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Buyukaslan</title> <meta name="description" content="Search results for: Evrim Buyukaslan"> <meta name="keywords" content="Evrim Buyukaslan"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Evrim Buyukaslan"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Evrim Buyukaslan</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Drape Simulation by Commercial Software and Subjective Assessment of Virtual Drape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Buyukaslan">Evrim Buyukaslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Simona%20Jevsnik"> Simona Jevsnik</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Kalaoglu"> Fatma Kalaoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Simulation of fabrics is more difficult than any other simulation due to complex mechanics of fabrics. Most of the virtual garment simulation software use mass-spring model and incorporate fabric mechanics into simulation models. The accuracy and fidelity of these virtual garment simulation software is a question mark. Drape is a subjective phenomenon and evaluation of drape has been studied since 1950’s. On the other hand, fabric and garment simulation is relatively new. Understanding drape perception of subjects when looking at fabric simulations is critical as virtual try-on becomes more of an issue by enhanced online apparel sales. Projected future of online apparel retailing is that users may view their avatars and try-on the garment on their avatars in the virtual environment. It is a well-known fact that users will not be eager to accept this innovative technology unless it is realistic enough. Therefore, it is essential to understand what users see when they are displaying fabrics in a virtual environment. Are they able to distinguish the differences between various fabrics in virtual environment? The purpose of this study is to investigate human perception when looking at a virtual fabric and determine the most visually noticeable drape parameter. To this end, five different fabrics are mechanically tested, and their drape simulations are generated by commercial garment simulation software (Optitex®). The simulation images are processed by an image analysis software to calculate drape parameters namely; drape coefficient, node severity, and peak angles. A questionnaire is developed to evaluate drape properties subjectively in a virtual environment. Drape simulation images are shown to 27 subjects and asked to rank the samples according to their questioned drape property. The answers are compared to the calculated drape parameters. The results show that subjects are quite sensitive to drape coefficient changes while they are not very sensitive to changes in node dimensions and node distributions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drape%20simulation" title="drape simulation">drape simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=drape%20evaluation" title=" drape evaluation"> drape evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=fabric%20mechanics" title=" fabric mechanics"> fabric mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20fabric" title=" virtual fabric"> virtual fabric</a> </p> <a href="https://publications.waset.org/abstracts/64311/drape-simulation-by-commercial-software-and-subjective-assessment-of-virtual-drape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64311.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">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Effect of Personality Traits on Classification of Political Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesile%20Evrim">Vesile Evrim</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliyu%20Awwal"> Aliyu Awwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today as in the other domains, there are an enormous number of political transcripts available in the Web which is waiting to be mined and used for various purposes such as statistics and recommendations. Therefore, automatically determining the political orientation on these transcripts becomes crucial. The methodologies used by machine learning algorithms to do the automatic classification are based on different features such as Linguistic. Considering the ideology differences between Liberals and Conservatives, in this paper, the effect of Personality Traits on political orientation classification is studied. This is done by considering the correlation between LIWC features and the BIG Five Personality Traits. Several experiments are conducted on Convote U.S. Congressional-Speech dataset with seven benchmark classification algorithms. The different methodologies are applied on selecting different feature sets that constituted by 8 to 64 varying number of features. While Neuroticism is obtained to be the most differentiating personality trait on classification of political polarity, when its top 10 representative features are combined with several classification algorithms, it outperformed the results presented in previous research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politics" title="politics">politics</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=LIWC" title=" LIWC"> LIWC</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/27676/effect-of-personality-traits-on-classification-of-political-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27676.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">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Classification of Political Affiliations by Reduced Number of Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesile%20Evrim">Vesile Evrim</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliyu%20Awwal"> Aliyu Awwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By the evolvement in technology, the way of expressing opinions switched the direction to the digital world. The domain of politics as one of the hottest topics of opinion mining research merged together with the behavior analysis for affiliation determination in text which constitutes the subject of this paper. This study aims to classify the text in news/blogs either as Republican or Democrat with the minimum number of features. As an initial set, 68 features which 64 are constituted by Linguistic Inquiry and Word Count (LIWC) features are tested against 14 benchmark classification algorithms. In the later experiments, the dimensions of the feature vector reduced based on the 7 feature selection algorithms. The results show that Decision Tree, Rule Induction and M5 Rule classifiers when used with SVM and IGR feature selection algorithms performed the best up to 82.5% accuracy on a given dataset. Further tests on a single feature and the linguistic based feature sets showed the similar results. The feature “function” as an aggregate feature of the linguistic category, is obtained as the most differentiating feature among the 68 features with 81% accuracy by itself in classifying articles either as Republican or Democrat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feature%20selection" title="feature selection">feature selection</a>, <a href="https://publications.waset.org/abstracts/search?q=LIWC" title=" LIWC"> LIWC</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a> </p> <a href="https://publications.waset.org/abstracts/27684/classification-of-political-affiliations-by-reduced-number-of-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27684.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">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Teacher Professional Development Programs on K-12 Engineering Education: A Systematic Review of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canan%20Mesutoglu">Canan Mesutoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Baran"> Evrim Baran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers have a prominent role in facilitating the place of engineering in K-12 classrooms. This study addresses the need to understand how teacher professional development programs focusing on K-12 engineering education can be designed and delivered more effectively. A systematic review of the literature on such programs can offer possible ideas and recommendations. The purpose of this study is to systematically synthesize the peer-reviewed articles published on K-12 engineering education teacher professional development programs. The methodology that guided the study was comprised of four phases: search, selection, coding, and synthesis. The search phase included articles published in the time period between 2000 and 2016. With a comprehensive search in databases, inclusion criteria were applied. This was followed by evaluation of the quality of articles with a checklist, and finally analysis of the results. The results revealed two categories of themes. These were 1) five themes related to the overarching agenda of the PD programs, and 2) five themes related to the instructional techniques of the PD programs. Finally, core elements were generated to guide the design and delivery of teacher PD programs for K-12 engineering education. The results aimed to provide a conceptual basis for future research and practice on teacher PD programs for K-12 engineering education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=core%20elements" title="core elements">core elements</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12%20engineering%20education" title=" K-12 engineering education"> K-12 engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20literature%20review" title=" systematic literature review"> systematic literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development%20programs" title=" teacher professional development programs"> teacher professional development programs</a> </p> <a href="https://publications.waset.org/abstracts/65553/teacher-professional-development-programs-on-k-12-engineering-education-a-systematic-review-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65553.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">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> The Investigation of Women Civil Engineers’ Identity Development through the Lens of Recognition Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Sungur">Hasan Sungur</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Baran"> Evrim Baran</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Ahn"> Benjamin Ahn</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliye%20Karabulut%20Ilgu"> Aliye Karabulut Ilgu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Rehmann"> Chris Rehmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Cassandra%20Rutherford"> Cassandra Rutherford</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering identity contributes to the professional and educational persistence of women engineers. A crucial factor contributing to the development of the engineering identity is recognition. Those without adequate recognition often do not succeed in positively building their identities. This research draws on Honneth’s recognition theory to identify factors impacting women civil engineers’ feelings of recognition as civil engineers. A survey was composed and distributed to 330 female alumni who graduated from the Department of Civil, Construction, and Environmental Engineering at Iowa State University in the last ten years. The survey items include demographics, perceptions of the identity of civil engineering, and factors that influence the recognition of civil engineering identities, such as views of society and family. Descriptive analysis of the survey responses revealed that the perceptions of civil engineering varied widely. Participants’ definitions of civil engineering included the terms: construction, design, and infrastructure. Almost half of the participants reported that the major reason to study civil engineering was their interest in the subject matter, and most reported that they were proud to be civil engineers. Many study participants reported that their parents see them as civil engineers. Treatment of institutions and the workplace were also considered as having a significant impact on the recognition of women civil engineers. Almost half of the participants reported that they felt isolated or ignored at work because of their gender. This research emphasizes the importance of recognition for the development of the civil engineering identity of women <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering" title="civil engineering">civil engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=recognition" title=" recognition"> recognition</a> </p> <a href="https://publications.waset.org/abstracts/140906/the-investigation-of-women-civil-engineers-identity-development-through-the-lens-of-recognition-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140906.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">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> English Language Teaching Graduate Students' Use of Discussion Moves in Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamzegul%20Koca">Gamzegul Koca</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20%20Eveyik-Aydin"> Evrim Eveyik-Aydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genre and discipline-specific knowledge of academic discourse in writing has long been acknowledged as being a core skill to achieve formidable tasks that are expected of graduate students in academic settings. Genre analysis approaches can be adopted to unveil the challenges encountered in these tasks to be able to take instructional actions addressing the aspects of graduate writing that need improvement. In an attempt to find genre-specific academic writing needs of Turkish students enrolled in a graduate program in ELT, this study examines the rhetorical structure of discussion sections of research articles written during the course load stage of their graduate studies. The 35.437-word specialized corpus of graduate papers compiled for the purpose of the study includes discussions of 58 unpublished reports of empirical studies, 31 written in MA courses and 27 in Ph.D. courses by a total of 44 graduate students. The study does sentence-based move structure analysis using the framework developed by Eveyik-Aydın, Karabacak and Akyel in a corpus-based study that analyzed the discussion moves of expert writers in published articles in ELT journals indexed by Social Sciences Citation. The coding of 1577 sentences by three graders using this framework revealed that while the graduate papers included the same moves used in published articles, the rhetorical structure of MA and Ph.D. papers showed considerable differences in terms of the frequency of occurrence of main discussion moves, including interpretation of the results and drawing implications. The implications of these findings will be discussed with respect to the needs of graduate writers and the expectations of discourse community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussion%20moves" title="discussion moves">discussion moves</a>, <a href="https://publications.waset.org/abstracts/search?q=genre-specific%20rhetorical%20structure" title=" genre-specific rhetorical structure"> genre-specific rhetorical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=move%20analysis" title=" move analysis"> move analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20specialized%20corpus%20of%20graduate%20papers" title=" the specialized corpus of graduate papers"> the specialized corpus of graduate papers</a> </p> <a href="https://publications.waset.org/abstracts/93714/english-language-teaching-graduate-students-use-of-discussion-moves-in-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93714.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">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Beam Deflection with Unidirectionality Due to Zeroth Order and Evanescent Wave Coupling in a Photonic Crystal with a Defect Layer without Corrugations under Oblique Incidence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Colak">Evrim Colak</a>, <a href="https://publications.waset.org/abstracts/search?q=Andriy%20E.%20Serebryannikov"> Andriy E. Serebryannikov</a>, <a href="https://publications.waset.org/abstracts/search?q=Thore%20Magath"> Thore Magath</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekmel%20Ozbay"> Ekmel Ozbay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Single beam deflection and unidirectional transmission are examined for oblique incidence in a Photonic Crystal (PC) structure which employs defect layer instead of surface corrugations at the interfaces. In all of the studied cases, the defect layer is placed such that the symmetry is broken. Two types of deflection are observed depending on whether the zeroth order is coupled or not. These two scenarios can be distinguished from each other by considering the simulated field distribution in PC. In the first deflection type, Floquet-Bloch mode enables zeroth order coupling. The energy of the zeroth order is redistributed between the diffraction orders at the defect layer, providing deflection. In the second type, when zeroth order is not coupled, strong diffractions cause blazing and the evanescent waves deliver energy to higher order diffraction modes. Simulated isofrequency contours can be utilized to estimate the coupling behavior. The defect layer is placed at varying rows, preserving the asymmetry of PC while evancescent waves can still couple to higher order modes. Even for deeply buried defect layer, asymmetric transmission and beam deflection are still encountered when the zeroth order is not coupled. We assume ε=11.4 (refractive index close to that of GaAs and Si) for the PC rods. A possible operation wavelength can be within microwave and infrared range. Since the suggested material is low loss, the structure can be scaled down to operate higher frequencies. Thus, a sample operation wavelength is selected as 1.5μm. Although the structure employs no surface corrugations transmission value T≈0.97 can be achieved by means of diffraction order m=-1. Moreover, utilizing an extra line defect, T value can be increased upto 0.99, under oblique incidence even if the line defect layer is deeply embedded in the photonic crystal. The latter configuration can be used to obtain deflection in one frequency range and can also be utilized for the realization of another functionality like defect-mode wave guiding in another frequency range but still using the same structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asymmetric%20transmission" title="asymmetric transmission">asymmetric transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=beam%20deflection" title=" beam deflection"> beam deflection</a>, <a href="https://publications.waset.org/abstracts/search?q=blazing" title=" blazing"> blazing</a>, <a href="https://publications.waset.org/abstracts/search?q=bi-directional%20splitting" title=" bi-directional splitting"> bi-directional splitting</a>, <a href="https://publications.waset.org/abstracts/search?q=defect%20layer" title=" defect layer"> defect layer</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20beam%20splitting" title=" dual beam splitting"> dual beam splitting</a>, <a href="https://publications.waset.org/abstracts/search?q=Floquet-Bloch%20modes" title=" Floquet-Bloch modes"> Floquet-Bloch modes</a>, <a href="https://publications.waset.org/abstracts/search?q=isofrequency%20contours" title=" isofrequency contours"> isofrequency contours</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20defect" title=" line defect"> line defect</a>, <a href="https://publications.waset.org/abstracts/search?q=oblique%20incidence" title=" oblique incidence"> oblique incidence</a>, <a href="https://publications.waset.org/abstracts/search?q=photonic%20crystal" title=" photonic crystal"> photonic crystal</a>, <a href="https://publications.waset.org/abstracts/search?q=unidirectionality" title=" unidirectionality"> unidirectionality</a> </p> <a href="https://publications.waset.org/abstracts/94547/beam-deflection-with-unidirectionality-due-to-zeroth-order-and-evanescent-wave-coupling-in-a-photonic-crystal-with-a-defect-layer-without-corrugations-under-oblique-incidence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94547.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">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Support Services in Open and Distance Education: An Integrated Model of Open Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Genc%20Kumtepe">Evrim Genc Kumtepe</a>, <a href="https://publications.waset.org/abstracts/search?q=Elif%20Toprak"> Elif Toprak</a>, <a href="https://publications.waset.org/abstracts/search?q=Aylin%20Ozturk"> Aylin Ozturk</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamze%20Tuna"> Gamze Tuna</a>, <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Kilinc"> Hakan Kilinc</a>, <a href="https://publications.waset.org/abstracts/search?q=Irem%20Aydin%20Menderis"> Irem Aydin Menderis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Support services are very significant elements for all educational institutions in general; however, for distance learners, these services are more essential than traditional (face-to-face) counterparts. One of the most important reasons for this is that learners and instructors do not share the same physical environment and that distance learning settings generally require intrapersonal interactions rather than interpersonal ones. Some learners in distance learning programs feel isolated. Furthermore, some fail to feel a sense of belonging to the institution because of lack of self-management skills, lack of motivation levels, and the need of being socialized, so that they are more likely to fail or drop out of an online class. In order to overcome all these problems, support services have emerged as a critical element for an effective and sustainable distance education system. Within the context of distance education support services, it is natural to include technology-based and web-based services and also the related materials. Moreover, institutions in education sector are expected to use information and communication technologies effectively in order to be successful in educational activities and programs. In terms of the sustainability of the system, an institution should provide distance education services through ICT enabled processes to support all stakeholders in the system, particularly distance learners. In this study, it is envisaged to develop a model based on the current support services literature in the field of open and distance learning and the applications of the distance higher education institutions. Specifically, content analysis technique is used to evaluate the existing literature in the distance education support services, the information published on websites, and applications of distance higher education institutions across the world. A total of 60 institutions met the inclusion criteria which are language option (English) and availability of materials in the websites. The six field experts contributed to brainstorming process to develop and extract codes for the coding scheme. During the coding process, these preset and emergent codes are used to conduct analyses. Two coders independently reviewed and coded each assigned website to ensure that all coders are interpreting the data the same way and to establish inter-coder reliability. Once each web page is included in descriptive and relational analysis, a model of support services is developed by examining the generated codes and themes. It is believed that such a model would serve as a quality guide for future institutions, as well as the current ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=support%20services" title="support services">support services</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20education" title=" open education"> open education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20model" title=" support model"> support model</a> </p> <a href="https://publications.waset.org/abstracts/83942/support-services-in-open-and-distance-education-an-integrated-model-of-open-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83942.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">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Design of Photonic Crystal with Defect Layer to Eliminate Interface Corrugations for Obtaining Unidirectional and Bidirectional Beam Splitting under Normal Incidence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Colak">Evrim Colak</a>, <a href="https://publications.waset.org/abstracts/search?q=Andriy%20E.%20Serebryannikov"> Andriy E. Serebryannikov</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavel%20V.%20Usik"> Pavel V. Usik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekmel%20Ozbay"> Ekmel Ozbay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working with a dielectric photonic crystal (PC) structure which does not include surface corrugations, unidirectional transmission and dual-beam splitting are observed under normal incidence as a result of the strong diffractions caused by the embedded defect layer. The defect layer has twice the period of the regular PC segments which sandwich the defect layer. Although the PC has even number of rows, the structural symmetry is broken due to the asymmetric placement of the defect layer with respect to the symmetry axis of the regular PC. The simulations verify that efficient splitting and occurrence of strong diffractions are related to the dispersion properties of the Floquet-Bloch modes of the photonic crystal. Unidirectional and bi-directional splitting, which are associated with asymmetric transmission, arise due to the dominant contribution of the first positive and first negative diffraction orders. The effect of the depth of the defect layer is examined by placing single defect layer in varying rows, preserving the asymmetry of PC. Even for deeply buried defect layer, asymmetric transmission is still valid even if the zeroth order is not coupled. This transmission is due to evanescent waves which reach to the deeply embedded defect layer and couple to higher order modes. In an additional selected performance, whichever surface is illuminated, i.e., in both upper and lower surface illumination cases, incident beam is split into two beams of equal intensity at the output surface where the intensity of the out-going beams are equal for both illumination cases. That is, although the structure is asymmetric, symmetric bidirectional transmission with equal transmission values is demonstrated and the structure mimics the behavior of symmetric structures. Finally, simulation studies including the examination of a coupled-cavity defect for two different permittivity values (close to the permittivity values of GaAs or Si and alumina) reveal unidirectional splitting for a wider band of operation in comparison to the bandwidth obtained in the case of a single embedded defect layer. Since the dielectric materials that are utilized are low-loss and weakly dispersive in a wide frequency range including microwave and optical frequencies, the studied structures should be scalable to the mentioned ranges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asymmetric%20transmission" title="asymmetric transmission">asymmetric transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=beam%20deflection" title=" beam deflection"> beam deflection</a>, <a href="https://publications.waset.org/abstracts/search?q=blazing" title=" blazing"> blazing</a>, <a href="https://publications.waset.org/abstracts/search?q=bi-directional%20splitting" title=" bi-directional splitting"> bi-directional splitting</a>, <a href="https://publications.waset.org/abstracts/search?q=defect%20layer" title=" defect layer"> defect layer</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20beam%20splitting" title=" dual beam splitting"> dual beam splitting</a>, <a href="https://publications.waset.org/abstracts/search?q=Floquet-Bloch%20modes" title=" Floquet-Bloch modes"> Floquet-Bloch modes</a>, <a href="https://publications.waset.org/abstracts/search?q=isofrequency%20contours" title=" isofrequency contours"> isofrequency contours</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20defect" title=" line defect"> line defect</a>, <a href="https://publications.waset.org/abstracts/search?q=oblique%20incidence" title=" oblique incidence"> oblique incidence</a>, <a href="https://publications.waset.org/abstracts/search?q=photonic%20crystal" title=" photonic crystal"> photonic crystal</a>, <a href="https://publications.waset.org/abstracts/search?q=unidirectionality" title=" unidirectionality"> unidirectionality</a> </p> <a href="https://publications.waset.org/abstracts/94548/design-of-photonic-crystal-with-defect-layer-to-eliminate-interface-corrugations-for-obtaining-unidirectional-and-bidirectional-beam-splitting-under-normal-incidence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94548.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">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Coil-Over Shock Absorbers Compared to Inherent Material Damping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carina%20Emminger">Carina Emminger</a>, <a href="https://publications.waset.org/abstracts/search?q=Umut%20D.%20Cakmak"> Umut D. Cakmak</a>, <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Burkut"> Evrim Burkut</a>, <a href="https://publications.waset.org/abstracts/search?q=Rene%20Preuer"> Rene Preuer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingrid%20Graz"> Ingrid Graz</a>, <a href="https://publications.waset.org/abstracts/search?q=Zoltan%20Major"> Zoltan Major</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Damping accompanies us daily in everyday life and is used to protect (e.g., in shoes) and make our life more comfortable (damping of unwanted motion) and calm (noise reduction). In general, damping is the absorption of energy which is either stored in the material (vibration isolation systems) or changed into heat (vibration absorbers). In case of the last, the damping mechanism can be split in active, passive, as well as semi-active (a combination of active and passive). Active damping is required to enable an almost perfect damping over the whole application range and is used, for instance, in sport cars. In contrast, passive damping is a response of the material due to external loading. Consequently, the material composition has a huge influence on the damping behavior. For elastomers, the material behavior is inherent viscoelastic, temperature, and frequency dependent. However, passive damping is not adjustable during application. Therefore, it is of importance to understand the fundamental viscoelastic behavior and the dissipation capability due to external loading. The objective of this work is to assess the limitation and applicability of viscoelastic material damping for applications in which currently coil-over shock absorbers are utilized. Coil-over shock absorbers are usually made of various mechanical parts and incorporate fluids within the damper. These shock absorbers are well-known and studied in the industry, and when needed, they can be easily adjusted during their product lifetime. In contrary, dampers made of – ideally – a single material are more resource efficient, have an easier serviceability, and are easier manufactured. However, they lack of adaptability and adjustability in service. Therefore, a case study with a remote-controlled sport car was conducted. The original shock absorbers were redesigned, and the spring-dashpot system was replaced by both an elastomer and a thermoplastic-elastomer, respectively. Here, five different formulations of elastomers were used, including a pure and an iron-particle filled thermoplastic poly(urethan) (TPU) and blends of two different poly(dimethyl siloxane) (PDMS). In addition, the TPUs were investigated as full and hollow dampers to investigate the difference between solid and structured material. To get comparative results each material formulation was comprehensively characterized, by monotonic uniaxial compression tests, dynamic thermomechanical analysis (DTMA), and rebound resilience. Moreover, the new material-based shock absorbers were compared with spring-dashpot shock absorbers. The shock absorbers were analyzed under monotonic and cyclic loading. In addition, an impact loading was applied on the remote-controlled car to measure the damping properties in operation. A servo-hydraulic high-speed linear actuator was utilized to apply the loads. The acceleration of the car and the displacement of specific measurement points were recorded while testing by a sensor and high-speed camera, respectively. The results prove that elastomers are suitable in damping applications, but they are temperature and frequency dependent. This is a limitation in applicability of viscous material damper. Feasible fields of application may be in the case of micromobility, like bicycles, e-scooters, and e-skateboards. Furthermore, the viscous material damping could be used to increase the inherent damping of a whole structure, e.g., in bicycle-frames. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=damper%20structures" title="damper structures">damper structures</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20damping" title=" material damping"> material damping</a>, <a href="https://publications.waset.org/abstracts/search?q=PDMS" title=" PDMS"> PDMS</a>, <a href="https://publications.waset.org/abstracts/search?q=TPU" title=" TPU"> TPU</a> </p> <a href="https://publications.waset.org/abstracts/153969/coil-over-shock-absorbers-compared-to-inherent-material-damping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153969.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">114</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>