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Raimi</title> <meta name="description" content="Search results for: O. R. Raimi"> <meta name="keywords" content="O. R. Raimi"> <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="O. 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R. Raimi"> <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> 7</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: O. R. Raimi</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> On Copular Constructions in Yemeni Arabic and the Cartography of Subjects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameen%20Alahdal">Ameen Alahdal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates copular constructions in Raimi Yemeni Arabic (RYA). The aim of the paper is actually twofold. First it explores the types of copular constructions in Raimi Yemeni Arabic, a variety of Arabic that has not attracted a lot of attention. In this connection, the paper shows that RYA manifests ‘bare’, verbal and pronominal/PRON copular constructions, just like other varieties of Arabic and indeed other Semitic languages like Hebrew. The sentences below from RYA represent the three constructions, respectively. (1) a. nada Hilwah Nada pretty.3sf ‘Nada is pretty’ b. kan al-banat hina was the-girls here ‘The girls were here c. ali hu-l mudiir Ali he-the manager ‘Ali is the manager’ Interestingly, in addition to these common types of copular constructions, RYA seems to exhibit dual copula sentences, a construction that features both a pronominal copula and a verbal copula. Such a construction is attested neither in Standard Arabic nor in other modern varieties of Arabic such as Lebanese, Moroccan, Egyptian, Jordanian. Remarkably, dual copular sentences do not appear even in other dialects of Yemeni Arabic such as Sanaani, Adeni and Tehami. (2) is an example. (2) maha kan-ih mudarrisah maha was-she teacher.3sf ‘Maha was a teacehr’ Second, the paper considers the cartography of subject positions in copular constructions proposed by Shlonsky and Rizzi (2018). Different copular constructions seem to involve different subject positions (which might eventually correlate with different interpretations – not our concern in this paper). Here, it is argued that in a bare copular sentence, as in (1a), RYA might exploit two criterial subject positions (in Rizzi’s sense), in addition to the canonical Spec,TP position. Under mainstream minimalist assumption, a copular sentence is analyzed as a PredP. Thus, in addition to the PredP-related thematic subject position, a criterial subject position is posited outside of PredP. (3) below represents the cartography of subject positions in a bare copular construction. (3) [……..DP subj PredP DP Pred DP/AP/PP ] In PRON sentences, as exemplified in (1c), another two subject positions are postulated high in the clause, particularly above PolP. (4) illustrates the hierarchy of the subject positions in a PRON copular construction. The subject resides in Spec,SUBJ2P. (4) …DP SUBJ2 …DP SUBJ1 … Pol … DP subj PredP Another related phenomenon in RYA which sets it apart from other languages like Hebrew is that of negative bare copular construction. This construction involves a PRON, which is not found in its affirmative counterpart. PRON, however, is hosted neither by SUBJ20 nor by SUBJ10. Rather, PRON occurs below Neg0 (Pol0 in the hierarchy). This situation raises interesting issues for the hierarchy of subjects in copular constructions as well as to the syntax of the left periphery in general. With regard to what causes the subject to move, there are different potential triggers. For instance, movement of the subject at the base, i.e., out of PredP is triggered by a labeling failure. Other movements of the subject can be driven by a formal feature like EPP, or a criterial feature like [subj]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20Arabic" title="Yemeni Arabic">Yemeni Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=copular%20constructions" title=" copular constructions"> copular constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=cartography%20of%20subjects" title=" cartography of subjects"> cartography of subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=labeling" title=" labeling"> labeling</a>, <a href="https://publications.waset.org/abstracts/search?q=criterial%20positions" title=" criterial positions"> criterial positions</a> </p> <a href="https://publications.waset.org/abstracts/142229/on-copular-constructions-in-yemeni-arabic-and-the-cartography-of-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Medium Composition for the Laboratory Production of Enzyme Fructosyltransferase (FTase)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20R.%20Raimi">O. R. Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Lateef"> A. Lateef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inoculum developments of A. niger were used for inoculation of medium for submerged fermentation and solid state fermentation. The filtrate obtained were used as sources of the extra-cellular enzymes. The FTase activities and the course of pH in submerged fermentation ranged from 7.53-24.42µ/ml and 4.4-4.8 respectively. The maximum FTase activity was obtained at 48 hours fermentation. In solid state fermentation, FTase activities ranged from 2.41-27.77µ/ml. Using ripe plantain peel and kola nut pod respectively. Both substrates supported the growth of the fungus, producing profuse growth during fermentation. In the control experiment (using kolanut pod) that lack supplementation, appreciable FTase activity of 16.92µ/ml was obtained. The optimum temperature range was 600C. it was also active at broad pH range of 1-9 with optimum obtain at pH of 5.0. FTase was stable within the range of investigated pH showing more than 60% activities. FTase can be used in the production of fructooligosaccharide, a functional food. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aspergillus%20niger" title="Aspergillus niger">Aspergillus niger</a>, <a href="https://publications.waset.org/abstracts/search?q=solid%20state%20fermentation" title=" solid state fermentation"> solid state fermentation</a>, <a href="https://publications.waset.org/abstracts/search?q=kola%20nut%20pods" title=" kola nut pods"> kola nut pods</a>, <a href="https://publications.waset.org/abstracts/search?q=Fructosyltransferase%20%28FTase%29" title=" Fructosyltransferase (FTase)"> Fructosyltransferase (FTase)</a> </p> <a href="https://publications.waset.org/abstracts/2063/medium-composition-for-the-laboratory-production-of-enzyme-fructosyltransferase-ftase" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2063.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">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Safety of Microbiologically Prepared Fructooligosaccharide on White Albino Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olayinka%20Risiquat%20Raimi">Olayinka Risiquat Raimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> FOS was produced from FTase of Aspergillus niger. HPLC analysis showed 32.24%. Consisting of 28.57% ketose and 4.67% nystose. Effects of FOS were studied on 12 weeks old albino rats. All animals survived until scheduled euthanasia. A low incidence of clinical sign and no toxicological effect were observed. Male rats fed with 2500mg/kg fructooligosaccharides had the highest weight. Male and female rat showed a significant increase in weight from first week to the fifth week. All haematological parameters examined were normal in male and female rats. Mean haematological and haemoglobin values for 2500mg/kg bw FOS fed male rats were the highest. Clinical chemistry test, glucose, albumin, and cholesterol were within normal laboratory values for a rat. The mean glucose value was lower for FOS fed male and female rats compared to those fed with honey and 60% sucrose. Gross necropsy observation showed no remarkable internal gross abnormalities for any of the animals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fructooligosaccharide" title="fructooligosaccharide">fructooligosaccharide</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20albino%20rat" title=" white albino rat"> white albino rat</a>, <a href="https://publications.waset.org/abstracts/search?q=haematology%20values" title=" haematology values"> haematology values</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry%20values" title=" clinical chemistry values"> clinical chemistry values</a> </p> <a href="https://publications.waset.org/abstracts/2062/the-safety-of-microbiologically-prepared-fructooligosaccharide-on-white-albino-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Athlete’s Preparation and Quality of Opponent as Determinants of Self-Efficacy among University Athletes in South-West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raimi%20Abiodun%20Moronfolu">Raimi Abiodun Moronfolu</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthonia%20Olusola%20Moronfolu"> Anthonia Olusola Moronfolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to assess athlete’s preparation and quality of opponent as determinants of self-efficacy among university athletes in south-west Nigeria. The descriptive research method was employed in conducting the study. A total of 200 athletes, selected from 4 universities in South-West geopolitical zone of Nigeria through a stratified random sampling technique, were used in the study. The instrument used for data collection was a self-structured questionnaire named ‘Athletes Self-Efficacy Assessment Questionnaire (ASAQ)’. This was developed by the researchers and face validated by three experts in sports psychology. The test-retest method was used in establishing the reliability of the instrument (r=0.79). A total of 200 copies of the validated ASAQ were administered on selected respondents using the spot method. The data collected was used to develop a frequency distribution table for analysis. The descriptive statistics of percentage was used in presenting the data collected, while inferential statistics of linear regression was used in drawing inferences at a 0.05 level of significance. The findings indicated that athlete’s preparation and quality of opponent were significant determinants of self-efficacy among university athletes in South-West Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athletes" title="athletes">athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=preparation" title=" preparation"> preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=opponent" title=" opponent"> opponent</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/109322/athletes-preparation-and-quality-of-opponent-as-determinants-of-self-efficacy-among-university-athletes-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109322.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">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Vocational Education: A Synergy for Skills Acquisition and Global Learning in Colleges of Education in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raimi">Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kehinde%20Olawuyi"> Kehinde Olawuyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Omoare%20Ayodeji%20Motunrayo"> Omoare Ayodeji Motunrayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last two decades, there has been rising youth unemployment, restiveness, and social vices in Nigeria. The relevance of Vocational Education for skills acquisition, global learning, and national development to address these problems cannot be underestimated. Thus, the need to economically empower Nigerian youths to be able to develop the nation and meet up in the ever-changing global learning and economy led to the assessment of Vocational Education as Synergy for the Skills Acquisition and Global Learning in Ogun State, Nigeria. One hundred and twenty out of 1,500 students were randomly selected for this study. Data were obtained through a questionnaire and were analyzed with descriptive statistics and Chi-square. The results of the study showed that 59.2% of the respondents were between 20 – 24 years of age, 60.8% were male, and 65.8% had a keen interest in Vocational Education. Also, 90% of the respondents acquired skills in extension/advisory, 78.3% acquired skills in poultry production, and 69.1% acquired skills in fisheries/aquaculture. The major constraints to Vocational Education are inadequate resource personnel (χ² = 10.25, p = 0.02), inadequate training facilities (x̅ = 2.46) and unstable power supply (x̅ = 2.38). Results of Chi-square showed significance association between constraints and Skills Acquisition (χ² = 12.54, p = 0.00) at p < 0.05 level of significance. It was established that Vocational Education significantly contributed to students’ skills acquisition and global learning. This study, therefore, recommends that inadequate personnel should be looked into by the school authority in order not to over-stretch the available staff of the institution while the provision of alternative stable power supply (solar power) is also essential for effective teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20acquisition" title=" skills acquisition"> skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20learning" title=" global learning"> global learning</a> </p> <a href="https://publications.waset.org/abstracts/113434/vocational-education-a-synergy-for-skills-acquisition-and-global-learning-in-colleges-of-education-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113434.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Efficacy of Computer Mediated Power Point Presentations on Students' Learning Outcomes in Basic Science in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunmaila%20Oyetunji%20Raimi">Sunmaila Oyetunji Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Akinloye%20Bolaji"> Olufemi Akinloye Bolaji</a>, <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina"> Abiodun Ezekiel Adesina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lingering poor performance of students in basic science spells doom for a vibrant scientific and technological development which pivoted the economic, social and physical upliftment of any nation. This calls for identifying appropriate strategies for imparting basic science knowledge and attitudes to the teaming youths in secondary schools. This study, therefore, determined the impact of computer mediated power point presentations on students’ achievement in basic science in Oyo State, Nigeria. A pre-test, posttest, control group quazi-experimental design adopted for the study. Two hundred and five junior secondary two students selected using stratified random sampling technique participated in the study. Three research questions and three hypotheses guided the study. Two evaluative instruments – Students’ Basic Science Attitudes Scale (SBSAS, r = 0.91); Students’ Knowledge of Basic Science Test (SKBST, r = 0.82) were used for data collection. Descriptive statistics of mean, standard deviation and inferential statistics of ANCOVA, scheffe post-hoc test were used to analyse the data. The results indicated significant main effect of treatment on students cognitive (F(1,200)= 171.680; p < 0.05) and attitudinal (F(1,200)= 34.466; p < 0.05) achievement in Basic science with the experimental group having higher mean gain than the control group. Gender has significant main effect (F(1,200)= 23.382; p < 0.05) on students cognitive outcomes but not significant for attitudinal achievement in Basic science. The study therefore recommended among others that computer mediated power point presentations should be incorporated into curriculum methodology of Basic science in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20science" title="basic science">basic science</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20power%20point%20presentations" title=" computer mediated power point presentations"> computer mediated power point presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a> </p> <a href="https://publications.waset.org/abstracts/27999/efficacy-of-computer-mediated-power-point-presentations-on-students-learning-outcomes-in-basic-science-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27999.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">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Efficacy of Teachers' Cluster Meetings on Teachers' Lesson Note Preparation and Teaching Performance in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusola%20Joseph%20Adesina">Olusola Joseph Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunmaila%20Oyetunji%20Raimi"> Sunmaila Oyetunji Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Akinloye%20Bolaji"> Olufemi Akinloye Bolaji</a>, <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina"> Abiodun Ezekiel Adesina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quality of education and the standard of a nation cannot rise above the quality of the teacher (NPE, 2004). Efforts at improving the falling standard of education in the country call for the need-based assessment of the primary tier of education in Nigeria. It was revealed that the teachers’ standard of performance and pupils’ achievement was below average. Teachers’ cluster meeting intervention was therefore recommended as a step towards enhancing the teachers’ professional competency, efficient and effective proactive and interactive lesson presentation. The study thus determined the impact of the intervention on teachers’ professional performance (lesson note preparation and teaching performance) in Oyo State, Nigeria. The main and interaction effects of the gender of the teachers as moderator variable were also determined. Three null hypotheses guided the study. Pre-test, posttest control group quazi experimental design was adopted for the study. Three hundred intact classes from three hundred different schools were randomly selected into treatment and control groups. Two response instruments-Classroom Lesson Note Preparation Checklist (CLNPC; r = 0.89) Cluster Lesson Observation Checklist (CLOC; r = 0.86) were used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) were used to analyse the collected data. The results showed that the teachers’ cluster meeting have significant impact on teachers’ lesson note preparation (F(1,295) = 31.607; p < 0.05; η2 = .097) and teaching performance (F(1,295) = 20.849; p < 0.05; η2 = .066) in the core subjects of primary schools in Oyo State, Nigeria. The study therefore recommended among others that teachers’ cluster meeting should be sustained for teachers’ professional development in the State. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20cluster%20meeting" title="teachers’ cluster meeting">teachers’ cluster meeting</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20lesson%20note%20preparation" title=" teacher lesson note preparation"> teacher lesson note preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20gender" title=" teachers’ gender"> teachers’ gender</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools%20in%20Oyo%20state" title=" primary schools in Oyo state"> primary schools in Oyo state</a> </p> <a href="https://publications.waset.org/abstracts/42091/efficacy-of-teachers-cluster-meetings-on-teachers-lesson-note-preparation-and-teaching-performance-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42091.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> </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 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