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: module development</title> <meta name="description" content="Search results for: module development"> <meta name="keywords" content="module development"> <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="module development" 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="module development"> <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> 16761</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: module development</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16761</span> Module Valuations and Quasi-Valuations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shai%20Sarussi">Shai Sarussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Suppose F is a field with valuation v and valuation domain Oᵥ, and R is an Oᵥ-algebra. It is known that there exists a filter quasi-valuation on R; the existence of a quasi-valuation yields several important connections between Oᵥ and R, in particular with respect to their prime spectra. In this paper, the notion of a module valuation is introduced. It is shown that any torsion-free module over Oᵥ has an induced module valuation. Moreover, several results connecting the filter quasi-valuation and module valuations are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=valuations" title="valuations">valuations</a>, <a href="https://publications.waset.org/abstracts/search?q=quasi-valuations" title=" quasi-valuations"> quasi-valuations</a>, <a href="https://publications.waset.org/abstracts/search?q=prime%20spectrum" title=" prime spectrum"> prime spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=algebras%20over%20valuation%20domains" title=" algebras over valuation domains"> algebras over valuation domains</a> </p> <a href="https://publications.waset.org/abstracts/139887/module-valuations-and-quasi-valuations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139887.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">224</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">16760</span> Evolving Knowledge Extraction from Online Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhibo%20Xiao">Zhibo Xiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Tharini%20Nayanika%20de%20Silva"> Tharini Nayanika de Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Kezhi%20Mao"> Kezhi Mao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present an evolving knowledge extraction system named AKEOS (Automatic Knowledge Extraction from Online Sources). AKEOS consists of two modules, including a one-time learning module and an evolving learning module. The one-time learning module takes in user input query, and automatically harvests knowledge from online unstructured resources in an unsupervised way. The output of the one-time learning is a structured vector representing the harvested knowledge. The evolving learning module automatically schedules and performs repeated one-time learning to extract the newest information and track the development of an event. In addition, the evolving learning module summarizes the knowledge learned at different time points to produce a final knowledge vector about the event. With the evolving learning, we are able to visualize the key information of the event, discover the trends, and track the development of an event. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evolving%20learning" title="evolving learning">evolving learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20extraction" title=" knowledge extraction"> knowledge extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20graph" title=" knowledge graph"> knowledge graph</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/61571/evolving-knowledge-extraction-from-online-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61571.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">458</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">16759</span> Experimental Study of Semitransparent and Opaque Photovoltaic Modules with and without Air Duct</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjay%20Agrawal">Sanjay Agrawal</a>, <a href="https://publications.waset.org/abstracts/search?q=Trapti%20Varshney"> Trapti Varshney</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20N.%20Tiwari"> G. N. Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, thermal modeling has been developed for photovoltaic PV modules, namely; Case A: semitransparent PV module without duct, Case B: semitransparent PV module with duct, Case C: opaque PV module without duct, Case D: opaque PV module with duct for Delhi, India climatic condition. MATLAB 7.0 software has been used to solve mathematical models of the proposed system. For validation of proposed system, the experimental study has also been carried out for all above four cases, and then comparative analysis of all different type of PV module has been presented. The hybrid PVT module air collectors presented in this study are self sustaining the system and can be used for the electricity generation in remote areas where access of electricity is not economical due to high transmission and distribution losses. It has been found that overall annual thermal energy and exergy gain of semitransparent PV module is higher by 11.6% and7.32% in summer condition and 16.39% and 18% in winter condition respectively as compared to opaque PV module considering same area (0.61 m2) of PV module. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semitransparent%20PV%20module" title="semitransparent PV module">semitransparent PV module</a>, <a href="https://publications.waset.org/abstracts/search?q=overall%20exergy" title=" overall exergy"> overall exergy</a>, <a href="https://publications.waset.org/abstracts/search?q=overall%20thermal%20energy" title=" overall thermal energy"> overall thermal energy</a>, <a href="https://publications.waset.org/abstracts/search?q=opaque" title=" opaque "> opaque </a> </p> <a href="https://publications.waset.org/abstracts/67088/experimental-study-of-semitransparent-and-opaque-photovoltaic-modules-with-and-without-air-duct" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67088.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">437</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">16758</span> PVMODREL© Development Based on Reliability Evaluation of a PV Module Using Accelerated Degradation Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abderafi%20Charki">Abderafi Charki</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Bigaud"> David Bigaud </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this oral speach is to present the PVMODREL© (PhotoVoltaic MODule RELiability) new software developed in the University of Angers. This new tool permits us to evaluate the lifetime and reliability of a PV module whatever its geographical location and environmental conditions. The electrical power output of a PV module decreases with time mainly as a result of the effects of corrosion, encapsulation discoloration, and solder bond failure. The failure of a PV module is defined as the point where the electrical power degradation reaches a given threshold value. Accelerated life tests (ALTs) are commonly used to assess the reliability of a PV module. However, ALTs provide limited data on the failure of a module and these tests are expensive to carry out. One possible solution is to conduct accelerated degradation tests. The Wiener process in conjunction with the accelerated failure time model makes it possible to carry out numerous simulations and thus to determine the failure time distribution based on the aforementioned threshold value. By this means, the failure time distribution and the lifetime (mean and uncertainty) can be evaluated. An example using the damp heat test is shown to demonstrate the usefulness PVMODREL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifetime" title="lifetime">lifetime</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=PV%20Module" title=" PV Module"> PV Module</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20life%20testing" title=" accelerated life testing"> accelerated life testing</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20degradation%20testing" title=" accelerated degradation testing"> accelerated degradation testing</a> </p> <a href="https://publications.waset.org/abstracts/23546/pvmodrel-development-based-on-reliability-evaluation-of-a-pv-module-using-accelerated-degradation-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23546.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">575</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">16757</span> Alternating Current Photovoltaic Module Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irtaza%20M.%20Syed">Irtaza M. Syed</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaamran%20Raahemifar"> Kaamran Raahemifar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents modeling of a Alternating Current (AC) Photovoltaic (PV) module using Matlab/Simulink. The proposed AC-PV module model is simple, realistic, and application oriented. The model is derived on module level as compared to cell level directly from the information provided by the manufacturer data sheet. DC-PV module, MPPT control, BC, VSI and LC filter, all were treated as a single unit. The model accounts for changes in variations of both irradiance and temperature. The AC-PV module proposed model is simulated and the results are compared with the datasheet projected numbers to validate model’s accuracy and effectiveness. Implementation and results demonstrate simplicity and accuracy, as well as reliability of the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PV%20modeling" title="PV modeling">PV modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=AC%20PV%20Module" title=" AC PV Module"> AC PV Module</a>, <a href="https://publications.waset.org/abstracts/search?q=datasheet" title=" datasheet"> datasheet</a>, <a href="https://publications.waset.org/abstracts/search?q=VI%20curves%20irradiance" title=" VI curves irradiance"> VI curves irradiance</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=MPPT" title=" MPPT"> MPPT</a>, <a href="https://publications.waset.org/abstracts/search?q=Matlab%2FSimulink" title=" Matlab/Simulink"> Matlab/Simulink</a> </p> <a href="https://publications.waset.org/abstracts/16003/alternating-current-photovoltaic-module-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16003.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">575</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">16756</span> Power and Efficiency of Photovoltaic Module: Effect of Cell Temperature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Nasrin">R. Nasrin</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ferdows"> M. Ferdows</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among the renewable energy sources, photovoltaic (PV) is a high potential, effective, and sustainable system. Irradiation intensity from 200 W/m2 to 1000 W/m2 has been considered to observe the performance of PV module. Generally, this module converts only about 15% - 20% of incident irradiation into electrical energy and the rest part is converted into heat energy. Finite element method has been used to solve the problem numerically. Simulation has been performed by considering the ambient temperature 30°C. Higher irradiation increase solar cell temperature and electrical power. The electrical efficiency of PV module decreases with the variation of solar radiation. The efficiency of PV module can be increased if cell temperature is reduced. Thus the effect of irradiation is significant to enhance the efficiency of PV module if the solar cell temperature is kept at a certain level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PV%20module" title="PV module">PV module</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20radiation" title=" solar radiation"> solar radiation</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20temperature" title=" cell temperature"> cell temperature</a> </p> <a href="https://publications.waset.org/abstracts/82035/power-and-efficiency-of-photovoltaic-module-effect-of-cell-temperature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82035.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">361</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">16755</span> The Development Learning Module Physics based on Guided Inquiry Approach on Model Cooperative Learning Type STAD (Student Team Achievement Division) in the Main Subject of Temperature and Heat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fani%20Firmahandari">Fani Firmahandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning%20type%20STAD%20%28student%20team%20achievement%20division%29" title="cooperative learning type STAD (student team achievement division)">cooperative learning type STAD (student team achievement division)</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20students" title=" interaction students"> interaction students</a> </p> <a href="https://publications.waset.org/abstracts/39814/the-development-learning-module-physics-based-on-guided-inquiry-approach-on-model-cooperative-learning-type-stad-student-team-achievement-division-in-the-main-subject-of-temperature-and-heat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16754</span> Training Engineering Students in Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoong%20C.%20Chin">Hoong C. Chin</a>, <a href="https://publications.waset.org/abstracts/search?q=Soon%20H.%20Chew"> Soon H. Chew</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxia%20Wang"> Zhaoxia Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work on sustainable developments and the call for action in education for sustainable development have been ongoing for a number of years. Training engineering students with the relevant competencies, particularly in sustainable development literacy, has been identified as an urgent task in universities. This requires not only a holistic, multi-disciplinary approach to education but also a suitable training environment to develop the needed skills and to inculcate the appropriate attitudes in students towards sustainable development. To demonstrate how this can be done, a module involving an overseas field trip was introduced in 2013 at the National University of Singapore. This paper provides details of the module and describes its training philosophy and methods. Measured against the student learning outcomes, stipulated by the Engineering Accreditation Board, the module scored well on all of them, particularly those related to complex problem solving, environmental and sustainability awareness, multi-disciplinary team work and varied-level communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering%20education" title="civil engineering education">civil engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economically%20sustainable%20infrastructure" title=" socio-economically sustainable infrastructure"> socio-economically sustainable infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/67676/training-engineering-students-in-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67676.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">351</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">16753</span> Experimental Study of Sahara Climat Effect in Photovoltaic Solar Module</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Benatiallah">A. Benatiallah</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Hadjadj"> A. Hadjadj</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Benatiallah"> D. Benatiallah</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Abaidi"> F. Abaidi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Harrouz"> A. Harrouz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Photovoltaic system is established as a reliable and economical source of electricity in rural and Sahara areas, especially in developing countries where the population is dispersed, has low consumption of energy and the grid power is not extended to these areas due to viability and financial problems. The production of energy by the photovoltaic system is very fluctuates and depend of meteorological conditions. Wind is a very important and often neglected parameter in the behavior of the solar module. The electric performances of a solar module to the silicon are very appreciable to the blows; in the present work we have studies the behavior of multi-crystal solar module according to the density of dust, and the principals electric feature of the solar module. An evaluation permits to affirm that a solar module under the effect of sand will collect a lower flux to the normal conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title="photovoltaic">photovoltaic</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-crystal%20module" title=" multi-crystal module"> multi-crystal module</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental" title=" experimental"> experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=effect%20of%20dust" title=" effect of dust"> effect of dust</a>, <a href="https://publications.waset.org/abstracts/search?q=performances" title=" performances"> performances</a> </p> <a href="https://publications.waset.org/abstracts/46063/experimental-study-of-sahara-climat-effect-in-photovoltaic-solar-module" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46063.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">307</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">16752</span> Creation of Processes for a Safety Element Out of Context for an Actuator Circuit Control Module</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Noun">Hassan Noun</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Urban-Seelmann"> Christian Urban-Seelmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Abdelfattah"> Mohamed Abdelfattah</a>, <a href="https://publications.waset.org/abstracts/search?q=Guillaume%20Zeller"> Guillaume Zeller</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajesh%20G."> Rajesh G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Iryna%20Mozgova"> Iryna Mozgova</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Lachmayer"> Roland Lachmayer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several modules in automotive are usually modified and adapted for various project-specific applications. Due to a standardized safety concept, high reusability is accessible. A safety element out of context (SEooC) according to ISO 26262 can be a suitable approach. Based on the same safety concept and analysis, common modules can reach high usability. For developing according to a module out of context, an appropriate and detailed development approach is required. This paper shows how to derive these development processes for platform modules. Therefore, the detailed approach to the safety element out of context is derived. The aim is to create a detailed workflow for all phases of the development and integration of any kind of system modules. As an application example, an automotive project for an actuator control module is considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20safety" title="functional safety">functional safety</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20processes" title=" engineering processes"> engineering processes</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20engineering" title=" system engineering"> system engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20engineering" title=" electronic engineering"> electronic engineering</a> </p> <a href="https://publications.waset.org/abstracts/149662/creation-of-processes-for-a-safety-element-out-of-context-for-an-actuator-circuit-control-module" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149662.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">144</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">16751</span> Development and Validation of an Electronic Module in Linear Motion for First Year College Students of Iloilo City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donna%20H.%20Gabor">Donna H. Gabor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to develop and validate an electronic module in physics for first-year college students of Iloilo and find out if there would be a significant difference in the performance of students before and after using the electronic module. The e-module was composed of one topic with two sub-lessons in linear motion (kinematics). The participants of the study were classified into three groups: the subject matter experts who are physics instructors who suggested the content, physical appearance, and limitations of the e-module; the IT experts who are active both in teaching and developing computer programs; and 28 students divided into two groups, 15 in the pilot group and 13 in the final test group. A researcher created 30 items checklist form (difficulty of a sample problem, comprehension, application, and definition of terms) was prepared and validated by the experts in subject matter for gathering data. To test the difference in student performance in physics, the researcher prepared an achievement test containing 25 items, multiple choices. The findings revealed that there was an increase in the performance of students in the pretest and post-test. T-test results revealed that there was a significant difference in the test scores of the students before and after using the module which can be used as a future reference for linear motion as an additional teaching tool in physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20module" title="electronic module">electronic module</a>, <a href="https://publications.waset.org/abstracts/search?q=kinematics" title=" kinematics"> kinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20motion" title=" linear motion"> linear motion</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/112519/development-and-validation-of-an-electronic-module-in-linear-motion-for-first-year-college-students-of-iloilo-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112519.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">134</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">16750</span> Effect of Dust on Performances of Single Crystal Photovoltaic Solar Module</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Benatiallah">A. Benatiallah</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Benatiallah"> D. Benatiallah</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Harrouz"> A. Harrouz</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Abaidi"> F. Abaidi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mansouri"> S. Mansouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Photovoltaic system is established as a reliable and economical source of electricity in rural and Sahara areas, especially in developing countries where the population is dispersed, has low consumption of energy and the grid power is not extended to these areas due to viability and financial problems. The production of energy by the photovoltaic system fluctuates and depend on meteorological conditions. Wind is a very important and often neglected parameter in the behavior of the solar module. The electric performances of a solar module to the silicon are very appreciable to the blows; in the present work, we have studied the behavior of multi-crystal solar module according to the density of dust, and the principals electric feature of the solar module. An evaluation permits to affirm that a solar module under the effect of sand will collect a lower flux to the normal conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solar%20modulen%20pv" title="solar modulen pv">solar modulen pv</a>, <a href="https://publications.waset.org/abstracts/search?q=dust%20effect" title=" dust effect"> dust effect</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental" title=" experimental"> experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=performances" title=" performances"> performances</a> </p> <a href="https://publications.waset.org/abstracts/25259/effect-of-dust-on-performances-of-single-crystal-photovoltaic-solar-module" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25259.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">497</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">16749</span> Developing Islamic Module Project for Preschool Teachers Using Modified Delphi Technique </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mazeni%20Ismail">Mazeni Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Aliah"> Nurul Aliah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasmadi%20Hassan"> Hasmadi Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to gather the consensus of experts regarding the use of moral guidance amongst preschool teachers vis-a-vis the Islamic Project module (I-Project Module). This I-Project Module seeks to provide pertinent data on the assimilation of noble values in subject-matter teaching. To obtain consensus for the various components of the module, the Modified Delphi technique was used to develop the module. 12 subject experts from various educational fields of Islamic education, early childhood education, counselling and language fully participated in the development of this module. The Modified Delphi technique was administered in two mean cycles. The standard deviation value derived from questionnaires completed by the participating panel of experts provided the value of expert consensus reached. This was subsequently analyzed using SPSS version 22. Findings revealed that the panel of experts reached a discernible degree of agreement on five topics outlined in the module, viz; content (mean value 3.36), teaching strategy (mean value 3.28), programme duration (mean value 3.0), staff involved and attention-grabbing strategy of target group participating in the value program (mean value 3.5), and strategy to attract attention of target group to utilize <em>i</em>-project (mean value 3.0). With regard to the strategy to attract the attention of the target group, the experts proposed for creative activities to be added in order to enhance teachers’ creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Modified%20Delphi%20Technique" title="Modified Delphi Technique">Modified Delphi Technique</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20project" title=" Islamic project"> Islamic project</a>, <a href="https://publications.waset.org/abstracts/search?q=noble%20values" title=" noble values"> noble values</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20moral%20guidance" title=" teacher moral guidance"> teacher moral guidance</a> </p> <a href="https://publications.waset.org/abstracts/104214/developing-islamic-module-project-for-preschool-teachers-using-modified-delphi-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104214.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">183</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">16748</span> Curriculum Development in South African Higher Education Institutions: Key Considerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cosmas%20Maphosa">Cosmas Maphosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ndileleni%20P.%20Mudzielwana"> Ndileleni P. Mudzielwana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lufuno%20Netshifhefhe"> Lufuno Netshifhefhe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Core business in a university centers on a curriculum. Teaching, learning, assessment and university products all have a bearing on the curriculum. In this discussion paper, the researchers engage in theoretical underpinnings of curriculum development in universities in South Africa. The paper is hinged on the realization that meaningful curriculum development is only possible if academic staff member has a thorough understanding of curriculum, curriculum design principles, and processes. Such understanding should be informed by theory. In this paper, the researchers consider curriculum, curriculum orientations, and the role of learning outcomes in curriculum development. Important and key considerations in module/course design are discussed and relevant examples given. The issue of alignment, as an important aspect of module/course design, is also explained and exemplified. Conclusions and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/40105/curriculum-development-in-south-african-higher-education-institutions-key-considerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40105.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">386</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">16747</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a new teaching and learning approach-project and Module Based Teaching and Learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice, and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20based%20teaching%20and%20learning" title=" module based teaching and learning"> module based teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/5984/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5984.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">493</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">16746</span> Problems of Using Mobile Photovoltaic Installations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ksenia%20Siadkowska">Ksenia Siadkowska</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%81ukasz%20Grabowski"> Łukasz Grabowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Micha%C5%82%20G%C4%99ca"> Michał Gęca </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dynamic development of photovoltaics in the 21st century has resulted in more possibilities for using photovoltaic systems. In order to reduce emissions, a retrofitting of vehicles with photovoltaic modules has recently become increasingly popular. Preparing such an installation, however, requires professional knowledge and compliance with safety rules. The paper discusses the advantages and disadvantages of some types of flexible photovoltaic modules that can be applied to mobile installations, types and causes of damage to photovoltaic modules as well as the most frequent types of misinstallation. Our attention has been drawn to the risk of fire caused by misintallation or defective insulation and the need to closely monitor mobile installations, for example by a non-destructive testing with a thermal imaging camera. The paper also presents certain selected results of the research conducted at the Lublin University of Technology. This work has been financed by the Polish National Centre for Research and Development, under Grant Agreement No. PBS2/A6/16/2013. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20PV%20module" title="flexible PV module">flexible PV module</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20PV%20module" title=" mobile PV module"> mobile PV module</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltaic%20module" title=" photovoltaic module"> photovoltaic module</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title=" photovoltaic"> photovoltaic</a> </p> <a href="https://publications.waset.org/abstracts/50108/problems-of-using-mobile-photovoltaic-installations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50108.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">252</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">16745</span> On Modules over Dedekind Prime Rings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvira%20Kusniyanti">Elvira Kusniyanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanni%20Garminia"> Hanni Garminia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pudji%20Astuti"> Pudji Astuti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research studies an interconnection between finitely generated uniform modules and Dedekind prime rings. The characterization of modules over Dedekind prime rings that will be investigated is an adoption of Noetherian and hereditary concept. Dedekind prime rings are Noetherian and hereditary rings. This property of Dedekind prime rings is a background of the idea of adopting arises. In Noetherian area, it was known that a ring R is Noetherian ring if and only if every finitely generated R-module is a Noetherian module. Similar to that result, a characterization of the hereditary ring is related to its projective modules. That is, a ring R is hereditary ring if and only if every projective R-module is a hereditary module. Due to the above two results, we suppose that characterization of a Dedekind prime ring can be analyzed from finitely generated modules over it. We propose a conjecture: a ring R is a Dedekind prime ring if and only if every finitely generated uniform R-module is a Dedekind module. In this article, we will generalize a concept of the Dedekind module for non-commutative ring case and present a part of the above conjecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dedekind%20domains" title="dedekind domains">dedekind domains</a>, <a href="https://publications.waset.org/abstracts/search?q=dedekind%20prime%20rings" title=" dedekind prime rings"> dedekind prime rings</a>, <a href="https://publications.waset.org/abstracts/search?q=dedekind%20modules" title=" dedekind modules"> dedekind modules</a>, <a href="https://publications.waset.org/abstracts/search?q=uniform%20modules" title=" uniform modules"> uniform modules</a> </p> <a href="https://publications.waset.org/abstracts/32475/on-modules-over-dedekind-prime-rings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32475.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">441</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">16744</span> Rings Characterized by Classes of Rad-plus-Supplemented Modules</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manoj%20Kumar%20Patel">Manoj Kumar Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we introduce and give various properties of weak* Rad-plus-supplemented and cofinitely weak* Rad-plus-supplemented modules over some special kinds of rings, in particular, artinian serial ring and semiperfect ring. Also prove that ring R is artinian serial if and only if every right and left R-module is weak* Rad-plus-supplemented. We provide the counter example which proves that weak* Rad-plus-supplemented module is the generalization of plus-supplemented and Rad-plus-supplemented modules. Furthermore, as an application of above finding results of this research article, our main focus is to characterized the semisimple ring, artinian principal ideal ring, semilocal ring, semiperfect ring, perfect ring, commutative noetherian ring and Dedekind domain in terms of weak* Rad-plus-supplemented module. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cofinitely%20weak%2A%20Rad-plus-supplemented%20module" title="cofinitely weak* Rad-plus-supplemented module ">cofinitely weak* Rad-plus-supplemented module </a>, <a href="https://publications.waset.org/abstracts/search?q=Dedekind%20domain" title=" Dedekind domain"> Dedekind domain</a>, <a href="https://publications.waset.org/abstracts/search?q=Rad-plus-supplemented%20module" title=" Rad-plus-supplemented module"> Rad-plus-supplemented module</a>, <a href="https://publications.waset.org/abstracts/search?q=semiperfect%20ring" title=" semiperfect ring"> semiperfect ring</a> </p> <a href="https://publications.waset.org/abstracts/79173/rings-characterized-by-classes-of-rad-plus-supplemented-modules" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79173.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">261</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">16743</span> Developing a Group Guidance Framework: A Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rawuf%20Hussein">Abdul Rawuf Hussein</a>, <a href="https://publications.waset.org/abstracts/search?q=Rusnani%20Abdul%20Kadir"> Rusnani Abdul Kadir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Adlina%20Binti%20Adanan"> Mona Adlina Binti Adanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Guidance program has been an essential approach in helping professions from many institutions of learning as well as communities, organizations, and clinical settings. Although the term varies depending on the approaches, objectives, and theories, the core and central element is typically developmental in nature. In this conceptual paper, the researcher will review literature on the concept of group guidance, its impact on students’ and individual’s development, developing a guidance module and proposing a synthesised framework for group guidance program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept" title="concept">concept</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20guidance" title=" group guidance"> group guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20development" title=" module development"> module development</a> </p> <a href="https://publications.waset.org/abstracts/25764/developing-a-group-guidance-framework-a-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25764.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">16742</span> Every g-Riesz Basis is a Riesz Basis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rashidi-Kouchi">Mehdi Rashidi-Kouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Asghar%20Rahimi"> Asghar Rahimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sun introduced a generalization of frames and showed that this includes more other cases of generalizations of frame concept and proved that many basic properties can be derived within this more general context. Another generalization of frames is frames in Hilbert C*-module. It has been proved that every g-frame in Hilbert space H respect to Hilbert space K is a frame for B(H;K) as Hilbert C*-module. We show that every g-Riesz basis for Hilbert space H respect to K by add a condition is a Riesz basis for Hilbert B(K)-module B(H;K). Also, we investigate similar result for g-orthonormal and orthogonal bases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=frame" title="frame">frame</a>, <a href="https://publications.waset.org/abstracts/search?q=g-frame" title=" g-frame"> g-frame</a>, <a href="https://publications.waset.org/abstracts/search?q=Riesz%20basis" title=" Riesz basis"> Riesz basis</a>, <a href="https://publications.waset.org/abstracts/search?q=g-Riesz%20basis" title=" g-Riesz basis"> g-Riesz basis</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilbert%20C%2A-module" title=" Hilbert C*-module"> Hilbert C*-module</a> </p> <a href="https://publications.waset.org/abstracts/17888/every-g-riesz-basis-is-a-riesz-basis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17888.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">16741</span> Development and Acceptance of a Proposed Module for Enhancing the Reading and Writing Skills in Baybayin: The Traditional Writing System in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Venus%20G.%20Solares">Maria Venus G. Solares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ancient Filipinos had their own spelling or alphabet that differed from the modern Roman alphabet brought by the Spaniards. It consists of seventeen letters, three vowels, and fourteen consonants and is called Baybayin. The word Baybayin is a Tagalog word that refers to all the letters used in writing a language, an alphabet; however, it is also a syllable. The House Bill 4395, first proposed by Rep. Leopoldo Bataoil of the second district of Pangasinan in 2011, which later became House Bill 1022 of what he called The Declaration of the Baybayin as the National Writing System of the Philippines, prompted the researcher to conduct a study on the topic. The main objective of this study was to develop and assess the proposed module for enhancing the reading and writing skills in Baybayin of the students. The researchers wanted to ensure the acceptability of the Baybayin using the proposed module and meet the needs of students in developing their ability to read and write Baybayin through the module. The researchers used quasi-experimental research in this study. The data was collected through the initial and final analysis of the students of Adamson University's ABM 1102 using convenient sampling techniques. Based on statistical analysis of data using weighted mean, standard deviation, and paired t-tests, the proposed module helped improve the students' literacy skills, and the response exercises in the proposed module changed the acceptability of the Baybayin in their minds. The study showed that there was an important difference in the scores of students before and after the use of the module. The student's response to the assessment of their reading and writing skills on Baybayin was highly acceptable. This study will help develop the reading and writing skills of the students in Baybayin and teach Baybayin in response to the revival of a part of Philippine culture that has been long forgotten. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baybayin" title="Baybayin">Baybayin</a>, <a href="https://publications.waset.org/abstracts/search?q=proposed%20module" title=" proposed module"> proposed module</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptability" title=" acceptability"> acceptability</a> </p> <a href="https://publications.waset.org/abstracts/175711/development-and-acceptance-of-a-proposed-module-for-enhancing-the-reading-and-writing-skills-in-baybayin-the-traditional-writing-system-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175711.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">147</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">16740</span> Modeling of a Concentrating Photovoltaic Module with and without Cooling System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Intissar%20Benrhouma">Intissar Benrhouma</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Victoria"> Marta Victoria</a>, <a href="https://publications.waset.org/abstracts/search?q=Ignacio%20Anton"> Ignacio Anton</a>, <a href="https://publications.waset.org/abstracts/search?q=Bechir%20Chaouachi"> Bechir Chaouachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Concentrating photovoltaic systems CPV use optical elements, such as Fresnel lenses, to concentrate solar intensity. The concentrated solar energy is delivered to the solar cell from 20 to 100 W/cm². Some of this energy is converted to electricity, while the rest must be disposed of as a residual heat. Solar cells cooling should be a necessary part of CPV modeling because these systems allowed increasing the power received by the cell. This high power can rise the electrons’ potential causing the heating of the cell, which reduces the global module’s efficiency. This work consists of modeling a concentrating photovoltaic module with and without a cooling system. We have established a theoretical model based on energy balances carried out on a photovoltaic module using solar radiation concentration cells. Subsequently, we developed a calculation program on Matlab which allowed us to simulate the functioning of this module. The obtained results show that the addition of a cooling system to the module improves greatly the performance of our CPV system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solar%20energy" title="solar energy">solar energy</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title=" photovoltaic"> photovoltaic</a>, <a href="https://publications.waset.org/abstracts/search?q=concentration" title=" concentration"> concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=cooling" title=" cooling"> cooling</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20improvement" title=" performance improvement"> performance improvement</a> </p> <a href="https://publications.waset.org/abstracts/62511/modeling-of-a-concentrating-photovoltaic-module-with-and-without-cooling-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62511.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">398</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">16739</span> The Development, Validation, and Evaluation of the Code Blue Simulation Module in Improving the Code Blue Response Time among Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Rajaah%20Binti%20Sayed%20Sultan">Siti Rajaah Binti Sayed Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managing the code blue event is stressful for nurses, the patient, and the patient's families. The rapid response from the first and second responders in the code blue event will improve patient outcomes and prevent tissue hypoxia that leads to brain injury and other organ failures. Providing 1 minute for the cardiac massage and 2 minutes for defibrillation will significantly improve patient outcomes. As we know, the American Heart Association came out with guidelines for managing cardiac arrest patients. The hospital must provide competent staff to manage this situation. It can be achieved when the staff is well equipped with the skill, attitude, and knowledge to manage this situation with well-planned strategies, i.e., clear guidelines for managing the code blue event, competent staff, and functional equipment. The code blue simulation (CBS) was chosen in the training program for code blue management because it can mimic real scenarios. Having the code blue simulation module will allow the staff to appreciate what they will face during the code blue event, especially since it rarely happens in that area. This CBS module training will help the staff familiarize themselves with the activities that happened during actual events and be able to operate the equipment accordingly. Being challenged and independent in managing the code blue in the early phase gives the patient a better outcome. The CBS module will help the assessor and the hospital management team with the proper tools and guidelines for managing the code blue drill accordingly. As we know, prompt action will benefit the patient and their family. It also indirectly increases the confidence and job satisfaction among the nurses, increasing the standard of care, reducing the complication and hospital burden, and enhancing cost-effective care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code%20blue%20simulation%20module" title="code blue simulation module">code blue simulation module</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20code%20blue%20simulation%20module" title=" development of code blue simulation module"> development of code blue simulation module</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20blue%20response%20time" title=" code blue response time"> code blue response time</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20blue%20drill" title=" code blue drill"> code blue drill</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiorespiratory%20arrest" title=" cardiorespiratory arrest"> cardiorespiratory arrest</a>, <a href="https://publications.waset.org/abstracts/search?q=managing%20code%20blue" title=" managing code blue"> managing code blue</a> </p> <a href="https://publications.waset.org/abstracts/183021/the-development-validation-and-evaluation-of-the-code-blue-simulation-module-in-improving-the-code-blue-response-time-among-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183021.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">16738</span> Empowering Tomorrow's Educators: A Transformative Journey through Education for Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helga%20Mayr">Helga Mayr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In our ongoing effort to address urgent global challenges related to sustainability, higher education institutions play a central role in raising a generation of informed and empowered citizens committed to sustainable development. This paper presents the preliminary results of the so far realized evaluation of a compulsory module on education for sustainable development (ESD) offered to students in the bachelor's program in elementary education at the University College of Teacher Education Tyrol (PH Tirol), Austria. The module includes a lecture on sustainability and education as well as a project-based seminar that aims to foster a deep understanding of ESD and its application in pedagogical practice. The study examines various dimensions related to the module's impact on participating students, focusing on prevalent sustainability concepts, intentions, actions, general and sustainability-related self-efficacy, perceived competence related to ESD, and ESD-related self-efficacy. In addition, the research addresses assessment of the learning process. To obtain a comprehensive overview of the effectiveness of the module, a mixed methods approach was/is used in the evaluation. Quantitative data was/is collected through surveys and self-assessment instruments, while qualitative findings were/will be obtained through focus group interviews and reflective analysis. The PH Tirol is collaborating with another University College of Teacher Education (Styria) and a university of applied sciences in Switzerland (UAS of the Grisons) to broaden the scope of the analysis and allow for comparative findings. Preliminary results indicate that students have a relatively rudimentary understanding of sustainability. The extent to which completion of the module influences understanding of sustainability, awareness, intentions, and actions, as well as self-efficacy, is currently under investigation. The results will be available at the time of the conference and will be presented there. In terms of learning, the project-based seminar, which promotes hands-on engagement with ESD, was evaluated for its effectiveness in fostering key sustainability competencies as well as sustainability-related and ESD-related self-efficacy. The research not only provides insights into the effectiveness of the compulsory module ESD at the PH Tirol but also contributes to the broader discourse on integrating ESD into teacher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20measurements" title=" effectiveness measurements"> effectiveness measurements</a> </p> <a href="https://publications.waset.org/abstracts/175575/empowering-tomorrows-educators-a-transformative-journey-through-education-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175575.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">68</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">16737</span> Modeling of Bed Level Changes in Larak Island</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Zeinali">Saeed Zeinali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Talebbeydokhti"> Nasser Talebbeydokhti</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Saeidian"> Mehdi Saeidian</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahrad%20Vosough"> Shahrad Vosough</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, bathymetry changes have been studied as a case study for Larak Island, located in The South of Iran. The advanced 2D model of Mike21 has been used for this purpose. A simple procedure has been utilized in this model. First, the hydrodynamic (HD) module of Mike21 has been used to obtain the required output for sediment transport model (ST module). The ST module modeled the area for tidal currents only. Bed level changes are resulted by series of modeling for both HD and ST module in 3 months time step. The final bathymetry in each time step is used as the primary bathymetry for next time step. This consecutive procedure been continued until bathymetry for the year 2020 is obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bed%20level%20changes" title="bed level changes">bed level changes</a>, <a href="https://publications.waset.org/abstracts/search?q=Larak%20Island" title=" Larak Island"> Larak Island</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrodynamic" title=" hydrodynamic"> hydrodynamic</a>, <a href="https://publications.waset.org/abstracts/search?q=sediment%20transport" title=" sediment transport"> sediment transport</a> </p> <a href="https://publications.waset.org/abstracts/47049/modeling-of-bed-level-changes-in-larak-island" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47049.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">267</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">16736</span> Development and Evaluation of a Portable Ammonia Gas Detector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaheon%20Gu">Jaheon Gu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wooyong%20Chung"> Wooyong Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Mijung%20Koo"> Mijung Koo</a>, <a href="https://publications.waset.org/abstracts/search?q=Seonbok%20Lee"> Seonbok Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyoutae%20Park"> Gyoutae Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Sangguk%20Ahn"> Sangguk Ahn</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiesik%20Kim"> Hiesik Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jungil%20Park"> Jungil Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a portable ammonia gas detector for performing the gas safety management efficiently. The display of the detector is separated from its body. The display module is received the data measured from the detector using ZigBee. The detector has a rechargeable li-ion battery which can be use for 11~12 hours, and a Bluetooth module for sending the data to the PC or the smart devices. The data are sent to the server and can access using the web browser or mobile application. The range of the detection concentration is 0~100ppm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ammonia" title="ammonia">ammonia</a>, <a href="https://publications.waset.org/abstracts/search?q=detector" title=" detector"> detector</a>, <a href="https://publications.waset.org/abstracts/search?q=gas" title=" gas"> gas</a>, <a href="https://publications.waset.org/abstracts/search?q=portable" title=" portable"> portable</a> </p> <a href="https://publications.waset.org/abstracts/48045/development-and-evaluation-of-a-portable-ammonia-gas-detector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48045.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">417</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">16735</span> [Keynote Speaker]: Enhancing the Performance of a Photovoltaic Module Using Different Cooling Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amine%20Hachicha">Ahmed Amine Hachicha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Temperature effect on the performance of a photovoltaic module is one of the main concern that face this renewable energy, especially in the hot arid region, e.g United Arab Emirates. Overheating of the PV modules reduces the open circuit voltage and the efficiency of the modules dramatically. In this work, water cooling is developed to enhance the performance of PV modules. Different scenarios are tested under UAE weather conditions: front, back and double cooling. A spraying system is used for the front cooling whether a direct contact water system is used for the back cooling. The experimental results are compared to a non-cooling module and the performance of the PV module is determined for different situations. A mathematical model is presented to estimate the theoretical performance and validate the experimental results with and without cooling. The experimental results show that the front cooling is more effective than the back cooling and may decrease the temperature of the PV module significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PV%20cooling" title="PV cooling">PV cooling</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20energy" title=" solar energy"> solar energy</a>, <a href="https://publications.waset.org/abstracts/search?q=cooling%20methods" title=" cooling methods"> cooling methods</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20efficiency" title=" electrical efficiency"> electrical efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature%20effect" title=" temperature effect"> temperature effect</a> </p> <a href="https://publications.waset.org/abstracts/34166/keynote-speaker-enhancing-the-performance-of-a-photovoltaic-module-using-different-cooling-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34166.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">497</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">16734</span> Islamic Research Methodology (I-Restmo): Eight Series Research Module with Islamic Value Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noraizah%20Abu%20Bakar">Noraizah Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Norhayati%20Alais"> Norhayati Alais</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurdiana%20Azizan"> Nurdiana Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20Alwi"> Fatimah Alwi</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Zaky%20Razaly"> Muhammad Zaky Razaly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a concise research module with the Islamic values concept proposed to a group of researches, potential researchers, PhD and Master Scholars to prepare themselves for their studies. The intention of designing this module is to help and guide Malaysian citizens to undergone their postgraduate’s studies. This is aligned with the 10th Malaysian plan- MyBrain 15. MyBrain 15 is a financial aid to Malaysian citizens to pursue PhD and Master programs. The program becomes one of Ministry of Education Strategic Plan to ensure by year 2013, there will be 60,000 PhD scholars in Malaysia. This module is suitable for the social science researchers; however it can be useful tool for science technology researchers such as Engineering and Information Technology disciplines too. The module consists of eight (8) series that provides a proper flow of information in doing research with the Islamic Value Application provided in each of the series. This module is designed to produce future researchers with a comprehensive knowledge of humankind and the hereafter. The uniqueness about this research module is designed based on Islamic values concept. Researchers were able to understand the proper research process and simultaneously be able to open their minds to understand Islam more closely. Application of Islamic values in each series could trigger a broader idea for researchers to examine in greater depth of knowledge related to humanities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eight%20Series%20Research%20Module" title="Eight Series Research Module">Eight Series Research Module</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20Values%20concept" title=" Islamic Values concept"> Islamic Values concept</a>, <a href="https://publications.waset.org/abstracts/search?q=Teaching%20Methodology" title="Teaching Methodology">Teaching Methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=Flow%20of%20Information" title=" Flow of Information"> Flow of Information</a>, <a href="https://publications.waset.org/abstracts/search?q=Epistemology%20of%20research" title=" Epistemology of research "> Epistemology of research </a> </p> <a href="https://publications.waset.org/abstracts/35993/islamic-research-methodology-i-restmo-eight-series-research-module-with-islamic-value-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35993.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">399</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">16733</span> Performance of the Photovoltaic Module under Different Shading Patterns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20T.%20El%20Shenawy">E. T. El Shenawy</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20N.%20A.%20Esmail"> O. N. A. Esmail</a>, <a href="https://publications.waset.org/abstracts/search?q=Adel%20A.%20Elbaset"> Adel A. Elbaset</a>, <a href="https://publications.waset.org/abstracts/search?q=Hesham%20F.%20A.%20Hamed"> Hesham F. A. Hamed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generation of the electrical energy based on photovoltaic (PV) technology has been increased over the world due to either the continuous reduction in the traditional energy sources in addition to the pollution problems related to their usage, or the clean nature and safe usage of the PV technology. Also, PV systems can generate clean electricity in the site of use without any transmission, which can be considered cost effective than other generation systems. The performance of the PV system is highly affected by the amount of solar radiation incident on it. Completely or partially shaded PV systems can affect its output. The PV system can be shaded by trees, buildings, dust, incorrect system configuration, or other obstacles. The present paper studies the effect of the partial shading on the performance of a thin film PV module under climatic conditions of Cairo, Egypt. This effect was measured and evaluated according to practical measurement of the characteristic curves such as current-voltage and power-voltage for two identical PV modules (with and without shading) placed at the same time on one mechanical structure for comparison. The measurements have been carried out for the following shading patterns; half cell (bottom, middle, and top of the PV module); complete cell; and two adjacent cells. The results showed that partially shading the PV module changes the shapes of the I-V and P-V curves and produces more than one maximum power point, that can disturb the traditional maximum power point trackers. Also, the output power from the module decreased according to the incomplete solar radiation reaching the PV module due to shadow patterns. The power loss due shading was 7%, 22%, and 41% for shading of half-cell, one cell, and two adjacent cells of the PV module, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=I-V%20measurements" title="I-V measurements">I-V measurements</a>, <a href="https://publications.waset.org/abstracts/search?q=PV%20module%20characteristics" title=" PV module characteristics"> PV module characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=PV%20module%20power%20loss" title=" PV module power loss"> PV module power loss</a>, <a href="https://publications.waset.org/abstracts/search?q=PV%20module%20shading" title=" PV module shading"> PV module shading</a> </p> <a href="https://publications.waset.org/abstracts/124705/performance-of-the-photovoltaic-module-under-different-shading-patterns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124705.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">137</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">16732</span> Computer Assisted Learning Module (CALM) for Consumer Electronics Servicing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edicio%20M.%20Faller">Edicio M. Faller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of technology in the delivery of teaching and learning is vital nowadays especially in education. Computer Assisted Learning Module (CALM) software is the use of computer in the delivery of instruction with a tailored fit program intended for a specific lesson or a set of topics. The CALM software developed in this study is intended to supplement the traditional teaching methods in technical-vocational (TECH-VOC) instruction specifically the Consumer Electronics Servicing course. There are three specific objectives of this study. First is to create a learning enhancement and review materials on the selected lessons. Second, is to computerize the end-of-chapter quizzes. Third, is to generate a computerized mock exam and summative assessment. In order to obtain the objectives of the study the researcher adopted the Agile Model where the development of the study undergoes iterative and incremental process of the Software Development Life Cycle. The study conducted an acceptance testing using a survey questionnaire to evaluate the CALM software. The results showed that CALM software was generally interpreted as very satisfactory. To further improve the CALM software it is recommended that the program be updated, enhanced and lastly, be converted from stand-alone to a client/server architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20learning%20module" title="computer assisted learning module">computer assisted learning module</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development%20life%20cycle" title=" software development life cycle"> software development life cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20mock%20exam" title=" computerized mock exam"> computerized mock exam</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20electronics%20servicing" title=" consumer electronics servicing "> consumer electronics servicing </a> </p> <a href="https://publications.waset.org/abstracts/39416/computer-assisted-learning-module-calm-for-consumer-electronics-servicing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=10">10</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=module%20development&page=558">558</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=559">559</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=module%20development&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" 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>