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Millard</title> <meta name="description" content="Search results for: Lourens Millard"> <meta name="keywords" content="Lourens Millard"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Lourens Millard"> <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> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Lourens Millard</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Effects from Maillard Reactions on the Alleginicity of Peanuts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Radhi">Khadija Radhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Food allergy is a serious public health problem, especially in developed countries. As one of the most significant allergies, peanut allergy was investigated in this research. Peanut was mixed with treacle under different heating conditions. The results of glycation analyses revealed that proteins from peanuts interacted with the carbohydrates. Further studies also indicated that Millard reactions were determined by different heating treatment. It is noted that denatured peanut proteins accelerated the first stage of Millard reactions but prevented the third one. From the ELISA results, it was found that Millard reactions between proteins with sugars had no effects on the allergenicity of peanuts. Besides, there was no significant difference in allergenicity between digested and non-digested peanut proteins. However, pre-boiled peanut with denatured proteins displayed lower allergenicity after mixing with sugars. Such results indicated that denaturation is the key factor to reduce the allergenicity of the peanut proteins and it seemed that the second-staged Maillard products had less allergenicity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=allergenicity" title="allergenicity">allergenicity</a>, <a href="https://publications.waset.org/abstracts/search?q=heating%20treatment" title=" heating treatment"> heating treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=peanut" title=" peanut"> peanut</a>, <a href="https://publications.waset.org/abstracts/search?q=Maillard%20reaction" title=" Maillard reaction"> Maillard reaction</a> </p> <a href="https://publications.waset.org/abstracts/18275/effects-from-maillard-reactions-on-the-alleginicity-of-peanuts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18275.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">333</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">9</span> Comparison of Visio-spatial Intelligence Between Amateur Rugby and Netball Players Using a Hand-Eye Coordination Specific Visual Test Battery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lourens%20Millard">Lourens Millard</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerrit%20Jan%20Breukelman"> Gerrit Jan Breukelman</a>, <a href="https://publications.waset.org/abstracts/search?q=Nonkululeko%20Mathe"> Nonkululeko Mathe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The research aims to investigate the differences in visio-spatial skills (VSS) between athletes and non-athletes, as well as variations across sports, presenting conflicting findings. Therefore, the objective of this study was to determine if there exist significant differences in visio-spatial intelligence skills between rugby players and netball players, and whether such disparities are present when comparing both groups to non-athletes. Methods: Participants underwent an optometric assessment, followed by an evaluation of VSS using six established tests: the Hart Near Far Rock, saccadic eye movement, evasion, accumulator, flash memory, and ball wall toss tests. Results: The results revealed that rugby players significantly outperformed netball players in speed of recognition, peripheral awareness, and hand-eye coordination (p=.000). Moreover, both rugby players and netball players performed significantly better than non-athletes in five of the six tests (p=.000), with the exception being the visual memory test (p=.809). Conclusion: This discrepancy in performance suggests that certain VSS are superior in athletes compared to non-athletes, highlighting potential implications for theories of vision, test selection, and the development of sport-specific VSS testing batteries. Furthermore, the use of a hand-eye coordination-specific VSS test battery effectively differentiated between different sports. However, this pattern was not consistent across all VSS tests, indicating that further research should explore the training methods employed by both sports, as these factors may contribute to the observed differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visio-spatial%20intelligence%20%28VSI%29" title="visio-spatial intelligence (VSI)">visio-spatial intelligence (VSI)</a>, <a href="https://publications.waset.org/abstracts/search?q=rugby%20vision" title=" rugby vision"> rugby vision</a>, <a href="https://publications.waset.org/abstracts/search?q=netball%20vision" title=" netball vision"> netball vision</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20skills" title=" visual skills"> visual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20vision." title=" sport vision."> sport vision.</a> </p> <a href="https://publications.waset.org/abstracts/188192/comparison-of-visio-spatial-intelligence-between-amateur-rugby-and-netball-players-using-a-hand-eye-coordination-specific-visual-test-battery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188192.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">50</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">8</span> Educational Framework for Coaches on Injury Prevention in Adolescent Team Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantell%20Gouws">Chantell Gouws</a>, <a href="https://publications.waset.org/abstracts/search?q=Lourens%20Millard"> Lourens Millard</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Naude"> Anne Naude</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan-Wessel%20Meyer"> Jan-Wessel Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Brandon%20Stuwart%20Shaw"> Brandon Stuwart Shaw</a>, <a href="https://publications.waset.org/abstracts/search?q=Ina%20Shaw"> Ina Shaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Millions of South African youths participate in team sports, with netball and rugby being two of the largest worldwide. This increased participation and professionalism have resulted in an increase in the number of musculoskeletal injuries. Objective: This study examined the extent to which sport coaching knowledge translates to the injuries and prevention of injuries in adolescents participating in netball and rugby. Methods: Thirty-four South African sports coaches participated in the study. Eighteen netball coaches and 16 rugby coaches with varying levels of coaching experience were selected to participate. An adapted version of Nash and Sproule’s questionnaire was used to investigate the coaches’ knowledge with regards to sport-specific common injuries, injury prevention, fitness/conditioning, individual technique development, training programs, mental training, and preparation of players. The analysis of data was carried out using a number of different techniques outlined by Nash and Sproule (2012). These techniques were determined by the type of data. Descriptive data was used to provide statistical analysis. Quantitative data was used to determine the educational framework and knowledge of sports coaches on injury prevention. Numerical data was obtained through questions on sports injuries, as well as coaches’ sports knowledge levels. Participants’ knowledge was measured using a standardized scoring system. Results: For the 0-4 years of netball coaching experience, 76.4% of the coaches had knowledge and experience and 33.3% appropriate first aid knowledge, while for the 9-12 years and 13-16 years, 100% of the coaches had knowledge and experience and first aid knowledge. For the 0-4 years in rugby coaching experience, 59.1% had knowledge and experience and 71% the appropriate first aid knowledge; for the 17-20 years, 100% had knowledge and experience and first aid, while for higher or equal to 25 years, 45.5% had knowledge and experience. In netball, 90% of injuries consisted of ankle injuries, followed by 70% for knee, 50% for shoulder, 20% for lower leg, and 15% for finger injuries. In rugby, 81% of the injuries occurred at the knee, followed by 50% for the shoulder, 40% for the ankle, 31% for the head and neck, and 25% for hamstring injuries. Six hours of training resulted in a 13% chance of injuries in netball and a 32% chance in rugby. For 10 hours of training, the injury prevalence was 10% in netball and 17% in rugby, while 15 hours resulted in an injury incidence of 58% in netball players and a 25% chance in rugby players. Conclusion: This study highlights the need for coaches to improve their knowledge in relation to injuries and injury prevention, along with factors that act as a preventative measure and promotes players’ well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20injury" title="musculoskeletal injury">musculoskeletal injury</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20coaching" title=" sport coaching"> sport coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20trauma" title=" sport trauma"> sport trauma</a> </p> <a href="https://publications.waset.org/abstracts/149883/educational-framework-for-coaches-on-injury-prevention-in-adolescent-team-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149883.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">161</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">7</span> A South African Perspective on Self-Leadership Development for Women Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title="self-leadership">self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title=" co-curricular interventions"> co-curricular interventions</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/4217/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4217.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">397</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> A South African Perspective on Self-Leadership Development for Women Engineering Students – A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Lourens">A. S. Lourens</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Du%20Plooy"> B. Du Plooy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, initiatives have been introduced to encourage women to enter into and remain in engineering fields. However, research has shown that many women leave engineering or suffer a loss of self-esteem and self-confidence compared to their male counterparts. To address this problem, a South African comprehensive university developed a self-leadership intervention pilot study in 2013, aimed at improving the self-efficacy of its female engineering students and increasing retention rates. This paper is a qualitative, descriptive, and interpretive study of the rationale and operational aspects of the Women in Engineering Leadership Association’s (WELA) self-leadership workshop. The objectives of this paper are to provide a framework for the design of a self-leadership workshop and to provide insight into the process of developing such a workshop specifically for women engineering students at a South African university. Finally, the paper proposes an evaluation process for the pilot workshop, which also provides a framework to improve future workshops. It is anticipated that the self-leadership development framework will be applicable to other higher education institutions wishing to improve women engineering student’s feelings of self-efficacy and therefore retention rates of women in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-curricular%20interventions" title="co-curricular interventions">co-curricular interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-leadership" title=" self-leadership"> self-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a> </p> <a href="https://publications.waset.org/abstracts/2440/a-south-african-perspective-on-self-leadership-development-for-women-engineering-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2440.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">446</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> Design and Validation of a Darrieus Type Hydrokinetic Turbine for South African Irrigation Canals Experimentally and Computationally</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maritz%20Lourens%20Van%20Rensburg">Maritz Lourens Van Rensburg</a>, <a href="https://publications.waset.org/abstracts/search?q=Chantel%20Niebuhr"> Chantel Niebuhr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilizing all available renewable energy sources is an ever-growing necessity, this includes a newfound interest into hydrokinetic energy systems, which open the door to installations where conventional hydropower shows no potential. Optimization and obtaining high efficiencies are key in these installations. In this study a vertical axis Darrieus hydrokinetic turbine is designed and constructed to address certain drawbacks experience by axial flow horizontal axis turbines in an irrigation channel. Many horizontal axis turbines have been well developed and optimized to have high efficiencies but depending on the conditions experienced in an open channel, the performance of these turbines may be adversely affected. The study analyses how the designed vertical axis turbine addresses the problems experienced by a horizontal axis turbine while still achieving a satisfactory efficiency. To be able to optimize the vertical axis turbine, a computational fluid dynamics model was validated to the experimental results obtained from the power generated from a test turbine installation operating at various rotational speeds. It was found that an accurate validated model can be obtained through validation of generated power output. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrokinetic" title="hydrokinetic">hydrokinetic</a>, <a href="https://publications.waset.org/abstracts/search?q=Darrieus" title=" Darrieus"> Darrieus</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20fluid%20dynamics" title=" computational fluid dynamics"> computational fluid dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=vertical%20axis%20turbine" title=" vertical axis turbine "> vertical axis turbine </a> </p> <a href="https://publications.waset.org/abstracts/120998/design-and-validation-of-a-darrieus-type-hydrokinetic-turbine-for-south-african-irrigation-canals-experimentally-and-computationally" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120998.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">116</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> Fiber Optic Asparagine Biosensor for Fruit Juices by Co-Immobilization of L-Asparaginase and Phenol Red</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mandeep%20Kataria">Mandeep Kataria</a>, <a href="https://publications.waset.org/abstracts/search?q=Ritu%20Narula"> Ritu Narula</a>, <a href="https://publications.waset.org/abstracts/search?q=Navneet%20Kaur"> Navneet Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Asparagine is vital amino acid which is required for the development of brain and it regulates the equilibrium of central nervous system. Asparagine is the chief amino acid that forms acrylamide in baked food by reacting with reducing sugars at high temperature ( Millard Reaction i.e. amino acids and sugars give new flavors at high temperature). It can also be a parameter of freshness in fruit juices because on storage of juices at 37°C caused an 87% loss in the total free amino acids and major decrease was recorded in asparagine contents. With this significance of monitoring asparagine, in the present work a biosensor for determining asparagine in fruit juices is developed. For the construction of biosensor L-asparaginase enzyme (0.5 IU) was co-immobilized with phenol red on TEOS chitosan sol-gel plastic disc and fixed on the fiber optic tip. Tip was immersed in a cell having 5ml of substrate and absorption was noted at response time of 5 min with 10-1 - 10-10 M concentrations of asparagine at 538 nm. L-asparaginase was extracted and from Solanum nigrum Asparagine biosensor was applied fruit juices on the monitoring asparagine contents. L-asparagine concentration found to be present in fruit juices like Guava Juice, Apple Juice, Mango Juice, Litchi juice, Strawberry juice, Pineapple juice Lemon juice, and Orange juice. Hence the developed biosensor has commercial aspects in quality insurance of fruit juices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fiber%20optic%20biosensor" title="fiber optic biosensor">fiber optic biosensor</a>, <a href="https://publications.waset.org/abstracts/search?q=chitosan" title=" chitosan"> chitosan</a>, <a href="https://publications.waset.org/abstracts/search?q=teos" title=" teos"> teos</a>, <a href="https://publications.waset.org/abstracts/search?q=l-asparaginase" title=" l-asparaginase"> l-asparaginase</a> </p> <a href="https://publications.waset.org/abstracts/47241/fiber-optic-asparagine-biosensor-for-fruit-juices-by-co-immobilization-of-l-asparaginase-and-phenol-red" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47241.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">289</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> The Factors Affecting the Use of Massive Open Online Courses in Blended Learning by Lecturers in Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taghreed%20Alghamdi">Taghreed Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Hall"> Wendy Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Millard"> David Millard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Massive Open Online Courses (MOOCs) have recently gained widespread interest in the academic world, starting a wide range of discussion of a number of issues. One of these issues, using MOOCs in teaching and learning in the higher education by integrating MOOCs’ contents with traditional face-to-face activities in blended learning format, is called blended MOOCs (bMOOCs) and is intended not to replace traditional learning but to enhance students learning. Most research on MOOCs has focused on students’ perception and institutional threats whereas there is a lack of published research on academics’ experiences and practices. Thus, the first aim of the study is to develop a classification of blended MOOCs models by conducting a systematic literature review, classifying 19 different case studies, and identifying the broad types of bMOOCs models namely: Supplementary Model and Integrated Model. Thus, the analyses phase will emphasize on these different types of bMOOCs models in terms of adopting MOOCs by lecturers. The second aim of the study is to improve the understanding of lecturers’ acceptance of bMOOCs by investigate the factors that influence academics’ acceptance of using MOOCs in traditional learning by distributing an online survey to lecturers who participate in MOOCs platforms. These factors can help institutions to encourage their lecturers to integrate MOOCs with their traditional courses in universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20MOOCs" title=" blended MOOCs"> blended MOOCs</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=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=professors" title=" professors"> professors</a> </p> <a href="https://publications.waset.org/abstracts/102805/the-factors-affecting-the-use-of-massive-open-online-courses-in-blended-learning-by-lecturers-in-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102805.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">2</span> Inducing Flow Experience in Mobile Learning: An Experiment Using a Spanish Learning Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Jonsson">S. Jonsson</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Millard"> D. Millard</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Bokhove"> C. Bokhove</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphones are ubiquitous and frequently used as learning tools, which makes the design of educational apps an important area of research. A key issue is designing apps to encourage engagement while maintaining a focus on the educational aspects of the app. Flow experience is a promising method for addressing this issue, which refers to a mental state of cognitive absorption and positive emotion. Flow experience has been shown to be associated with positive emotion and increased learning performance. Studies have shown that immediate feedback is an antecedent to Flow. This experiment investigates the effect of immediate feedback on Flow experience. An app teaching Spanish phrases was developed, and 30 participants completed both a 10min session with immediate feedback and a 10min session with delayed feedback. The app contained a task where the user assembles Spanish phrases by pressing bricks with Spanish words. Immediate feedback was implemented by incorrect bricks recoiling, while correct brick moved to form part of the finished phrase. In the delayed feedback condition, the user did not know if the bricks they pressed were correct until the phrase was complete. The level of Flow experienced by the participants was measured after each session using the Flow Short Scale. The results showed that higher levels of Flow were experienced in the immediate feedback session. It was also found that 14 of the participants indicated that the demands of the task were ‘just right’ in the immediate feedback session, while only one did in the delayed feedback session. These results have implications for how to design educational technology and opens up questions for how Flow experience can be used to increase performance and engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback%20timing" title="feedback timing">feedback timing</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20language%20learning" title=" L2 language learning"> L2 language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/127274/inducing-flow-experience-in-mobile-learning-an-experiment-using-a-spanish-learning-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127274.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">132</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> Fine Characterization of Glucose Modified Human Serum Albumin by Different Biophysical and Biochemical Techniques at a Range</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neelofar">Neelofar</a>, <a href="https://publications.waset.org/abstracts/search?q=Khursheed%20Alam"> Khursheed Alam</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Ahmad"> Jamal Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protein modification in diabetes mellitus may lead to early glycation products (EGPs) or amadori product as well as advanced glycation end products (AGEs). Early glycation involves the reaction of glucose with N-terminal and lysyl side chain amino groups to form Schiff’s base which undergoes rearrangements to form more stable early glycation product known as Amadori product. After Amadori, the reactions become more complicated leading to the formation of advanced glycation end products (AGEs) that interact with various AGE receptors, thereby playing an important role in the long-term complications of diabetes. Millard reaction or nonenzymatic glycation reaction accelerate in diabetes due to hyperglycation and alter serum protein’s structure, their normal functions that lead micro and macro vascular complications in diabetic patients. In this study, Human Serum Albumin (HSA) with a constant concentration was incubated with different concentrations of glucose at 370C for a week. At 4th day, Amadori product was formed that was confirmed by colorimetric method NBT assay and TBA assay which both are authenticate early glycation product. Conformational changes in native as well as all samples of Amadori albumin with different concentrations of glucose were investigated by various biophysical and biochemical techniques. Main biophysical techniques hyperchromacity, quenching of fluorescence intensity, FTIR, CD and SDS-PAGE were used. Further conformational changes were observed by biochemical assays mainly HMF formation, fructoseamine, reduction of fructoseamine with NaBH4, carbonyl content estimation, lysine and arginine residues estimation, ANS binding property and thiol group estimation. This study find structural and biochemical changes in Amadori modified HSA with normal to hyperchronic range of glucose with respect to native HSA. When glucose concentration was increased from normal to chronic range biochemical and structural changes also increased. Highest alteration in secondary and tertiary structure and conformation in glycated HSA was observed at the hyperchronic concentration (75mM) of glucose. Although it has been found that Amadori modified proteins is also involved in secondary complications of diabetes as AGEs but very few studies have been done to analyze the conformational changes in Amadori modified proteins due to early glycation. Most of the studies were found on the structural changes in Amadori protein at a particular glucose concentration but no study was found to compare the biophysical and biochemical changes in HSA due to early glycation with a range of glucose concentration at a constant incubation time. So this study provide the information about the biochemical and biophysical changes occur in Amadori modified albumin at a range of glucose normal to chronic in diabetes. Although many implicates currently in use i.e. glycaemic control, insulin treatment and other chemical therapies that can control many aspects of diabetes. However, even with intensive use of current antidiabetic agents more than 50 % of diabetic patient’s type 2 suffers poor glycaemic control and 18 % develop serious complications within six years of diagnosis. Experimental evidence related to diabetes suggests that preventing the nonenzymatic glycation of relevant proteins or blocking their biological effects might beneficially influence the evolution of vascular complications in diabetic patients or quantization of amadori adduct of HSA by authentic antibodies against HSA-EGPs can be used as marker for early detection of the initiation/progression of secondary complications of diabetes. So this research work may be helpful for the same. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetes%20mellitus" title="diabetes mellitus">diabetes mellitus</a>, <a href="https://publications.waset.org/abstracts/search?q=glycation" title=" glycation"> glycation</a>, <a href="https://publications.waset.org/abstracts/search?q=albumin" title=" albumin"> albumin</a>, <a href="https://publications.waset.org/abstracts/search?q=amadori" title=" amadori"> amadori</a>, <a href="https://publications.waset.org/abstracts/search?q=biophysical%20and%20biochemical%20techniques" title=" biophysical and biochemical techniques"> biophysical and biochemical techniques</a> </p> <a href="https://publications.waset.org/abstracts/16020/fine-characterization-of-glucose-modified-human-serum-albumin-by-different-biophysical-and-biochemical-techniques-at-a-range" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16020.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">272</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 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); 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