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Durairaj</title> <meta name="description" content="Search results for: Karthika Durairaj"> <meta name="keywords" content="Karthika Durairaj"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Karthika Durairaj"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Karthika Durairaj</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Interaction Between Gut Microorganisms and Endocrine Disruptors - Effects on Hyperglycaemia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karthika%20Durairaj">Karthika Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Buvaneswari%20G."> Buvaneswari G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Gowdham%20M."> Gowdham M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Gilles%20M."> Gilles M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Velmurugan%20G."> Velmurugan G.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Hyperglycaemia is the primary cause of metabolic illness. Recently, researchers focused on the possibility that chemical exposure could promote metabolic disease. Hyperglycaemia causes a variety of metabolic diseases dependent on its etiologic conditions. According to animal and population-based research, individual chemical exposure causes health problems through alteration of endocrine function with the influence of microbial influence. We were intrigued by the function of gut microbiota variation in high fat and chemically induced hyperglycaemia. Methodology: C57/Bl6 mice were subjected to two different treatments to generate the etiologic-based diabetes model: I – a high-fat diet with a 45 kcal diet, and II - endocrine disrupting chemicals (EDCs) cocktail. The mice were monitored periodically for changes in body weight and fasting glucose. After 120 days of the experiment, blood anthropometry, faecal metagenomics and metabolomics were performed and analyzed through statistical analysis using one-way ANOVA and student’s t-test. Results: After 120 days of exposure, we found hyperglycaemic changes in both experimental models. The treatment groups also differed in terms of plasma lipid levels, creatinine, and hepatic markers. To determine the influence on glucose metabolism, microbial profiling and metabolite levels were significantly different between groups. The gene expression studies associated with glucose metabolism vary between hosts and their treatments. Conclusion: This research will result in the identification of biomarkers and molecular targets for better diabetes control and treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hyperglycaemia" title="hyperglycaemia">hyperglycaemia</a>, <a href="https://publications.waset.org/abstracts/search?q=endocrine-disrupting%20chemicals" title=" endocrine-disrupting chemicals"> endocrine-disrupting chemicals</a>, <a href="https://publications.waset.org/abstracts/search?q=gut%20microbiota" title=" gut microbiota"> gut microbiota</a>, <a href="https://publications.waset.org/abstracts/search?q=host%20metabolism" title=" host metabolism"> host metabolism</a> </p> <a href="https://publications.waset.org/abstracts/185837/interaction-between-gut-microorganisms-and-endocrine-disruptors-effects-on-hyperglycaemia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185837.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">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> An Industrial Wastewater Management Using Cloud Based IoT System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaarthik%20K.">Kaarthik K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Harshini%20S."> Harshini S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Karthika%20M."> Karthika M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kripanandhini%20T."> Kripanandhini T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Water is an essential part of living organisms. Major water pollution is caused due to contamination of industrial wastewater in the river. The most important step in bringing wastewater contaminants down to levels that are safe for nature is wastewater treatment. The contamination of river water harms both humans who consume it and the aquatic life that lives there. We introduce a new cloud-based industrial IoT paradigm in this work for real-time control and monitoring of wastewater. The proposed system prevents prohibited entry of industrial wastewater into the plant by monitoring temperature, hydrogen power (pH), CO₂ and turbidity factors from the wastewater input that the wastewater treatment facility will process. Real-time sensor values are collected and uploaded to the cloud by the system using an IoT Wi-Fi Module. By doing so, we can prevent the contamination of industrial wastewater entering the river earlier, and the necessary actions will be taken by the users. The proposed system's results are 90% efficient, preventing water pollution due to industry and protecting human lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensors" title="sensors">sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=pH" title=" pH"> pH</a>, <a href="https://publications.waset.org/abstracts/search?q=CO%E2%82%82" title=" CO₂"> CO₂</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=turbidity" title=" turbidity"> turbidity</a> </p> <a href="https://publications.waset.org/abstracts/163603/an-industrial-wastewater-management-using-cloud-based-iot-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163603.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">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Effects of Flame Retardant Nano Bio-Filler on the Fire Behaviour of Thin Film Intumescent Coatings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ming%20Chian%20Yew">Ming Chian Yew</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming%20Kun%20Yew"> Ming Kun Yew</a>, <a href="https://publications.waset.org/abstracts/search?q=Lip%20Huat%20Saw"> Lip Huat Saw</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Ching%20Ng"> Tan Ching Ng</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajkumar%20Durairaj"> Rajkumar Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Jing%20Han%20Beh"> Jing Han Beh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes the fire protection performance, char formation and heat release characteristics of the thin film intumescent coatings that incorporate waste eggshell (ES) as a nano bio-filler. In this study, the Bunsen burner and the fire propagation (BS 476: Part 6) tests of coatings were measured. Experiments on the samples were also tested to evaluate their fire behavior using a cone calorimeter according to ISO 5660-1 specifications. On exposure, the samples B, C and D had been certified to be Class 0 due to the fire propagation indexes of the samples were less than 12. Samples B and D showed a significant reduction in total heat rate (B=11.6 MJ/m² and D=12.0 MJ/m²) and uniform char structures with the addition of 3.30 wt.% and 2.75 wt.% ES nano bio-filler, respectively. As a result, ES nano bio-filler composition good to slow down the fire expanding and demonstrate better fire protection due to its positive synergistic effect with flame retardant ingredients on physical and chemical reactions in fire protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cone%20calorimeter" title="cone calorimeter">cone calorimeter</a>, <a href="https://publications.waset.org/abstracts/search?q=eggshell" title=" eggshell"> eggshell</a>, <a href="https://publications.waset.org/abstracts/search?q=fire%20protection" title=" fire protection"> fire protection</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20release%20rate" title=" heat release rate"> heat release rate</a>, <a href="https://publications.waset.org/abstracts/search?q=intumescent%20coating" title=" intumescent coating"> intumescent coating</a> </p> <a href="https://publications.waset.org/abstracts/86229/effects-of-flame-retardant-nano-bio-filler-on-the-fire-behaviour-of-thin-film-intumescent-coatings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86229.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">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Durairaj">K. Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately, asynchronous discussion forum is integrated in higher educational institutions as it may increase learning process, learners’ understanding, achievement and knowledge construction. Asynchronous discussion forum is used to complement the traditional, face-to-face learning session in hybrid learning courses. However, studies have proven that students’ engagement in online forum are still unconvincing. Thus, the aim of this study is to investigate the motivating factors and obstacles that affect the learners’ engagement in asynchronous discussion forum. This study is carried out in one of the public higher educational institutions in Malaysia with 18 postgraduate students as samples. The authors have developed a 40-items questionnaire based on literature review. The results indicate several factors that have encouraged or limited students’ engagement in asynchronous discussion forum: (a) the practices or behaviors of peers, or instructors, (b) the needs for the discussions, (c) the learners’ personalities, (d) constraints in continuing the discussion forum, (e) lack of ideas, (f) the level of thoughts, (g) the level of knowledge construction, (h) technical problems, (i) time constraints and (j) misunderstanding. This study suggests some recommendations to increase the students’ engagement in online forums. Finally, based upon the findings, some implications are proposed for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forum" title="asynchronous discussion forum">asynchronous discussion forum</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=limiting" title=" limiting"> limiting</a> </p> <a href="https://publications.waset.org/abstracts/18478/the-motivating-and-limiting-factors-of-learners-engagement-in-an-online-discussion-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Durairaj">K. Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The asynchronous discussion forum is one of the most widely used activities in learning management system environment. Online forum allows participants to interact, construct knowledge, and can be used to complement face to face sessions in blended learning courses. However, to what extent do the students perceive the benefits or advantages of forum remain to be seen. Through content and social network analyses, instructors will be able to gauge the students’ engagement and knowledge construction level. Thus, this study aims to analyze the students’ level of knowledge construction and their participation level that occur through online discussion. It also attempts to investigate the relationship between the level of knowledge construction and their social interaction patterns. The sample involves 23 students undertaking a master course in one public university in Malaysia. The asynchronous discussion forum was conducted for three weeks as part of the course requirement. The finding indicates that the level of knowledge construction is quite low. Also, the density value of 0.11 indicating that the overall communication among the participants in the forum is low. This study reveals that strong and significant correlations between SNA measures (in-degree centrality, out-degree centrality) and level of knowledge construction. Thus, allocating these active students in a different groups aids the interactive discussion takes place. Finally, based upon the findings, some recommendations to increase students’ level of knowledge construction and also for further research are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums" title="asynchronous discussion forums">asynchronous discussion forums</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a> </p> <a href="https://publications.waset.org/abstracts/18479/students-level-of-knowledge-construction-and-pattern-of-social-interaction-in-an-online-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18479.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">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Heat Transfer Investigation in a Dimple Plate Heat Exchanger Using Ionic Liquid and Ionanofluid</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20P.%20Soman">Divya P. Soman</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Karthika"> S. Karthika</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Kalaichelvi"> P. Kalaichelvi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20K.%20Radhakrishnan"> T. K. Radhakrishnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heat transfer characteristics of ionic liquid solution as cold fluid in plate heat exchanger with dimple plate geometry was studied. The ionic liquid solution used in this study was 1-butyl-3-methylimidazolium bromide in water. The present experimental study is to understand the heat transfer behavior of different 1-butyl-3-methylimidazolium bromide concentrations (0.1 and 0.2% w/w) in water. In addition, the heat transfer activity of ionanofluid as cold fluid was investigated. The ionanofluid was prepared by dispersing 0.3% w/w Al2O3 in the ionic liquid solution as base fluid. Experiments were also conducted to determine thermophysical properties of ionanofluid. The empirical correlations as a function of temperature were developed to predict the thermophysical properties. Finally, the heat transfer performance of ionic liquid solution, ionanofluid, nanofluid and water were compared. The impact of hot fluid’s (water) Reynolds number on overall heat transfer coefficient and Nusselt number of cold fluids were analyzed. The nanofluid and ionanofluid were found to possess better heat transfer behavior than water and ionic liquid solution. Heat transfer augmentation was observed for ionanofluid when compared with the base fluid (0.1% w/w ionic liquid solution). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ionic%20liquid" title="ionic liquid">ionic liquid</a>, <a href="https://publications.waset.org/abstracts/search?q=nanofluid" title=" nanofluid"> nanofluid</a>, <a href="https://publications.waset.org/abstracts/search?q=ionanofluid" title=" ionanofluid"> ionanofluid</a>, <a href="https://publications.waset.org/abstracts/search?q=dimple%20plate%20heat%20exchanger" title=" dimple plate heat exchanger"> dimple plate heat exchanger</a>, <a href="https://publications.waset.org/abstracts/search?q=Nusselt%20number" title=" Nusselt number"> Nusselt number</a>, <a href="https://publications.waset.org/abstracts/search?q=overall%20heat%20transfer%20coefficient" title=" overall heat transfer coefficient"> overall heat transfer coefficient</a> </p> <a href="https://publications.waset.org/abstracts/119319/heat-transfer-investigation-in-a-dimple-plate-heat-exchanger-using-ionic-liquid-and-ionanofluid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119319.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">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Magnetic Structure and Transitions in 45% Mn Substituted HoFeO₃: A Neutron Diffraction Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karthika%20Chandran">Karthika Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=Pulkit%20Prakash"> Pulkit Prakash</a>, <a href="https://publications.waset.org/abstracts/search?q=Amitabh%20Das"> Amitabh Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Santhosh%20P.%20N."> Santhosh P. N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rare earth orthoferrites (RFeO₃) exhibit interesting and useful magnetic properties like multiferroicity, magnetodielectric coupling, spin reorientation (SR) and exchange bias. B site doped RFeO₃ are attracting attention due to the complex and tuneable magnetic transitions. In this work, 45% Mn-doped HoFeO₃ polycrystalline sample (HoFe₀.₅₅Mn₀.₄₅O₃) was synthesized by a solid-state reaction method. The magnetic structure and transitions were studied by magnetization measurements and neutron powder diffraction methods. The neutron diffraction patterns were taken at 13 different temperatures from 7°K to 300°K (7°K and 25°K to 300°K in 25°K intervals). The Rietveld refinement was carried out by using a FULLPROF suite. The magnetic space groups and the irreducible representations were obtained by SARAh module. The room temperature neutron diffraction refinement results indicate that the sample crystallizes in an orthorhombic perovskite structure with Pnma space group with lattice parameters a = 5.6626(3) Ǻ, b = 7.5241(3) Ǻ and c = 5.2704(2) Ǻ. The temperature dependent magnetization (M-T) studies indicate the presence of two magnetic transitions in the system ( TN Fe/Mn~330°K and TSR Fe/Mn ~290°K). The inverse susceptibility vs. temperature curve shows a linear behavior above 330°K. The Curie-Weiss fit in this region gives negative Curie constant (-34.9°K) indicating the antiferromagnetic nature of the transition. The neutron diffraction refinement results indicate the presence of mixed magnetic phases Γ₄(AₓFᵧG <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neutron%20powder%20diffraction" title="neutron powder diffraction">neutron powder diffraction</a>, <a href="https://publications.waset.org/abstracts/search?q=rare%20earth%20orthoferrites" title=" rare earth orthoferrites"> rare earth orthoferrites</a>, <a href="https://publications.waset.org/abstracts/search?q=Rietveld%20analysis" title=" Rietveld analysis"> Rietveld analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=spin%20reorientation" title=" spin reorientation"> spin reorientation</a> </p> <a href="https://publications.waset.org/abstracts/105883/magnetic-structure-and-transitions-in-45-mn-substituted-hofeo3-a-neutron-diffraction-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105883.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">148</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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