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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: D. Bégin</title> <meta name="description" content="Search results for: D. Bégin"> <meta name="keywords" content="D. Bégin"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="D. 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Bégin"> <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> 276</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: D. Bégin</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">276</span> The Need for a One Health and Welfare Approach to Industrial Animal Farming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clinton%20Adas">Clinton Adas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial animal farming contributes to numerous problems that humans face, and among these, antimicrobial resistance (AMR) has been identified by the World Health Organisation as a real possibility for the 21st Century. While numerous factors contribute to AMR, one of them is industrial animal farming and its effect on the food chain and environment. In 2017, livestock were given around 73% of all antibiotics worldwide to make them grow faster for profit purposes, to prevent illness caused by unhealthy living conditions, and to treat disease when it breaks out. Many of the antibiotics used provide little benefit to animals, and most are the same as those used by humans - including many deemed critical to human health that should be used sparingly. AMR contributes to millions of illnesses, and in 2019 was responsible for around 4.95 million deaths worldwide. It costs Europe around nine billion euros per year, while it costs the United States (US) around 20 billion dollars per year. While not a simple or quick solution, one way to begin to address the challenge of AMR and other harms from this type of farming is to focus on animal welfare as part of a One Health and Welfare approach, as better welfare requires less antibiotics usage, which may begin to break the cycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20and%20human%20welfare" title="animal and human welfare">animal and human welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20animal%20farming" title=" industrial animal farming"> industrial animal farming</a>, <a href="https://publications.waset.org/abstracts/search?q=antimicrobial%20resistance" title=" antimicrobial resistance"> antimicrobial resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=one%20health%20and%20welfare" title=" one health and welfare"> one health and welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a> </p> <a href="https://publications.waset.org/abstracts/150842/the-need-for-a-one-health-and-welfare-approach-to-industrial-animal-farming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150842.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">101</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">275</span> Aspectual Verbs in Modern Standard Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Alotaibi">Yasir Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discuss the syntactic analysis of aspectual or phasal verbs in Modern Standard Arabic (MSA). Aspectual or phasal verbs refer to a class of verbs that require a verbal complement and denote the inception, duration, termination ...etc. of a state or event. This paper will discuss two groups of aspectual verbs in MSA. The first group includes verbs such as ̆gacala, tafiqa, ?akhatha, ?ansha?a, sharaca and bada?a and these verbs are used to denote the inception of an event. The second group includes verbs such as ?awshaka, kaada and karaba and the meaning of these verbs is equivalent to be near/almost . The following examples illustrate the use of the verb bada?a ‘begin’ which is from the first group: a. saalim-un bada?a yuthaakiru. Salem-NOM begin.PFV.3SGM study.IPFV.3SGM ‘Salem began to study’ b.*saalim-un bada?a ?an yuthaakiru. Salem-NOM begin.PFV.3SGM COMP study.IPFV.3SGM ‘Salem began to study’ The example in (1a) is grammatical because the aspectual verb is used with a verbal complement that is not introduced by a complementizer. In contrast, example (1b) is not grammatical because the verbal complement is introduced by the complementizer ?an ‘that’. In contrast, the following examples illustrate the use of the verb kaada ‘be almost’ which is from the second group. However, the two examples are grammatical and this means that the verbal complement of this verb can be without (as in example (2a)) or with ( as in example (2b)) a complementizer. (2) a. saalim-un kaada yuthaakiru. Salem-NOM be.almost.PFV.3SGM study.IPFV.3SGM ‘Salem was almost to study’ b. saalim-un kaada ?an yuthaakiru. Salem-NOM be.almost.PFV.3SGM COMP study.IPFV.3SGM ‘Salem was almost to study’ The salient properties of this class of verbs are that they require a verbal complement, there is no a complementizer that can introduce the complement with the first group while it is possible with the second and the aspectual verb and the embedded verb share and agree with the same subject. To the best of knowledge, aspectual verbs in MSA are discussed in traditional grammar only and have not been studied in modern syntactic theories. This paper will consider the analysis of aspectual verbs in MSA within the Lexical Functional Grammar (LFG) framework. It will use some evidence such as modifier or negation to find out whether these verbs have PRED values and head their f-structures or they form complex predicates with their complements. If aspectual verbs show the properties of heads, then the paper will explore what kind of heads they are. In particular, they should be raising or control verbs. The paper will use some tests such as agreement, selectional restrictions...etc. to find out what kind of verbs they are. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspectual%20verbs" title="aspectual verbs">aspectual verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=biclausal" title=" biclausal"> biclausal</a>, <a href="https://publications.waset.org/abstracts/search?q=monoclausal" title=" monoclausal"> monoclausal</a>, <a href="https://publications.waset.org/abstracts/search?q=raising" title=" raising"> raising</a> </p> <a href="https://publications.waset.org/abstracts/180569/aspectual-verbs-in-modern-standard-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180569.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">55</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">274</span> A Mathematical Analysis of a Model in Capillary Formation: The Roles of Endothelial, Pericyte and Macrophages in the Initiation of Angiogenesis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serdal%20Pamuk">Serdal Pamuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Irem%20Cay"> Irem Cay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our model is based on the theory of reinforced random walks coupled with Michealis-Menten mechanisms which view endothelial cell receptors as the catalysts for transforming both tumor and macrophage derived tumor angiogenesis factor (TAF) into proteolytic enzyme which in turn degrade the basal lamina. The model consists of two main parts. First part has seven differential equations (DE’s) in one space dimension over the capillary, whereas the second part has the same number of DE’s in two space dimensions in the extra cellular matrix (ECM). We connect these two parts via some boundary conditions to move the cells into the ECM in order to initiate capillary formation. But, when does this movement begin? To address this question we estimate the thresholds that activate the transport equations in the capillary. We do this by using steady-state analysis of TAF equation under some assumptions. Once these equations are activated endothelial, pericyte and macrophage cells begin to move into the ECM for the initiation of angiogenesis. We do believe that our results play an important role for the mechanisms of cell migration which are crucial for tumor angiogenesis. Furthermore, we estimate the long time tendency of these three cells, and find that they tend to the transition probability functions as time evolves. We provide our numerical solutions which are in good agreement with our theoretical results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=angiogenesis" title="angiogenesis">angiogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=capillary%20formation" title=" capillary formation"> capillary formation</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20analysis" title=" mathematical analysis"> mathematical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=steady-state" title=" steady-state"> steady-state</a>, <a href="https://publications.waset.org/abstracts/search?q=transition%20probability%20function" title=" transition probability function"> transition probability function</a> </p> <a href="https://publications.waset.org/abstracts/74388/a-mathematical-analysis-of-a-model-in-capillary-formation-the-roles-of-endothelial-pericyte-and-macrophages-in-the-initiation-of-angiogenesis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74388.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">156</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">273</span> Building an Absurdist Approach to the Philosophy of Science: Combining Camus and Feyerabend</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Herold">Robert Herold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project aims to begin building out a new approach within the philosophy of science that is based around a combination of insights from Albert Camus and Paul Feyerabend. This approach is one that will be labeled an absurdist approach as it uses, for its foundation, the philosophy of the absurd as discussed by Camus. While Camus didn’t directly discuss the philosophy of science, nor did he offer his own views on the subject in any substantial way, that doesn’t mean that his work doesn’t have applications within the philosophy of science. In fact, as is argued throughout the piece, much of the work done by Paul Feyerabend stems from a similar metaphysical and epistemological foundation as Camus. This foundation is the notion of the absurd and the inability of us as humans to reach some sort of objective truth. In modern times both Camus and Feyerabend have been largely pushed to the wayside, though Feyerabend has undoubtedly received the most unfair treatment of the two, and this is something that serves to act more as a hindrance than anything else. Much of the claims and arguments made by both Camus and Feyerabend have not been truly refuted and have simply been pushed aside by pointing to supposed contradictions or inconsistencies. However, while it would be a monumental task to attempt to discuss all of this past work, perhaps it might be better to move beyond both Camus and Feyerabend and chart a new path. This is the overall goal of this paper. This research will demonstrate that not only are the philosophies of Camus and Feyerabend surprisingly similar and able to mesh well together, they also are able to form into something that is truly more than the sum of its parts. While the task of actually building out an approach is a monumental undertaking, the plan is to use this project as a jumping-off point. As such, this paper will start by examining some of the main claims made by both Camus and Feyerabend. Once this is done, then begin weaving them together and demonstrating where the links between the philosophies of both are. Then this study will end by building out the very begging foundations of the absurdist approach to the philosophy of science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=philosophy" title="philosophy">philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20science" title=" philosophy of science"> philosophy of science</a>, <a href="https://publications.waset.org/abstracts/search?q=albert%20camus" title=" albert camus"> albert camus</a>, <a href="https://publications.waset.org/abstracts/search?q=paul%20feyerabend" title=" paul feyerabend"> paul feyerabend</a> </p> <a href="https://publications.waset.org/abstracts/142863/building-an-absurdist-approach-to-the-philosophy-of-science-combining-camus-and-feyerabend" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142863.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">251</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">272</span> Beginning Physics Experiments Class Using Multi Media in National University of Laos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Nagata">T. Nagata</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Xaphakdy"> S. Xaphakdy</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Souvannavong"> P. Souvannavong</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Chanthamaly"> P. Chanthamaly</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Sithavong"> K. Sithavong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20H.%20Lee"> C. H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Phommathat"> S. Phommathat</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Srithilat"> V. Srithilat</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Sengdala"> P. Sengdala</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Phetarnousone"> B. Phetarnousone</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Siharath"> B. Siharath</a>, <a href="https://publications.waset.org/abstracts/search?q=X.%20Chemcheng"> X. Chemcheng</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Yamaguchi"> T. Yamaguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Suenaga"> A. Suenaga</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Kashima"> S. Kashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National University of Laos (NUOL) requested Japan International Cooperation Agency (JICA) volunteers to begin a physics experiments class using multi media. However, there are issues. NUOL had no physics experiment class, no space for physics experiments, experiment materials were not used for many years and were scattered in various places, and there is no projector and laptop computer in the unit. This raised the question: How do authors begin the physics experiments class using multimedia? To solve this problem, the JICA took some steps, took stock of what was available and reviewed the syllabus. The JICA then revised the experiment materials to assess what was available and then developed textbooks for experiments using them; however, the question remained, what about the multimedia component of the course? Next, the JICA reviewed Physics teacher Pavy Souvannavong’s YouTube channel, where he and his students upload video reports of their physics classes at NUOL using their smartphones. While they use multi-media, almost all the videos recorded were of class presentations. To improve the multimedia style, authors edited the videos in the style of another YouTube channel, “Science for Lao,” which is a science education group made up of Japan Overseas Cooperation Volunteers (JOCV) in Laos. They created the channel to enhance science education in Laos, and hold regular monthly meetings in the capital, Vientiane, and at teacher training colleges in the country. They edit the video clips in three parts, which are the materials and procedures part including pictures, practice footage of the experiment part, and then the result and conclusion part. Then students perform experiments and prepare for presentation by following the videos. The revised experiment presentation reports use PowerPoint presentations, material pictures and experiment video clips. As for providing textbooks and submitting reports, the students use the e-Learning system of “Moodle” of the Information Technology Center in Dongdok campus of NUOL. The Korean International Cooperation Agency (KOICA) donated those facilities. The authors have passed the process of the revised materials, developed textbooks, the PowerPoint slides presented by students, downloaded textbooks and uploaded reports, to begin the physics experiments class using multimedia. This is the practice research report for beginning a physics experiments class using multimedia in the physics unit at the Department of Natural Science, Faculty of Education, at the NUOL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NUOL" title="NUOL">NUOL</a>, <a href="https://publications.waset.org/abstracts/search?q=JICA" title=" JICA"> JICA</a>, <a href="https://publications.waset.org/abstracts/search?q=KOICA" title=" KOICA"> KOICA</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials" title=" physics experiment materials"> physics experiment materials</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20center" title=" IT center"> IT center</a>, <a href="https://publications.waset.org/abstracts/search?q=Science%20for%20Lao" title=" Science for Lao"> Science for Lao</a> </p> <a href="https://publications.waset.org/abstracts/49222/beginning-physics-experiments-class-using-multi-media-in-national-university-of-laos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49222.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">352</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">271</span> Empowering Children through Co-creation: Writing a Book with and for Children about Their First Steps Towards Urban Independence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Patuszynska">Beata Patuszynska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are largely absent from Polish social discourse, a fact which is mirrored in urban planning processes. Their absence creates a vicious circle – an unfriendly urban space discourages children from going outside on their own, meaning adults do not see a need to make spaces more friendly for a group, not present. The pandemic and lockdown, with their closed schools and temporary ban on unaccompanied minors on the streets, have only reinforced this. The project – co-writing with children a book concerning their first steps into urban independence - aims at empowering children, enabling them to find their voice when it comes to urban space. The foundation for the book was data collected during research and workshops with children from Warsaw primary schools, aged 7-10 - the age they begin independent travel in the city. The project was carried out with the participation and involvement of children at each creative step. Children were (1) models: the narrator is an 7-year-old boy getting ready for urban independence. He shares his experience as well as the experience of his school friends and his 10-year-old sister, who already travels on her own. Children were (2) teachers: the book is based on authentic children’s stories and experience, along with the author’s findings from research undertaken with children. The material was extended by observations and conclusions made during the pandemic. Children were (3) reviewers: a series of draft chapters from the book underwent review by children during workshops performed in a school. The process demonstrated that all children experience similar pleasures and worries when it comes to interaction with urban space. Furthermore, they also have similar needs that need satisfying. In my article, I will discuss; (1) the advantages of creating together with children; (2) my conclusions on how to work with children in participatory processes; (3) research results: perceptions of urban space by children age 7-10, when they begin their independent travel in the city; the barriers to and pleasures derived from independent urban travel; the influence of the pandemic on children’s feelings and their behaviour in urban spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20space" title=" urban space"> urban space</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation" title=" co-creation"> co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/150528/empowering-children-through-co-creation-writing-a-book-with-and-for-children-about-their-first-steps-towards-urban-independence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150528.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">103</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">270</span> Agglomerative Hierarchical Clustering Using the Tθ Family of Similarity Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salima%20Kouici">Salima Kouici</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelkader%20Khelladi"> Abdelkader Khelladi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we begin with the presentation of the Tθ family of usual similarity measures concerning multidimensional binary data. Subsequently, some properties of these measures are proposed. Finally, the impact of the use of different inter-elements measures on the results of the Agglomerative Hierarchical Clustering Methods is studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=binary%20data" title="binary data">binary data</a>, <a href="https://publications.waset.org/abstracts/search?q=similarity%20measure" title=" similarity measure"> similarity measure</a>, <a href="https://publications.waset.org/abstracts/search?q=T%CE%B8%20measures" title=" Tθ measures"> Tθ measures</a>, <a href="https://publications.waset.org/abstracts/search?q=agglomerative%20hierarchical%20clustering" title=" agglomerative hierarchical clustering"> agglomerative hierarchical clustering</a> </p> <a href="https://publications.waset.org/abstracts/13108/agglomerative-hierarchical-clustering-using-the-tth-family-of-similarity-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13108.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">481</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">269</span> Modeling and Simulation of Practical Metamaterial Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ridha%20Salhi">Ridha Salhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mondher%20Labidi"> Mondher Labidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fethi%20Choubani"> Fethi Choubani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metamaterials have attracted much attention in recent years because of their electromagnetic exquisite proprieties. We will present, in this paper, the modeling of three metamaterial structures by equivalent circuit model. We begin by modeling the SRR (Split Ring Resonator), then we model the HIS (High Impedance Surfaces), and finally, we present the model of the CPW (Coplanar Wave Guide). In order to validate models, we compare the results obtained by an equivalent circuit models with numerical simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metamaterials" title="metamaterials">metamaterials</a>, <a href="https://publications.waset.org/abstracts/search?q=SRR" title=" SRR"> SRR</a>, <a href="https://publications.waset.org/abstracts/search?q=HIS" title=" HIS"> HIS</a>, <a href="https://publications.waset.org/abstracts/search?q=CPW" title=" CPW"> CPW</a>, <a href="https://publications.waset.org/abstracts/search?q=IDC" title=" IDC"> IDC</a> </p> <a href="https://publications.waset.org/abstracts/32369/modeling-and-simulation-of-practical-metamaterial-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32369.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">268</span> Review of Models of Consumer Behaviour and Influence of Emotions in the Decision Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikel%20Alonso%20L%C3%B3pez">Mikel Alonso López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to begin the process of studying the task of making consumer decisions, the main decision models must be analyzed. The objective of this task is to see if there is a presence of emotions in those models, and analyze how authors that have created them consider their impact in consumer choices. In this paper, the most important models of consumer behavior are analysed. This review is useful to consider an unproblematic background knowledge in the literature. The order that has been established for this study is chronological. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title="consumer behaviour">consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20psychology" title=" consumer psychology"> consumer psychology</a> </p> <a href="https://publications.waset.org/abstracts/50054/review-of-models-of-consumer-behaviour-and-influence-of-emotions-in-the-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50054.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">451</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">267</span> True Detective as a Southern Gothic: A Study of Its Music-Lyrics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Sharma">Divya Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nic Pizzolatto’s True Detective offers profound mythological and philosophical ramblings for audiences with literary sensibilities. An American Sothern Gothic with its bayon landscape of the Gulf Coast of Louisiana, where two detectives Rustin Cohle and Martin Hart begin investigating the isolated murder of Dora Lange, only to discover an entrenched network of perversion and corruption, offers an existential outlook. The proposed research paper shall attempt to investigate the pervasive themes of gothic and existentialism in the music of the first season of the series. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gothic" title="gothic">gothic</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=existentialism" title=" existentialism"> existentialism</a>, <a href="https://publications.waset.org/abstracts/search?q=mythology" title=" mythology"> mythology</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a> </p> <a href="https://publications.waset.org/abstracts/21821/true-detective-as-a-southern-gothic-a-study-of-its-music-lyrics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21821.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">510</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">266</span> Using Computer Simulations to Prepare Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Gentry">Roberta Gentry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation will begin with a brief literature review of the use of computer simulation in teacher education programs. This information will be summarized. Additionally, based on the literature review, advantages and disadvantages of using computer simulation in higher education will be shared. Finally, a study in which computer simulations software was used with 50 initial licensure teacher candidates in both an introductory course and a behavior management course will be shared. Candidates reflected on their experiences with using computer simulation. The instructor of the course will also share lessons learned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulations" title="simulations">simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20research" title=" educational research"> educational research</a> </p> <a href="https://publications.waset.org/abstracts/22934/using-computer-simulations-to-prepare-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22934.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">650</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">265</span> The Needs of People with a Diagnosis of Dementia and Their Carers and Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Boag">James Boag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The needs of people with a diagnosis of dementia and their carers and families are physical, psychosocial, and psychological and begin at the time of diagnosis. There is frequently a lack of emotional support and counselling. Care- giving support is required from the presentation of the first symptoms of dementia until death. Alzheimer's disease begins decades before the clinical symptoms begin to appear, and in many cases, it remains undiagnosed, or diagnosed too late for any possible interventions to have any effect. However, if an incorrect diagnosis is given, it may result in a person being treated, without effect, for a type of dementia they do not have and delaying the interventions they should have received. Being diagnosed with dementia can cause emotional distress to the person, and physical and emotional support is needed, which will become more important as the disease progresses. The severity of the patient's dementia and their symptoms has a bearing of the impact on the carer and the support needed. A lack of insight and /or a denial of the diagnosis, grief, reacting to anticipated future losses, and coping methods to maximise the disease outcome, are things that should be addressed. Because of the stigma, it is important for carers not to lose contact with family and others because social isolation leads to depression and burnout. The impact on a carer's well- being and quality of life can be influenced by the severity of the illness, its type of dementia, its symptoms, healthcare support, financial and social status, career, age, health, residential setting, and relationship to the patient. Carer burnout due to lack of support leads to people diagnosed with dementia being put into residential care prematurely. Often dementia is not recognised as a terminal illness, limiting the ability of the person diagnosed with dementia and their carers to work on advance care planning and getting access to palliative and other support. Many carers have been satisfied with the physical support they were given in their everyday life, however, it was agreed that there was an immense unmet need for psychosocial support, especially after diagnosis and approaching end of life. Providing continuity and coordination of care is important. Training is necessary for providers to understand that every case is different, and they should understand the complexities. Grief, the emotional response to loss, is suffered during the progression of the disease and long afterwards, and carers should continue to be supported after the death of the person they were caring for. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dementia" title="dementia">dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=caring" title=" caring"> caring</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a> </p> <a href="https://publications.waset.org/abstracts/161890/the-needs-of-people-with-a-diagnosis-of-dementia-and-their-carers-and-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161890.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">97</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">264</span> Closing the Front Door of Child Protection: Rethinking Mandated Reporting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Itzkowitz">Miriam Itzkowitz</a>, <a href="https://publications.waset.org/abstracts/search?q=Katie%20%20Olson"> Katie Olson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through an interdisciplinary and trauma-responsive lens, this article reviews the legal and social history of mandated reporting laws and family separation, examines the ethical conundrum of mandated reporting as it relates to evidence-based practice, and discusses alternatives to mandated reporting as a primary prevention strategy. Using existing and emerging data, the authors argue that mandated reporting as a universal strategy contributes to racial disproportionality in the child welfare system and that anti-racist practices should begin with an examination of our reliance on mandated reporting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20welfare" title="child welfare">child welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mandated%20reporting" title=" mandated reporting"> mandated reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=racial%20disproportionality" title=" racial disproportionality"> racial disproportionality</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/135694/closing-the-front-door-of-child-protection-rethinking-mandated-reporting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135694.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">353</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">263</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.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">608</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">262</span> Introduction to Transversal Pendant Domination in Graphs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nayaka%20%20%20S.R.">Nayaka S.R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Putta%20%20Swamy"> Putta Swamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Purushothama%20%20S."> Purushothama S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let G=(V, E) be a graph. A dominating set S in G is a pendant dominating set if < S > contains a pendant vertex. A pendant dominating set of G which intersects every minimum pendant dominating set in G is called a transversal pendant dominating set. The minimum cardinality of a transversal pendant dominating set is called the transversal pendant domination number of G, denoted by γ_tp(G). In this paper, we begin to study this parameter. We calculate γ_tp(G) for some families of graphs. Furthermore, some bounds and relations with other domination parameters are obtained for γ_tp(G). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dominating%20set" title="dominating set">dominating set</a>, <a href="https://publications.waset.org/abstracts/search?q=pendant%20dominating%20set" title=" pendant dominating set"> pendant dominating set</a>, <a href="https://publications.waset.org/abstracts/search?q=pendant%20domination%20number" title=" pendant domination number"> pendant domination number</a>, <a href="https://publications.waset.org/abstracts/search?q=transversal%20pendant%20dominating%20set" title=" transversal pendant dominating set"> transversal pendant dominating set</a>, <a href="https://publications.waset.org/abstracts/search?q=transversal%20pendant%20domination%20number" title=" transversal pendant domination number"> transversal pendant domination number</a> </p> <a href="https://publications.waset.org/abstracts/56600/introduction-to-transversal-pendant-domination-in-graphs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56600.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">182</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">261</span> Use of Logistics for Demand Control in a Commercial Establishment in Rio De Janeiro, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Fontanillas">Carlos Fontanillas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brazil is going through a real revolution in the logistics area. It is increasingly common to find articles and news in this context, as companies begin to become aware that a good management of the areas that make up the logistics can bring excellent results in reducing costs and increasing productivity. With this, companies are investing more emphasis on reduced spending on storage and transport of their products to ensure competitiveness. The scope of this work is the analysis of the logistics of a restaurant and materials will be presented the best way to serve the customer, avoiding the interruption of production due to lack of materials; for it will be analyzed the supply chain in terms of acquisition costs, maintenance and service demand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ABC%20curve" title="ABC curve">ABC curve</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic" title=" logistic"> logistic</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain" title=" supply chain"> supply chain</a> </p> <a href="https://publications.waset.org/abstracts/58240/use-of-logistics-for-demand-control-in-a-commercial-establishment-in-rio-de-janeiro-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58240.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">313</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">260</span> Cultural and Group Understandings of Disability and Sexuality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luke%20Galvani">Luke Galvani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cultural representations of people with disabilities are frequently biased which can lead to a general misunderstanding of disability. Representations of disabled deviance are especially problematic given that they typify or generally abstract disability as being abnormal, which then begin to take root in the cultural mind. This study utilizes critical discourse analysis to investigate how discourses of disabled sexual deviance are promoted within two major films that portray disabled sexual subjects. The findings indicate that perceptions of disabled sexual deviance are heightened by cinematic representations of sex and disability, which characterize disabled sexual expression as being undesirable due to the ephemeral and abnormal qualities ascribed to it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deviance" title="deviance">deviance</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality" title=" sexuality"> sexuality</a> </p> <a href="https://publications.waset.org/abstracts/90685/cultural-and-group-understandings-of-disability-and-sexuality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90685.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">168</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">259</span> Derivatives Formulas Involving I-Functions of Two Variables and Generalized M-Series</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gebreegziabher%20Hailu%20Gebrecherkos">Gebreegziabher Hailu Gebrecherkos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the derivatives of functions defined by I-functions of two variables and their connections to generalized M-series. We begin by defining I-functions, which are generalized functions that encompass various special functions, and analyze their properties. By employing advanced calculus techniques, we derive new formulas for the first and higher-order derivatives of I-functions with respect to their variables; we establish some derivative formulae of the I-function of two variables involving generalized M-series. The special cases of our derivatives yield interesting results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=I-function" title="I-function">I-function</a>, <a href="https://publications.waset.org/abstracts/search?q=Mellin-Barners%20control%20integral" title=" Mellin-Barners control integral"> Mellin-Barners control integral</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20M-series" title=" generalized M-series"> generalized M-series</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20derivative" title=" higher order derivative"> higher order derivative</a> </p> <a href="https://publications.waset.org/abstracts/192292/derivatives-formulas-involving-i-functions-of-two-variables-and-generalized-m-series" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192292.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">15</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">258</span> Teaching Kindness as Moral Virtue in Preschool Children: The Effectiveness of Picture-Storybook Reading and Hand-Puppet Storytelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mini%20Agoes%20Salim">Rose Mini Agoes Salim</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahnaz%20Safitri"> Shahnaz Safitri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to test the effectiveness of teaching kindness in preschool children by using several techniques. Kindness is a physical act or emotional support aimed to build or maintain relationships with others. Kindness is known to be essential in the development of moral reasoning to distinguish between the good and bad things. In this study, kindness is operationalized as several acts including helping friends, comforting sad friends, inviting friends to play, protecting others, sharing, saying hello, saying thank you, encouraging others, and apologizing. It is mentioned that kindness is crucial to be developed in preschool children because this is the time the children begin to interact with their social environment through play. Furthermore, preschool children's cognitive development makes them begin to represent the world with words, which then allows them to interact with others. On the other hand, preschool children egocentric thinking makes them still need to learn to consider another person's perspective. In relation to social interaction, preschool children need to be stimulated and assisted by adult to be able to pay attention to other and act with kindness toward them. On teaching kindness to children, the quality of interaction between children and their significant others is the key factor. It is known that preschool children learn about kindness by imitating adults on their two way interaction. Specifically, this study examines two types of teaching techniques that can be done by parents as a way to teach kindness, namely the picture-storybook reading and hand-puppet storytelling. These techniques were examined because both activities are easy to do and both also provide a model of behavior for the child based on the character in the story. To specifically examine those techniques effectiveness in teaching kindness, two studies were conducted. Study I involves 31 children aged 5-6 years old with picture-storybook reading technique, where the intervention is done by reading 8 picture books for 8 days. In study II, hand-puppet storytelling technique is examined to 32 children aged 3-5 years old. The treatments effectiveness are measured using an instrument in the form of nine colored cards that describe the behavior of kindness. Data analysis using Wilcoxon Signed-rank test shows a significant difference on the average score of kindness (p < 0.05) before and after the intervention has been held. For daily observation, a ‘kindness tree’ and observation sheets are used which are filled out by the teacher. Two weeks after interventions, an improvement on all kindness behaviors measured is intact. The same result is also gained from both ‘kindness tree’ and observational sheets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindness" title="kindness">kindness</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20teaching" title=" moral teaching"> moral teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling" title=" storytelling"> storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=hand%20puppet" title=" hand puppet"> hand puppet</a> </p> <a href="https://publications.waset.org/abstracts/72081/teaching-kindness-as-moral-virtue-in-preschool-children-the-effectiveness-of-picture-storybook-reading-and-hand-puppet-storytelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72081.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">252</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">257</span> Displacement Due to Natural Disasters Vis-à-Vis Policy Framework: Case Study of Mising Community of Majuli, Assam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mausumi%20Chetia">Mausumi Chetia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main causes of impoverishment of the rural areas of Assam has been the recurrent floods and riverbank erosion. One of the life-changing consequences is displacement. This results not only in a loss of livelihoods but also has wide-reaching socio-economic and cultural effects. Thus, due to such disasters, not only families but communities too are being displaced at large. This compels them to find temporary shelter and begin life from scratch. The role of the state has been highly negligible, with a displacement not being perceived as an ‘issue’ to be addressed. A more holistic approach is thus needed to take socio-economic, cultural, political as well as ecological considerations into account. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=displacement" title="displacement">displacement</a>, <a href="https://publications.waset.org/abstracts/search?q=policy-framework" title=" policy-framework"> policy-framework</a>, <a href="https://publications.waset.org/abstracts/search?q=human-induced%20disasters" title=" human-induced disasters"> human-induced disasters</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalised%20communities" title=" marginalised communities"> marginalised communities</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=Assam" title=" Assam"> Assam</a> </p> <a href="https://publications.waset.org/abstracts/69872/displacement-due-to-natural-disasters-vis-a-vis-policy-framework-case-study-of-mising-community-of-majuli-assam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69872.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">275</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">256</span> Implementing Learner-Centered Teaching Approach In Iraqi Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Ali%20Ahmed%20Al-Rashed">Iman Ali Ahmed Al-Rashed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper directs attention to the limitations of the teacher-centered strategy in teaching. The aim of this study is to draw more educational attention to learner-centered strategy in order to shift the emphasis from the traditional concept of teaching to a new concept in teaching. To begin bridging the traditional concept of teaching and the new concept, the study will explore the new concept of teaching to support teaching in Arab World generally and in Iraq specifically. A qualitative case study orientation was used to collect data in the form of classroom observations, interviews and field notes. The teaching practices used by three university instructors are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20strategy" title=" learner-centered strategy"> learner-centered strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-centered%20strategy" title=" teacher-centered strategy"> teacher-centered strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a> </p> <a href="https://publications.waset.org/abstracts/35500/implementing-learner-centered-teaching-approach-in-iraqi-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35500.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">548</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">255</span> Separate Collection System of Recyclables and Biowaste Treatment and Utilization in Metropolitan Area Finland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petri%20Kouvo">Petri Kouvo</a>, <a href="https://publications.waset.org/abstracts/search?q=Aino%20Kainulainen"> Aino Kainulainen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kimmo%20Koivunen"> Kimmo Koivunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Separate collection system for recyclable wastes in the Helsinki region was ranked second best of European capitals. The collection system includes paper, cardboard, glass, metals and biowaste. Residual waste is collected and used in energy production. The collection system excluding paper is managed by the Helsinki Region Environmental Services HSY, a public organization owned by four municipalities (Helsinki, Espoo, Kauniainen and Vantaa). Paper collection is handled by the producer responsibility scheme. The efficiency of the collection system in the Helsinki region relies on a good coverage of door-to-door-collection. All properties with 10 or more dwelling units are required to source separate biowaste and cardboard. This covers about 75% of the population of the area. The obligation is extended to glass and metal in properties with 20 or more dwelling units. Other success factors include public awareness campaigns and a fee system that encourages recycling. As a result of waste management regulations for source separation of recyclables and biowaste, nearly 50 percent of recycling rate of household waste has been reached. For households and small and medium size enterprises, there is a sorting station fleet of five stations available. More than 50 percent of wastes received at sorting stations is utilized as material. The separate collection of plastic packaging in Finland will begin in 2016 within the producer responsibility scheme. HSY started supplementing the national bring point system with door-to-door-collection and pilot operations will begin in spring 2016. The result of plastic packages pilot project has been encouraging. Until the end of 2016, over 3500 apartment buildings have been joined the piloting, and more than 1800 tons of plastic packages have been collected separately. In the summer 2015 a novel partial flow digestion process combining digestion and tunnel composting was adopted for source separated household and commercial biowaste management. The product gas form digestion process is converted in to heat and electricity in piston engine and organic Rankine cycle process with very high overall efficiency. This paper describes the efficient collection system and discusses key success factors as well as main obstacles and lessons learned as well as the partial flow process for biowaste management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biowaste" title="biowaste">biowaste</a>, <a href="https://publications.waset.org/abstracts/search?q=HSY" title=" HSY"> HSY</a>, <a href="https://publications.waset.org/abstracts/search?q=MSW" title=" MSW"> MSW</a>, <a href="https://publications.waset.org/abstracts/search?q=plastic%20packages" title=" plastic packages"> plastic packages</a>, <a href="https://publications.waset.org/abstracts/search?q=recycling" title=" recycling"> recycling</a>, <a href="https://publications.waset.org/abstracts/search?q=separate%20collection" title=" separate collection"> separate collection</a> </p> <a href="https://publications.waset.org/abstracts/69716/separate-collection-system-of-recyclables-and-biowaste-treatment-and-utilization-in-metropolitan-area-finland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69716.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">217</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">254</span> Review for Identifying Online Opinion Leaders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20Wang">Yu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, Internet enables its users to share the information online and to interact with others. Facing with numerous information, these Internet users are confused and begin to rely on the opinion leaders’ recommendations. The online opinion leaders are the individuals who have professional knowledge, who utilize the online channels to spread word-of-mouth information and who can affect the attitudes or even the behavior of their followers to some degree. Because utilizing the online opinion leaders is seen as an important approach to affect the potential consumers, how to identify them has become one of the hottest topics in the related field. Hence, in this article, the concepts and characteristics are introduced, and the researches related to identifying opinion leaders are collected and divided into three categories. Finally, the implications for future studies are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20opinion%20leaders" title="online opinion leaders">online opinion leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20attributes%20analysis" title=" user attributes analysis"> user attributes analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining%20analysis" title=" text mining analysis"> text mining analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20structure%20analysis" title=" network structure analysis"> network structure analysis</a> </p> <a href="https://publications.waset.org/abstracts/75740/review-for-identifying-online-opinion-leaders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75740.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">223</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">253</span> A Case from China on the Situation of Knowledge Management in Government</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiaoyun%20Yang">Qiaoyun Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizational scholars have paid enormous attention on how local governments manage their knowledge during the past two decades. Government knowledge management (KM) research recognizes that the management of knowledge flows and networks is critical to reforms on government service efficiency and the effect of administration. When dealing with complex affairs, all the limitations resulting from a lack of KM concept, processes and technologies among all the involved organizations begin to be exposed and further compound the processing difficulty of the affair. As a result, the challenges for individual or group knowledge sharing, knowledge digging and organizations’ collaboration in government's activities are diverse and immense. This analysis presents recent situation of government KM in China drawing from a total of more than 300 questionnaires and highlights important challenges that remain. The causes of the lapses in KM processes within and across the government agencies are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=KM%20processes" title="KM processes">KM processes</a>, <a href="https://publications.waset.org/abstracts/search?q=KM%20technologies" title=" KM technologies"> KM technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=KM%20situation" title=" KM situation"> KM situation</a> </p> <a href="https://publications.waset.org/abstracts/67316/a-case-from-china-on-the-situation-of-knowledge-management-in-government" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67316.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">361</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">252</span> A Simulation for Behaviors of Preys to Avoid Pursuit of Predator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jae%20Moon%20Lee">Jae Moon Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally the predator will continuously aim to attack the prey, while the prey will maintain a safe distance from the predator in order to avoid it . If the predator has enough energy to chase a certain amount of distance, it will begin to attack the prey. The prey needs to approach the predator for various reasons such as getting food. However, it will also try to keep a safe distance because of the threat of predators. The safe distance is dependent on the amount of the energy of predator, and the behaviors of prey is changed according to the size of the safe distance. This paper is to simulate the behaviors of preys to avoid the pursuit of predator based on the safe distance. The simulations will be executed experimentally under single predator and multiple preys. The results of the simulations show that the amount of energy of predator gives a great influence on the behavior of the prey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=predator" title="predator">predator</a>, <a href="https://publications.waset.org/abstracts/search?q=prey" title=" prey"> prey</a>, <a href="https://publications.waset.org/abstracts/search?q=energy" title=" energy"> energy</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20distance" title=" safe distance"> safe distance</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a> </p> <a href="https://publications.waset.org/abstracts/27952/a-simulation-for-behaviors-of-preys-to-avoid-pursuit-of-predator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27952.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">251</span> Data-Driven Decision Making: Justification of Not Leaving Class without It</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20Hexom">Denise Hexom</a>, <a href="https://publications.waset.org/abstracts/search?q=Judith%20Menoher"> Judith Menoher </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers and administrators across America are being asked to use data and hard evidence to inform practice as they begin the task of implementing Common Core State Standards. Yet, the courses they are taking in schools of education are not preparing teachers or principals to understand the data-driven decision making (DDDM) process nor to utilize data in a much more sophisticated fashion. DDDM has been around for quite some time, however, it has only recently become systematically and consistently applied in the field of education. This paper discusses the theoretical framework of DDDM; empirical evidence supporting the effectiveness of DDDM; a process a department in a school of education has utilized to implement DDDM; and recommendations to other schools of education who attempt to implement DDDM in their decision-making processes and in their students’ coursework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data-driven%20decision%20making" title="data-driven decision making">data-driven decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=institute%20of%20higher%20education" title=" institute of higher education"> institute of higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20improvement" title=" continuous improvement"> continuous improvement</a> </p> <a href="https://publications.waset.org/abstracts/13576/data-driven-decision-making-justification-of-not-leaving-class-without-it" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13576.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">387</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">250</span> Improving Teaching in English-Medium Instruction Classes at Japanese Universities through Needs-Based Professional Development Workshops </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Todd%20Enslen">Todd Enslen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to attract more international students to study for undergraduate degrees in Japan, many universities have been developing English-Medium Instruction degree programs. This means that many faculty members must now teach their courses in English, which raises a number of concerns. A common misconception of English-Medium Instruction (EMI) is that teaching in English is simply a matter of translating materials. Since much of the teaching in Japan still relies on a more traditional, teachercentered, approach, continuing with this style in an EMI environment that targets international students can cause a clash between what is happening and what students expect in the classroom, not to mention what the Scholarship of Teaching and Learning (SoTL) has shown is effective teaching. A variety of considerations need to be taken into account in EMI classrooms such as varying English abilities of the students, modifying input material, and assuring comprehension through interactional checks. This paper analyzes the effectiveness of the English-Medium Instruction (EMI) undergraduate degree programs in engineering, agriculture, and science at a large research university in Japan by presenting the results from student surveys regarding the areas where perceived improvements need to be made. The students were the most dissatisfied with communication with their teachers in English, communication with Japanese students in English, adherence to only English being used in the classes, and the quality of the education they received. In addition, the results of a needs analysis survey of Japanese teachers having to teach in English showed that they believed they were most in need of English vocabulary and expressions to use in the classroom and teaching methods for teaching in English. The result from the student survey and the faculty survey show similar concerns between the two groups. By helping the teachers to understand student-centered teaching and the benefits for learning that it provides, teachers may begin to incorporate more student-centered approaches that in turn help to alleviate the dissatisfaction students are currently experiencing. Through analyzing the current environment in Japanese higher education against established best practices in teaching and EMI, three areas that need to be addressed in professional development workshops were identified. These were “culture” as it relates to the English language, “classroom management techniques” and ways to incorporate them into classes, and “language” issues. Materials used to help faculty better understand best practices as they relate to these specific areas will be provided to help practitioners begin the process of helping EMI faculty build awareness of better teaching practices. Finally, the results from faculty development workshops participants’ surveys will show the impact that these workshops can have. Almost all of the participants indicated that they learned something new and would like to incorporate the ideas from the workshop into their teaching. In addition, the vast majority of the participants felt the workshop provided them with new information, and they would like more workshops like these. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English-medium%20instruction" title="English-medium instruction">English-medium instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development" title=" materials development"> materials development</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20effectiveness" title=" teaching effectiveness"> teaching effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/106026/improving-teaching-in-english-medium-instruction-classes-at-japanese-universities-through-needs-based-professional-development-workshops" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106026.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">89</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">249</span> Contribution to the Study of the Rill Density Effects on Soil Erosion: Laboratory Experiments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Mouzai">L. Mouzai</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Bouhadef"> M. Bouhadef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rills begin to be generated once overland flow shear capacity overcomes the soil surface resistance. This resistance depends on soil texture, the arrangement of soil particles and on chemical and physical properties. The rill density could affect soil erosion, especially when the distance between the rills (interrill) contributes to the variation of the rill characteristics, and consequently on sediment concentration. To investigate this point, agricultural sandy soil, a soil tray of 0.2x1x3m³ and a piece of hardwood rectangular in shape to build up rills were the base of this work. The results have shown that small lines have been developed between the rills and the flow acceleration increased in comparison to the flow on the flat surface (interrill). Sediment concentration increased with increasing rill number (density). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20rainfall" title="artificial rainfall">artificial rainfall</a>, <a href="https://publications.waset.org/abstracts/search?q=experiments" title=" experiments"> experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=rills" title=" rills"> rills</a>, <a href="https://publications.waset.org/abstracts/search?q=soil%20erosion" title=" soil erosion"> soil erosion</a>, <a href="https://publications.waset.org/abstracts/search?q=transport%20capacity" title=" transport capacity"> transport capacity</a> </p> <a href="https://publications.waset.org/abstracts/101222/contribution-to-the-study-of-the-rill-density-effects-on-soil-erosion-laboratory-experiments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101222.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">164</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">248</span> Origin of Salinity Problems during Tsunami and Remedial Measures in Coastal Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20K.%20Gupta">N. K. Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20C.%20Bhattacharjee"> R. C. Bhattacharjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the aftermath of the tsunami in 2004 and terrible humanitarian disaster affecting thousands of kilometers of coastal south, the immediate priority is to begin the process of reconstruction of livelihoods including basic services. It is likely that many coastal wetlands would have been affected by the large inflow of salt-water and littoral sediments during the tsunami, with longer-term effects including changes in their hydrogeology caused by changes to coastlines and damage to sea-defenses. The reconstruction process is likely to provide opportunities to better integrate environmental protection and management with economic development in the region, including the opportunity to conserve and restore coastal habitats. Presented herein is a study pertaining to salinity problems encountered in coastal south during tsunami in 2004 and the consequent loss of fertility of agricultural land including remedial measures to revitalize economic growth in the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tsunami" title="tsunami">tsunami</a>, <a href="https://publications.waset.org/abstracts/search?q=salinity" title=" salinity"> salinity</a>, <a href="https://publications.waset.org/abstracts/search?q=costal%20area" title=" costal area"> costal area</a>, <a href="https://publications.waset.org/abstracts/search?q=reconstruction" title=" reconstruction"> reconstruction</a> </p> <a href="https://publications.waset.org/abstracts/6552/origin-of-salinity-problems-during-tsunami-and-remedial-measures-in-coastal-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6552.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">375</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">247</span> Existence of Financial Service Authority Prior to 2045</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syafril%20Hendrik%20Hutabarat">Syafril Hendrik Hutabarat</a>, <a href="https://publications.waset.org/abstracts/search?q=Hartiwiningsih"> Hartiwiningsih</a>, <a href="https://publications.waset.org/abstracts/search?q=Pujiyono%20Suwadi"> Pujiyono Suwadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Financial Service Authority (FSA) was formed as a response to the 1997 monetary crisis and the 2008 financial crisis so that it was more defensive in nature while developments in information and communication technology have required state policies to be more offensive to keep up with times. Reconstruction of Authorities of the FSA's Investigator is intended to keep the agency worthy to be part of an integrated criminal justice system in Indonesia which has implications for expanding its authority in line with efforts to protect and increase the welfare of the people. The results show that internal synergy between sub-sectors in the financial services sector is not optimised, some are even left behind so that the FSA is not truly an authority in the financial services sector. This research method is empirical. The goal of synergy must begin with internal synergy which has its moment when Indonesia gets a demographic bonus in the 2030s and becomes an international logistics hub supported by the national financial services sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reconstruction" title="reconstruction">reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=authorities" title=" authorities"> authorities</a>, <a href="https://publications.waset.org/abstracts/search?q=FSA%20investigators" title=" FSA investigators"> FSA investigators</a>, <a href="https://publications.waset.org/abstracts/search?q=synergy" title=" synergy"> synergy</a>, <a href="https://publications.waset.org/abstracts/search?q=demography" title=" demography"> demography</a> </p> <a href="https://publications.waset.org/abstracts/167372/existence-of-financial-service-authority-prior-to-2045" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167372.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">76</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=D.%20B%C3%A9gin&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=D.%20B%C3%A9gin&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=D.%20B%C3%A9gin&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=D.%20B%C3%A9gin&page=5">5</a></li> <li class="page-item"><a class="page-link" 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