-in-the-analysing-aspect-of-dialogical-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Green-Y Model for Preliminary Sustainable Economical Concept of Renewable Energy Sources Deployment in ASEAN Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20H.%20Goh">H. H. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Goh"> K. C. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20N.%20Z.%20S.%20Wan%20Sukri"> W. N. Z. S. Wan Sukri</a>, <a href="https://publications.waset.org/abstracts/search?q=Q.%20S.%20Chua"> Q. S. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20W.%20Lee"> S. W. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20C.%20Kok"> B. C. Kok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Endowed of renewable energy sources (RES) are the advantages of ASEAN, but they are using a low amount of RES only to generate electricity because their primary energy sources are fossil and coal. The cost of purchasing fossil and coal is cheaper now, but it might be expensive soon, as it will be depleted sooner and after. ASEAN showed that the RES are convenient to be implemented. Some country in ASEAN has huge renewable energy sources potential and use. The primary aim of this project is to assist ASEAN countries in preparing the renewable energy and to guide the policies for RES in the more upright direction. The Green-Y model will help ASEAN government to study and forecast the economic concept, including feed-in tariff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20RES" title="ASEAN RES">ASEAN RES</a>, <a href="https://publications.waset.org/abstracts/search?q=Renewable%20Energy" title=" Renewable Energy"> Renewable Energy</a>, <a href="https://publications.waset.org/abstracts/search?q=RES%20Policies" title=" RES Policies"> RES Policies</a>, <a href="https://publications.waset.org/abstracts/search?q=RES%20Potential" title=" RES Potential"> RES Potential</a>, <a href="https://publications.waset.org/abstracts/search?q=RES%20Utilization" title=" RES Utilization"> RES Utilization</a> </p> <a href="https://publications.waset.org/abstracts/16609/green-y-model-for-preliminary-sustainable-economical-concept-of-renewable-energy-sources-deployment-in-asean-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16609.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">501</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">59</span> What are Parents of Teacher Candidates’ Belief Towards Teaching as a Profession?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Lee%20Chuan">Chua Lee Chuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to explore parents’ beliefs towards the teaching profession. This survey was conducted on 51 parents of teacher candidates in a teacher training institute. A research instrument, using questionnaires, adapted from FIT-Choice scale developed by Richardson and Watt (2006) was used to collect data from the population. The findings showed that parents, in general, have positive attitudes towards the teaching profession. They perceived teaching as a career highly valued by the society. Though the teaching job was viewed as difficult and requiring high expertise, the salary received commensurate their hard work and heavy workload. In terms of gender, male and female parents did not differ in their beliefs about the teaching profession. However, results indicated that educational attainment and income level had significant effect on parents’ beliefs on teaching as a profession. Implications and recommendations in relation to the findings are also included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title=" teaching profession"> teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a> </p> <a href="https://publications.waset.org/abstracts/33076/what-are-parents-of-teacher-candidates-belief-towards-teaching-as-a-profession" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33076.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">396</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">58</span> An Analysis of Public Environmental Investment on the Sustainable Development in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Y.%20Chen">K. Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20N.%20Jia"> Y. N. Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Chua"> H. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20Kan"> C. W. Kan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the largest developing country in the world, China is now facing the problem arising from the environment. Thus, China government increases the environmental investment yearly. In this study, we will analyse the effect of the public environmental investment on the sustainable development in China. Firstly, we will review the current situation of China's environmental issue. Secondly, we will collect the yearly environmental data as well as the information of public environmental investment. Finally, we will use the collected data to analyse and project the SWOT of public environmental investment in China. Therefore, the aim of this paper is to provide the relationship between public environmental investment and sustainable development in China. Based on the data collected, it was revealed that the public environmental investment had a positive impact on the sustainable development in China as well as the GDP growth. Acknowledgment: Authors would like to thank the financial support from the Hong Kong Polytechnic University for this work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20environmental%20investment" title=" public environmental investment"> public environmental investment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a> </p> <a href="https://publications.waset.org/abstracts/60215/an-analysis-of-public-environmental-investment-on-the-sustainable-development-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60215.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">370</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">57</span> Towards Automated Remanufacturing of Marine and Offshore Engineering Components </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aprilia">Aprilia</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Liang%20Keith%20Nguyen"> Wei Liang Keith Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu%20Beng%20Tor"> Shu Beng Tor</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerald%20Gim%20Lee%20Seet"> Gerald Gim Lee Seet</a>, <a href="https://publications.waset.org/abstracts/search?q=Chee%20Kai%20Chua"> Chee Kai Chua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Automated remanufacturing process is of great interest in today’s marine and offshore industry. Most of the current remanufacturing processes are carried out manually and hence they are error prone, labour-intensive and costly. In this paper, a conceptual framework for automated remanufacturing is presented. This framework involves the integration of 3D non-contact digitization, adaptive surface reconstruction, additive manufacturing and machining operation. Each operation is operated and interconnected automatically as one system. The feasibility of adaptive surface reconstruction on marine and offshore engineering components is also discussed. Several engineering components were evaluated and the results showed that this proposed system is feasible. Conclusions are drawn and further research work is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20surface%20reconstruction" title="adaptive surface reconstruction">adaptive surface reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20remanufacturing" title=" automated remanufacturing"> automated remanufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20repair" title=" automatic repair"> automatic repair</a>, <a href="https://publications.waset.org/abstracts/search?q=reverse%20engineering" title=" reverse engineering"> reverse engineering</a> </p> <a href="https://publications.waset.org/abstracts/57009/towards-automated-remanufacturing-of-marine-and-offshore-engineering-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57009.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">326</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">56</span> A Critical Analysis of Environmental Investment in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Y.%20Chen">K. Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Chua"> H. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20Kan"> C. W. Kan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental investment is an important issue in many countries. In this study, we will first review the environmental issues related to India and their effect on the economical development. Secondly, economic data would be collected from government yearly statistics. The statistics would also include the environmental investment information of India. Finally, we would co-relate the data in order to find out the relationship between environmental investment and sustainable development in India. Therefore, in the paper, we aim to analyse the effect of an environmental investment on the sustainable development in India. Based on the economic data collected, India is in development status with fast population and GDP growth speed. India is facing the environment problems due to its high-speed development. However, the environment investment could give a positive impact on the sustainable development in India. The environmental investment is keeping in the same growth rate with GDP. Acknowledgment: Authors would like to thank the financial support from the Hong Kong Polytechnic University for this work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=India" title="India">India</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20investment" title=" environmental investment"> environmental investment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a> </p> <a href="https://publications.waset.org/abstracts/60210/a-critical-analysis-of-environmental-investment-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> A Preliminary Study of Economic Dimension of Underground Rock Caverns for Water Storage at Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junlong%20Shang">Junlong Shang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhengxian%20Chua"> Zhengxian Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=Hoongping%20Peh"> Hoongping Peh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhiye%20Zhao"> Zhiye Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to scarce land resources in Singapore, it is imperative to increase water storage capacities to meet the increasing demand of water to secure a sustainable development, which can be achieved in the underground by rock caverns. In this paper, a preliminary study on the effects of cavern span, height and radius on the cavern stability is presented to provide a guidance on the cavern construction in the context of Singapore. It is found that the radius of caverns should be around half of the span width (i.e., B/R=2) to reduce vertical displacement at the crown of cavern. The smaller the rock cover, the smaller displacement. The minimum rock thickness should be at least the same as the cavern span to eliminate excessive yielded element. Finally, rock support system is introduced to maintain the profile of caverns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cavern%20dimension" title="cavern dimension">cavern dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20modelling" title=" numerical modelling"> numerical modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=underground%20rock%20cavern" title=" underground rock cavern"> underground rock cavern</a> </p> <a href="https://publications.waset.org/abstracts/90863/a-preliminary-study-of-economic-dimension-of-underground-rock-caverns-for-water-storage-at-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90863.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">320</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">54</span> Magnetic Properties and Cytotoxicity of Ga-Mn Magnetic Ferrites Synthesized by the Citrate Sol-Gel Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20S%C3%A1nchez">Javier Sánchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Elena%20De%20Le%C3%B3n%20Prado"> Laura Elena De León Prado</a>, <a href="https://publications.waset.org/abstracts/search?q=Dora%20Alicia%20Cort%C3%A9s%20Hern%C3%A1ndez"> Dora Alicia Cortés Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Magnetic spinel ferrites are materials that possess size, magnetic properties and heating ability adequate for their potential use in biomedical applications. The Mn<sub>0.5</sub>Ga<sub>0.5</sub>Fe<sub>2</sub>O<sub>4</sub> magnetic nanoparticles (MNPs) were synthesized by sol-gel method using citric acid as chelating agent of metallic precursors. The synthesized samples were identified by X-Ray Diffraction (XRD) as an inverse spinel structure with no secondary phases. Saturation magnetization (<em>Ms</em>) of crystalline powders was 45.9 emu/g, which was higher than those corresponding to GaFe<sub>2</sub>O<sub>4</sub> (14.2 emu/g) and MnFe<sub>2</sub>O<sub>4</sub> (40.2 emu/g) synthesized under similar conditions, while the coercivity field (<em>Hc</em>) was 27.9 Oe. The average particle size was 18 ± 7 nm. The heating ability of the MNPs was enough to increase the surrounding temperature up to 43.5 °C in 7 min when a quantity of 4.5 mg of MNPs per mL of liquid medium was tested. Cytotoxic effect (hemolysis assay) of MNPs was determined and the results showed hemolytic values below 1% in all tested cases. According to the results obtained, these synthesized nanoparticles can be potentially used as thermoseeds for hyperthermia therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=manganese-gallium%20ferrite" title="manganese-gallium ferrite">manganese-gallium ferrite</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20hyperthermia" title=" magnetic hyperthermia"> magnetic hyperthermia</a>, <a href="https://publications.waset.org/abstracts/search?q=heating%20ability" title=" heating ability"> heating ability</a>, <a href="https://publications.waset.org/abstracts/search?q=cytotoxicity" title=" cytotoxicity"> cytotoxicity</a> </p> <a href="https://publications.waset.org/abstracts/65209/magnetic-properties-and-cytotoxicity-of-ga-mn-magnetic-ferrites-synthesized-by-the-citrate-sol-gel-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65209.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">393</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">53</span> Environment Situation Analysis of Germany</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Y.%20Chen">K. Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Chua"> H. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20Kan"> C. W. Kan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we will analyze Germany’s environmental situation such as water and air quality and review its environmental policy. In addition, we will collect the yearly environmental data as well as information concerning public environmental investment. Based on the data collect, we try to find out the relationship between public environmental investment and sustainable development in Germany. In addition, after comparing the trend of environmental quality and situation of environmental policy and investment, we may have some conclusions and learnable aspects to refer to. Based upon the data collected, it was revealed that Germany has established a well-developed institutionalization of environmental education. And the ecological culture at school is dynamic and continuous renewal. The booming of green markets in Germany is a very successful experience for learning. The green market not only creates a number of job opportunities, but also helps the government to improve and protect the environment. Acknowledgement: Authors would like to thank the financial support from the Hong Kong Polytechnic University for this work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Germany" title="Germany">Germany</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20environmental%20investment" title=" public environmental investment"> public environmental investment</a>, <a href="https://publications.waset.org/abstracts/search?q=environment%20quality" title=" environment quality"> environment quality</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/60214/environment-situation-analysis-of-germany" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Development and Psychometric Evaluation of the Malaysian Multi-Ethnic Discrimination Scale</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Bee%20Seok">Chua Bee Seok</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamsul%20Amri%20Baharuddin"> Shamsul Amri Baharuddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferlis%20Bahari"> Ferlis Bahari</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmine%20Adela%20Mutang"> Jasmine Adela Mutang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lailawati%20Madlan"> Lailawati Madlan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosnah%20Ismail"> Rosnah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Asong%20Joseph"> Asong Joseph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaysia is a country famously known for its multiple unique cultural and ethnic diversities. Despite the diversity of culture, customs and beliefs, respectively, Malaysia still be able to stand as a harmonious country. However, if there is an attitude of stereotypes, prejudice and discrimination among ethnic, it may seriously affect the solidarity between people in Malaysia. Thus, this study focuses on constructing a scale measuring the Malaysian experience, strategy and effect of ethnic discrimination. To develop a quantitative measure on ethnic discrimination directed against Malaysian, a three-step process is proposed: Exploratory factor analysis, validity analysis, and internal consistency reliability analysis. Results, limitations, and implications of the study are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test%20development" title="test development">test development</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20multi-ethnic%20discrimination%20scale" title=" Malaysian multi-ethnic discrimination scale"> Malaysian multi-ethnic discrimination scale</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20factor%20analysis" title=" exploratory factor analysis"> exploratory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-ethnic" title=" multi-ethnic"> multi-ethnic</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a> </p> <a href="https://publications.waset.org/abstracts/15972/development-and-psychometric-evaluation-of-the-malaysian-multi-ethnic-discrimination-scale" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15972.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">742</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">51</span> Evaluation of Flange Bending Capacity near Member End Using a Finite Element Analysis Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Kamischke">Alicia Kamischke</a>, <a href="https://publications.waset.org/abstracts/search?q=Souhail%20Elhouar"> Souhail Elhouar</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20Khodair"> Yasser Khodair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American Institute of Steel Construction (AISC) Specification (360-10) provides equations for calculating the capacity of a W-shaped steel member to resist concentrated forces applied to its flange. In the case of flange local bending, the capacity equations were primarily formulated for an interior point along the member, which is defined to be at a distance larger than ten flange thicknesses away from the member’s end. When a concentrated load is applied within ten flange thicknesses from the member’s end, AISC requires a fifty percent reduction to be applied to the flange bending capacity. This reduction, however, is not supported by any research. In this study, finite element modeling is used to investigate the actual reduction in capacity near the end of such a steel member. The results indicate that the AISC equation for flange local bending is quite conservative for forces applied at less than ten flange thicknesses from the member’s end and a new equation is suggested for the evaluation of available flange local bending capacity within that distance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flange%20local%20bending" title="flange local bending">flange local bending</a>, <a href="https://publications.waset.org/abstracts/search?q=concentrated%20forces" title=" concentrated forces"> concentrated forces</a>, <a href="https://publications.waset.org/abstracts/search?q=column" title=" column"> column</a>, <a href="https://publications.waset.org/abstracts/search?q=flange%20capacity" title=" flange capacity"> flange capacity</a> </p> <a href="https://publications.waset.org/abstracts/22697/evaluation-of-flange-bending-capacity-near-member-end-using-a-finite-element-analysis-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22697.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">687</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">50</span> A Study of Environmental Investment on the Sustainable Development in United States </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Y.%20Chen">K. Y. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20N.%20Jia"> Y. N. Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Chua"> H. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20Kan"> C. W. Kan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In United States (US), the environmental policy went through two stages that are government control period and market mechanism period. In the government control period in the 1970s, environmental problems in U.S. are treated by mandatory direct control method, including promulgation of laws, formulation of emission standards and mandatory installation of pollution treatment equipment. After the 1980s, the environmental policy in U.S. went into the second stage, in which the government strengthened the incentives and coordination effects of market. Since then, environmental governance had been partially replaced by means of economic regulation of the market. Green Tax Policy and Marketable Pollution Permits are good examples of government's economic interventions. U.S. Federal Government regards environmental industry as high-tech industry which is promoted in this period. Therefore, in the paper, we aim to analyse the effect of environmental investment on the sustainable development in the US. Acknowledgment: Authors would like to thank the financial support from the Hong Kong Polytechnic University for this work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=United%20States" title="United States">United States</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20environmental%20investment" title=" public environmental investment"> public environmental investment</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/60209/a-study-of-environmental-investment-on-the-sustainable-development-in-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60209.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">249</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">49</span> Employing a Flipped Classroom Approach to Support Project-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kian%20Jon%20Chua">Kian Jon Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam%20Md%20Raisul"> Islam Md Raisul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Findings on a research study conducted for a group of year-2 engineering students participating in a flipped classroom (FC) experience that is judiciously incorporated into project-based learning (PBL) module are presented. The chief purpose of the research is to identify whether if the incorporation of flipped classroom approach to project-based learning indeed yields a positive learning experience for engineering students. Results are presented and compared from the two classes of students – one is subjected to a traditional PBL learning mode while the other undergoes a hybrid PBL-FC learning format. Some themes related to active learning, problem-solving ability, teacher as facilitator, and degree of self-efficacy are also discussed. This paper hopes to provide new knowledge and insights relating to the introduction of flipped classroom learning to a project-based engineering module. Some potential study limitations and future directions to address them are also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hybrid%20project-based%20learning" title="hybrid project-based learning">hybrid project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/125786/employing-a-flipped-classroom-approach-to-support-project-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125786.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">136</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">48</span> Biological Aquaculture System (BAS) Design and Water Quality on Marble Goby (Oxyeleotris marmoratus): A Water Recirculating Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=AnnWon%20Chew">AnnWon Chew</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Norulaini%20Nik%20Ab%20Rahman"> Nik Norulaini Nik Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Omar%20Ab%20Kadir"> Mohd Omar Ab Kadir</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20C.%20Chen"> C. C. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaafar%20Chua"> Jaafar Chua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an innovative process to solve the ammonia, nitrite and nitrate build-up problem in recirculating system using Biological Aquaculture System (BAS). The novel aspects of the process lie in a series of bioreactors that specially arrange and design to meet the required conditions for water purification. The BAS maximizes the utilization of bio-balls as the ideal surface for beneficial microbes to flourish. It also serves as a physical barrier that traps organic particles, which in turn becomes source for the microbes to perform their work. The operation in the proposed system gives a low concentration and average range of good maintain excellent water quality, i.e., with low levels of ammonia, nitrite, nitrate, a suitable pH range for aquaculture and low turbidity. The BAS thus provides a solution for sustainable small-scale, urban aquaculture operation with a high recovery water and minimal waste disposal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ammonia" title="ammonia">ammonia</a>, <a href="https://publications.waset.org/abstracts/search?q=bioreactor" title=" bioreactor"> bioreactor</a>, <a href="https://publications.waset.org/abstracts/search?q=Biological%20Aquaculture%20System%20%28BAS%29" title=" Biological Aquaculture System (BAS)"> Biological Aquaculture System (BAS)</a>, <a href="https://publications.waset.org/abstracts/search?q=bio-balls" title=" bio-balls"> bio-balls</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20recirculating%20technology" title=" water recirculating technology"> water recirculating technology</a> </p> <a href="https://publications.waset.org/abstracts/19005/biological-aquaculture-system-bas-design-and-water-quality-on-marble-goby-oxyeleotris-marmoratus-a-water-recirculating-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19005.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">592</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">47</span> Spatial Variability of Environmental Parameters and Its Relationship with an Environmental Injustice on the Bike Paths of Santiago, Chile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Mu%C3%B1oz">Alicia Muñoz</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Oyola"> Pedro Oyola</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristian%20Henriquez"> Cristian Henriquez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pollution in Santiago de Chile has a spatial variability due to different factors, including meteorological parameters and emission sources. Socioenvironmental aspects are also significant for pollution in the canopy layer since it influences the type of edification, vegetal mass proportion and other environmental conditions. This study analyzes spatially urban pollution in Santiago, specifically, from the bike path perspective. Bike paths are located in high traffic zones, as consequence, users are constantly exposed to urban pollution. Measurements were made at the higher polluted hour, three days a week, including three transit regimes, on the most polluted month of the year. The environmental parameters are fine particulate matter (Model 8520, DustTrak Aerosol Monitor, TSI), temperature and relative humidity; it was also considerate urban parameters as sky view factor and vegetal mass. Identification of an environmental injustice will be achieved with a spatial modeling, including all urban factors and environmental mediations with an economic index of population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=canopy%20layer" title="canopy layer">canopy layer</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20injustice" title=" environmental injustice"> environmental injustice</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20modeling" title=" spatial modeling"> spatial modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20pollution" title=" urban pollution"> urban pollution</a> </p> <a href="https://publications.waset.org/abstracts/73253/spatial-variability-of-environmental-parameters-and-its-relationship-with-an-environmental-injustice-on-the-bike-paths-of-santiago-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Effects of Gratitude Practice on Relationship Satisfaction and the Role of Perceived Superiority</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anomi%20Bearden">Anomi Bearden</a>, <a href="https://publications.waset.org/abstracts/search?q=Brooke%20Goodyear"> Brooke Goodyear</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Khan"> Alicia Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This repeated-measures experiment explored the effects of six weeks of gratitude practice on college students (N = 67) on relationship satisfaction and perceived superiority. Replicating previous research on gratitude practice, it was hypothesized that after consistent gratitude practice, participants in the experimental group (n = 32) would feel increased levels of relationship satisfaction compared to the control group (n = 35). Of particular interest was whether the level of perceived superiority would moderate the effect of gratitude practice on relationship satisfaction. The gratitude group evidenced significantly higher appreciation and marginally higher relationship satisfaction at post-test than the control group (both groups being equal at pre-test). Significant enhancements in gratitude, satisfaction, and feeling both appreciative and appreciated were found in the gratitude group, as well as significant enhancements in gratitude, satisfaction, and feeling appreciated in the control group. Appreciation for one’s partner was the only measure that improved in the gratitude group and not the control group from pre-test to post-test. Perceived superiority did not change significantly from pre-test to post-test in either group, supporting the prevalence and stability of this bias within people’s overall perceptions of their relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude" title="gratitude">gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20satisfaction" title=" relationship satisfaction"> relationship satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20superiority" title=" perceived superiority"> perceived superiority</a>, <a href="https://publications.waset.org/abstracts/search?q=partner%20appreciation" title=" partner appreciation"> partner appreciation</a> </p> <a href="https://publications.waset.org/abstracts/154694/effects-of-gratitude-practice-on-relationship-satisfaction-and-the-role-of-perceived-superiority" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154694.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">109</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">45</span> Comparative Study of Line Voltage Stability Indices for Voltage Collapse Forecasting in Power Transmission System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20H.%20Goh">H. H. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=Q.%20S.%20Chua"> Q. S. Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20W.%20Lee"> S. W. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20C.%20Kok"> B. C. Kok</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Goh"> K. C. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20T.%20K.%20Teo"> K. T. K. Teo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At present, the evaluation of voltage stability assessment experiences sizeable anxiety in the safe operation of power systems. This is due to the complications of a strain power system. With the snowballing of power demand by the consumers and also the restricted amount of power sources, therefore, the system has to perform at its maximum proficiency. Consequently, the noteworthy to discover the maximum ability boundary prior to voltage collapse should be undertaken. A preliminary warning can be perceived to evade the interruption of power system’s capacity. The effectiveness of line voltage stability indices (LVSI) is differentiated in this paper. The main purpose of the indices is used to predict the proximity of voltage instability of the electric power system. On the other hand, the indices are also able to decide the weakest load buses which are close to voltage collapse in the power system. The line stability indices are assessed using the IEEE 14 bus test system to validate its practicability. Results demonstrated that the implemented indices are practically relevant in predicting the manifestation of voltage collapse in the system. Therefore, essential actions can be taken to dodge the incident from arising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20line" title="critical line">critical line</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20outage" title=" line outage"> line outage</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20voltage%20stability%20indices%20%28LVSI%29" title=" line voltage stability indices (LVSI)"> line voltage stability indices (LVSI)</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20loadability" title=" maximum loadability"> maximum loadability</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20collapse" title=" voltage collapse"> voltage collapse</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20instability" title=" voltage instability"> voltage instability</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20stability%20analysis" title=" voltage stability analysis"> voltage stability analysis</a> </p> <a href="https://publications.waset.org/abstracts/15431/comparative-study-of-line-voltage-stability-indices-for-voltage-collapse-forecasting-in-power-transmission-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15431.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">360</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">44</span> Measuring the Effectiveness of Response Inhibition regarding to Motor Complexity: Evidence from the Stroop Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Germ%C3%A1n%20G%C3%A1lvez-Garc%C3%ADa">Germán Gálvez-García</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Lavin"> Marta Lavin</a>, <a href="https://publications.waset.org/abstracts/search?q=Javiera%20Pe%C3%B1a"> Javiera Peña</a>, <a href="https://publications.waset.org/abstracts/search?q=Javier%20Albayay"> Javier Albayay</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudio%20Bascour"> Claudio Bascour</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesus%20Fernandez-Gomez"> Jesus Fernandez-Gomez</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20P%C3%A9rez-G%C3%A1lvez"> Alicia Pérez-Gálvez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We studied the effectiveness of response inhibition in movements with different degrees of motor complexity when they were executed in isolation and alternately. Sixteen participants performed the Stroop task which was used as a measure of response inhibition. Participants responded by lifting the index finger and reaching the screen with the same finger. Both actions were performed separately and alternately in different experimental blocks. Repeated measures ANOVAs were used to compare reaction time, movement time, kinematic errors and Movement errors across conditions (experimental block, movement, and congruency). Delta plots were constructed to perform distributional analyses of response inhibition and accuracy rate. The effectiveness of response inhibition did not show difference when the movements were performed in separated blocks. Nevertheless, it showed differences when they were performed alternately in the same experimental block, being more effective for the lifting action. This could be due to a competition of the available resources during a more complex scenario which also demands to adopt some strategy to avoid errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=response%20inhibition" title="response inhibition">response inhibition</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20complexity" title=" motor complexity"> motor complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=Stroop%20task" title=" Stroop task"> Stroop task</a>, <a href="https://publications.waset.org/abstracts/search?q=delta%20plots" title=" delta plots"> delta plots</a> </p> <a href="https://publications.waset.org/abstracts/78372/measuring-the-effectiveness-of-response-inhibition-regarding-to-motor-complexity-evidence-from-the-stroop-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78372.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">394</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">43</span> Untargeted Small Metabolite Identification from Thermally Treated Tualang Honey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Suan%20Chua">Lee Suan Chua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of thermal treatment on Tualang honey sample in terms of honey colour and heat-induced small metabolites. The heating process was carried out in a temperature controlled water batch at 90 °C for 4 hours. The honey samples were put in cylinder tubes with the dimension of 1 cm diameter and 10 cm length for homogenous heat transfer. The results found that the thermal treatment produced not only hydroxylmethylfurfural, but also other harmful substances such as phthalic anhydride and radiolytic byproducts. The degradation of honey protein was reported due to the detection of free amino acids such as cysteine and phenylalanine in heat-treated honey samples. Sugar dehydration also occurred because fragmented di-galactose was identified based on the presence of characteristic ions in the mass fragmentation pattern. The honey colour was found getting darker as the heating duration was increased up to 4 hours. Approximately, 60 mm PFund of increment was noticed for the honey colour with the colour change rate of 14.8 mm PFund per hour. Based on the principal component analysis, the chemical profile of Tualang honey was significantly altered after 2 hours of heating at 90 °C. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=honey%20colour" title="honey colour">honey colour</a>, <a href="https://publications.waset.org/abstracts/search?q=hydroxylmethylfurfural" title=" hydroxylmethylfurfural"> hydroxylmethylfurfural</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20treatment" title=" thermal treatment"> thermal treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=tualang%20honey" title=" tualang honey"> tualang honey</a> </p> <a href="https://publications.waset.org/abstracts/39448/untargeted-small-metabolite-identification-from-thermally-treated-tualang-honey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Behaviour and Design of the Candle-Loc Inter-Module Connection in High-Rise Modular Buildings under Seismic Action</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alessandro%20Marzucchini">Alessandro Marzucchini</a>, <a href="https://publications.waset.org/abstracts/search?q=Yie%20Sue%20Chua"> Yie Sue Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Lian"> Andrew Lian</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Shonn%20Mills"> Richard Shonn Mills</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A unique, fast and easy installed inter-module connection named Candle-Loc was developed and applied in several high-rise steel and reinforced concrete modular buildings in Singapore and Hong Kong, China. However, its effect on the global behaviour of modular buildings in high seismic zones was not studied. Therefore, the design concept and the structural performance of each component in this connection was investigated through analytical approach. Response spectrum, linear time-history, and nonlinear time-history analyses were conducted to investigate the effects of the different joint models of the Candle-Loc in the global analysis of high-rise buildings under high seismic loads. It is found that it is important to assess the level of plasticity developed in the inter-module connection under high seismic loads. The ductility of the lateral force resisting system influences the amount of load taken by the inter-module connections. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high-rise" title="high-rise">high-rise</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-module%20connection" title=" inter-module connection"> inter-module connection</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear" title=" nonlinear"> nonlinear</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic" title=" seismic"> seismic</a>, <a href="https://publications.waset.org/abstracts/search?q=time-history%20analysis" title=" time-history analysis"> time-history analysis</a> </p> <a href="https://publications.waset.org/abstracts/170766/behaviour-and-design-of-the-candle-loc-inter-module-connection-in-high-rise-modular-buildings-under-seismic-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170766.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">203</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">41</span> Design of a Multidisciplinary Project-Oriented Capstone Course for Mechanical Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Cheng%20Cheng">Chi-Cheng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Che-Hsin%20Lin"> Che-Hsin Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Jen%20Wang"> Yu-Jen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chua-Chin%20Wang"> Chua-Chin Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project-oriented capstone course has become a required element for most engineering educational units. It is not only because the capstone course is an important criterion for international accreditation of engineering degree programs under Washington Accord, but also the capstone course provides an opportunity for students to apply what they have learned in their school years to actual engineering problems. Nevertheless, most project-oriented capstone courses are conducted with one single project for all students or teams. In other words, students work to reach the same or similar goals by coming up with different layouts and approaches. It appears not suitable for a multidisciplinary engineering department. Therefore, a one-year multidisciplinary project-oriented capstone course was designed for the junior year of the undergraduate program. About one-half of faculty members in the department needs to be involved in generating as many projects as possible to meet different students' interests and specialties. Project achievement has to be displayed and demonstrated in the annual exposition and competition at the end of this course. Significant success in attracting attention and hardworking of students on projects was witnessed for the past two pilot years. Analysis of course evaluation demonstrates positive impact on all perspectives despite of slightly negative influence due to poor communication and collaboration between students and their project supervisors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Capstone%20course" title="Capstone course">Capstone course</a>, <a href="https://publications.waset.org/abstracts/search?q=CDIO" title=" CDIO"> CDIO</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20learning" title=" project-oriented learning"> project-oriented learning</a> </p> <a href="https://publications.waset.org/abstracts/69448/design-of-a-multidisciplinary-project-oriented-capstone-course-for-mechanical-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Alicia%20Chua%20Si%20Wen&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Alicia%20Chua%20Si%20Wen&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Alicia%20Chua%20Si%20Wen&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" 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