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</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> 894</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Academic performances</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">894</span> A Study on Learning Styles and Academic Performance in Relation with Kinesthetic, Verbal and Visual Intelligences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salina%20Budin">Salina Budin</a>, <a href="https://publications.waset.org/search?q=Nor%20Liawati%20Abu%20Othman"> Nor Liawati Abu Othman</a>, <a href="https://publications.waset.org/search?q=Shaira%20Ismail"> Shaira Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study attempts to determine kinesthetic, verbal and visual intelligences among mechanical engineering undergraduate students and explores any probable relation with students’ learning styles and academic performance. The questionnaire used in this study is based on Howard Gardner’s multiple intelligences theory comprising of five elements of learning style; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering. Additional questions on students’ perception of learning styles and their academic performance are included in the questionnaire. The results show that one third of the students are strongly dominant in the kinesthetic intelligent (33%), followed by a combination of kinesthetic and visual intelligences (29%) and 21% are strongly dominant in all three types of intelligences. There is a statistically significant correlation between kinesthetic, verbal and visual intelligences and students learning styles and academic performances. The ANOVA analysis supports that there is a significant relationship between academic performances and level of kinesthetic, verbal and visual intelligences. In addition, it has also proven a remarkable relationship between academic performances and kinesthetic, verbal and visual learning styles amongst the male and female students. Thus, it can be concluded that, academic achievements can be enhanced by understanding as well as capitalizing the students’ types of intelligences and learning styles.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Kinesthetic%20intelligent" title="Kinesthetic intelligent">Kinesthetic intelligent</a>, <a href="https://publications.waset.org/search?q=verbal%20intelligent" title=" verbal intelligent"> verbal intelligent</a>, <a href="https://publications.waset.org/search?q=visual%20intelligent" title=" visual intelligent"> visual intelligent</a>, <a href="https://publications.waset.org/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/search?q=academic%20performances." title=" academic performances."> academic performances.</a> </p> <a href="https://publications.waset.org/10006033/a-study-on-learning-styles-and-academic-performance-in-relation-with-kinesthetic-verbal-and-visual-intelligences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006033/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006033/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006033/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006033/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006033/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006033/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006033/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006033/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006033/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006033/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006033.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">2785</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">893</span> Gender Differences in Biology Academic Performances among Foundation Students of PERMATApintar® National Gifted Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Nor%20Azman">N. Nor Azman</a>, <a href="https://publications.waset.org/search?q=M.%20F.%20Kamarudin"> M. F. Kamarudin</a>, <a href="https://publications.waset.org/search?q=S.%20I.%20Ong"> S. I. Ong</a>, <a href="https://publications.waset.org/search?q=N.%20Maaulot"> N. Maaulot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>PERMATApintar<sup>®</sup> National Gifted Center is, to the author’s best of knowledge, the first center in Malaysia that provides a platform for Malaysian talented students with high ability in thinking. This center has built a teaching and learning biology curriculum that suits the ability of these gifted students. The level of PERMATApintar<sup>®</sup> biology curriculum is basically higher than the national biology curriculum. Here, the foundation students are exposed to the PERMATApintar<sup>®</sup> biology curriculum at the age of as early as 11 years old. This center practices a 4-time-a-year examination system to monitor the academic performances of the students. Generally, most of the time, male students show no or low interest towards biology subject compared to female students. This study is to investigate the association of students’ gender and their academic performances in biology examination. A total of 39 students’ scores in twelve sets of biology examinations in 3 years have been collected and analyzed by using the statistical analysis. Based on the analysis, there are no significant differences between male and female students against the biology academic performances with a significant level of p = 0.05. This indicates that gender is not associated with the scores of biology examinations among the students. Another result showed that the average score for male studenta was higher than the female students. Future research can be done by comparing the biology academic achievement in Malaysian National Examination (Sijil Pelajaran Malaysia, SPM) between the Foundation 3 students (Grade 9) and Level 2 students (Grade 11) with similar PERMATApintar<sup>®</sup> biology curriculum.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performances" title="Academic performances">Academic performances</a>, <a href="https://publications.waset.org/search?q=biology" title=" biology"> biology</a>, <a href="https://publications.waset.org/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/search?q=gifted%20students." title=" gifted students."> gifted students.</a> </p> <a href="https://publications.waset.org/10009717/gender-differences-in-biology-academic-performances-among-foundation-students-of-permatapintar-national-gifted-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009717/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009717/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009717/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009717/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009717/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009717/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009717/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009717/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009717/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009717/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009717.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">1314</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">892</span> Stop Texting While Learning: A Meta-Analysis of Social Networks Use and Academic Performances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Proud%20Arunrangsiwed">Proud Arunrangsiwed</a>, <a href="https://publications.waset.org/search?q=Sarinya%20Kongtieng"> Sarinya Kongtieng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teachers and university lecturers face an unsolved problem, which is students’ multitasking behaviors during class time, such as texting or playing a game. It is important to examine the most powerful predictor that can result in students’ educational performances. Meta-analysis was used to analyze the research articles, which were published with the keywords, multitasking, class performance, and texting. We selected 14 research articles published during 2008-2013 from online databases, and four articles met the predetermined inclusion criteria. Effect size of each pair of variables was used as the dependent variable. The findings revealed that the students’ expectancy and value on SNSs usages is the best significant predictor of their educational performances, followed by their motivation and ability in using SNSs, prior educational performances, usage behaviors of SNSs in class, and their personal characteristics, respectively. Future study should conduct a longitudinal design to better understand the effect of multitasking in the classroom.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Meta-regression%20analysis" title="Meta-regression analysis">Meta-regression analysis</a>, <a href="https://publications.waset.org/search?q=social%20networking%20site%20use" title=" social networking site use"> social networking site use</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=multitasking" title=" multitasking"> multitasking</a>, <a href="https://publications.waset.org/search?q=motivation." title=" motivation. "> motivation. </a> </p> <a href="https://publications.waset.org/10006268/stop-texting-while-learning-a-meta-analysis-of-social-networks-use-and-academic-performances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006268/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006268/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006268/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006268/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006268/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006268/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006268/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006268/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006268/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006268/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006268.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">1699</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">891</span> Pathogenetic Mechanism of Alcohol's Effect on Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20O.%20Welcome">M. O. Welcome</a>, <a href="https://publications.waset.org/search?q=E.%20V.%20Pereverzeva"> E. V. Pereverzeva</a>, <a href="https://publications.waset.org/search?q=V.%20A.%20Pereverzev"> V. A. Pereverzev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The regulatory competence of blood glucose homeostasis might determine the degree of academic performance. The aim of this study was to produce a model of students' alcohol use based on glucose homeostasis control and cognitive functions that might define the pathogenetic mechanism of alcohol's effect on academic performance. The study took six hours and thirty minutes on fasting, involving thirteen male students. Disturbances in cognitive functions, precisely a decrease in the effectiveness of active attention and a faster development of fatigue after four to six hours of mental work in alcohol users, compared to abstainers was statistically proven. These disturbances in alcohol users were retained even after seven to ten days of moderate alcohol use and might be the reason for the low academic performances among students who use alcoholic beverages.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alcohol" title="Alcohol">Alcohol</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=pathogenetic%20mechanism." title=" pathogenetic mechanism."> pathogenetic mechanism.</a> </p> <a href="https://publications.waset.org/4680/pathogenetic-mechanism-of-alcohols-effect-on-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4680/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4680/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4680/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4680/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4680/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4680/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4680/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4680/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4680/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4680/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4680.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">1538</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">890</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=College%20students%E2%80%99%20academic%20performance" title="College students’ academic performance">College students’ academic performance</a>, <a href="https://publications.waset.org/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/search?q=purpose%20of%20life." title=" purpose of life."> purpose of life.</a> </p> <a href="https://publications.waset.org/10013432/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013432.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">211</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">889</span> Predictive Analytics of Student Performance Determinants in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahtab%20Davari">Mahtab Davari</a>, <a href="https://publications.waset.org/search?q=Charles%20Edward%20Okon"> Charles Edward Okon</a>, <a href="https://publications.waset.org/search?q=Somayeh%20Aghanavesi"> Somayeh Aghanavesi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Every institute of learning is usually interested in the performance of enrolled students. The level of these performances determines the approach an institute of study may adopt in rendering academic services. The focus of this paper is to evaluate students' academic performance in given courses of study using machine learning methods. This study evaluated various supervised machine learning classification algorithms such as Logistic Regression (LR), Support Vector Machine (SVM), Random Forest, Decision Tree, K-Nearest Neighbors, Linear Discriminant Analysis (LDA), and Quadratic Discriminant Analysis, using selected features to predict study performance. The accuracy, precision, recall, and F1 score obtained from a 5-Fold Cross-Validation were used to determine the best classification algorithm to predict students’ performances. SVM (using a linear kernel), LDA, and LR were identified as the best-performing machine learning methods. Also, using the LR model, this study identified students' educational habits such as reading and paying attention in class as strong determinants for a student to have an above-average performance. Other important features include the academic history of the student and work. Demographic factors such as age, gender, high school graduation, etc., had no significant effect on a student's performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%20performance" title="Student performance">Student performance</a>, <a href="https://publications.waset.org/search?q=supervised%20machine%20learning" title=" supervised machine learning"> supervised machine learning</a>, <a href="https://publications.waset.org/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/search?q=cross-validation." title=" cross-validation."> cross-validation.</a> </p> <a href="https://publications.waset.org/10012800/predictive-analytics-of-student-performance-determinants-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012800/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012800/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012800/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012800/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012800/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012800/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012800/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012800/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012800/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012800/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012800.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">570</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">888</span> Cultivating a Successful Academic Career in Higher Education Institutes: The 10 X C Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Zamir">S. Zamir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The modern era has brought with it significant organizational changes. These changes have not bypassed the academic world, and along with the old academic bonds that include a world of knowledge and ethics, academic faculty members are required more than ever not only to survive in the academic world, but also to thrive and flourish and position themselves as modern and opinionated academicians. Based upon the writings of organizational consultants, the article suggests a 10 X C model for cultivating an academic backbone, as well as emphasizing its input to the professional growth of university and college academics: Competence, Calculations of pain & gain, Character, Commitment, Communication, Curiosity, Coping, Courage, Collaboration and Celebration.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20career" title="Academic career">Academic career</a>, <a href="https://publications.waset.org/search?q=academicians" title=" academicians"> academicians</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=the%2010xC%20Model." title=" the 10xC Model."> the 10xC Model.</a> </p> <a href="https://publications.waset.org/10007003/cultivating-a-successful-academic-career-in-higher-education-institutes-the-10-x-c-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007003/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007003/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007003/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007003/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007003/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007003/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007003/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007003/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007003/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007003/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007003.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">963</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">887</span> Measuring the Academic Self-Efficacy of Undergraduates: The Role of Gender and Academic Year Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilani%20Sachitra">Vilani Sachitra</a>, <a href="https://publications.waset.org/search?q=Udari%20Bandara"> Udari Bandara </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy beliefs provide the foundation for human motivation, well-being, and personal accomplishment. This study measured the levels of academic self-efficacy of undergraduates and also examined whether there any differences in academic self-efficacy with respect to gender and academic year. A structured questionnaire was employed to collect data from undergraduates who enrolled the Bachelor of Commerce degree programme at the University of Sri Jayewardenepura. The outcome of the study revealed that undergraduates lacked the confidence to ask and answer questions, seek help from lecturers, have a study plan and engage in academic discussion and note-taking. However, the findings also demonstrated that undergraduates were not hesitant about seeking help from friends, had confidence on meeting the deadlines and completing the degree within four years. Interestingly, females displayed higher academic self-efficacy than males. Specifically, the data were supported to conclude that there were significant differences in academic self-efficacy with respect to academic years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20year" title="Academic year">Academic year</a>, <a href="https://publications.waset.org/search?q=bachelor%20of%20commerce%20undergraduates" title=" bachelor of commerce undergraduates"> bachelor of commerce undergraduates</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=self-efficacy." title=" self-efficacy."> self-efficacy.</a> </p> <a href="https://publications.waset.org/10008065/measuring-the-academic-self-efficacy-of-undergraduates-the-role-of-gender-and-academic-year-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008065/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008065/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008065/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008065/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008065/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008065/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008065/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008065/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008065/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008065/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008065.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">2652</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">886</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20management" title="Motivation management">Motivation management</a>, <a href="https://publications.waset.org/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=students." title=" students. "> students. </a> </p> <a href="https://publications.waset.org/10007851/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007851/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007851/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007851/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007851/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007851/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007851/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007851/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007851/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007851/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007851/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007851.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">996</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">885</span> Projectification: Using Project Management Methodology to Manage the Academic Program Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adam%20Marks">Adam Marks</a>, <a href="https://publications.waset.org/search?q=Munir%20Majdalawieh"> Munir Majdalawieh</a>, <a href="https://publications.waset.org/search?q=Maytha%20Al%20Ali"> Maytha Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research is rich with what criteria could be included in the academic program review processes, there is rarely any mention of how this significant and complex process should be managed. This paper proposes using project management methodology in alignment with the program review criteria of the Dickeson’s Prioritizing Academic Programs model. Project management and academic program review share two distinct characteristics; one is their life cycle, and the second is the core knowledge areas they use. This aligned and structured approach offers academic administrators a step-by-step guide that can help them manage this process and effectively assess academic programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Project%20management" title="Project management">Project management</a>, <a href="https://publications.waset.org/search?q=academic%20program" title=" academic program"> academic program</a>, <a href="https://publications.waset.org/search?q=program%20review" title=" program review"> program review</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=higher%20education%20institution" title=" higher education institution"> higher education institution</a>, <a href="https://publications.waset.org/search?q=strategic%20management." title=" strategic management. "> strategic management. </a> </p> <a href="https://publications.waset.org/10009347/projectification-using-project-management-methodology-to-manage-the-academic-program-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009347/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009347/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009347/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009347/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009347/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009347/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009347/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009347/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009347/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009347/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009347.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">999</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">884</span> Healing Performances: Ethnographic Concepts and Emic Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Ishak">S. Ishak</a>, <a href="https://publications.waset.org/search?q=M.%20G.%20Nasuruddin"> M. G. Nasuruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper looks at healing performances as ethnographic expressions of local knowledge and culture embedded within the Malay psyche and gemeinschaft. As society develops and progresses, these healing performances are caught within conflicting trajectories which become compounded by the contestations of tradition, religious concerns, locality and modernity. As exemplifications of the Malay ethos, these performances practice common rituals, cater to the innate needs of the practitioners and serve the targeted, closed, local community. This paper traces the ethnographic methods in documenting these practices as rituals of healing in a post-modern world. It delineates the ethnographic concepts used to analyze these rituals, and to semiotically read the varied binarial oppositions and juxtapositions. The paper concludes by highlighting the reconciliatory processes involved in maintaining these ritual performances as exemplifications of the Malay ethos playing an important role in the re-aligning, re-balancing and healing of the Malay community’s psyche. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Angin%2Fwinds" title="Angin/winds">Angin/winds</a>, <a href="https://publications.waset.org/search?q=Semangat%2Fspirits" title=" Semangat/spirits"> Semangat/spirits</a>, <a href="https://publications.waset.org/search?q=Traditional%20Theatres" title=" Traditional Theatres"> Traditional Theatres</a>, <a href="https://publications.waset.org/search?q=Trance." title=" Trance."> Trance.</a> </p> <a href="https://publications.waset.org/10003372/healing-performances-ethnographic-concepts-and-emic-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003372/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003372/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003372/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003372/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003372/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003372/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003372/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003372/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003372/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003372/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003372.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">1225</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">883</span> Disaster Preparedness for Academic Libraries in Malaysia: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Siti%20Juryiah%20Mohd%20Khalid">Siti Juryiah Mohd Khalid</a>, <a href="https://publications.waset.org/search?q=Norazlina%20Dol"> Norazlina Dol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic libraries in Malaysia are still not prepared for disaster even though several occasions have been reported. The study sets out to assess the current status of preparedness in disaster management among Malaysian academic libraries in the State of Selangor and the Federal Territory of Kuala Lumpur. To obtain a base level of knowledge on disaster preparedness of current practices, a questionnaire was distributed to chief librarians or their assignees in charge of disaster or emergency preparedness at 40 academic libraries and 34 responses were received. The study revolved around the current status of preparedness, on various issues including existence of disaster preparedness plan among academic libraries in Malaysia, disaster experiences by the academic libraries, funding, risk assessment activities and involvement of library staff in disaster management. Frequency and percentage tables were used in the analysis of the data collected. Some of the academic libraries under study have experienced one form of disaster or the other. Most of the academic libraries do not have a written disaster preparedness plan. The risk assessments and staff involvement in disaster preparedness by these libraries were generally adequate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20libraries" title="Academic libraries">Academic libraries</a>, <a href="https://publications.waset.org/search?q=disaster%20preparedness%20plan" title=" disaster preparedness plan"> disaster preparedness plan</a>, <a href="https://publications.waset.org/search?q=disaster%20management" title=" disaster management"> disaster management</a>, <a href="https://publications.waset.org/search?q=emergency%20plan." title=" emergency plan."> emergency plan.</a> </p> <a href="https://publications.waset.org/10002555/disaster-preparedness-for-academic-libraries-in-malaysia-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002555.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">3350</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">882</span> Academic Performance of Engineering Students: The Role of Abilities & Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sumita%20Chowhan">Sumita Chowhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Abilities are important for academic success. Yet, abilities cannot be the whole story. Styles might be one source of unexplained variation. A style is a preferred way of using ones abilities. Students are thought to be incompetent not because they are lacking in abilities, but because their styles do not match the academic course chosen. The purpose of the study was to determine the role of abilities and learning styles in prediction of academic performance and their adjustment. Participants were 272 engineering students. The tools used are Myers Briggs Type Indicator, Culture Fair Intelligence Test and Student Problem Checklist. The statistical procedures employed were t-test, correlations and stepwise regressions. The analyses of the data indicated that although abilities are better predictors of academic performance, learning styles also shown a significant relationship. The study also indicates that if students learning styles matches to their chosen academic course, they tend to show better performance and less adjustment problems.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Abilities" title="Abilities">Abilities</a>, <a href="https://publications.waset.org/search?q=Academic%20Performance" title=" Academic Performance"> Academic Performance</a>, <a href="https://publications.waset.org/search?q=Adjustment" title=" Adjustment"> Adjustment</a>, <a href="https://publications.waset.org/search?q=Learning%20Styles." title=" Learning Styles."> Learning Styles.</a> </p> <a href="https://publications.waset.org/9996811/academic-performance-of-engineering-students-the-role-of-abilities-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996811/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996811/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996811/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996811/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996811/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996811/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996811/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996811/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996811/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996811/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996811.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">2471</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">881</span> Selective Mutation for Genetic Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sung%20Hoon%20Jung">Sung Hoon Jung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a selective mutation method for improving the performances of genetic algorithms. In selective mutation, individuals are first ranked and then additionally mutated one bit in a part of their strings which is selected corresponding to their ranks. This selective mutation helps genetic algorithms to fast approach the global optimum and to quickly escape local optima. This results in increasing the performances of genetic algorithms. We measured the effects of selective mutation with four function optimization problems. It was found from extensive experiments that the selective mutation can significantly enhance the performances of genetic algorithms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Genetic%20algorithm" title="Genetic algorithm">Genetic algorithm</a>, <a href="https://publications.waset.org/search?q=selective%20mutation" title=" selective mutation"> selective mutation</a>, <a href="https://publications.waset.org/search?q=function%20optimization" title=" function optimization"> function optimization</a> </p> <a href="https://publications.waset.org/10404/selective-mutation-for-genetic-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10404/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10404/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10404/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10404/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10404/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10404/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10404/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10404/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10404/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10404/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10404.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">1847</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">880</span> Knowledge Management in Academic: A Perspective of Academic Research Contribution to Economic Development of a Nation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hilary%20J.%20Watsilla">Hilary J. Watsilla</a>, <a href="https://publications.waset.org/search?q=Narasimha%20R.%20Vajjhala"> Narasimha R. Vajjhala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Information and Communication Technology (ICT) has made information access easier and affordable. Academic research has also benefited from this, with online journals and academic resource readily available by the click of a button. However, there are limited ways of assessing and controlling the quality of the academic research mostly in public institution. Nigeria is the most populous country in Africa with a significant number of universities and young population. The quality of knowledge created by academic researchers, however, needs to be evaluated due to the high number of predatory journals published by academia. The purpose of this qualitative study is to look at the knowledge creation, acquisition, and assimilation process by academic researchers in public universities in Nigeria. Qualitative research will be carried out using in-depth interviews and observations. Academic researchers will be interviewed and absorptive capacity theory will be used as the theoretical framework to guide the research. The findings from this study should help understand the impact of ICT on the knowledge creation process in academic research and to understand how ICT can affect the quality of knowledge produced by researchers. The findings from this study should help add value to the existing body of knowledge on the quality of academic research, especially in Africa where there is limited availability of quality academic research. As this study is limited to Nigerian universities, the outcome may not be generalized to other developing countries.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20creation" title="Knowledge creation">Knowledge creation</a>, <a href="https://publications.waset.org/search?q=academic%20research" title=" academic research"> academic research</a>, <a href="https://publications.waset.org/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/search?q=university." title=" university."> university.</a> </p> <a href="https://publications.waset.org/10011114/knowledge-management-in-academic-a-perspective-of-academic-research-contribution-to-economic-development-of-a-nation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011114/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011114/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011114/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011114/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011114/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011114/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011114/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011114/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011114/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011114/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011114.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">1336</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">879</span> Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Grace%20Adebisi%20Fayombo">Grace Adebisi Fayombo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the active learning strategies contributed 22% (Rsq=0.222) to the variance being accounted for in academic achievement and this was found to be statistically significant (F(7,150) = 6.12, p < .05). Additionally, group work emerged as the best active learning strategy and had the highest correlation with the students’ academic achievement. These results were discussed in the light of the importance of the active learning strategies promoting academic achievement among the university students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/search?q=undergraduates." title=" undergraduates."> undergraduates.</a> </p> <a href="https://publications.waset.org/16432/active-learning-strategies-and-academic-achievement-among-some-psychology-undergraduates-in-barbados" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16432.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">3790</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">878</span> The Effect of the Andalus Knowledge Phases and Times Model of Learning on the Development of Students’ Academic Performance and Emotional Quotient</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aimed at investigating the effect of Andalus Knowledge Phases and Times (ANPT) model of learning and the effect of 'Intel Education Contribution in ANPT' on the development of students’ academic performance and emotional quotient. The society of the study composed of Andalus Private Schools, elementary school students (N=700), while the sample of the study composed of four randomly assigned groups (N=80) with one experimental group and one control group to study "ANPT" effect and the "Intel Contribution in ANPT" effect respectively. The study followed the quantitative and qualitative approaches in collecting and analyzing data to answer the study questions. Results of the study revealed that there were significant statistical differences between students’ academic performances and emotional quotients for the favor of the experimental groups. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ANPT" title="ANPT">ANPT</a>, <a href="https://publications.waset.org/search?q=Flipped%20Classroom" title=" Flipped Classroom"> Flipped Classroom</a>, <a href="https://publications.waset.org/search?q=5Es%20learning%20Model" title=" 5Es learning Model"> 5Es learning Model</a>, <a href="https://publications.waset.org/search?q=Kagan%20structures." title=" Kagan structures."> Kagan structures.</a> </p> <a href="https://publications.waset.org/10004689/the-effect-of-the-andalus-knowledge-phases-and-times-model-of-learning-on-the-development-of-students-academic-performance-and-emotional-quotient" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004689/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004689/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004689/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004689/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004689/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004689/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004689/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004689/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004689/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004689/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004689.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">1298</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">877</span> Loading Factor Performance of a Centrifugal Compressor Impeller: Specific Features and Way of Modeling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Soldatova">K. Soldatova</a>, <a href="https://publications.waset.org/search?q=Y.%20Galerkin"> Y. Galerkin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A loading factor performance is necessary for the modeling of centrifugal compressor gas dynamic performance curve. Measured loading factors are linear function of a flow coefficient at an impeller exit. The performance does not depend on the compressibility criterion. To simulate loading factor performances, the authors present two parameters: a loading factor at zero flow rate and an angle between an ordinate and performance line. The calculated loading factor performances of non-viscous are linear too and close to experimental performances. Loading factor performances of several dozens of impellers with different blade exit angles, blade thickness and number, ratio of blade exit/inlet height, and two different type of blade mean line configuration. There are some trends of influence, which are evident – comparatively small blade thickness influence, and influence of geometry parameters is more for impellers with bigger blade exit angles, etc. Approximating equations for both parameters are suggested. The next phase of work will be simulating of experimental performances with the suggested approximation equations as a base.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Centrifugal%20compressor%20stage" title="Centrifugal compressor stage">Centrifugal compressor stage</a>, <a href="https://publications.waset.org/search?q=centrifugal%20compressor" title=" centrifugal compressor"> centrifugal compressor</a>, <a href="https://publications.waset.org/search?q=loading%20factor" title=" loading factor"> loading factor</a>, <a href="https://publications.waset.org/search?q=gas%20dynamic%20performance%20curve." title=" gas dynamic performance curve."> gas dynamic performance curve.</a> </p> <a href="https://publications.waset.org/10005817/loading-factor-performance-of-a-centrifugal-compressor-impeller-specific-features-and-way-of-modeling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005817.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">2123</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">876</span> Development of the Academic Model to Predict Student Success at VUT-FSASEC Using Decision Trees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Langa%20Hendrick%20Musawenkosi">Langa Hendrick Musawenkosi</a>, <a href="https://publications.waset.org/search?q=Twala%20Bhekisipho"> Twala Bhekisipho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The success or failure of students is a concern for every academic institution, college, university, governments and students themselves. Several approaches have been researched to address this concern. In this paper, a view is held that when a student enters a university or college or an academic institution, he or she enters an academic environment. The academic environment is unique concept used to develop the solution for making predictions effectively. This paper presents a model to determine the propensity of a student to succeed or fail in the French South African Schneider Electric Education Center (FSASEC) at the Vaal University of Technology (VUT). The Decision Tree algorithm is used to implement the model at FSASEC.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20environment%20model" title="Academic environment model">Academic environment model</a>, <a href="https://publications.waset.org/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/search?q=FSASEC" title=" FSASEC"> FSASEC</a>, <a href="https://publications.waset.org/search?q=K-nearest%20neighbor" title=" K-nearest neighbor"> K-nearest neighbor</a>, <a href="https://publications.waset.org/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/search?q=popularity%20index" title=" popularity index"> popularity index</a>, <a href="https://publications.waset.org/search?q=support%20vector%20machine." title=" support vector machine."> support vector machine.</a> </p> <a href="https://publications.waset.org/10008142/development-of-the-academic-model-to-predict-student-success-at-vut-fsasec-using-decision-trees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008142/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008142/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008142/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008142/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008142/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008142/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008142/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008142/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008142/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008142/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008142.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">1148</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">875</span> An Attempt to Predict the Performances of a Rocket Thrust Chamber</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Benarous">A. Benarous</a>, <a href="https://publications.waset.org/search?q=D.%20Karmed"> D. Karmed</a>, <a href="https://publications.waset.org/search?q=R.%20Haoui"> R. Haoui</a>, <a href="https://publications.waset.org/search?q=A.%20Liazid"> A. Liazid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The process for predicting the ballistic properties of a liquid rocket engine is based on the quantitative estimation of idealized performance deviations. In this aim, an equilibrium chemistry procedure is firstly developed and implemented in a Fortran routine. The thermodynamic formulation allows for the calculation of the theoretical performances of a rocket thrust chamber. In a second step, a computational fluid dynamic analysis of the turbulent reactive flow within the chamber is performed using a finite volume approach. The obtained values for the “quasi-real" performances account for both turbulent mixing and chemistryturbulence coupling. In the present work, emphasis is made on the combustion efficiency performance for which deviation is mainly due to radial gradients of static temperature and mixture ratio. Numerical values of the characteristic velocity are successfully compared with results from an industry-used code. The results are also confronted with the experimental data of a laboratory-scale rocket engine.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=JANAF%20methodology" title="JANAF methodology">JANAF methodology</a>, <a href="https://publications.waset.org/search?q=Liquid%20rocket%20engine" title=" Liquid rocket engine"> Liquid rocket engine</a>, <a href="https://publications.waset.org/search?q=Mascotte%20test-rig" title=" Mascotte test-rig"> Mascotte test-rig</a>, <a href="https://publications.waset.org/search?q=Theoretical%20performances." title=" Theoretical performances."> Theoretical performances.</a> </p> <a href="https://publications.waset.org/5096/an-attempt-to-predict-the-performances-of-a-rocket-thrust-chamber" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5096/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5096/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5096/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5096/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5096/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5096/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5096/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5096/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5096/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5096/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5096.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">2057</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">874</span> Academic Loss in Japanese Society: Suicide and Harassment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Miho%20Tsukamoto">Miho Tsukamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among many occupations in the country, the highest suicide rate is caused by graduate students. One of the reasons of high rate of suicide, is caused academic harassment. This paper is significant as researchers have investigated and many cases caused “jisatsu” have noticed in the country. Accordingly, this paper uses statistic of governmental organization, and focuses on graduate students’ mental stress, and graduate students’ suicides and leaves of absence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20Harassment" title="Academic Harassment">Academic Harassment</a>, <a href="https://publications.waset.org/search?q=Academic%20Loss" title=" Academic Loss"> Academic Loss</a>, <a href="https://publications.waset.org/search?q=Escape" title=" Escape"> Escape</a>, <a href="https://publications.waset.org/search?q=Jisatsu." title=" Jisatsu."> Jisatsu.</a> </p> <a href="https://publications.waset.org/10003975/academic-loss-in-japanese-society-suicide-and-harassment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003975/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003975/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003975/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003975/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003975/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003975/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003975/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003975/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003975/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003975/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003975.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">939</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">873</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.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">2795</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">872</span> Metaheuristic Algorithms for Decoding Binary Linear Codes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hassan%20Berbia">Hassan Berbia</a>, <a href="https://publications.waset.org/search?q=Faissal%20Elbouanani"> Faissal Elbouanani</a>, <a href="https://publications.waset.org/search?q=Rahal%20Romadi"> Rahal Romadi</a>, <a href="https://publications.waset.org/search?q=Mostafa%20Belkasmi"> Mostafa Belkasmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces two decoders for binary linear codes based on Metaheuristics. The first one uses a genetic algorithm and the second is based on a combination genetic algorithm with a feed forward neural network. The decoder based on the genetic algorithms (DAG) applied to BCH and convolutional codes give good performances compared to Chase-2 and Viterbi algorithm respectively and reach the performances of the OSD-3 for some Residue Quadratic (RQ) codes. This algorithm is less complex for linear block codes of large block length; furthermore their performances can be improved by tuning the decoder-s parameters, in particular the number of individuals by population and the number of generations. In the second algorithm, the search space, in contrast to DAG which was limited to the code word space, now covers the whole binary vector space. It tries to elude a great number of coding operations by using a neural network. This reduces greatly the complexity of the decoder while maintaining comparable performances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Block%20code" title="Block code">Block code</a>, <a href="https://publications.waset.org/search?q=decoding" title=" decoding"> decoding</a>, <a href="https://publications.waset.org/search?q=methaheuristic" title=" methaheuristic"> methaheuristic</a>, <a href="https://publications.waset.org/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/search?q=neural%20network" title="neural network">neural network</a> </p> <a href="https://publications.waset.org/13439/metaheuristic-algorithms-for-decoding-binary-linear-codes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13439/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13439/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13439/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13439/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13439/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13439/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13439/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13439/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13439/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13439/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13439.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">2093</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">871</span> The Relationship between Manufacturing System Performance and Green Practices in Supply Chain Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wan%20Hasrulnizzam%20Wan%20Mahmood">Wan Hasrulnizzam Wan Mahmood</a>, <a href="https://publications.waset.org/search?q=Mohd%20Nizam%20Ab%20Rahman"> Mohd Nizam Ab Rahman</a>, <a href="https://publications.waset.org/search?q=Baba%20Md%20Deros"> Baba Md Deros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Green supply chain management is an increasingly recognized practice among companies that are seeking to improve environmental performance. Of particular concern is how to arouse organizational awareness and put green activities into practice in order to enhance manufacturing performances. This paper investigates the correlation of green supply chain practices and manufacturing performances in Malaysian certified MS ISO 14000 manufacturing firms. The findings shows that green supply chain practices which that can be denominated product recycling, environmental compliance and optimization have significant influence to some of the manufacturing performances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Green%20supply%20chain%20practice" title="Green supply chain practice">Green supply chain practice</a>, <a href="https://publications.waset.org/search?q=Manufacturing%20system%20performance" title=" Manufacturing system performance"> Manufacturing system performance</a>, <a href="https://publications.waset.org/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/9101/the-relationship-between-manufacturing-system-performance-and-green-practices-in-supply-chain-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9101/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9101/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9101/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9101/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9101/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9101/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9101/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9101/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9101/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9101/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9101.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">1773</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">870</span> Academic Digital Library's Evaluation Criteria: User-Centered Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Razilan%20A.%20Kadir">Razilan A. Kadir</a>, <a href="https://publications.waset.org/search?q=Wan%20A.%20K.%20W.%20Dollah"> Wan A. K. W. Dollah</a>, <a href="https://publications.waset.org/search?q=Fatimah%20A.%20Saaid"> Fatimah A. Saaid</a>, <a href="https://publications.waset.org/search?q=S.%20Diljit"> S. Diljit </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Academic digital libraries emerged as a result of advances in computing and information systems technologies, and had been introduced in universities and to public. As results, moving in parallel with current technology in learning and researching environment indeed offers myriad of advantages especially to students and academicians, as well as researchers. This is due to dramatic changes in learning environment through the use of digital library system which giving spectacular impact on these societies- way of performing their study/research. This paper presents a survey of current criteria for evaluating academic digital libraries- performance. The goal is to discuss criteria being applied so far for academic digital libraries evaluation in the context of user-centered design. Although this paper does not comprehensively take into account all previous researches in evaluating academic digital libraries but at least it can be a guide in understanding the evaluation criteria being widely applied.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20digital%20libraries" title="Academic digital libraries">Academic digital libraries</a>, <a href="https://publications.waset.org/search?q=evaluation%20criteria" title=" evaluation criteria"> evaluation criteria</a>, <a href="https://publications.waset.org/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/search?q=user-centered." title=" user-centered."> user-centered.</a> </p> <a href="https://publications.waset.org/3407/academic-digital-librarys-evaluation-criteria-user-centered-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3407/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3407/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3407/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3407/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3407/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3407/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3407/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3407/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3407/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3407/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3407.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">2381</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">869</span> Mental Vulnerability and Coping Strategies as a Factor for Academic Success for Pupils with Special Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=T.%20Dubayova">T. Dubayova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slovak, as well as foreign authors, believe that the influence of non-cognitive factors on a student's academic success or failure is unquestionable. The aim of this paper is to establish a link between the mental vulnerability and coping strategies used by 4<sup>th</sup> grade elementary school students in dealing with stressful situations and their academic performance, which was used as a simple quantitative indicator of academic success. The research sample consists of 320 students representing the standard population and 60 students with special education needs (SEN), who were assessed by the Strengths and Difficulties Questionnaire (SDQ) by their teachers and the Children’s Coping Strategies Checklist (CCSC-R1) filled in by themselves. Students with SEN recorded an extraordinarily high frequency of mental vulnerability (34.5 %) than students representing the standard population (7 %). The poorest academic performance of students with SEN was associated with the avoidance behavior displayed during stressful situations. Students of the standard population did not demonstrate this association. Students with SEN are more likely to display mental health problems than students of the standard population. This may be caused by the accumulation of and frequent exposure to situations that they perceive as stressful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coping" title="Coping">Coping</a>, <a href="https://publications.waset.org/search?q=mental%20vulnerability" title=" mental vulnerability"> mental vulnerability</a>, <a href="https://publications.waset.org/search?q=students%20with%20special%20education%20needs" title=" students with special education needs"> students with special education needs</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=academic%20success." title=" academic success. "> academic success. </a> </p> <a href="https://publications.waset.org/10004353/mental-vulnerability-and-coping-strategies-as-a-factor-for-academic-success-for-pupils-with-special-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004353/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004353/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004353/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004353/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004353/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004353/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004353/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004353/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004353/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004353/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004353.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">1568</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">868</span> LEED Empirical Evidence in Northern and Southern Europe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Svetlana%20Pushkar">Svetlana Pushkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The Leadership in Energy and Environmental Design (LEED) green building rating system is recognized in Europe. LEED uses regional priority (RP) points that are adapted to different environmental conditions. However, the appropriateness of the RP points is still a controversial question. To clarify this issue, two different parts of Europe: northern Europe (Finland and Sweden) and southern Europe (Turkey and Spain) were considered. Similarities and differences in the performances of LEED 2009-new construction (LEED-NC 2009) in these four countries were analyzed. It was found that LEED-NC 2009 performances in northern and southern parts of Europe in terms of Sustainable Sites (SS), Water Efficiency (WE), Materials and Resources (MR), and Indoor Environmental Quality (EQ) were similar, whereas in Energy and Atmosphere (EA), their performances were different. WE and SS revealed high performances (70-100%); EA and EQ demonstrated intermediate performance (40-60%); and MR displayed low performance (20-40%). It should be recommended introducing the following new RP points: for Turkey - water-related points and for all four observed countries - green power-related points for improving the LEED adaptation in Europe.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Green%20building" title="Green building">Green building</a>, <a href="https://publications.waset.org/search?q=Europe" title=" Europe"> Europe</a>, <a href="https://publications.waset.org/search?q=LEED" title=" LEED"> LEED</a>, <a href="https://publications.waset.org/search?q=regional%20priority%20points." title=" regional priority points. "> regional priority points. </a> </p> <a href="https://publications.waset.org/10010051/leed-empirical-evidence-in-northern-and-southern-europe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010051/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010051/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010051/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010051/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010051/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010051/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010051/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010051/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010051/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010051/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010051.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">842</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">867</span> 3D CFD Simulation of Thermal Hydraulic Performances on Louvered Fin Automotive Heat Exchangers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Ben%20Saad">S. Ben Saad</a>, <a href="https://publications.waset.org/search?q=F.%20Ayad"> F. Ayad</a>, <a href="https://publications.waset.org/search?q=H.%20Damotte"> H. Damotte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study deals with Computational Fluid Dynamics (CFD) studies of the interactions between the air flow and louvered fins which equipped the automotive heat exchangers. 3D numerical simulation results are obtained by using the ANSYS Fluent 13.0 code and compared to experimental data. The paper studies the effect of louver angle and louver pitch geometrical parameters, on overall thermal hydraulic performances of louvered fins. The comparison between CFD simulations and experimental data show that established 3-D CFD model gives a good agreement. The validation agrees, with about 7% of deviation respectively of friction and Colburn factors to experimental results. As first, it is found that the louver angle has a strong influence on the heat transfer rate. Then, louver angle and louver pitch variation of the louvers and their effects on thermal hydraulic performances are studied. In addition to this study, it is shown that the second half of the fin takes has a significant contribution on pressure drop increase without any increase in heat transfer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CFD%20simulations" title="CFD simulations">CFD simulations</a>, <a href="https://publications.waset.org/search?q=automotive%20heat%20exchanger" title=" automotive heat exchanger"> automotive heat exchanger</a>, <a href="https://publications.waset.org/search?q=performances." title=" performances."> performances.</a> </p> <a href="https://publications.waset.org/4773/3d-cfd-simulation-of-thermal-hydraulic-performances-on-louvered-fin-automotive-heat-exchangers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4773/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4773/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4773/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4773/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4773/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4773/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4773/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4773/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4773/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4773/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4773.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">2999</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">866</span> Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Oladele%20K.%20Ogunsola">Oladele K. Ogunsola</a>, <a href="https://publications.waset.org/search?q=Kazeem%20A.%20Osuolale"> Kazeem A. Osuolale</a>, <a href="https://publications.waset.org/search?q=Akintayo%20O.%20Ojo"> Akintayo O. Ojo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many factors influence the educational outcome of students. Some of these have been studied by researchers with many emphasizing the role of students, schools, governments, peer groups and so on. More often than not, some of these factors influencing the academic achievement of the students have been traced back to parents and family; being the primary platform on which learning not only begins but is nurtured, encouraged and developed which later transforms to the performance of the students. This study not only explores parental and related factors that predict academic achievement through the review of relevant literatures but also, investigates the influence of parental background on the academic achievement of senior secondary school students in Ibadan North Local Government Area of Oyo State, Nigeria. As one of the criteria of the quality of education, students’ academic achievement was investigated because it is most often cited as an indicator of school effectiveness by school authorities and educationists. The data collection was done through interviews and use of well-structured questionnaires administered to one hundred students (100) within the target local government. This was statistically analysed and the result showed that parents’ attitudes towards their children’s education had significant effect(s) on students’ self-reporting of academic achievement. However, such factors as parental education and socioeconomic background had no significant relationship with the students’ self-reporting of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20attainment" title="Academic attainment">Academic attainment</a>, <a href="https://publications.waset.org/search?q=Parental%20factors" title=" Parental factors"> Parental factors</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=Oyo%0D%0AState" title=" Oyo State"> Oyo State</a>, <a href="https://publications.waset.org/search?q=Nigeria." title=" Nigeria."> Nigeria.</a> </p> <a href="https://publications.waset.org/10001503/parental-and-related-factors-affecting-students-academic-achievement-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001503/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001503/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001503/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001503/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001503/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001503/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001503/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001503/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001503/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001503/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001503.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">8391</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">865</span> Online Measurement of Fuel Stack Elongation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sung%20Ho%20Ahn">Sung Ho Ahn</a>, <a href="https://publications.waset.org/search?q=Jintae%20Hong"> Jintae Hong</a>, <a href="https://publications.waset.org/search?q=Chang%20Young%20Joung"> Chang Young Joung</a>, <a href="https://publications.waset.org/search?q=Tae%20Ho%20Yang"> Tae Ho Yang</a>, <a href="https://publications.waset.org/search?q=Sung%20Ho%20Heo"> Sung Ho Heo</a>, <a href="https://publications.waset.org/search?q=Seo%20Yun%20Jang"> Seo Yun Jang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The performances of nuclear fuels and materials are qualified at an irradiation system in research reactors operating under the commercial nuclear power plant conditions. Fuel centerline temperature, coolant temperature, neutron flux, deformations of fuel stack and swelling are important parameters needed to analyze the nuclear fuel performances. The dimensional stability of nuclear fuels is a key parameter measuring the fuel densification and swelling. In this study, the fuel stack elongation is measured using a LVDT. A mockup LVDT instrumented fuel rod is developed. The performances of mockup LVDT instrumented fuel rod is evaluated by experiments.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Axial%20deformation" title="Axial deformation">Axial deformation</a>, <a href="https://publications.waset.org/search?q=elongation%20measurement" title=" elongation measurement"> elongation measurement</a>, <a href="https://publications.waset.org/search?q=in-pile%20instrumentation" title=" in-pile instrumentation"> in-pile instrumentation</a>, <a href="https://publications.waset.org/search?q=LVDT." title=" LVDT. "> LVDT. </a> </p> <a href="https://publications.waset.org/10004656/online-measurement-of-fuel-stack-elongation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004656/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004656/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004656/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004656/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004656/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004656/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004656/mla" 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