CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: critical reflection</title> <meta name="description" content="Search results for: critical reflection"> <meta name="keywords" content="critical reflection"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="critical reflection" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="critical reflection"> <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> 6034</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: critical reflection</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5794</span> Encouraging Teachers to be Reflective: Advantages, Obstacles and Limitations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher">Fazilet Alachaher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the constructivist perspective of teaching, which views skilled teaching as knowing what to do in uncertain and unpredictable situations, this research essay explores the topic of reflective teaching by investigating the following questions: (1) What is reflective teaching and why is it important? (2) Why should teachers be trained to be reflective and how can they be prepared to be reflective? (3) What is the role of the teaching context in teachers’ attempts to be reflective? This paper suggests that reflective teaching is important because of the various potential benefits to teaching. Through reflection, teachers can maintain their voices and creativeness thus have authority to affect students, curriculum and school policies. The discussions also highlight the need to prepare student teachers and their professional counterparts to be reflective, so they can develop the characteristics of reflective teaching and gain the potential benefits of reflection. This can be achieved by adopting models and techniques that are based on constructivist pedagogical approaches. The paper also suggests that maintaining teachers’ attempts to be reflective in a workplace context and aligning practice with pre-service teacher education programs require the administrators or the policy makers to provide the following: sufficient time for teachers to reflect and work collaboratively to discuss challenges encountered in teaching, fewer non-classroom duties, regular in-service opportunities, more facilities and freedom in choosing suitable ways of evaluating their students’ progress and needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title="creative teaching">creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching" title=" reflective teaching"> reflective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20pedagogical%20approaches" title=" constructivist pedagogical approaches"> constructivist pedagogical approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20school%20policies" title=" curriculum and school policies"> curriculum and school policies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context%20effect" title=" teaching context effect"> teaching context effect</a> </p> <a href="https://publications.waset.org/abstracts/11432/encouraging-teachers-to-be-reflective-advantages-obstacles-and-limitations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11432.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">447</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">5793</span> Design and Implementation of a 94 GHz CMOS Double-Balanced Up-Conversion Mixer for 94 GHz Imaging Radar Sensors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yo-Sheng%20Lin">Yo-Sheng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Run-Chi%20Liu"> Run-Chi Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-Chu%20Ji"> Chien-Chu Ji</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih-Chung%20Chen"> Chih-Chung Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-Chin%20Wang"> Chien-Chin Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A W-band double-balanced mixer for direct up-conversion using standard 90 nm CMOS technology is reported. The mixer comprises an enhanced double-balanced Gilbert cell with PMOS negative resistance compensation for conversion gain (CG) enhancement and current injection for power consumption reduction and linearity improvement, a Marchand balun for converting the single LO input signal to differential signal, another Marchand balun for converting the differential RF output signal to single signal, and an output buffer amplifier for loading effect suppression, power consumption reduction and CG enhancement. The mixer consumes low power of 6.9 mW and achieves LO-port input reflection coefficient of -17.8~ -38.7 dB and RF-port input reflection coefficient of -16.8~ -27.9 dB for frequencies of 90~100 GHz. The mixer achieves maximum CG of 3.6 dB at 95 GHz, and CG of 2.1±1.5 dB for frequencies of 91.9~99.4 GHz. That is, the corresponding 3 dB CG bandwidth is 7.5 GHz. In addition, the mixer achieves LO-RF isolation of 36.8 dB at 94 GHz. To the authors’ knowledge, the CG, LO-RF isolation and power dissipation results are the best data ever reported for a 94 GHz CMOS/BiCMOS up-conversion mixer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CMOS" title="CMOS">CMOS</a>, <a href="https://publications.waset.org/abstracts/search?q=W-band" title=" W-band"> W-band</a>, <a href="https://publications.waset.org/abstracts/search?q=up-conversion%20mixer" title=" up-conversion mixer"> up-conversion mixer</a>, <a href="https://publications.waset.org/abstracts/search?q=conversion%20gain" title=" conversion gain"> conversion gain</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20resistance%20compensation" title=" negative resistance compensation"> negative resistance compensation</a>, <a href="https://publications.waset.org/abstracts/search?q=output%20buffer%20amplifier" title=" output buffer amplifier"> output buffer amplifier</a> </p> <a href="https://publications.waset.org/abstracts/32066/design-and-implementation-of-a-94-ghz-cmos-double-balanced-up-conversion-mixer-for-94-ghz-imaging-radar-sensors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32066.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">530</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">5792</span> Interaction with Earth’s Surface in Remote Sensing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Spoorthi%20Sripad">Spoorthi Sripad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Remote sensing is a powerful tool for acquiring information about the Earth's surface without direct contact, relying on the interaction of electromagnetic radiation with various materials and features. This paper explores the fundamental principle of "Interaction with Earth's Surface" in remote sensing, shedding light on the intricate processes that occur when electromagnetic waves encounter different surfaces. The absorption, reflection, and transmission of radiation generate distinct spectral signatures, allowing for the identification and classification of surface materials. The paper delves into the significance of the visible, infrared, and thermal infrared regions of the electromagnetic spectrum, highlighting how their unique interactions contribute to a wealth of applications, from land cover classification to environmental monitoring. The discussion encompasses the types of sensors and platforms used to capture these interactions, including multispectral and hyperspectral imaging systems. By examining real-world applications, such as land cover classification and environmental monitoring, the paper underscores the critical role of understanding the interaction with the Earth's surface for accurate and meaningful interpretation of remote sensing data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remote%20sensing" title="remote sensing">remote sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=earth%27s%20surface%20interaction" title=" earth's surface interaction"> earth's surface interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=electromagnetic%20radiation" title=" electromagnetic radiation"> electromagnetic radiation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectral%20signatures" title=" spectral signatures"> spectral signatures</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20cover%20classification" title=" land cover classification"> land cover classification</a>, <a href="https://publications.waset.org/abstracts/search?q=archeology%20and%20cultural%20heritage%20preservation" title=" archeology and cultural heritage preservation"> archeology and cultural heritage preservation</a> </p> <a href="https://publications.waset.org/abstracts/179025/interaction-with-earths-surface-in-remote-sensing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179025.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">59</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">5791</span> Opportunity Integrated Assessment Facilitating Critical Thinking and Science Process Skills Measurement on Acid Base Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anggi%20Ristiyana%20Puspita%20Sari">Anggi Ristiyana Puspita Sari</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To recognize the importance of the development of critical thinking and science process skills, the instrument should give attention to the characteristics of chemistry. Therefore, constructing an accurate instrument for measuring those skills is important. However, the integrated instrument assessment is limited in number. The purpose of this study is to validate an integrated assessment instrument for measuring students’ critical thinking and science process skills on acid base matter. The development model of the test instrument adapted McIntire model. The sample consisted of 392 second grade high school students in the academic year of 2015/2016 in Yogyakarta. Exploratory factor analysis (EFA) was conducted to explore construct validity, whereas content validity was substantiated by Aiken’s formula. The result shows that the KMO test is 0.714 which indicates sufficient items for each factor and the Bartlett test is significant (a significance value of less than 0.05). Furthermore, content validity coefficient which is based on 8 expert judgments is obtained at 0.85. The findings support the integrated assessment instrument to measure critical thinking and science process skills on acid base matter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acid%20base%20matter" title="acid base matter">acid base matter</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/52908/opportunity-integrated-assessment-facilitating-critical-thinking-and-science-process-skills-measurement-on-acid-base-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52908.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">323</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">5790</span> Properties of Nanostructured MgB₂ Films Deposited by Magnetron Sputtering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20A.%20Prikhna">T. A. Prikhna</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20V.%20Shaternik"> A. V. Shaternik</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20E.%20Moshchil"> V. E. Moshchil</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Eisterer"> M. Eisterer</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20E.%20Shaternik"> V. E. Shaternik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the results of studying the structure, phase composition, relief, and superconducting characteristics of oxygen-containing thin films of magnesium diboride (MgB₂) deposited on a dielectric substrate by magnetron sputtering of diboride-magnesium targets. The possibility of forming films of varying degrees of crystalline perfection and phase composition in the process of precipitation and annealing is shown, depending on the conditions of deposition and annealing. In the films, it is possible to realize various combinations of the Abrikosov vortex pinning centers (in the places of fluctuations of the critical temperature of the superconducting transition (T <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20current%20density" title="critical current density">critical current density</a>, <a href="https://publications.waset.org/abstracts/search?q=diboride" title=" diboride"> diboride</a>, <a href="https://publications.waset.org/abstracts/search?q=superconducting%20thin%20films" title=" superconducting thin films"> superconducting thin films</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20critical%20field" title=" upper critical field"> upper critical field</a> </p> <a href="https://publications.waset.org/abstracts/115765/properties-of-nanostructured-mgb2-films-deposited-by-magnetron-sputtering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115765.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">5789</span> Re-Thinking Humanism as a Guiding Philosophy of Education: A Critical Reflection on Ethiopian Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sisay%20Tamrat%20Ayalew">Sisay Tamrat Ayalew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of humanism as a guiding philosophy in education, specifically focusing on Ethiopian Higher Education Institutions (EHEIs). It highlights the perceived lack of humanistic elements within the educational system and the resulting intellectual and moral decay among students. The aim of this study is to critically reflect on the essence of humanism and its relevance to Ethiopian higher education. By examining the philosophy and practice of humanism, the paper seeks to evaluate the existing state of EHEIs in relation to this educational approach. The methodology employed in this research is qualitative. The study relies primarily on literature review and analysis of policy documents to gain insights into the subject matter. A hermeneutic approach is utilized to interpret the realities observed in various contexts. The key finding of this paper is that Ethiopian higher education institutions lack humanistic elements in their educational practices. This deficiency contributes to the overall moral and intellectual decay among students. The study accentuates that humanism is not merely an optional extra but an essential tool for creating a clean academic environment and fostering the holistic development of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanism" title="humanism">humanism</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20decadence" title=" intellectual decadence"> intellectual decadence</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20sickness" title=" moral sickness"> moral sickness</a> </p> <a href="https://publications.waset.org/abstracts/169835/re-thinking-humanism-as-a-guiding-philosophy-of-education-a-critical-reflection-on-ethiopian-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169835.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">77</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">5788</span> Teacher Collaboration Impact on Bilingual Students’ Oral Communication Skills in Inclusive Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Gonz%C3%A1lez">Diana González</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Gr%C3%A0cia"> Marta Gràcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Luisa%20Adam-Alcocer"> Ana Luisa Adam-Alcocer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Incorporating digital tools into educational practices represents a valuable approach for enriching the quality of teachers' educational practices in oral competence and fostering improvements in student learning outcomes. This study aims to promote a collaborative and culturally sensitive approach to professional development between teachers and a speech therapist to enhance their self-awareness and reflection on high-quality educational practices that integrate school components to strengthen children’s oral communication and pragmatic skills. The study involved five bilingual teachers fluent in both English and Spanish, with three specializing in special education and two in general education. It focused on Spanish-English bilingual students, aged 3-6, who were experiencing speech delays or disorders in a New York City public school, with the collaboration of a speech therapist. Using EVALOE-DSS (Assessment Scale of Oral Language Teaching in the School Context - Decision Support System), teachers conducted self-assessments of their teaching practices, reflect and make-decisions throughout six classes from March to June, focusing on students' communicative competence across various activities. Concurrently, the speech therapist observed and evaluated six classes per teacher using EVALOE-DSS during the same period. Additionally, professional development meetings were held monthly between the speech therapist and teachers, centering on discussing classroom interactions, instructional strategies, and the progress of both teachers and students in their classes. Findings highlight the digital tool EVALOE-DSS's value in analyzing communication patterns and trends among bilingual children in inclusive settings. It helps in identifying improvement areas through teacher and speech therapist collaboration. After self-reflection meetings, teachers demonstrated increased awareness of student needs in oral language and pragmatic skills. They also exhibited enhanced utilization of strategies outlined in EVALOE-DSS, such as actively guiding and orienting students during oral language activities, promoting student-initiated communicative interactions, teaching students how to seek and provide information, and managing turn-taking to ensure inclusive participation. Teachers participating in the professional development program have shown positive progress in assessing their classes across all dimensions of the training tool, including instructional design, teacher conversation management, pupil conversation management, communicative functions, teacher strategies, and pupil communication functions. This includes aspects related to both teacher actions and child actions, particularly in child language development. This progress underscores the effectiveness of individual reflection (conducted weekly or biweekly using EVALOE-DSS) as well as collaborative reflection among teachers and the speech therapist during meetings. The EVALOE-SSD has proven effective in supporting teachers' self-reflection, decision-making, and classroom changes, leading to improved development of students' oral language and pragmatic skills. It has facilitated culturally sensitive evaluations of communication among bilingual children, cultivating collaboration between teachers and speech therapist to identify areas of growth. Participants in the professional development program demonstrated substantial progress across all dimensions assessed by EVALOE-DSS. This included improved management of pupil communication functions, implementation of effective teaching strategies, and better classroom dynamics. Regular reflection sessions using EVALOE-SSD supported continuous improvement in instructional practices, highlighting its role in fostering reflective teaching and enriching student learning experiences. Overall, EVALOE-DSS has proven invaluable for enhancing teaching effectiveness and promoting meaningful student interactions in diverse educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20students" title="bilingual students">bilingual students</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20sensitive" title=" culturally sensitive"> culturally sensitive</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication%20skills" title=" oral communication skills"> oral communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a> </p> <a href="https://publications.waset.org/abstracts/188246/teacher-collaboration-impact-on-bilingual-students-oral-communication-skills-in-inclusive-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188246.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">35</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">5787</span> Social Imagination and History Teaching: Critical Thinking's Possibilities in the Australian Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Howard%20Prosser">Howard Prosser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how critical thinking is framed, especially for primary-school students, in the recently established Australian Curriculum: History. Critical thinking is one of the curriculum’s 'general capabilities.' History provides numerous opportunities for critical thinking’s application in everyday life. The so-called 'history wars' that took place just prior to the curriculum’s introduction in 2014 sought to bring to light the limits of a singular historical narrative and reveal that which had been repressed. Consequently, the Australian history curriculum reflects this shifting mindset. Teachers are presented with opportunities to treat history in the classroom as a repository of social possibility, especially related to democratic potential, beyond hackneyed and jingoistic tales of Australian nationhood. Yet such opportunities are not explicit within the document and are up against pre-existing pedagogic practices. Drawing on political thinker Cornelius Castoriadis’s rendering of the 'social-historical' and 'paidea,' as well as his mobilisation of psychoanalysis, the study outlines how the curriculum’s critical-thinking component opens up possibilities for students and teachers to revise assumptions about how history is understood. This ontological shift is ultimately creative: the teachers’ imaginations connect the students’ imaginations, and vice versa, to the analysis that is at the heart of historical thinking. The implications of this social imagination add to the current discussions about historical consciousness among scholars like Peter Seixas. But, importantly, it has practical application in the primary-school classroom where history becomes creative acts, like play, that is indeterminate and social rather than fixed and individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=Castoriadis" title=" Castoriadis"> Castoriadis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a> </p> <a href="https://publications.waset.org/abstracts/67248/social-imagination-and-history-teaching-critical-thinkings-possibilities-in-the-australian-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67248.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">305</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">5786</span> Sukuk Issuance and Its Regulatory Framework in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Alshamrani">Ali Alshamrani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to give a comprehensive and critical review of sukuk issuance in Saudi Arabia, and the extent to which the issuance of sukuk in Saudi Arabia is consistent with Shariah requirements. The article is divided into two sections. Accordingly, the first section of this article begins with an examination of sukuk in general, and includes the concept of sukuk, the basic principles of sukuk, common types of sukuk, and a critical analysis of the most important differences between sukuk and conventional bonds. The second section gives a critical analysis of how sukuk work in Saudi Arabia, offering the regulatory framework of the issuance of sukuk in the KSA, and the legal challenges from Shariah point of view, and provide recommendations to overcome these challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sukuk%20issuance" title="sukuk issuance">sukuk issuance</a>, <a href="https://publications.waset.org/abstracts/search?q=Shariah" title=" Shariah"> Shariah</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=capital%20market%20authority" title=" capital market authority"> capital market authority</a> </p> <a href="https://publications.waset.org/abstracts/28720/sukuk-issuance-and-its-regulatory-framework-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28720.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">472</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">5785</span> Harnessing the Power of Feedback to Assist Progress: A Process-Based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brad%20Curabba">Brad Curabba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilising active, process-based learning methods to improve critical thinking and writing skills of second language (L2) writers brings unique challenges. To comprehensively satisfy different learners' needs, when commenting on student work, instructors can embed multiple feedback methods so that the capstone of their abilities as writers can be achieved. This research project assesses faculty and student perceptions regarding the effectiveness of various feedback practices used in process-based writing classrooms with L2 students at the American University of Sharjah (AUS). In addition, the research explores the challenges encountered by faculty during the provision of feedback practices. The quantitative research findings are based on two concurrent electronically distributed anonymous surveys; one aimed at students who have just completed a process-based writing course, and the other at instructors who delivered these courses. The student sample is drawn from multiple sections of Academic Writing I and II, and the faculty survey was distributed among the Department of Writing Studies (DWS) faculty. Our findings strongly suggest that all methods of feedback are deemed equally important by both students and faculty. Students, in particular, find process writing and its feedback practices to have greatly contributed to their writing proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title="process writing">process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20feedback" title=" formative feedback"> formative feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=composition" title=" composition"> composition</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/100983/harnessing-the-power-of-feedback-to-assist-progress-a-process-based-approach-of-providing-feedback-to-l2-composition-students-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5784</span> Critical Behaviour and Filed Dependence of Magnetic Entropy Change in K Doped Manganites Pr₀.₈Na₀.₂−ₓKₓMnO₃ (X = .10 And .15)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Ben%20Khlifa">H. Ben Khlifa</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Cheikhrouhou-Koubaa"> W. Cheikhrouhou-Koubaa</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Cheikhrouhou"> A. Cheikhrouhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The orthorhombic Pr₀.₈Na₀.₂−ₓKₓMnO₃ (x = 0.10 and 0.15) manganites are prepared by using the solid-state reaction at high temperatures. The critical exponents (β, γ, δ) are investigated through various techniques such as modified Arrott plot, Kouvel-Fisher method, and critical isotherm analysis based on the data of the magnetic measurements recorded around the Curie temperature. The critical exponents are derived from the magnetization data using the Kouvel-Fisher method, are found to be β = 0.32(4) and γ = 1.29(2) at TC ~ 123 K for x = 0.10 and β = 0.31(1) and γ = 1.25(2) at TC ~ 133 K for x = 0.15. The critical exponent values obtained for both samples are comparable to the values predicted by the 3D-Ising model and have also been verified by the scaling equation of state. Such results demonstrate the existence of ferromagnetic short-range order in our materials. The magnetic entropy changes of polycrystalline samples with a second-order phase transition are investigated. A large magnetic entropy change deduced from isothermal magnetization curves, is observed in our samples with a peak centered on their respective Curie temperatures (TC). The field dependence of the magnetic entropy changes are analyzed, which shows power-law dependence ΔSmax ≈ a(μ0 H)n at the transition temperature. The values of n obey the Curie Weiss law above the transition temperature. It is shown that for the investigated materials, the magnetic entropy change follows a master curve behavior. The rescaled magnetic entropy change curves for different applied fields collapse onto a single curve for both samples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=manganites" title="manganites">manganites</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20exponents" title=" critical exponents"> critical exponents</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetization" title=" magnetization"> magnetization</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetocaloric" title=" magnetocaloric"> magnetocaloric</a>, <a href="https://publications.waset.org/abstracts/search?q=master%20curve" title=" master curve"> master curve</a> </p> <a href="https://publications.waset.org/abstracts/142016/critical-behaviour-and-filed-dependence-of-magnetic-entropy-change-in-k-doped-manganites-pr08na02kmno3-x-10-and-15" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5783</span> Active Cyber Defense within the Concept of NATO’s Protection of Critical Infrastructures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serkan%20Ya%C4%9Fl%C4%B1">Serkan Yağlı</a>, <a href="https://publications.waset.org/abstracts/search?q=Sel%C3%A7uk%20Dal"> Selçuk Dal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cyber-attacks pose a serious threat to all states. Therefore, states constantly seek for various methods to encounter those threats. In addition, recent changes in the nature of cyber-attacks and their more complicated methods have created a new concept: active cyber defence (ACD). This article tries to answer firstly why ACD is important to NATO and find out the viewpoint of NATO towards ACD. Secondly, infrastructure protection is essential to cyber defence. Critical infrastructure protection with ACD means is even more important. It is assumed that by implementing active cyber defence, NATO may not only be able to repel the attacks but also be deterrent. Hence, the use of ACD has a direct positive effect in all international organizations’ future including NATO. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20cyber%20defence" title="active cyber defence">active cyber defence</a>, <a href="https://publications.waset.org/abstracts/search?q=advanced%20persistent%20treat" title=" advanced persistent treat"> advanced persistent treat</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title=" critical infrastructure"> critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=NATO" title=" NATO"> NATO</a> </p> <a href="https://publications.waset.org/abstracts/3927/active-cyber-defense-within-the-concept-of-natos-protection-of-critical-infrastructures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3927.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">243</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">5782</span> Microstructure and Excess Conductivity of Bulk, Ag-Added FeSe Superconductors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Koblischka">Michael Koblischka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yassine%20Slimani"> Yassine Slimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20%20Karwoth"> Thomas Karwoth</a>, <a href="https://publications.waset.org/abstracts/search?q=Anjela%20Koblischka-Veneva"> Anjela Koblischka-Veneva</a>, <a href="https://publications.waset.org/abstracts/search?q=Essia%20%20Hannachi"> Essia Hannachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> On bulk FeSe superconductors containing different additions of Ag, a thorough investigation of the microstructures was performed using optical microscopy, SEM and TEM. The electrical resistivity was measured using four-point measurements in the temperature range 2 K ≤ T ≤ 150 K. The data obtained are analyzed in the framework of the excess conductivity approach using the Aslamazov-Larkin (AL) model. The investigated samples comprised of five distinct fluctuation regimes, namely short-wave (SWF), onedimensional (1D), two-dimensional (2D), three-dimensional (3D), and critical (CR) fluctuation regimes. The coherence length along the c-axis at zero-temperature (ξc(0)), the lower and upper critical magnetic fields (Bc1 and Bc2), the critical current density (Jc) and numerous other superconducting parameters were estimated with respect to the Ag content in the samples. The data reveal a reduction of the resistivity and a strong decrease of ξc(0) when doping the 11-samples with silver. The optimum content of the Ag-addition is found at 4 wt.-% Ag, yielding the highest critical current density. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iron-based%20superconductors" title="iron-based superconductors">iron-based superconductors</a>, <a href="https://publications.waset.org/abstracts/search?q=FeSe" title=" FeSe"> FeSe</a>, <a href="https://publications.waset.org/abstracts/search?q=Ag-addition" title=" Ag-addition"> Ag-addition</a>, <a href="https://publications.waset.org/abstracts/search?q=excess%20conductivity" title=" excess conductivity"> excess conductivity</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure" title=" microstructure"> microstructure</a> </p> <a href="https://publications.waset.org/abstracts/120148/microstructure-and-excess-conductivity-of-bulk-ag-added-fese-superconductors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5781</span> A Critical Analysis on Traditional Bases of Indian Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20Kumar">Sujit Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anita%20Surroch"> Anita Surroch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indian culture, religions, literature and philosophy has attracted attention of the scholars across the globe since time immemorial. They endeavoured to interpret these dimensions as per their comprehension of Indian Society. The present paper is an attempt to portray a critical analysis of traditional bases of Indian Society as articulated by the great Indians who immensely contributed by shaping, practicing and passing these sub-systems on to the successive generations. India was endowed with a class of intellectuals par excellence during ancient times that traversed lengths and breaths of the country, interacted with the people, understood their capabilities & limitations and needs and churned such knowledge with their fellow beings. It witnessed an era of emergence of Varnashrama, Purushartha, Dharma and Sanskara system. Mention of Varna system in the Purush hymn of Rigveda, Vrihadyaranyak Upnishda. Shantiparva of Mahabharata, the Gita and the interpretations offered by Lord Krishna, Bhrigua Rishi, Yudhishtra and philosophers of modern times give a glimpse of macro level division of labour in ancient Indian Society. The Ashrama system, the four stages of life as referred to in Upnishdas (Chandogaya, Jawali) Sutras (Vashisht Dharma Sutra, Gautma Dharma Sutra), Smritis (Manusmiriti) and four step ladder described by Ved Vyasa is a comprehensive scheme of harmonious development of physical, mental and spiritual capabilities of human beings during different stages of life. The Purushartha, the four broad duties (Dharama, Artha, Kama & Moksha) of human being, lays emphasis on discharging duties as per ones Varna, Ashrama and also keeping in view the time, space and circumstances. Sanskaras are methods and a process to purify mind, body and soul. Today, one gets refraction (not reflection as shades of beliefs, customs practices and interpretations of Varnashrama, Purushartha, Dharma and Sanskara in letter and spirit has undergone changes) of such traditional bases from the writings of Indologists and other scholars. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectuals" title="intellectuals">intellectuals</a>, <a href="https://publications.waset.org/abstracts/search?q=Rigveda" title=" Rigveda"> Rigveda</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanskaras" title=" Sanskaras"> Sanskaras</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a> </p> <a href="https://publications.waset.org/abstracts/94144/a-critical-analysis-on-traditional-bases-of-indian-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94144.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">159</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">5780</span> Unveiling the Mystery of Innovation in Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Martins">Ana Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Martins"> Isabel Martins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to ascertain whether students at HEIs cultivate distributed leadership and higher-level skills to inspire knowledge creation. Critical reflection of extant literature illustrates the need for a culture of innovation in organizational sustainability. New age leadership behaviors harmonize innovation. The leadership self-efficacy construct supports organizational learning. This exploratory study applies the pragmatic paradigm methodology using the survey research method for primary data collection. A questionnaire was distributed to a sample of university students based in the Southern Anatolian region of Turkey, from both under and postgraduate Business degree programs. An analysis of the findings reveals a greater connection in influencing behavior relying more on the task-centered perspective rather than with the people perspective. These results reveal the need for HEIs to instill a humanistic perspective in curricula enabling graduates to be capable leaders with the awareness soft skills to energize creativity and innovation. A limitation of this research is that one university makes it difficult to generalize to a broader population. This study is of added value for scholars and organizations in the current knowledge and innovation economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title="distributed leadership">distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration" title=" exploration"> exploration</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20creation" title=" knowledge creation"> knowledge creation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/95602/unveiling-the-mystery-of-innovation-in-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5779</span> Developing English L2 Critical Reading and Thinking Skills through the PISA Reading Literacy Assessment Framework: A Case Study of EFL Learners in a Thai University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surasak%20Khamkhong">Surasak Khamkhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the purposive sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test which was used as a pre-test and a post-test, and an attitude questionnaire toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and the Wilcoxon signed-rank test. The results revealed that before the intervention, the students’ English reading proficiency were low as is evident from their low pre-test scores (M=14.00). They did fairly well for the access-and-retrieve questions (M=6.11), but poorly for the integrate-and-interpret questions (M=4.89) and the reflect-and-evaluate questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do better as their post-test scores were higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. This means that after the intervention, their critical reading skills had improved. In terms of their attitude towards the designed lessons and instruction, most students were satisfied with the lessons and the instruction. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20reading" title="second language reading">second language reading</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20and%20thinking%20skills" title=" critical reading and thinking skills"> critical reading and thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA%20reading%20literacy%20framework" title=" PISA reading literacy framework"> PISA reading literacy framework</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20L2%20reading%20development" title=" English L2 reading development"> English L2 reading development</a> </p> <a href="https://publications.waset.org/abstracts/81745/developing-english-l2-critical-reading-and-thinking-skills-through-the-pisa-reading-literacy-assessment-framework-a-case-study-of-efl-learners-in-a-thai-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81745.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">190</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">5778</span> Critical Success Factors of Information Technology Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athar%20Imtiaz">Athar Imtiaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Abduljalil%20S.%20Al-Mudhary"> Abduljalil S. Al-Mudhary</a>, <a href="https://publications.waset.org/abstracts/search?q=Taha%20Mirhashemi"> Taha Mirhashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roslina%20Ibrahim"> Roslina Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information Technology (IT) is being used by almost all organizations throughout the world. However, its success at supporting and improving business is debatable. There is always the risk of IT project failure and studies have proven that a large number of IT projects indeed do fail. There are many components that further the success of IT projects; these have been studied in previous studies. Studies have found the most necessary components for success in software development projects, executive information systems etc. In this study, previous literature that has looked into these success promoting factors have been critically reviewed and analyzed. Fifteen critical Success Factors (CSF) of IT projects were enlisted and examined. These factors can be applied to all IT projects and is not specific to a particular type of IT/IS project. A hypothesis was also generated after the evaluation of the factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20success%20factors" title="critical success factors">critical success factors</a>, <a href="https://publications.waset.org/abstracts/search?q=CSF" title=" CSF"> CSF</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20projects" title=" IT projects"> IT projects</a>, <a href="https://publications.waset.org/abstracts/search?q=IS%20projects" title=" IS projects"> IS projects</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development%20projects" title=" software development projects"> software development projects</a> </p> <a href="https://publications.waset.org/abstracts/2420/critical-success-factors-of-information-technology-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5777</span> Intercultural Competence, (Im)Politeness and the Use of Social Media during the Intercultural Adjustment Period of Indonesian Postgraduate Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erizal%20Lugman">Erizal Lugman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To achieve their academic goals whilst studying abroad, international students must successfully adjust to cross-cultural differences. As a result, they need to develop new abilities including intercultural competence and politeness in order to effectively communicate with different languages and cultures. (Im)politeness is also an essential aspect of intercultural competence which is vital for effective intercultural communication. This study seeks to integrate different aspects of intercultural competence, (im)politeness and the use of social media platforms which is solely focused on Indonesian students studying in the UK. Using a purposive sampling method, participants will be recruited to address the research questions who will all be volunteers and have lived in Britain for at least six months or who have passed the cultural adjustment period. Using a range of quantitative and qualitative methods, in this respect, participants will be recruited and asked to relate the intercultural experiences they encountered during the cultural adjustment period through the use of e-portfolios, interviews, and critical reflection. This will be followed by online surveying from the Indonesian participants' point of view using the cross-cultural adaptability inventory (CCAI), which aims to measure the individual potential for cross-cultural adaptability. A discursive approach will be employed which aims to focus on analysing (im)politeness as reported and narrated by the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=im%29politeness" title="im)politeness">im)politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/99035/intercultural-competence-impoliteness-and-the-use-of-social-media-during-the-intercultural-adjustment-period-of-indonesian-postgraduate-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99035.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">127</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">5776</span> Quality Based Approach for Efficient Biologics Manufacturing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takashi%20Kaminagayoshi">Takashi Kaminagayoshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shigeyuki%20Haruyama"> Shigeyuki Haruyama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To improve the manufacturing efficiency of biologics, such as antibody drugs, a quality engineering framework was designed. Within this framework, critical steps and parameters in the manufacturing process were studied. Identification of these critical steps and critical parameters allows a deeper understanding of manufacturing capabilities, and suggests to process development department process control standards based on actual manufacturing capabilities as part of a PDCA (plan-do-check-act) cycle. This cycle can be applied to each manufacturing process so that it can be standardized, reducing the time needed to establish each new process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antibody%20drugs" title="antibody drugs">antibody drugs</a>, <a href="https://publications.waset.org/abstracts/search?q=biologics" title=" biologics"> biologics</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20efficiency" title=" manufacturing efficiency"> manufacturing efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=PDCA%20cycle" title=" PDCA cycle"> PDCA cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20engineering" title=" quality engineering"> quality engineering</a> </p> <a href="https://publications.waset.org/abstracts/42626/quality-based-approach-for-efficient-biologics-manufacturing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42626.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">345</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">5775</span> Rapid Discrimination of Porcine and Tilapia Fish Gelatin by Fourier Transform Infrared- Attenuated Total Reflection Combined with 2 Dimensional Infrared Correlation Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norhidayu%20Muhamad%20Zain">Norhidayu Muhamad Zain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gelatin, a purified protein derived mostly from porcine and bovine sources, is used widely in food manufacturing, pharmaceutical, and cosmetic industries. However, the presence of any porcine-related products are strictly forbidden for Muslim and Jewish consumption. Therefore, analytical methods offering reliable results to differentiate the sources of gelatin are needed. The aim of this study was to differentiate the sources of gelatin (porcine and tilapia fish) using Fourier transform infrared- attenuated total reflection (FTIR-ATR) combined with two dimensional infrared (2DIR) correlation analysis. Porcine gelatin (PG) and tilapia fish gelatin (FG) samples were diluted in distilled water at concentrations ranged from 4-20% (w/v). The samples were then analysed using FTIR-ATR and 2DIR correlation software. The results showed a significant difference in the pattern map of synchronous spectra at the region of 1000 cm⁻¹ to 1100 cm⁻¹ between PG and FG samples. The auto peak at 1080 cm⁻¹ that attributed to C-O functional group was observed at high intensity in PG samples compared to FG samples. Meanwhile, two auto peaks (1080 cm⁻¹ and 1030 cm⁻¹) at lower intensity were identified in FG samples. In addition, using 2D correlation analysis, the original broad water OH bands in 1D IR spectra can be effectively differentiated into six auto peaks located at 3630, 3340, 3230, 3065, 2950 and 2885 cm⁻¹ for PG samples and five auto peaks at 3630, 3330, 3230, 3060 and 2940 cm⁻¹ for FG samples. Based on the rule proposed by Noda, the sequence of the spectral changes in PG samples is as following: NH₃⁺ amino acid > CH₂ and CH₃ aliphatic > OH stretch > carboxylic acid OH stretch > NH in secondary amide > NH in primary amide. In contrast, the sequence was totally in the opposite direction for FG samples and thus both samples provide different 2D correlation spectra ranged from 2800 cm-1 to 3700 cm⁻¹. This method may provide a rapid determination of gelatin source for application in food, pharmaceutical, and cosmetic products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=2%20dimensional%20infrared%20%282DIR%29%20correlation%20analysis" title="2 dimensional infrared (2DIR) correlation analysis">2 dimensional infrared (2DIR) correlation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Fourier%20transform%20infrared-%20attenuated%20total%20reflection%20%28FTIR-ATR%29" title=" Fourier transform infrared- attenuated total reflection (FTIR-ATR)"> Fourier transform infrared- attenuated total reflection (FTIR-ATR)</a>, <a href="https://publications.waset.org/abstracts/search?q=porcine%20gelatin" title=" porcine gelatin"> porcine gelatin</a>, <a href="https://publications.waset.org/abstracts/search?q=tilapia%20fish%20gelatin" title=" tilapia fish gelatin"> tilapia fish gelatin</a> </p> <a href="https://publications.waset.org/abstracts/85026/rapid-discrimination-of-porcine-and-tilapia-fish-gelatin-by-fourier-transform-infrared-attenuated-total-reflection-combined-with-2-dimensional-infrared-correlation-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85026.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">250</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">5774</span> Detection of Coupling Misalignment in a Rotor System Using Wavelet Transforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prabhakar%20Sathujoda">Prabhakar Sathujoda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vibration analysis of a misaligned rotor coupling bearing system has been carried out while decelerating through its critical speed. The finite element method (FEM) is used to model the rotor system and simulate flexural vibrations. A flexible coupling with a frictionless joint is considered in the present work. The continuous wavelet transform is used to extract the misalignment features from the simulated time response. Subcritical speeds at one-half, one-third, and one-fourth the critical speed have appeared in the wavelet transformed vibration response of a misaligned rotor coupling bearing system. These features are also verified through a parametric study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Continuous%20Wavelet%20Transform" title="Continuous Wavelet Transform">Continuous Wavelet Transform</a>, <a href="https://publications.waset.org/abstracts/search?q=Flexible%20Coupling" title=" Flexible Coupling"> Flexible Coupling</a>, <a href="https://publications.waset.org/abstracts/search?q=Rotor%20System" title=" Rotor System"> Rotor System</a>, <a href="https://publications.waset.org/abstracts/search?q=Sub%20Critical%20Speed" title=" Sub Critical Speed"> Sub Critical Speed</a> </p> <a href="https://publications.waset.org/abstracts/123448/detection-of-coupling-misalignment-in-a-rotor-system-using-wavelet-transforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123448.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">162</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">5773</span> Derivation of a Risk-Based Level of Service Index for Surface Street Network Using Reliability Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chang-Jen%20Lan">Chang-Jen Lan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current Level of Service (LOS) index adopted in Highway Capacity Manual (HCM) for signalized intersections on surface streets is based on the intersection average delay. The delay thresholds for defining LOS grades are subjective and is unrelated to critical traffic condition. For example, an intersection delay of 80 sec per vehicle for failing LOS grade F does not necessarily correspond to the intersection capacity. Also, a specific measure of average delay may result from delay minimization, delay equality, or other meaningful optimization criteria. To that end, a reliability version of the intersection critical degree of saturation (v/c) as the LOS index is introduced. Traditionally, the level of saturation at a signalized intersection is defined as the ratio of critical volume sum (per lane) to the average saturation flow (per lane) during all available effective green time within a cycle. The critical sum is the sum of the maximal conflicting movement-pair volumes in northbound-southbound and eastbound/westbound right of ways. In this study, both movement volume and saturation flow are assumed log-normal distributions. Because, when the conditions of central limit theorem obtain, multiplication of the independent, positive random variables tends to result in a log-normal distributed outcome in the limit, the critical degree of saturation is expected to be a log-normal distribution as well. Derivation of the risk index predictive limits is complex due to the maximum and absolute value operators, as well as the ratio of random variables. A fairly accurate functional form for the predictive limit at a user-specified significant level is yielded. The predictive limit is then compared with the designated LOS thresholds for the intersection critical degree of saturation (denoted as X <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reliability%20analysis" title="reliability analysis">reliability analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20of%20service" title=" level of service"> level of service</a>, <a href="https://publications.waset.org/abstracts/search?q=intersection%20critical%20degree%20of%20saturation" title=" intersection critical degree of saturation"> intersection critical degree of saturation</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20based%20index" title=" risk based index"> risk based index</a> </p> <a href="https://publications.waset.org/abstracts/112749/derivation-of-a-risk-based-level-of-service-index-for-surface-street-network-using-reliability-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112749.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">131</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">5772</span> Tectonics in Sustainable Contemporary Architecture: An Approach to the Intersection between Design and Construction in the Work of Norman Foster</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mafalda%20Fabiene%20Ferreira%20Pantoja">Mafalda Fabiene Ferreira Pantoja</a>, <a href="https://publications.waset.org/abstracts/search?q=Joao%20Da%20Costa%20Pantoja"> Joao Da Costa Pantoja</a>, <a href="https://publications.waset.org/abstracts/search?q=Rui%20Humberto%20Costa%20De%20Fernandes%20Povoas"> Rui Humberto Costa De Fernandes Povoas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper seeks to present a theoretical and practical reflection about examples of contemporary architecture in the world context where concerns about the planet become prominent and increasingly necessary. Firstly, a brief introduction will be made on the conceptual principles of tectonics in architecture in order to apply such concepts in a perspective of analysis of the intersection between design and construction in contemporary examples of Norman Foster’s architecture, once his work has demonstrated attitudes of composition that concerns about the place, technology, materials, and building life. Foster's compositions are usually focused on the role of technology in the process of architectural design, making his works a mixture of place, program, construction, and formal structures. The main purpose of the present paper is the reflection on the tools of theoretical and practical analysis about tectonics, optimizing the resources that allow cultural anchoring and creation of identity. Also establishing relation between resources, building life cycle and employment of correct materials, in order to find out how the tectonic concept can elevate the status of contemporary architecture, making it qualitative in a more sustainable context and adapted to current needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary%20architecture" title="contemporary architecture">contemporary architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=norman%20foster" title=" norman foster"> norman foster</a>, <a href="https://publications.waset.org/abstracts/search?q=tectonic" title=" tectonic"> tectonic</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20architecture" title=" sustainable architecture"> sustainable architecture</a> </p> <a href="https://publications.waset.org/abstracts/111569/tectonics-in-sustainable-contemporary-architecture-an-approach-to-the-intersection-between-design-and-construction-in-the-work-of-norman-foster" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111569.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">121</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">5771</span> Study on Surface Morphology and Reflectance of Solar Cells Applied in Pyramid Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zong-Sheng%20Chen">Zong-Sheng Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advancement of technology, human activities have increased greenhouse gas emissions and fossil fuel energy production, leading to increasingly severe global warming. To mitigate global warming, energy conservation and carbon reduction have become global goals. Solar energy, a renewable energy source, not only helps achieve energy conservation and carbon reduction but also serves as an efficient energy generation method. Solar energy, derived from sunlight, is an endless and promising energy source capable of meeting high energy demands sustainably. In recent years, many countries around the world have been developing the solar energy industry, and Taiwan is no exception. Positioned in the subtropical region, Taiwan possesses geographical advantages conducive to solar energy utilization. Furthermore, Taiwan's well-developed semiconductor technology and sophisticated equipment make it highly suitable for the development of high-efficiency solar cells. This study focuses on investigating the anti-reflection properties of solar cells. Through metal-assisted chemical etching, pyramid structures are etched to allow sunlight to pass through, achieving secondary or higher-order reflections on the surface of these structures. This trapping of light within the substrate reduces reflection rates and increases conversion efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solar%20cell" title="solar cell">solar cell</a>, <a href="https://publications.waset.org/abstracts/search?q=reflectance" title=" reflectance"> reflectance</a>, <a href="https://publications.waset.org/abstracts/search?q=pyramidal%20structure" title=" pyramidal structure"> pyramidal structure</a>, <a href="https://publications.waset.org/abstracts/search?q=potassium%20hydroxide" title=" potassium hydroxide"> potassium hydroxide</a> </p> <a href="https://publications.waset.org/abstracts/183337/study-on-surface-morphology-and-reflectance-of-solar-cells-applied-in-pyramid-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183337.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">67</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">5770</span> Requirements Engineering via Controlling Actors Definition for the Organizations of European Critical Infrastructure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiri%20F.%20Urbanek">Jiri F. Urbanek</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Barta"> Jiri Barta</a>, <a href="https://publications.waset.org/abstracts/search?q=Oldrich%20Svoboda"> Oldrich Svoboda</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20J.%20Urbanek"> Jiri J. Urbanek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The organizations of European and Czech critical infrastructure have specific position, mission, characteristics and behaviour in European Union and Czech state/ business environments, regarding specific requirements for regional and global security environments. They must respect policy of national security and global rules, requirements and standards in all their inherent and outer processes of supply-customer chains and networks. A controlling is generalized capability to have control over situational policy. This paper aims and purposes are to introduce the controlling as quite new necessary process attribute providing for critical infrastructure is environment the capability and profit to achieve its commitment regarding to the effectiveness of the quality management system in meeting customer/ user requirements and also the continual improvement of critical infrastructure organization’s processes overall performance and efficiency, as well as its societal security via continual planning improvement via DYVELOP modelling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=added%20value" title="added value">added value</a>, <a href="https://publications.waset.org/abstracts/search?q=DYVELOP" title=" DYVELOP"> DYVELOP</a>, <a href="https://publications.waset.org/abstracts/search?q=controlling" title=" controlling"> controlling</a>, <a href="https://publications.waset.org/abstracts/search?q=environments" title=" environments"> environments</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20approach" title=" process approach"> process approach</a> </p> <a href="https://publications.waset.org/abstracts/18634/requirements-engineering-via-controlling-actors-definition-for-the-organizations-of-european-critical-infrastructure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18634.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">412</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">5769</span> A Pragmatic Study of Falnama Texts Based on Critical Discourse Analysis Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raziyeh%20Mashhadi%20Moghadam">Raziyeh Mashhadi Moghadam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persian writings in the form of stories, scientific articles, historiographies, biographies, and philosophical, religious, and poetic arguments have established their presence in the past and present. Any piece of text is composed in a unique style depending on its content and subject. In this paper, a manuscript called Falnama of the Prophet is reviewed. Only a few scattered pages of this version are extant, and the author, using the name of twenty-four prophets, seeks to explore the presence and future of the reader. This version is analyzed based on Norman Fairclough’s Critical Discourse Analysis (CDA) approach to unravel the underlying processes in this type of manuscript. The spelling of some words and sentences is different from that of the new written Persian version. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application%20of%20Falnama%20texts" title="application of Falnama texts">application of Falnama texts</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Fairclough%E2%80%99s%20approach" title=" Fairclough’s approach"> Fairclough’s approach</a> </p> <a href="https://publications.waset.org/abstracts/149648/a-pragmatic-study-of-falnama-texts-based-on-critical-discourse-analysis-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149648.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">5768</span> Theorization of Dalit Feminism: Critical Reflection on Caste </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheetal%20Dinkar%20Kamble">Sheetal Dinkar Kamble</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The philosophy of Dalit women revolves around the question of how gender and caste inequality manifest itself in social institutions such as the workplace, home, community, rural economy, and the public and private spaces. On the other hand, Dalit feminism explains the range of untouchability related discriminatory practices and how they incorporate the factor of gender in all social relationships. Gender theories are needed to explain how the caste system works on gendered assumptions and are selectively subject to the notion of caste in established ways of life and the punishments for deviating from them. Dalit feminists working in the field of traditional philosophy, from anthropology to epistemology, have introduced new concepts and approaches that would have to form the basis of their philosophy. It also presents philosophical knowledge of caste, gender, religion, class, and sexuality. They are bringing a particularly feminist lens on the issues of globalization, human rights, popular culture, and caste. Dalit women’s philosophy leads to Dalit feminism and knowledge creation. It is an analysis of caste history, contributions, and the challenges faced by Dalit women in rural India. The researcher claims that the method of the case study, to understand caste and gender involved in the discussion of Dalit feminist philosophy, is important. This study will contribute towards the development of dynamic theoretical frameworks directed towards social justice and equality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caste" title="caste">caste</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion "> religion </a> </p> <a href="https://publications.waset.org/abstracts/129192/theorization-of-dalit-feminism-critical-reflection-on-caste" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5767</span> Comparison of Two Theories for the Critical Laser Radius in Thermal Quantum Plasma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somaye%20Zare">Somaye Zare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The critical beam radius is a significant factor that predicts the behavior of the laser beam in the plasma, so if the laser beam radius is adequately greater in comparison to it, the beam will experience stable focusing on the plasma; otherwise, the beam will diverge after entering into the plasma. In this work, considering the paraxial approximation and moment theories, the localization of a relativistic laser beam in thermal quantum plasma is investigated. Using the dielectric function obtained in the quantum hydrodynamic model, the mathematical equation for the laser beam width parameter is attained and solved numerically by the fourth-order Runge-Kutta method. The results demonstrate that the stouter focusing effect is occurred in the moment theory compared to the paraxial approximation. Besides, similar to the two theories, with increasing Fermi temperature, plasma density, and laser intensity, the oscillation rate of the beam width parameter growths and focusing length reduces which means improving the focusing effect. Furthermore, it is understood that behaviors of the critical laser radius are different in the two theories, in the paraxial approximation, the critical radius after a minimum value is enhanced with increasing laser intensity, but in the moment theory, with increasing laser intensity, the critical radius decreases until it becomes independent of the laser intensity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laser%20localization" title="laser localization">laser localization</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20plasma" title=" quantum plasma"> quantum plasma</a>, <a href="https://publications.waset.org/abstracts/search?q=paraxial%20approximation" title=" paraxial approximation"> paraxial approximation</a>, <a href="https://publications.waset.org/abstracts/search?q=moment%20theory" title=" moment theory"> moment theory</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20hydrodynamic%20model" title=" quantum hydrodynamic model"> quantum hydrodynamic model</a> </p> <a href="https://publications.waset.org/abstracts/171090/comparison-of-two-theories-for-the-critical-laser-radius-in-thermal-quantum-plasma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171090.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">72</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">5766</span> Comparison of Dubbing and Subtitling through Critical Discourse Analysis: Detecting Lexical Differences and Similarities in the Movie 'The Girl with the Dragon Tattoo'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saber%20Noie">Saber Noie</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Jafarpour"> F. Jafarpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translation of the movies was one of important issues of the translators. In this study, the notions of ‘foreignization’, ‘domestication’, and ‘critical discourse analysis’ (CDA) in translation studies were discussed. This study is a comparative study and attempts towards clarifying the lexical differences and similarities between dubbing and subtitling in audiovisual translation through CDA. The strategies proposed by Venuti (1995) and Newmark (1988) used first by researcher and then, the researcher went back to the Van Dijk’s CDA (1995), in the part dominance. This study shows that according to CDA, the dominant strategy in subtitling is foreignization and dominant strategy in dubbing is domestication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=CDA" title=" CDA"> CDA</a>, <a href="https://publications.waset.org/abstracts/search?q=dub" title=" dub"> dub</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitle" title=" subtitle"> subtitle</a>, <a href="https://publications.waset.org/abstracts/search?q=foreignization" title=" foreignization"> foreignization</a>, <a href="https://publications.waset.org/abstracts/search?q=domestication" title=" domestication"> domestication</a> </p> <a href="https://publications.waset.org/abstracts/87932/comparison-of-dubbing-and-subtitling-through-critical-discourse-analysis-detecting-lexical-differences-and-similarities-in-the-movie-the-girl-with-the-dragon-tattoo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87932.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">278</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">5765</span> Numerical Investigation for Ductile Fracture of an Aluminium Alloy 6061 T-6: Assessment of Critical J-Integral</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bensaada">R. Bensaada</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Almansba"> M. Almansba</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ould%20Ouali"> M. Ould Ouali</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Ferhoum"> R. Ferhoum</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20E.%20Hannachi"> N. E. Hannachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work is to simulate the ductile fracture of SEN specimens in aluminium alloy. The assessment of fracture toughness is performed with the calculation of Jc (the critical value of J-Integral) through the resistance curves. The study is done using finite element code calculation ABAQUSTM including an elastic plastic with damage model of material’s behaviour. The procedure involves specimens of four different thicknesses and four ligament sizes for every thickness. The material of study is an aluminium alloy 6061-T6 for which the necessary parameters to complete the study are given. We found the same results for the same specimen’s thickness and for different ligament sizes when the fracture criterion is evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=j-integral" title="j-integral">j-integral</a>, <a href="https://publications.waset.org/abstracts/search?q=critical-j" title=" critical-j"> critical-j</a>, <a href="https://publications.waset.org/abstracts/search?q=damage" title=" damage"> damage</a>, <a href="https://publications.waset.org/abstracts/search?q=fracture%20toughness" title=" fracture toughness"> fracture toughness</a> </p> <a href="https://publications.waset.org/abstracts/26204/numerical-investigation-for-ductile-fracture-of-an-aluminium-alloy-6061-t-6-assessment-of-critical-j-integral" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26204.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">359</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=8">8</a></li> <li class="page-item active"><span class="page-link">9</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=10">10</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=11">11</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=12">12</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=201">201</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=202">202</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20reflection&page=10" 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;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>