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Blum</title> <meta name="description" content="Search results for: Rick Blum"> <meta name="keywords" content="Rick Blum"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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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="Rick Blum"> <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> 21</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Rick Blum</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Model-Free Distributed Control of Dynamical Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javad%20Khazaei">Javad Khazaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Blum"> Rick Blum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distributed control is an efficient and flexible approach for coordination of multi-agent systems. One of the main challenges in designing a distributed controller is identifying the governing dynamics of the dynamical systems. Data-driven system identification is currently undergoing a revolution. With the availability of high-fidelity measurements and historical data, model-free identification of dynamical systems can facilitate the control design without tedious modeling of high-dimensional and/or nonlinear systems. This paper develops a distributed control design using consensus theory for linear and nonlinear dynamical systems using sparse identification of system dynamics. Compared with existing consensus designs that heavily rely on knowing the detailed system dynamics, the proposed model-free design can accurately capture the dynamics of the system with available measurements and input data and provide guaranteed performance in consensus and tracking problems. Heterogeneous damped oscillators are chosen as examples of dynamical system for validation purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consensus%20tracking" title="consensus tracking">consensus tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20control" title=" distributed control"> distributed control</a>, <a href="https://publications.waset.org/abstracts/search?q=model-free%20control" title=" model-free control"> model-free control</a>, <a href="https://publications.waset.org/abstracts/search?q=sparse%20identification%20of%20dynamical%20systems" title=" sparse identification of dynamical systems"> sparse identification of dynamical systems</a> </p> <a href="https://publications.waset.org/abstracts/144452/model-free-distributed-control-of-dynamical-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144452.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">265</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">20</span> Resilient Leadership in Sustainable Urban Planning: Embracing Change to Shape Future Cities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rick%20Denley">Rick Denley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban planning today faces unprecedented challenges as cities strive for sustainability in response to climate change, rapid population growth, and the increasing demand for green infrastructure. In this context, effective leadership becomes as essential as innovative design and technology. Rick Denley’s keynote, Resilient Leadership in Sustainable Urban Planning: Embracing Change to Shape Future Cities, focuses on equipping urban planners, academics, and industry leaders with the leadership tools necessary to guide their teams and projects through complex transitions. His session addresses the essential role of leadership in driving sustainable urban transformations, adapting to changing environmental demands, and fostering collaborative approaches to green infrastructure initiatives. Rick’s keynote is grounded in his Change Growth Formula, a practical framework he has developed over years of leading corporate transformations and advising on resilience and growth. His talk will focus on how urban planning professionals can cultivate adaptability, inspire innovative thinking, and lead their teams to achieve impactful urban projects that prioritize sustainable landscapes, water management, and green spaces. Attendees will gain actionable insights on building a resilient mindset, leveraging collaborative partnerships, and aligning urban planning initiatives with environmental goals. This session is aligned with the conference’s objectives to share interdisciplinary knowledge, explore innovative solutions, and address critical challenges in urban landscape and urban planning. Rick’s approach combines insights from leadership theory with real-world applications in urban planning, making his talk relevant for professionals seeking both inspiration and practical tools to lead sustainable transformations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resilient%20leadership" title="resilient leadership">resilient leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20planning" title=" collaborative planning"> collaborative planning</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20leadership" title=" adaptive leadership"> adaptive leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20engagement" title=" community engagement"> community engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20in%20urban%20design" title=" leadership in urban design"> leadership in urban design</a> </p> <a href="https://publications.waset.org/abstracts/194307/resilient-leadership-in-sustainable-urban-planning-embracing-change-to-shape-future-cities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194307.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">6</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">19</span> Paper-Based Detection Using Synthetic Gene Circuits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanessa%20Funk">Vanessa Funk</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20Blum"> Steven Blum</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Cole"> Stephanie Cole</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Maciel"> Jorge Maciel</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Lux"> Matthew Lux</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paper-based synthetic gene circuits offer a new paradigm for programmable, fieldable biodetection. We demonstrate that by freeze-drying gene circuits with in vitro expression machinery, we can use complimentary RNA sequences to trigger colorimetric changes upon rehydration. We have successfully utilized both green fluorescent protein and luciferase-based reporters for easy visualization purposes in solution. Through several efforts, we are aiming to use this new platform technology to address a variety of needs in portable detection by demonstrating several more expression and reporter systems for detection functions on paper. In addition to RNA-based biodetection, we are exploring the use of various mechanisms that cells use to respond to environmental conditions to move towards all-hazards detection. Examples include explosives, heavy metals for water quality, and toxic chemicals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell-free%20lysates" title="cell-free lysates">cell-free lysates</a>, <a href="https://publications.waset.org/abstracts/search?q=detection" title=" detection"> detection</a>, <a href="https://publications.waset.org/abstracts/search?q=gene%20circuits" title=" gene circuits"> gene circuits</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vitro" title=" in vitro"> in vitro</a> </p> <a href="https://publications.waset.org/abstracts/71047/paper-based-detection-using-synthetic-gene-circuits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71047.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">394</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">18</span> Faculty Work-Life Engagement: A Survey about Teaching during and after Covid-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Holly%20A.%20Rick">Holly A. Rick</a>, <a href="https://publications.waset.org/abstracts/search?q=Melissa%20McCartney"> Melissa McCartney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of faculty has changed from the impact of Covid-19. Universities are changing faculty expectations. There is a changes in faculty workloads, and shift in how faculty work within a university. The research will identify areas where faculty are satisfied with their work, areas they would like their organizations to change, and how the faculty life is impacted by outside university obligations. A survey to obtain work-life balance, teaching responsibilities, and how a faculty’s personal life impacts their ability to work at their organization was conducted. The results of this research will identify areas where faculty have opportunities to engage in teaching, to balance their work life, and where organizations can change to support their faculty. Different ways of teaching including hyflex and other multimodal models will allow for faculty to engage in their teaching practice, professional development, and begin to establish work-life balance activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20engagement" title="faculty engagement">faculty engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20responsibilities" title=" faculty responsibilities"> faculty responsibilities</a>, <a href="https://publications.waset.org/abstracts/search?q=HyFlex" title=" HyFlex"> HyFlex</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=work-life%20balance" title=" work-life balance"> work-life balance</a> </p> <a href="https://publications.waset.org/abstracts/128395/faculty-work-life-engagement-a-survey-about-teaching-during-and-after-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128395.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">162</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">17</span> Variation of Phenolic Compounds in Latvian Apple Juices and Their Suitability for Cider Production</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Riekstina-Dolge">Rita Riekstina-Dolge</a>, <a href="https://publications.waset.org/abstracts/search?q=Zanda%20Kruma"> Zanda Kruma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fredijs%20Dimins"> Fredijs Dimins</a>, <a href="https://publications.waset.org/abstracts/search?q=Inta%20Krasnova"> Inta Krasnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Daina%20Karklina"> Daina Karklina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Apple juice is the main raw material for cider production. In this study apple juices obtained from 14 dessert and crab apples grown in Latvia were investigated. For all samples total phenolic compounds, tannins and individual phenolic compounds content were determined. The total phenolic content of different variety apple juices ranged from 650mg L-1 to 4265mg L-1. Chlorogenic acid is the predominant phenolic compound in all juice samples and ranged from 143.99mg L-1 in ‘Quaker Beauty’ apple juice to 617.66mg L-1 in ‘Kerr’ juice. Some dessert and crab apple juices have similar phenolic composition, but in several varieties such as ‘Cornelie’, ‘Hyslop’ and ‘Riku’ it was significantly higher. For cider production it is better to blend different kinds of apple juices including apples rich in high phenol content ('Rick', 'Cornelie') and also, for successful fermentation, apples rich in sugars and soluble solids content should be used in blends. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apple%20juice" title="apple juice">apple juice</a>, <a href="https://publications.waset.org/abstracts/search?q=phenolic%20compounds" title=" phenolic compounds"> phenolic compounds</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20cluster%20analysis" title=" hierarchical cluster analysis"> hierarchical cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=cider%20production" title=" cider production"> cider production</a> </p> <a href="https://publications.waset.org/abstracts/7885/variation-of-phenolic-compounds-in-latvian-apple-juices-and-their-suitability-for-cider-production" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7885.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">429</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">16</span> Serological Screening of Cytomegalovirus Infection among Sudanese Patients with Leukemia, Breast and Prostate Cancers at Radiation-Isotope Center in Khartoum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abuelquasim.%20M.%20Hassan">Abuelquasim. M. Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Namarig%20.S.%20Mohammed"> Namarig .S. Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Samah%20F.%20Mohammed"> Samah F. Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafaa.%20A.%20Mohammed"> Wafaa. A. Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafaa%20M.%20Edriss"> Wafaa M. Edriss</a>, <a href="https://publications.waset.org/abstracts/search?q=Amel%20A.%20Ahmed"> Amel A. Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elfadil%20M.%20Abass"> Elfadil M. Abass</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Cytomegalovirus (CMV), a common virus, usually causes asymptomatic infections in immunocompetent hosts; however, it may lead to serious complications especially in cancer patients. Objectives: This study was conducted to determine the seroprevalence of human cytomegalovirus (HCMV) among leukemia, breast and prostate cancer patients attending at Radiation Isotope-Center-Khartoum (RICK) from April to August 2016. Material and Methods: A total of 91 subjects were included: 30 leukemic, 22 breast cancer and 29 prostate cancer patients.10 of them were healthy and used as control group, serum samples were collected and tested for CMV IgG & IgM using enzyme-linked immune sorbent assay (ELISA). Result: Of the control group, 9/10 (9.9%) were seropositive for CMV IgG and 1/10 (1.09%) were sero positive for IgM. Also, all cancer groups demonstrated presence of IgG antibody classes as: The percentage of positive results in prostate, breast cancer and leukemia were 35.8 %, 37.2%, and 35.3% respectively. Conclusion: There was no significant correlation between leukemia, breast, prostate and HCMV. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cytomegalovirus" title="cytomegalovirus">cytomegalovirus</a>, <a href="https://publications.waset.org/abstracts/search?q=serodiagnostic" title=" serodiagnostic"> serodiagnostic</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=leukemia" title=" leukemia"> leukemia</a> </p> <a href="https://publications.waset.org/abstracts/57018/serological-screening-of-cytomegalovirus-infection-among-sudanese-patients-with-leukemia-breast-and-prostate-cancers-at-radiation-isotope-center-in-khartoum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57018.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">384</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">15</span> Compatibility of Disabilities for a Single Workplace through Mobile Technology: A Case Study in Brazilian Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felyppe%20Blum%20Goncalves">Felyppe Blum Goncalves</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Sebastiany"> Juliana Sebastiany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In line with Brazilian legislation on the inclusion of persons with disabilities in the world of work, known as the 'quota law' (Law 8213/91) and in accordance with the prerogatives of the United Nations Convention on Human Rights of people with disabilities, which was ratified by Brazil through Federal Decree No. 6.949 of August 25, 2009, the SESI National Department, through Working Groups, structured the product Affordable Industry. This methodology aims to prepare the industries for the adequate process of inclusion of people with disabilities, as well as the development of an organizational culture that values and respects human diversity. All industries in Brazil with 100 or more employees must comply with current legislation, but due to the lack of information and guidance on the subject, they end up having difficulties in this process. The methodology brings solutions for companies through the professional qualification of the disabled person, preparation of managers, training of human resources teams and employees. It also advocates the survey of the architectural accessibility of the factory and the identification of the possibilities of inclusion of people with disabilities, through the compatibility between work and job requirements, preserving safety, health, and quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=app" title=" app"> app</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/85828/compatibility-of-disabilities-for-a-single-workplace-through-mobile-technology-a-case-study-in-brazilian-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85828.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">163</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">14</span> Positive Parenting and Subjective Well-Being: Proposed Program for Parents of Gifted Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suzy%20Pereira">Suzy Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Rocha"> Alberto Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Almeida"> Ana Almeida</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Figueiredo"> Catarina Figueiredo</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Fonseca"> Helena Fonseca</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonor%20Moreira"> Leonor Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20Blum%20Vestena"> Carla Blum Vestena</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The socio-educational support to parents, through parental education intervention programs, is part of European social policies, aiming to respond to the needs of education, promotion of well-being and development of children and young people. The purpose of this research is to evaluate the impact of the Positive Parenting Program on the subjective well-being of the parents of gifted children. The Positive Parenting Program is authored and is conducted by the National Association of Study and Intervention in Giftedness, Portuguese Association. The central question to be explored in this research is: Does the promotion of positive parenting in parents of gifted children have a positive impact on the subjective well-being? The sample consisted of 30 parents, non-probabilistic sampling of convenience, of which 15 parents belong to the intervention group and the rest to the control group. One dimension will be evaluated - subjective well-being, through the PANAS questionnaire - before and after the sessions of this program. The aim is to contribute to the understanding of the process and results of the positive parenting program in parents of gifted children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20parenting" title="positive parenting">positive parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=giftedness" title=" giftedness"> giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education%20intervention%20programs" title=" parental education intervention programs"> parental education intervention programs</a> </p> <a href="https://publications.waset.org/abstracts/67429/positive-parenting-and-subjective-well-being-proposed-program-for-parents-of-gifted-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67429.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">320</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">13</span> When the Children Touched the Paintings: New German Cinema, the Red Army Faction, and their Filmic Afterlives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rudy%20Ralph%20Martinez">Rudy Ralph Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 1960s provided us with some of the most iconic protest images of the late-20th century. This was the result of worldwide unrest and the proliferation of filmmaking equipment, which led to a flood of photos and films depicting war and activism. Many of these images and films played a pivotal role in shaping the ever-evolving discussions surrounding the ‘60s. However, too often, radical imagery finds itself subsumed by consumer culture, a degradation that flattens radical imagery and turns it into consumer products. With this in mind, the work that follows is an analysis of one of the little-discussed chapters of the 60s and 70s, and it is that of the New German Cinema movement and its relationship with the Rote Armee Fraktion, or Red Army Faction (RAF), an armed Marxist-Leninist group founded in West Germany in 1970. The RAF arose out of a milieu which included student activists protesting Western military involvement in the Vietnam War, civil rights activists, and third world guerillas. The actions undertaken by the group throughout their first decade in existence, including bombings, and assassinations, would create West Germany’s most dire political crisis since the Nazi era, culminating in a crisis of legitimation remembered as the German Autumn, which saw the suicides of several of the militants and the assassination of SS officer-cum-prominent industrialist, Hans Martin-Schleyer. Throughout the 1970s, young filmmakers associated with the New German Cinema sought to analyze the political situation as it was unfolding, their films contributing to the public discourse in concomitance with the government and the media. Four notable examples of these films are Volker Schlöndorff and Margarethe von Trotta’sDie Verlorene Ehre der Katharina Blum oder: Wie Gewaltentstehen und wohinsieführenkann (The Lost Honour of Katharina Blum, or: How Violence Develops and Where it Can Lead) (1975), a dark drama about the media’s role in forming public opinion, Deutschland im Herbst(Germany in Autumn) (1977), an experimental collective work released mere months after the German Autumn, Rainer Werner Fassbinder’s Die Dritte Generation (The Third Generation) (1979), a satire about an inept cell of radical militants, and Die bleierne Zeit (The Leaden Time, alt. title: Marianne and Juliane) (1981), an intimate portrayal about two sisters whose activism leads them down disparate paths. The filmmakers of the New German Cinema refused to underline their films with the Manichaean claims respectively espoused by the RAF and the government. These complex portrayals found offspring in films such as Christian Petzold’s Die innere Sicherheit(The State I Am In) (2000), a portrait of a family on the run after the reunification of Germany but were countered by glossy high-budget portrayals such as Uli Edel’s Der Baader-Meinhof Komplex(The Baader-Meinhof Complex) (2008). In focusing on the aesthetic structure of these films in relation to the political atmosphere of the late-60s and 70s West Germany, I hope to shed light on questions concerning spectatorship, surveillance, the role of journalism, and how politics disrupts personal relationships, and the kinship between artists and so-called terrorists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20german%20cinema" title="new german cinema">new german cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20history" title=" film history"> film history</a>, <a href="https://publications.waset.org/abstracts/search?q=red%20army%20faction" title=" red army faction"> red army faction</a>, <a href="https://publications.waset.org/abstracts/search?q=german%20cinema" title=" german cinema"> german cinema</a> </p> <a href="https://publications.waset.org/abstracts/149432/when-the-children-touched-the-paintings-new-german-cinema-the-red-army-faction-and-their-filmic-afterlives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149432.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">98</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">12</span> Arousal, Encoding, And Intrusive Memories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hannah%20Gutmann">Hannah Gutmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Richardson"> Rick Richardson</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Bryant"> Richard Bryant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intrusive memories following a traumatic event are not uncommon. However, in some individuals, these memories become maladaptive and lead to prolonged stress reactions. A seminal model of PTSD explains that aberrant processing during trauma may lead to prolonged stress reactions and intrusive memories. This model explains that elevated arousal at the time of the trauma promotes data driven processing, leading to fragmented and intrusive memories. This study investigated the role of elevated arousal on the development of intrusive memories. We measured salivary markers of arousal and investigated what impact this had on data driven processing, memory fragmentation, and subsequently, the development of intrusive memories. We assessed 100 healthy participants to understand their processing style, arousal, and experience of intrusive memories. Participants were randomised to a control or experimental condition, the latter of which was designed to increase their arousal. Based on current theory, participants in the experimental condition were expected to engage in more data driven processing and experience more intrusive memories than participants in the control condition. This research aims to shed light on the mechanisms underlying the development of intrusive memories to illustrate ways in which therapeutic approaches for PTSD may be augmented for greater efficacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=cortisol" title=" cortisol"> cortisol</a>, <a href="https://publications.waset.org/abstracts/search?q=SAA" title=" SAA"> SAA</a>, <a href="https://publications.waset.org/abstracts/search?q=PTSD" title=" PTSD"> PTSD</a>, <a href="https://publications.waset.org/abstracts/search?q=intrusive%20memories" title=" intrusive memories"> intrusive memories</a> </p> <a href="https://publications.waset.org/abstracts/139923/arousal-encoding-and-intrusive-memories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139923.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">11</span> An Investigation of Passivation Technology in Stainless Steel Alloy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feng-Tsai%20Weng">Feng-Tsai Weng</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Wang"> Rick Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan-Cong%20Liao"> Yan-Cong Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passivation is a kind of surface treatment for material to reinforce the corrosion resistance specially the stainless alloy. Passive film, is to getting more potential compared to their status before passivation. An oxidation film can be formed on the surface of stainless steel, which has a strong corrosion resistance ability after passivation treatment. In this research, a new passivation technology is proposed for a special stainless alloy which contains a 12-14% Chromium. This method includes the A-A-A (alkaline-acid-alkaline) process basically, which was developed by Carpenter that can neutralize trapped acid. Besides, a corrosion resistant coating layer was obtained by immersing the parts in a water bath of mineral oil at high temperature. Salt spray test ASTM B368 was conducted to investigated performance of corrosion resistant of the passivated stainless steel alloy parts. Results show much better corrosion resistant that followed a coating process after A-A-A Passivation process, than only using A-A-A process. The passivation time is with more than 380 hours of salt spray test ASTM B368, which is equal to 3000 hours of Salt spray test ASTM B117. Proposed passivation method of stainless steel can be completed in about 3 hours. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=passivation" title="passivation">passivation</a>, <a href="https://publications.waset.org/abstracts/search?q=alkaline-acid-alkaline" title=" alkaline-acid-alkaline"> alkaline-acid-alkaline</a>, <a href="https://publications.waset.org/abstracts/search?q=stainless%20steel" title=" stainless steel"> stainless steel</a>, <a href="https://publications.waset.org/abstracts/search?q=salt%20spray%20test" title=" salt spray test"> salt spray test</a> </p> <a href="https://publications.waset.org/abstracts/73718/an-investigation-of-passivation-technology-in-stainless-steel-alloy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73718.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">362</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">10</span> The Effect of Oil Pollution on Marine Microbial Populations in Israeli Coastal Waters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yael%20Shai">Yael Shai</a>, <a href="https://publications.waset.org/abstracts/search?q=Dror%20L.%20Angel"> Dror L. Angel</a>, <a href="https://publications.waset.org/abstracts/search?q=Dror%20Zurel"> Dror Zurel</a>, <a href="https://publications.waset.org/abstracts/search?q=Peleg%20Astrahan"> Peleg Astrahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Rubin-Blum"> Maxim Rubin-Blum</a>, <a href="https://publications.waset.org/abstracts/search?q=Eyal%20Rahav"> Eyal Rahav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The high demand for oil and its by-products is symptomatic of the 21st century and occasionally leads to oil spills and pollution of coastal waters. Marine oil pollution may originate from a variety of sources -urban runoff, tanker cleaning, drilling activities, and oil spills. These events may release large amounts of highly toxic polycyclic aromatic hydrocarbons (PAHs) and other pollutants to coastal water, thereby threatening local marine life. Here, we investigated the effects of crude oil on the temporal dynamics of phytoplankton and heterotrophic bacteria in Israeli coastal waters. To this end, we added crude oil (500 µm thick layer, with and without additional nutrients; NO₃ and PO₄) to mesocosms (1m³ bags) containing oligotrophic surface coastal water collected near Haifa during summer and winter. Changes in phytoplankton biomass, activity and diversity were monitored daily for 5-6 days. Our results demonstrate that crude oil addition resulted in a pronounced decrease in phytoplankton biomass and production rates, while heterotrophic bacterial production increased significantly. Importantly, a few days post addition we found that the oil-degrading bacteria, Oleibacter sp. and Oleispira sp. appeared in the mesocosms and that the addition of nutrients (along with the crude oil) further increased this trend. This suggests that oil-degrading bacteria may be NO₃ and PO₄ limited in Israeli coastal waters. The results of this study should enable us to establish improved science-based environmental policy with respect to handling crude oil pollution in this region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heterotrophic%20bacteria" title="heterotrophic bacteria">heterotrophic bacteria</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrients" title=" nutrients"> nutrients</a>, <a href="https://publications.waset.org/abstracts/search?q=mesocosm" title=" mesocosm"> mesocosm</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20pollution" title=" oil pollution"> oil pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=oligotrophic" title=" oligotrophic"> oligotrophic</a>, <a href="https://publications.waset.org/abstracts/search?q=phytoplankton" title=" phytoplankton"> phytoplankton</a> </p> <a href="https://publications.waset.org/abstracts/106147/the-effect-of-oil-pollution-on-marine-microbial-populations-in-israeli-coastal-waters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106147.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">159</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> Modeling in the Middle School: Eighth-Grade Students’ Construction of the Summer Job Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Sahin%20Celik">Neslihan Sahin Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematical model and modeling are one of the topics that have been intensively discussed in recent years. In line with the results of the PISA studies, researchers in many countries have begun to question how much students in school-education system are prepared to solve the real-world problems they encounter in their future professional lives. As a result, many mathematics educators have begun to emphasize the importance of new skills and understanding such as constructing, Hypothesizing, Describing, manipulating, predicting, working together for complex and multifaceted problems for success in beyond the school. When students increasingly face this kind of situations in their daily life, it is important to make sure that students have enough experience to work together and interpret mathematical situations that enable them to think in different ways and share their ideas with their peers. Thus, model eliciting activities are one of main tools that help students to gain experiences and the new skills required. This research study was carried on the town center of a big city located in the Black Sea region in Turkey. The participants were eighth-grade students in a middle school. After a six-week preliminary study, three students in an eighth-grade classroom were selected using criterion sampling technique and placed in a focus group. The focus group of three students was videotaped as they worked on a model eliciting activity, the Summer Job Problem. The conversation of the group was transcribed, examined with students’ written work and then qualitatively analyzed through the lens of Blum’s (1996) modeling processing cycle. The study results showed that eighth grade students can successfully work with the model eliciting, develop a model based on the two parameters and review the whole process. On the other hand, they had difficulties to relate parameters to each other and take all parameters into account to establish the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title="middle school">middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=summer%20job%20problem" title=" summer job problem"> summer job problem</a> </p> <a href="https://publications.waset.org/abstracts/26300/modeling-in-the-middle-school-eighth-grade-students-construction-of-the-summer-job-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26300.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">337</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> What 4th-Year Primary-School Students are Thinking: A Paper Airplane Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20%C5%9Eahin%20%C3%87elik">Neslihan Şahin Çelik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, mathematics educators have frequently stressed the necessity of instructing students about models and modeling approaches that encompass cognitive and metacognitive thought processes, starting from the first years of school and continuing on through the years of higher education. The purpose of this study is to examine the thought processes of 4th-grade primary school students in their modeling activities and to explore the difficulties encountered in these processes, if any. The study, of qualitative design, was conducted in the 2015-2016 academic year at a public state-school located in a central city in the Black Sea Region of Turkey. A preliminary study was first implemented with designated 4th grade students, after which the criterion sampling method was used to select three students that would be recruited into the focus group. The focus group that was thus formed was asked to work on the model eliciting activity of the Paper Airplane Problem and the entire process was recorded on video. The Paper Airplane Problem required the students to determine the winner with respect to: (a) the plane that stays in the air for the longest time; (b) the plane that travels the greatest distance in a straight-line path; and (c) the overall winner for the contest. A written transcript was made of the video recording, after which the recording and the students' worksheets were analyzed using the Blum and Ferri modeling cycle. The results of the study revealed that the students tested the hypotheses related to daily life that they had set up, generated ideas of their own, verified their models by making connections with real life, and tried to make their models generalizable. On the other hand, the students had some difficulties in terms of their interpretation of the table of data and their ways of operating on the data during the modeling processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title="primary school students">primary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20eliciting%20activity" title=" model eliciting activity"> model eliciting activity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20process" title=" modeling process"> modeling process</a>, <a href="https://publications.waset.org/abstracts/search?q=paper%20airplane%20problem" title=" paper airplane problem"> paper airplane problem</a> </p> <a href="https://publications.waset.org/abstracts/39786/what-4th-year-primary-school-students-are-thinking-a-paper-airplane-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39786.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">358</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> Anti-Intellectualism in Populist Discourse and Its Role in Identity Construction: A Comparative Study between the United States of America and France</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iuliana-Erika%20K%C3%B6peczi">Iuliana-Erika Köpeczi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘Language is no longer regarded as peripheral to our grasp of the world we live in, but as central to it. Words are not mere vocal labels or communicational adjuncts superimposed upon an already given order of things. They are collective products of social interaction, essential instruments through which human beings constitute and articulate their world’, said Roy Harris. If we were to accept the above-mentioned premise, then we surely must accept that discourse, generally, - and political discourse, specifically -, bears a crucial importance to one’s perception of reality. The way in which political rhetoric constructs reality changes the relationship between the voter and his/her view of the world, which, in turn, influences greatly the future trends of political participation. In this context, our inquiry focuses on the role of populist discourses in the post 9/11 political rhetoric, and how this led to the formation, construction and reconstruction of identity within the ‘us’ vs. ‘them’ dichotomy. It is our hypothesis that anti-intellectualistic elements played a significant role in the manner in which identity construction had been carried out on a discursive level. By adopting a comparative approach, we intend to identify the similarities and differences between the use of such anti-intellectualist elements in the United States of America on one hand – within the discourse of Rick Santorum, – and France on the other – with Marine le Pen’s discourse. Our methodological approach uses close textual analysis of primary source material (discourse analysis); historical contextualization of both primary documents and broader socio-political and cultural framework through archival research and secondary sources; as well as interpretation of primary texts through theoretical frameworks (qualitative research). We hope that the output of our endeavor will be useful in better understanding the different correlations that exist between anti-intellectualism and populism and how the interactions between these two elements aids in political identity construction through discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-intellectualism" title="anti-intellectualism">anti-intellectualism</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20theory" title=" discourse theory"> discourse theory</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=populism" title=" populism"> populism</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States%20of%20America" title=" United States of America"> United States of America</a> </p> <a href="https://publications.waset.org/abstracts/44015/anti-intellectualism-in-populist-discourse-and-its-role-in-identity-construction-a-comparative-study-between-the-united-states-of-america-and-france" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44015.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">306</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> We Are Thriving: Increasing the Number of Women in Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Redmond">Kathryn Redmond</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojdeh%20Asadollahi%20Pajouh"> Mojdeh Asadollahi Pajouh</a>, <a href="https://publications.waset.org/abstracts/search?q=Grace%20Panther"> Grace Panther</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Evans"> Rick Evans</a>, <a href="https://publications.waset.org/abstracts/search?q=Stacey%20Kulesza"> Stacey Kulesza</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Liang"> Jia Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An on-going focus in engineering education research is on increasing the number of women in engineering. While the number of women participating in engineering project teams has increased over the past five years, the number of women enrolled in engineering colleges remains stagnant. Previous studies have explored why the number of women enrolled in engineering colleges remains small. In doing so, researchers focused primarily on negative experiences women encountered. Instead of looking at negative experiences, which can further deter women from entering the field, the aim of this study is to explore the personal and institutional factors that allow women to succeed and thrive in undergraduate engineering programs. There are two research questions addressed in this paper. The first is: what are the personal traits and characteristics that allow women to thrive in engineering? The other is: what are the institutional policies and culture, as well as micro-level behaviors on project teams, that influence the environment for women to thrive in engineering? Two women studying engineering at an R1 university were interviewed. Each woman was interviewed three times for a total of six interviews. The phenomenographic interviews focused on the lived experiences of the participants to better understand thriving in engineering. The first interview focused on the women’s personal life and background, the second on their learning journey and project team experiences, and the third focused on videos the women took through a method called Photovoice. Interviews were transcribed, and an inductive thematic analysis was conducted. Four themes were identified. Multiple coders were utilized to ensure trustworthiness and increase interrater reliability. Results indicate that thriving women have supportive families, experienced gender biases, and enjoy hands-on engineering and creating a final product. These traits and experiences may help inspire younger women to pursue engineering degrees and can help inform institutions as they make policy changes to support women. Additional women will be recruited from four different universities to further develop a theoretical framework to help inform institutions in how they can support women to thrive in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20teams" title=" project teams"> project teams</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a> </p> <a href="https://publications.waset.org/abstracts/146726/we-are-thriving-increasing-the-number-of-women-in-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146726.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">109</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> Primary School Students’ Modeling Processes: Crime Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Sahin%20Celik">Neslihan Sahin Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of PISA (Program for International Student Assessments) survey that tests how well students can apply the knowledge and skills they have learned at school to real-life challenges, the new and redesigned mathematics education programs in many countries emphasize the necessity for the students to face complex and multifaceted problem situations and gain experience in this sense allowing them to develop new skills and mathematical thinking to prepare them for their future life after school. At this point, mathematical models and modeling approaches can be utilized in the analysis of complex problems which represent real-life situations in which students can actively participate. In particular, model eliciting activities that bring about situations which allow the students to create solutions to problems and which involve mathematical modeling must be used right from primary school years, allowing them to face such complex, real-life situations from early childhood period. A qualitative study was conducted in a university foundation primary school in the city center of a big province in 2013-2014 academic years. The participants were 4th grade students in a primary school. After a four-week preliminary study applied to a fourth-grade classroom, three students included in the focus group were selected using criterion sampling technique. A focus group of three students was videotaped as they worked on the Crime Problem. The conversation of the group was transcribed, examined with students’ written work and then analyzed through the lens of Blum and Ferri’s modeling processing cycle. The results showed that primary fourth-grade students can successfully work with model eliciting problem while they encounter some difficulties in the modeling processes. In particular, they developed new ideas based on different assumptions, identified the patterns among variables and established a variety of models. On the other hand, they had trouble focusing on problems and occasionally had breaks in the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=crime%20problem" title=" crime problem"> crime problem</a> </p> <a href="https://publications.waset.org/abstracts/26298/primary-school-students-modeling-processes-crime-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26298.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">404</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> Determinants of Carbon-Certified Small-Scale Agroforestry Adoption In Rural Mount Kenyan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Benjamin">Emmanuel Benjamin</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthias%20Blum"> Matthias Blum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose – We address smallholder farmers’ restricted possibilities to adopt sustainable technologies which have direct and indirect benefits. Smallholders often face little asset endowment due to small farm size und insecure property rights, therefore experiencing constraints in adopting agricultural innovation. A program involving payments for ecosystem services (PES) benefits poor smallholder farmers in developing countries in many ways and has been suggested as a means of easing smallholder farmers’ financial constraints. PES may also provide additional mainstay which can eventually result in more favorable credit contract terms due to the availability of collateral substitute. Results of this study may help to understand the barriers, motives and incentives for smallholders’ participation in PES and help in designing a strategy to foster participation in beneficial programs. Design/methodology/approach – This paper uses a random utility model and a logistic regression approach to investigate factors that influence agroforestry adoption. We investigate non-monetary factors, such as information spillover, that influence the decision to adopt such conservation strategies. We collected original data from non-government-run agroforestry mitigation programs with PES that have been implemented in the Mount Kenya region. Preliminary Findings – We find that spread of information, existing networks and peer involvement in such programs drive participation. Conversely, participation by smallholders does not seem to be influenced by education, land or asset endowment. Contrary to some existing literature, we found weak evidence for a positive correlation between the adoption of agroforestry with PES and age of smallholder, e.g., one increases with the other, in the Mount Kenyan region. Research implications – Poverty alleviation policies for developing countries should target social capital to increase the adoption rate of modern technologies amongst smallholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agriculture%20innovation" title="agriculture innovation">agriculture innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=agroforestry%20adoption" title=" agroforestry adoption"> agroforestry adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=smallholders" title=" smallholders"> smallholders</a>, <a href="https://publications.waset.org/abstracts/search?q=payment%20for%20ecosystem%20services" title=" payment for ecosystem services"> payment for ecosystem services</a>, <a href="https://publications.waset.org/abstracts/search?q=Sub-Saharan%20Africa" title=" Sub-Saharan Africa"> Sub-Saharan Africa</a> </p> <a href="https://publications.waset.org/abstracts/14624/determinants-of-carbon-certified-small-scale-agroforestry-adoption-in-rural-mount-kenyan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14624.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">381</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> Identification and Characterization of Polysaccharide Biosynthesis Protein (CAPD) of Enterococcus faecium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liaqat%20Ali">Liaqat Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Hubert%20E.%20Blum"> Hubert E. Blum</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%BCrk%C3%A2n%20Sakinc"> Türkân Sakinc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Enterococcus faecium is an emerging multidrug-resistant nosocomial pathogen increased dramatically worldwide and causing bacteremia, endocarditis, urinary tract and surgical site infections in immunocomprised patients. The capsular polysaccharides that contribute to pathogenesis through evasion of the host innate immune system are also involved in hindering leukocyte killing of enterococci. The gene cluster (enterococcal polysaccharide antigen) of E. faecalis encoding homologues of many genes involved in polysaccharide biosynthesis. We identified two putative loci with 22 kb and 19 kb which contained 11 genes encoding for glycosyltransferases (GTFs); this was confirmed by using genome comparison of already sequenced strains that has no homology to known capsule genes and the epa-locus. The polysaccharide-conjugate vaccines have rapidly emerged as a suitable strategy to combat different pathogenic bacteria, therefore, we investigated a polysaccharide biosynthesis CapD protein in E. faecium contains 336 amino acids and had putative function for N-linked glycosylation. The deletion/knock-out capD mutant was constructed and complemented by homologues recombination method and confirmed by using PCR and sequencing. For further characterization and functional analysis, in-vitro cell culture and in-vivo a mouse infection models were used. Our ΔcapD mutant shows a strong hydrophobicity and all strains exhibited biofilm production. Subsequently, the opsonic activity was tested in an opsonophagocytic assay which shows increased in mutant compared complemented and wild type strains but more than two fold decreased in colonization and adherence was seen on surface of uroepithelial cells. However, a significant higher bacterial colonialization was observed in capD mutant during animal bacteremia infection. Unlike other polysaccharides biosynthesis proteins, CapD does not seems to be a major virulence factor in enterococci but further experiments and attention is needed to clarify its function, exact mechanism and involvement in pathogenesis of enteroccocal nosocomial infections eventually to develop a vaccine/ or targeted therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20faecium" title="E. faecium">E. faecium</a>, <a href="https://publications.waset.org/abstracts/search?q=pathogenesis" title=" pathogenesis"> pathogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=polysaccharides" title=" polysaccharides"> polysaccharides</a>, <a href="https://publications.waset.org/abstracts/search?q=biofilm%20formation" title=" biofilm formation"> biofilm formation</a> </p> <a href="https://publications.waset.org/abstracts/31270/identification-and-characterization-of-polysaccharide-biosynthesis-protein-capd-of-enterococcus-faecium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31270.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">333</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> Valorisation of Food Waste Residue into Sustainable Bioproducts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krishmali%20N.%20Ekanayake">Krishmali N. Ekanayake</a>, <a href="https://publications.waset.org/abstracts/search?q=Brendan%20J.%20Holland"> Brendan J. Holland</a>, <a href="https://publications.waset.org/abstracts/search?q=Colin%20J.%20Barrow"> Colin J. Barrow</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Wood"> Rick Wood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, more than one-third of all food produced is lost or wasted, equating to 1.3 billion tonnes per year. Around 31.2 million tonnes of food waste are generated across the production, supply, and consumption chain in Australia. Generally, the food waste management processes adopt environmental-friendly and more sustainable approaches such as composting, anerobic digestion and energy implemented technologies. However, unavoidable, and non-recyclable food waste ends up as landfilling and incineration that involve many undesirable impacts and challenges on the environment. A biorefinery approach contributes to a waste-minimising circular economy by converting food and other organic biomass waste into valuable outputs, including feeds, nutrition, fertilisers, and biomaterials. As a solution, Green Eco Technologies has developed a food waste treatment process using WasteMaster system. The system uses charged oxygen and moderate temperatures to convert food waste, without bacteria, additives, or water, into a virtually odour-free, much reduced quantity of reusable residual material. In the context of a biorefinery, the WasteMaster dries and mills food waste into a form suitable for storage or downstream extraction/separation/concentration to create products. The focus of the study is to determine the nutritional composition of WasteMaster processed residue to potential develop aquafeed ingredients. The global aquafeed industry is projected to reach a high value market in future, which has shown high demand for the aquafeed products. Therefore, food waste can be utilized for aquaculture feed development by reducing landfill. This framework will lessen the requirement of raw crops cultivation for aquafeed development and reduce the aquaculture footprint. In the present study, the nutritional elements of processed residue are consistent with the input food waste type, which has shown that the WasteMaster is not affecting the expected nutritional distribution. The macronutrient retention values of protein, lipid, and nitrogen free extract (NFE) are detected >85%, >80%, and >95% respectively. The sensitive food components including omega 3 and omega 6 fatty acids, amino acids, and phenolic compounds have been found intact in each residue material. Preliminary analysis suggests a price comparability with current aquafeed ingredient cost making the economic feasibility. The results suggest high potentiality of aquafeed development as 5 to 10% of the ingredients to replace/partially substitute other less sustainable ingredients across biorefinery setting. Our aim is to improve the sustainability of aquaculture and reduce the environmental impacts of food waste. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biorefinery" title="biorefinery">biorefinery</a>, <a href="https://publications.waset.org/abstracts/search?q=ffood%20waste%20residue" title=" ffood waste residue"> ffood waste residue</a>, <a href="https://publications.waset.org/abstracts/search?q=input" title=" input"> input</a>, <a href="https://publications.waset.org/abstracts/search?q=wasteMaster" title=" wasteMaster"> wasteMaster</a> </p> <a href="https://publications.waset.org/abstracts/177302/valorisation-of-food-waste-residue-into-sustainable-bioproducts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Play, Practice and Perform: The Pathway to Becoming and Belonging as an Engineer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rick%20Evans">Rick Evans</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite over 40 years of research into why women choose not to enroll or leave undergraduate engineering programs, along with the subsequent and serious efforts to attract more women, women receiving bachelor's degrees in engineering in the US have remained disappointingly low. We know that even despite their struggles to become more welcoming and inclusive, engineering programs remain gendered, raced and classed. However, our research team has found that women who participate and indeed thrive in undergraduate engineering project teams do so in numbers that far exceed their participation in undergraduate programs. We believe part of the answer lies in the ways that project teams facilitate experiential learning, specifically providing opportunities for members to play, practice and perform. We employ a multi-case study method and assume a feminist, activist and interpretive perspective. We seek to generate concrete and context-dependent knowledge in order to explore potentially new variables and hypotheses. Our focus is to learn from those select women who are thriving. For this oral or e-poster presentation, we will focus on the results of the second of our semi-structured interviews – the learning journey interview. During this interview, we ask participants to tell us the story/ies of their participation in project teams. Our results suggest these women find joy in their experience of developing and applying engineering expertise. They experience this joy and develop their expertise in the highly patterned progression of play, practice and performance. Play is a purposeful activity in which someone enters an imaginary world, a world not yet real to them. However, this imaginary world is still very much connected to the real world, in this case, a particular kind of engineering, in that the ways of engaging are already established, codified and rule-governed. As such, these women are novices motivated to join a community of actors. Practice, better understood as practices, a count noun, is an embodied, materially interconnected collection of actions organized around the shared understandings of that community of actors. Those shared understandings reveal a social order – a particular field of engineering. No longer novices, these women begin to develop and display their emergent identities as engineers. Perform is activity meant either to demonstrate competence and/or to enable, even teach play and practice to others. As performers, these women participants become models for others. They direct play and practice, contextualizing both within a field of engineering and the specific aims of the project team community. By playing, practicing and performing engineering, women claim their identities as engineers and, equally important, have those identities acknowledged by team members. If we hope to transform our gendered, raced, classed institutions, we need to learn more about women who thrive within those institutions. We need to learn more about their processes of becoming and belonging as engineers. Our research presentation begins with a description of project teams and our multi-case study method. We then offer detailed descriptions of play, practice, and performance using the voices of women in project teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</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=project%20teams" title=" project teams"> project teams</a> </p> <a href="https://publications.waset.org/abstracts/150695/play-practice-and-perform-the-pathway-to-becoming-and-belonging-as-an-engineer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150695.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">124</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>