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<!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: Penn P. Wu</title> <meta name="description" content="Search results for: Penn P. Wu"> <meta name="keywords" content="Penn P. Wu"> <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="Penn P. 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Wu"> <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> 6</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Penn P. Wu</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Size-Reduction Strategies for Iris Codes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jutta%20H%C3%A4mmerle-Uhl">Jutta H盲mmerle-Uhl</a>, <a href="https://publications.waset.org/abstracts/search?q=Georg%20Penn"> Georg Penn</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerhard%20P%C3%B6tzelsberger"> Gerhard P枚tzelsberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Uhl"> Andreas Uhl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Iris codes contain bits with different entropy. This work investigates different strategies to reduce the size of iris code templates with the aim of reducing storage requirements and computational demand in the matching process. Besides simple sub-sampling schemes, also a binary multi-resolution representation as used in the JBIG hierarchical coding mode is assessed. We find that iris code template size can be reduced significantly while maintaining recognition accuracy. Besides, we propose a two stage identification approach, using small-sized iris code templates in a pre-selection satge, and full resolution templates for final identification, which shows promising recognition behaviour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iris%20recognition" title="iris recognition">iris recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=compact%20iris%20code" title=" compact iris code"> compact iris code</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20matching" title=" fast matching"> fast matching</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20bits" title=" best bits"> best bits</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-selection%20identification" title=" pre-selection identification"> pre-selection identification</a>, <a href="https://publications.waset.org/abstracts/search?q=two-stage%20identification" title=" two-stage identification"> two-stage identification</a> </p> <a href="https://publications.waset.org/abstracts/20877/size-reduction-strategies-for-iris-codes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20877.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">440</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> Teaching College Classes with Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Penn%20P.%20Wu">Penn P. Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent advances in virtual reality (VR) technologies have made it possible for students to experience a virtual on-the-scene or virtual in-person observation of an educational event. In an experimental class, the author uses VR, particularly 360° videos, to virtually engage students in an event, through a wide spectrum of educational resources, such s a virtual “bystander.” Students were able to observe the event as if they were physically on site, although they could not intervene with the scene. The author will describe the adopted equipment, specification, and cost of building them as well as the quality of VR. The author will discuss (a) feasibility, effectiveness, and efficiency of using VR as a supplemental technology to teach college students and criteria and methodologies used by the authors to evaluate them; (b) barriers and issues of technological implementation; and (c) pedagogical practices learned through this experiment. The author also attempts to explore (a) how VR could provide an interactive virtual in-person learning experience; (b) how VR can possibly change traditional college education and online education; (c) how educators and balance six critical factors: cost, time, technology, quality, result, and content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20VR" title="learning with VR">learning with VR</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20experience%20of%20learning" title=" virtual experience of learning"> virtual experience of learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20in-person%20learning" title=" virtual in-person learning"> virtual in-person learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20for%20education" title=" virtual reality for education"> virtual reality for education</a> </p> <a href="https://publications.waset.org/abstracts/59042/teaching-college-classes-with-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59042.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">308</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> Spatiotemporal Neural Network for Video-Based Pose Estimation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bin%20Ji">Bin Ji</a>, <a href="https://publications.waset.org/abstracts/search?q=Kai%20Xu"> Kai Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunyu%20Yao"> Shunyu Yao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingjing%20Liu"> Jingjing Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ye%20Pan"> Ye Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human pose estimation is a popular research area in computer vision for its important application in human-machine interface. In recent years, 2D human pose estimation based on convolution neural network has got great progress and development. However, in more and more practical applications, people often need to deal with tasks based on video. It鈥檚 not far-fetched for us to consider how to combine the spatial and temporal information together to achieve a balance between computing cost and accuracy. To address this issue, this study proposes a new spatiotemporal model, namely Spatiotemporal Net (STNet) to combine both temporal and spatial information more rationally. As a result, the predicted keypoints heatmap is potentially more accurate and spatially more precise. Under the condition of ensuring the recognition accuracy, the algorithm deal with spatiotemporal series in a decoupled way, which greatly reduces the computation of the model, thus reducing the resource consumption. This study demonstrate the effectiveness of our network over the Penn Action Dataset, and the results indicate superior performance of our network over the existing methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convolutional%20long%20short-term%20memory" title="convolutional long short-term memory">convolutional long short-term memory</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20pose%20estimation" title=" human pose estimation"> human pose estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=spatiotemporal%20series" title=" spatiotemporal series"> spatiotemporal series</a> </p> <a href="https://publications.waset.org/abstracts/129867/spatiotemporal-neural-network-for-video-based-pose-estimation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129867.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 class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Topics of Blockchain Technology to Teach at Community College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Penn%20P.%20Wu">Penn P. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeannie%20Jo"> Jeannie Jo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blockchain technology has rapidly gained popularity in industry. This paper attempts to assist academia to answer four questions. First, should community colleges begin offering education to nurture blockchain-literate students for the job market? Second, what are the appropriate topical areas to cover? Third, should it be an individual course? And forth, should it be a technical or management course? This paper starts with identifying the knowledge domains of blockchain technology and the topical areas each domain has, and continues with placing them in appropriate academic territories (Computer Sciences vs. Business) and subjects (programming, management, marketing, and laws), and then develops an evaluation model to determine the appropriate topical area for community colleges to teach. The evaluation is based on seven factors: maturity of technology, impacts on management, real-world applications, subject classification, knowledge prerequisites, textbook readiness, and recommended pedagogies. The evaluation results point to an interesting direction that offering an introductory course is an ideal option to guide students through the learning journey of what blockchain is and how it applies to business. Such an introductory course does not need to engage students in the discussions of mathematics and sciences that make blockchain technologies possible. While it is inevitable to brief technical topics to help students build a solid knowledge foundation of blockchain technologies, community colleges should avoid offering students a course centered on the discussion of developing blockchain applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blockchain" title="blockchain">blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20technologies" title=" blockchain technologies"> blockchain technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20course" title=" blockchain course"> blockchain course</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20pedagogies" title=" blockchain pedagogies"> blockchain pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/98679/topics-of-blockchain-technology-to-teach-at-community-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Role of Cognitive Control and Social Camouflage Associated with Social Anxiety Autism Spectrum Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siqing%20Guan">Siqing Guan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fumiyo%20Oshima"> Fumiyo Oshima</a>, <a href="https://publications.waset.org/abstracts/search?q=Eiji%20Shimizu"> Eiji Shimizu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nozomi%20Tomita"> Nozomi Tomita</a>, <a href="https://publications.waset.org/abstracts/search?q=Toru%20Takahashi"> Toru Takahashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroaki%20Kumano"> Hiroaki Kumano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk factors for social anxiety in autism spectrum conditions involve executive attention, emotion regulation, and thought regulation as processes of cognitive dysregulation. Social camouflaging behaviors as strategies used to mask and/or compensate for autism characteristics during social interactions in autism spectrum conditions have also been emphasized. However, the role of cognitive dysregulation and social camouflaging related to social anxiety in autism spectrum conditions has not been clarified. Whether these factors are specific to social anxiety in autism spectrum conditions or common to social anxiety independent of autism spectrum conditions needs to be clarified. Here, we explored risk factors specific to social anxiety in autism spectrum conditions and general risk factors for social anxiety independent of autism spectrum conditions. From the Japanese participants in early adulthood (age=18~39) of the online survey in Japan, those who exceeded the Japanese version Autism-Spectrum Quotient cutoff (33 points or more )were divided into the autism spectrum conditions group (ASC; N=255, mean age=32.08, SD age=5.16)and those who did not exceed the cutoff were divided into the non-autism spectrum conditions group (Non-ASC; N=255, mean age=31.70, SD age=5.09). Using the Japanese versions of the Social Phobia Scale, the Social Interaction Anxiety Scale, and the Short Fear of Negative Evaluation Scale, a composite score for social anxiety was calculated using a method of principal. We also measured emotional control difficulties using the Difficulties in Emotion Regulation Scale, executive attention using the Effortful Control Scale for Adults, rumination using the Rumination-Reflection Questionnaire, and worry using the Penn State Worry Questionnaire. This study was passed through the review of the Ethics Committee. No conflicts of interest. Multiple regression analysis with forced entry method was used to predict social anxiety in the ASC and non-ASC groups separately, based on executive attention, emotion dysregulation, worry, rumination, and social camouflage. In the ASC group, emotion dysregulation (尾=.277, p<.001), worry (尾=.162, p<.05), assimilation (尾=.308, p<.001) and masking (尾=.275, p<.001) were significant predictors of social anxiety (F (7,247) = 45.791, p <.001, R2=.565). In the non-ASC groups,emotion dysregulation (尾=.171, p<.05), worry (尾=.344锛宲 <.001), assimilation (尾=.366,p <.001) and executive attention (尾=-.132,p <.05) were significant predictors of social anxiety (F (7,207) =47.333, p <.001, R2=.615).The findings suggest that masking was shown to be a risk factor for social anxiety specific to autism spectrum conditions, while emotion dysregulation, worry, and assimilation were shown to be common risk factors for social anxiety, regardless of autism spectrum conditions. In addition, executive attention is a risk factor for social anxiety without autism spectrum conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum" title="autism spectrum">autism spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20control" title=" cognitive control"> cognitive control</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20camouflaging" title=" social camouflaging"> social camouflaging</a> </p> <a href="https://publications.waset.org/abstracts/144775/the-role-of-cognitive-control-and-social-camouflage-associated-with-social-anxiety-autism-spectrum-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144775.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">208</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> Exploring 3-D Virtual Art Spaces: Engaging Student Communities Through Feedback and Exhibitions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zena%20Tredinnick-Kirby">Zena Tredinnick-Kirby</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Divinsky"> Anna Divinsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Brendan%20Berthold"> Brendan Berthold</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Cingolani"> Nicole Cingolani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Faculty members from The Pennsylvania State University, Zena Tredinnick-Kirby, Ph.D., and Anna Divinsky are at the forefront of an innovative educational approach to improve access in asynchronous online art courses. Their pioneering work weaves virtual reality (VR) technologies to construct a more equitable educational experience for students by transforming their learning and engagement. The significance of their study lies in the need to bridge the digital divide in online art courses, making them more inclusive and interactive for all distance learners. In an era where conventional classroom settings are no longer the sole means of instruction, Tredinnick-Kirby and Divinsky harness the power of instructional technologies to break down geographical barriers by incorporating an interactive VR experience that facilitates community building within an online environment transcending physical constraints. The methodology adopted by Tredinnick-Kirby, and Divinsky is centered around integrating 3D virtual spaces into their art courses. Spatial.io, a virtual world platform, enables students to develop digital avatars and engage in virtual art museums through a free browser-based program or an Oculus headset, where they can interact with other visitors and critique each other鈥檚 artwork. The goal is not only to provide students with an engaging and immersive learning experience but also to nourish them with a more profound understanding of the language of art criticism and technology. Furthermore, the study aims to cultivate critical thinking skills among students and foster a collaborative spirit. By leveraging cutting-edge VR technology, students are encouraged to explore the possibilities of their field, experimenting with innovative tools and techniques. This approach not only enriches their learning experience but also prepares them for a dynamic and ever-evolving art landscape in technology and education. One of the fundamental objectives of Tredinnick-Kirby and Divinsky is to remodel how feedback is derived through peer-to-peer art critique. Through the inclusion of 3D virtual spaces into the curriculum, students now have the opportunity to install their final artwork in a virtual gallery space and incorporate peer feedback, enabling students to exhibit their work opening the doors to a collaborative and interactive process. Students can provide constructive suggestions, engage in discussions, and integrate peer commentary into developing their ideas and praxis. This approach not only accelerates the learning process but also promotes a sense of community and growth. In summary, the study conducted by the Penn State faculty members Zena Tredinnick-Kirby, and Anna Divinsky represents innovative use of technology in their courses. By incorporating 3D virtual spaces, they are enriching the learners' experience. Through this inventive pedagogical technique, they nurture critical thinking, collaboration, and the practical application of cutting-edge technology in art. This research holds great promise for the future of online art education, transforming it into a dynamic, inclusive, and interactive experience that transcends the confines of distance learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Art" title="Art">Art</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20building" title=" community building"> community building</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/175826/exploring-3-d-virtual-art-spaces-engaging-student-communities-through-feedback-and-exhibitions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175826.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">71</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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