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reserach</title> <meta name="description" content="Search results for: scientific reserach"> <meta name="keywords" content="scientific reserach"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="scientific reserach"> <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> 2069</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: scientific reserach</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2069</span> Important Books of Pschoneurolinguistics: Scientific-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The study aims to summarize the most important books in psychoneurolinguistics. Method: It is a survey study that listed the most important resouces and references in the field of psychoneurolinguistics for the researchers to benefit from them. Results Reliability and Validity of the books on psychoneurolinguistic research are based upon what type of topics and issues are addressed and the importance of these topics for researchers.Other standards are no more than peripheral criteria that include: Author, publishing house, edition, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=books" title="books">books</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoneurolinguistics" title=" psychoneurolinguistics"> psychoneurolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20reserach" title=" scientific reserach"> scientific reserach</a>, <a href="https://publications.waset.org/abstracts/search?q=references" title=" references"> references</a> </p> <a href="https://publications.waset.org/abstracts/186803/important-books-of-pschoneurolinguistics-scientific-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186803.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">42</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">2068</span> Identification of Coauthors in Scientific Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiago%20M.%20R%20Dias">Thiago M. R Dias</a>, <a href="https://publications.waset.org/abstracts/search?q=Gray%20F.%20Moita"> Gray F. Moita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of scientific collaboration networks has contributed significantly to improving the understanding of how does the process of collaboration between researchers and also to understand how the evolution of scientific production of researchers or research groups occurs. However, the identification of collaborations in large scientific databases is not a trivial task given the high computational cost of the methods commonly used. This paper proposes a method for identifying collaboration in large data base of curriculum researchers. The proposed method has low computational cost with satisfactory results, proving to be an interesting alternative for the modeling and characterization of large scientific collaboration networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extraction" title="extraction">extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20integration" title=" data integration"> data integration</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20collaboration" title=" scientific collaboration"> scientific collaboration</a> </p> <a href="https://publications.waset.org/abstracts/5498/identification-of-coauthors-in-scientific-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5498.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">396</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">2067</span> Evidence of Scientific-Ness of Scriptures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyam%20Sunder%20Gupta">Shyam Sunder Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Written scriptures are created out of Words of God, revealed or inspired. This process of conversion, from revealed Words to written scriptures, happens after a long gap of time and with the involvement of a large number of persons, and unintentionally, scientific and other types of errors get into scriptures; otherwise, scriptures are, in reality, truly scientific. Description of Chronology of life in the womb (Fetal Development), Rotation of Universe, spherical shape of the earth, evolution process of non-living matter and living species, classification of species by nature of birth, etc., most convincing prove that scriptures are truly scientific. In fact, there are many facts for which, to date, science has not found answers but are available in scriptures, like the creation of singularity from which the Big Bang took place and the Universe got created innumerable universes, and the most fundamental particle Param-anu. These findings demonstrate that scriptures contain scientific knowledge that predates scientific discoveries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Big%20Bang" title="Big Bang">Big Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution" title=" evolution"> evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=Param-anu" title=" Param-anu"> Param-anu</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific"> scientific</a>, <a href="https://publications.waset.org/abstracts/search?q=scriptures" title=" scriptures"> scriptures</a>, <a href="https://publications.waset.org/abstracts/search?q=singularity" title=" singularity"> singularity</a>, <a href="https://publications.waset.org/abstracts/search?q=universe" title=" universe"> universe</a> </p> <a href="https://publications.waset.org/abstracts/175588/evidence-of-scientific-ness-of-scriptures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175588.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">33</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">2066</span> Exploring the Changes in the Publishing of Scientific Journals in the Age of Digital Transformation as the Main Measure for Scientific Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ar%C5%ABnas%20Gudinavi%C4%8Dius">Arūnas Gudinavičius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The historiography of scholarly journals in Eastern Europe is fragmented, and so far, the development of scholarly journals in Eastern Europe has not been studied from a publishing point of view in the context of scientific communication. There are only a few general articles on the period before World War II; also, there is hardly any systematic and publicly available information about the Soviet period and the situation of scientific communication in Eastern Europe at the end of the XX century and the beginning of the XXI century. There is a lack of research data on scholarly journals in Lithuania. The existing researches focuses mostly on the specific needs of academic institutions. The publication of scientific journals and papers is analyzed as a part of the scientific communication circle. Formal science communication from the point of view that it is the results formed in the course of communication are examined, which are necessarily characterized by long-term access to a large circle of users. Improved model of scientific communication by supplementing the dissemination of research results with formal and informal communication channels is used, according to which the scientific communication system forms the essence of science, where the social, lasting value of science and the dissemination of scientific results to scientists and the public are the most important. The model covers the science communication process from research initiation to journal publication and citation. We are focusing on the publishing and dissemination stages of the model of scientific communication. The paper is to systematize and analyze the various types of scientific journal publishers from 1907 until 2020 as a means of formal documentary communication in the context of all scientific communication. The research analyses the case of a small European country and presents chronological and geographical characteristics of the publication of scientific periodicals, analyzes the publishers of scientific periodicals and their activities, publishing formats, and dissemination methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title="scientific communication">scientific communication</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20periodicals" title=" scientific periodicals"> scientific periodicals</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title=" scientific journals"> scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing" title=" publishing"> publishing</a> </p> <a href="https://publications.waset.org/abstracts/159268/exploring-the-changes-in-the-publishing-of-scientific-journals-in-the-age-of-digital-transformation-as-the-main-measure-for-scientific-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159268.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">77</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">2065</span> Exploring Students’ Visual Conception of Matter and Its Implications to Teaching and Learning Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Espinosa">Allen A. Espinosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Arlyne%20C.%20Marasigan"> Arlyne C. Marasigan</a>, <a href="https://publications.waset.org/abstracts/search?q=Janir%20T.%20Datukan"> Janir T. Datukan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study explored how students visualize the states and classifications of matter using scientific models. It also identified misconceptions of students in using scientific models. In general, high percentage of students was able to use scientific models correctly and only a little misconception was identified. From the result of the study, a teaching framework was formulated wherein scientific models should be employed in classroom instruction to visualize abstract concepts in chemistry and for better conceptual understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20conception" title="visual conception">visual conception</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20models" title=" scientific models"> scientific models</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20models" title=" mental models"> mental models</a>, <a href="https://publications.waset.org/abstracts/search?q=states%20of%20matter" title=" states of matter"> states of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=classification%20of%20matter" title=" classification of matter"> classification of matter</a> </p> <a href="https://publications.waset.org/abstracts/17627/exploring-students-visual-conception-of-matter-and-its-implications-to-teaching-and-learning-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17627.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">402</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">2064</span> Secondary Science Teachers' Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20attitude" title=" scientific attitude"> scientific attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=STS" title=" STS"> STS</a> </p> <a href="https://publications.waset.org/abstracts/10717/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10717.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">490</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">2063</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.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">493</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">2062</span> Ontology-Based Systemizing of the Science Information Devoted to Waste Utilizing by Methanogenesis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ye.%20Shapovalov">Ye. Shapovalov</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Shapovalov"> V. Shapovalov</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Stryzhak"> O. Stryzhak</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Salyuk"> A. Salyuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past decades, amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of data. The approach to systematization of scientific information on the production of biogas based on the ontological IT platform “T.O.D.O.S.” has been developed. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform “T.O.D.O.S.”. An ontological graph with a ranking function for previous scientific research and for a system of selection of microorganisms has been worked out. These systems provide high performance of information management of scientific information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ontology-based%20analysis" title="ontology-based analysis">ontology-based analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20scientific%20data" title=" analysis of scientific data"> analysis of scientific data</a>, <a href="https://publications.waset.org/abstracts/search?q=methanogenesis" title=" methanogenesis"> methanogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=microorganism%20hierarchy" title=" microorganism hierarchy"> microorganism hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=%27T.O.D.O.S.%27" title=" 'T.O.D.O.S.'"> 'T.O.D.O.S.'</a> </p> <a href="https://publications.waset.org/abstracts/100668/ontology-based-systemizing-of-the-science-information-devoted-to-waste-utilizing-by-methanogenesis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100668.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">2061</span> Evaluation Means in English and Russian Academic Discourse: Through Comparative Analysis towards Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albina%20Vodyanitskaya">Albina Vodyanitskaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the culture- and language-specific nature of evaluation, this phenomenon is widely studied around the linguistic world and may be regarded as a challenge for translators. Evaluation penetrates all the levels of a scientific text, influences its composition and the reader’s attitude towards the information presented. One of the most challenging and rarely studied phenomena is the individual style of the scientific writer, which is mostly reflected in the use of evaluative language means. The evaluative and expressive potential of a scientific text is becoming more and more welcoming area for researchers, which stems in the shift towards anthropocentric paradigm in linguistics. Other reasons include: the cognitive and psycholinguistic processes that accompany knowledge acquisition, a genre-determined nature of a scientific text, the increasing public concern about the quality of scientific papers and some such. One more important issue, is the fact that linguists all over the world still argue about the definition of evaluation and its functions in the text. The author analyzes various approaches towards the study of evaluation and scientific texts. A comparative analysis of English and Russian dissertations and other scientific papers with regard to evaluative language means reveals major differences and similarities between English and Russian scientific style. Though standardized and genre-specific, English scientific texts contain more figurative and expressive evaluative means than the Russian ones, which should be taken into account while translating scientific papers. The processes that evaluation undergoes while being expressed by means of a target language are also analyzed. The author offers a target-language-dependent strategy for the translation of evaluation in English and Russian scientific texts. The findings may contribute to the theory and practice of translation and can increase scientific writers’ awareness of inter-language and intercultural differences in evaluative language means. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20text" title=" scientific text"> scientific text</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title=" scientific writing"> scientific writing</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/42856/evaluation-means-in-english-and-russian-academic-discourse-through-comparative-analysis-towards-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42856.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">354</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">2060</span> China’s Scientific Research of the Arctic (Historical Aspect)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cui%20Long%20%28Allen%29">Cui Long (Allen)</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China's attention to the Arctic began in 1925, when the country joined the Svalbard Treaty. China's participation in Arctic exploration was determined by the second and third articles of the treaty, according to which the country could conduct scientific activities in the adjacent waters of Svalbard. The first studies of the New China began in the 50s of the twentieth century. The first scientific projects on Arctic exploration began in the 80s of the twentieth century. During these years, the "National Committee of the People's Republic of China for Arctic Expeditions" and the "Institute of Polar Research" in Shanghai were established. The beginning of Deng Xiaoping's policy of openness and reform has opened a new page in China's scientific research of the Arctic. Since the 90s, the first Chinese scientific programs have been developed with foreign partners. The Chinese Academy of Sciences and its subordinate scientific institutions are actively involved in scientific activities: the Institute of Aerophysics, the Institute of Geographical Sciences and Natural Resources, the Institute of Oceanology, etc. An important event for the development of scientific research in the Arctic was China's entry into the Arctic Council in 2013 as an observer. By 2018, China had conducted nine Arctic expeditions, their purpose was to study the melting of ice and its effects on the world's climate system, as well as the impact of the Arctic climate on China and the presence of plastic waste in the Arctic was monitored. At the beginning of the new millennium, China considers the Arctic as the most important region of a geopolitical and geostrategic nature, for its further logistical and economic development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arctic" title="Arctic">Arctic</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20Arctic%20research" title=" history of Arctic research"> history of Arctic research</a>, <a href="https://publications.waset.org/abstracts/search?q=arctic%20science" title=" arctic science"> arctic science</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20scientific%20research%20in%20the%20Arctic" title=" Chinese scientific research in the Arctic"> Chinese scientific research in the Arctic</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20expeditions" title=" scientific expeditions"> scientific expeditions</a> </p> <a href="https://publications.waset.org/abstracts/182520/chinas-scientific-research-of-the-arctic-historical-aspect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182520.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">53</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">2059</span> The Role of Questioning Ability as an Indicator of Scientific Thinking in Children Aged 5-9</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20K.%20Salahova">Aliya K. Salahova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific thinking is a fundamental cognitive skill that plays a crucial role in preparing young minds for an increasingly complex world. This study explores the connection between scientific thinking and the ability to ask questions in children aged 5-9. The research aims to identify and assess how questioning ability serves as an indicator of scientific thinking development in this age group. A longitudinal investigation was conducted over a span of 240 weeks, involving 72 children from diverse backgrounds. The participants were divided into an experimental group, engaging in weekly STEM activities, and a control group with no STEM involvement. The development of scientific thinking was evaluated through a comprehensive assessment of questioning skills, hypothesis formulation, logical reasoning, and problem-solving abilities. The findings reveal a significant correlation between the ability to ask questions and the level of scientific thinking in children aged 5-9. Participants in the experimental group exhibited a remarkable improvement in their questioning ability, which positively influenced their scientific thinking growth. In contrast, the control group, devoid of STEM activities, showed minimal progress in questioning skills and subsequent scientific thinking development. This study highlights the pivotal role of questioning ability as a key indicator of scientific thinking in young children. The results provide valuable insights for educators and researchers, emphasizing the importance of fostering and nurturing questioning skills to enhance scientific thinking capabilities from an early age. The implications of these findings are crucial for designing effective educational interventions to promote scientific curiosity and critical thinking in the next generation of scientific minds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title="scientific thinking">scientific thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/170553/the-role-of-questioning-ability-as-an-indicator-of-scientific-thinking-in-children-aged-5-9" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170553.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">70</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">2058</span> Publishing Formats of Scientific Journals in the XXI Century: the Case of Small Publishing Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ar%C5%ABnas%20Gudinavi%C4%8Dius">Arūnas Gudinavičius</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrius%20%C5%A0uminas"> Andrius Šuminas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of scholarly journals formats is fragmented and needs to be studied from a point of view of scientific communication. While PDF is to the author’s best knowledge probably the most popular digital format of XXI century, but there are more formats available: HTML, EPUB, etc. Our aim is to analyze how these formats important to the readers and what is their contribution to scientific communication. We want to investigate how printed journals are still popular between scholars and does different formats are preferred between fields of science . In most cases, publishing of scientific journals are examined from a narrow perspective of a particular university science affair administrators or research funding institution. We believe that more data o n formats used in scholarly periodicals currently published in Lithuania as well as in Eastern Europe are needed. Science communication is often analyzed as a directed chain of information in the author-publisher-reader cycle. The paper is focusing on the publishing part of this chain. A distinction is made between formal and informal forms of scientific communication, which is relevant in today's context, when both forms of communication intertwine and complement each other. In our research, we will analyze formal documentary (formats of publication of scientific articles) communication - scientific information recorded in a certain medium and formatted in certain format (printed, PDF, HTML, EPUB, etc.). In our research, we will analyze the stage of publication of research results in scientific journals and their dissemination through specific publication formats. The paper is to systematize and analyze the various types of formats of scientific journal published in XXI century in Lithuania (small publishing market). The research analyses the case of small European country and presents publishing formats characteristics of the publication of scientific periodicals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title="scientific communication">scientific communication</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title=" scientific journals"> scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing%20formats" title=" publishing formats"> publishing formats</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/159430/publishing-formats-of-scientific-journals-in-the-xxi-century-the-case-of-small-publishing-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159430.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">2057</span> Bibliometric Analysis of the Impact of Funding on Scientific Development of Researchers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashkan%20Ebadi">Ashkan Ebadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Schiffauerova"> Andrea Schiffauerova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year, a considerable amount of money is being invested on research, mainly in the form of funding allocated to universities and research institutes. To better distribute the available funds and to set the most proper R&D investment strategies for the future, evaluation of the productivity of the funded researchers and the impact of such funding is crucial. In this paper, using the data on 15 years of journal publications of the NSERC (Natural Sciences and Engineering research Council of Canada) funded researchers and by means of bibliometric analysis, the scientific development of the funded researchers and their scientific collaboration patterns will be investigated in the period of 1996-2010. According to the results it seems that there is a positive relation between the average level of funding and quantity and quality of the scientific output. In addition, whenever funding allocated to the researchers has increased, the number of co-authors per paper has also augmented. Hence, the increase in the level of funding may enable researchers to get involved in larger projects and/or scientific teams and increase their scientific output respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometrics" title="bibliometrics">bibliometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=funding" title=" funding"> funding</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a> </p> <a href="https://publications.waset.org/abstracts/31326/bibliometric-analysis-of-the-impact-of-funding-on-scientific-development-of-researchers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31326.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">286</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">2056</span> Your Third Step to Understanding Research Ethics: Survey-Based Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: This research summarizes the third volume of the book entitled: “Research Ethics”. It aims at surveying KSU as a typical and practical example for scientific resources and references along with some couriers that can be used for transferring these resources from one place to another. Method: It is a survey and analytic research design wherein the researchers attempted to list, describe and analyze the resources and references, notably those relating to linguistics. The researchers have also analyzed the role of some famous couriers in sending and receiving scientific resources. Results KSU has one of the most organized systems in the field of scientific research and is a reliable provider of information references and resources. Couriers are effective means through which the researcher can get the resource s/he needs to complete his scientific project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=KSU" title="KSU">KSU</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20research" title=" scientific research"> scientific research</a>, <a href="https://publications.waset.org/abstracts/search?q=library" title=" library"> library</a>, <a href="https://publications.waset.org/abstracts/search?q=couriers" title=" couriers"> couriers</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=method" title=" method"> method</a> </p> <a href="https://publications.waset.org/abstracts/186802/your-third-step-to-understanding-research-ethics-survey-based-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186802.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">46</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">2055</span> Writing Hybridized Narratives to Enact Scientific Literacy and the Myth of the Scientific Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajaz%20Shaheen">Ajaz Shaheen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaid%20Ahmed%20Siddqui"> Jawaid Ahmed Siddqui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This world has purely become scientific and technological, and therefore it demands more from our young learners to be more intellectual in learning sciences. A point of concern that is dragging the attention of educationists is that young learners are gradually detaching from science and scientific theory. To deal with this matter, we must arrange such engaging activities that may improve the imaginative skills of our young learners. Our ongoing research program highlights the effects of such activities that demand the learners to interpret scientific information in the form of text they possess. These mixed stories are also known as what we call BioStories. Learners upload their narratives on different websites to let their peers go through their manuscripts. That, as a result, brings more refinement to their works. Moreover, stories allow the learners to read, understand and learn on a broader spectrum. We have conducted separate studies with learners from Grades 6, 9, and 12 that involve case studies and quasi-experimental designs. The conclusion we drew from the analysis of Grade 6 learners was that the alignment of stories helped them become more familiar with the scientific issue. Not only this but also the learners of the respective grade built up their interest in the subject and also developed a clear understanding of related subject topics. On the other hand, results from the 8th and 9th grades study support the argument that learners reflected a positive attitude toward writing scientific information. Lastly, we concluded from the 12th-grade learners that they took pride in their writing skills and built up their strength, determination, and interest. The students became self-conscious as they wrote hybridized scientific narratives in science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioStories" title="BioStories">BioStories</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridized%20writing" title=" hybridized writing"> hybridized writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20method" title=" scientific method"> scientific method</a> </p> <a href="https://publications.waset.org/abstracts/161158/writing-hybridized-narratives-to-enact-scientific-literacy-and-the-myth-of-the-scientific-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161158.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">79</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">2054</span> Publish/Subscribe Scientific Workflow Interoperability Framework (PS-SWIF) Architecture and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alqaoud">Ahmed Alqaoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes Publish/Subscribe Scientific Workflow Interoperability Framework (PS-SWIF) architecture and its components that collectively provide interoperability between heterogeneous scientific workflow systems. Requirements to achieve interoperability are identified. This paper also provides a detailed investigation and design of models and solutions for system requirements, and considers how workflow interoperability models provided by Workflow Management Coalition (WfMC) can be achieved using the PS-SWIF system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=publish%2Fsubscribe" title="publish/subscribe">publish/subscribe</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20workflow" title=" scientific workflow"> scientific workflow</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20services" title=" web services"> web services</a>, <a href="https://publications.waset.org/abstracts/search?q=workflow%20interoperability" title=" workflow interoperability "> workflow interoperability </a> </p> <a href="https://publications.waset.org/abstracts/11418/publishsubscribe-scientific-workflow-interoperability-framework-ps-swif-architecture-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11418.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">307</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">2053</span> Psychometric Examination of the QUEST-25: An Online Assessment of Intellectual Curiosity and Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study reports an examination of the QUEST-25 (Q-Assessment of Undergraduate Epistemology and Scientific Thinking) online version for assessing the dispositional attitudes toward scientific thinking and intellectual curiosity among undergraduate students. The QUEST-25 consists of scientific thinking (SIQ-25) and intellectual curiosity (ICIQ-25), which were correlated in hypothesized directions with the Religious Commitment Inventory, Curiosity and Exploration Inventory, Belief in Science scale, and measures of academic self-efficacy. Additionally, concurrent validity was established by the resulting significant differences between those identifying the centrality of religious belief in their lives and those who do not self-identify as being guided daily by religious beliefs. This study demonstrates the utility of the QUEST-25 for research, evaluation, and theory development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guided-inquiry%20learning" title="guided-inquiry learning">guided-inquiry learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20curiosity" title=" intellectual curiosity"> intellectual curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20assessment" title=" psychometric assessment"> psychometric assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title=" scientific thinking"> scientific thinking</a> </p> <a href="https://publications.waset.org/abstracts/94103/psychometric-examination-of-the-quest-25-an-online-assessment-of-intellectual-curiosity-and-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2052</span> Analysis of Atomic Models in High School Physics Textbooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Fei%20Cheng">Meng-Fei Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Fneg"> Wei Fneg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New Taiwan high school standards emphasize employing scientific models and modeling practices in physics learning. However, to our knowledge. Few studies address how scientific models and modeling are approached in current science teaching, and they do not examine the views of scientific models portrayed in the textbooks. To explore the views of scientific models and modeling in textbooks, this study investigated the atomic unit in different textbook versions as an example and provided suggestions for modeling curriculum. This study adopted a quantitative analysis of qualitative data in the atomic units of four mainstream version of Taiwan high school physics textbooks. The models were further analyzed using five dimensions of the views of scientific models (nature of models, multiple models, purpose of the models, testing models, and changing models); each dimension had three levels (low, medium, high). Descriptive statistics were employed to compare the frequency of describing the five dimensions of the views of scientific models in the atomic unit to understand the emphasis of the views and to compare the frequency of the eight scientific models’ use to investigate the atomic model that was used most often in the textbooks. Descriptive statistics were further utilized to investigate the average levels of the five dimensions of the views of scientific models to examine whether the textbooks views were close to the scientific view. The average level of the five dimensions of the eight atomic models were also compared to examine whether the views of the eight atomic models were close to the scientific views. The results revealed the following three major findings from the atomic unit. (1) Among the five dimensions of the views of scientific models, the most portrayed dimension was the 'purpose of models,' and the least portrayed dimension was 'multiple models.' The most diverse view was the 'purpose of models,' and the most sophisticated scientific view was the 'nature of models.' The least sophisticated scientific view was 'multiple models.' (2) Among the eight atomic models, the most mentioned model was the atomic nucleus model, and the least mentioned model was the three states of matter. (3) Among the correlations between the five dimensions, the dimension of 'testing models' was highly related to the dimension of 'changing models.' In short, this study examined the views of scientific models based on the atomic units of physics textbooks to identify the emphasized and disregarded views in the textbooks. The findings suggest how future textbooks and curriculum can provide a thorough view of scientific models to enhance students' model-based learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=atomic%20models" title="atomic models">atomic models</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20model" title=" scientific model"> scientific model</a> </p> <a href="https://publications.waset.org/abstracts/76561/analysis-of-atomic-models-in-high-school-physics-textbooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76561.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">158</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">2051</span> A Research on Tourism Market Forecast and Its Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Wei">Min Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional prediction methods of the forecast for tourism market are paid more attention to the accuracy of the forecasts, ignoring the results of the feasibility of forecasting and predicting operability, which had made it difficult to predict the results of scientific testing. With the application of Linear Regression Model, this paper attempts to construct a scientific evaluation system for predictive value, both to ensure the accuracy, stability of the predicted value, and to ensure the feasibility of forecasting and predicting the results of operation. The findings show is that a scientific evaluation system can implement the scientific concept of development, the harmonious development of man and nature co-ordinate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linear%20regression%20model" title="linear regression model">linear regression model</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20market" title=" tourism market"> tourism market</a>, <a href="https://publications.waset.org/abstracts/search?q=forecast" title=" forecast"> forecast</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20economics" title=" tourism economics"> tourism economics</a> </p> <a href="https://publications.waset.org/abstracts/72550/a-research-on-tourism-market-forecast-and-its-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72550.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">332</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">2050</span> Factors of Scientific Rise and Fall of the Islamic Empire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Seyed%20Agha%20Banihashemi">Saeed Seyed Agha Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of mathematics as one of the trends in the field of mathematics has special importance and in most of the important universities of the world, this trend in the field of mathematics is taught and researched. In teaching the history of mathematics and mathematics books, special attention is paid to the scientific works of the four Greek-Indian-Islamic and European civilizations, although the history of mathematics in China and East Asia is a special category due to its ancient civilization. In this article, while examining mathematics in the Islamic empire, the factors of the scientific rise and fall of the Islamic empire, which can include mathematics, have been studied. In this article, according to my own research and other sources mentioned s, It is believed the factors of scientific rise and fall in the Islamic Empire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20mathematics" title="history of mathematics">history of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=alkandi" title=" alkandi"> alkandi</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptology" title=" cryptology"> cryptology</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/164955/factors-of-scientific-rise-and-fall-of-the-islamic-empire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2049</span> Scientific Forecasting in International Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Djehich%20%20Mohamed%20%20%20%20Yousri">Djehich Mohamed Yousri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research paper, the future of international relations is believed to have an important place on the theoretical and applied levels because policy makers in the world are in dire need of such analyzes that are useful in drawing up the foreign policies of their countries, and protecting their national security from potential future threats, and in this context, The topic raised a lot of scientific controversy and intellectual debate, especially in terms of the extent of the effectiveness, accuracy, and ability of foresight methods to identify potential futures, and this is what attributed the controversy to the scientific foundations for foreseeing international relations. An arena for intellectual discussion between different thinkers in international relations belonging to different theoretical schools, which confirms to us the conceptual and implied development of prediction in order to reach the scientific level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foresight" title="foresight">foresight</a>, <a href="https://publications.waset.org/abstracts/search?q=forecasting" title=" forecasting"> forecasting</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations%20theory" title=" international relations theory"> international relations theory</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20of%20international%20relations" title=" concept of international relations"> concept of international relations</a> </p> <a href="https://publications.waset.org/abstracts/161708/scientific-forecasting-in-international-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161708.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">214</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">2048</span> Active Learning Based on Science Experiments to Improve Scientific Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunihiro%20Kamataki">Kunihiro Kamataki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, active learning based on simple science experiments was developed in a university class of the freshman, in order to improve their scientific literacy. Through the active learning based on simple experiments of generation of cloud in a plastic bottle, students increased the interest in the global atmospheric problem and were able to discuss and find solutions about this problem positively from various viewpoints of the science technology, the politics, the economy, the diplomacy and the relations among nations. The results of their questionnaires and free descriptions of this class indicate that they improve the scientific literacy and motivations of other classroom lectures to acquire knowledge. It is thus suggested that the science experiment is strong tool to improve their intellectual curiosity rapidly and the connections that link the impression of science experiment and their interest of the social problem is very important to enhance their learning effect in this education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=simple%20scientific%20experiment" title=" simple scientific experiment"> simple scientific experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/47648/active-learning-based-on-science-experiments-to-improve-scientific-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47648.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">261</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">2047</span> Digital Repositories in Algerian Universities: Content and Search Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hakim%20Benoumelghar">Hakim Benoumelghar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The launch in 1999 of the open access Initiative (OAI) and the protocol for sharing metadata, OAI-PMH, in parallel with the provision of deposit platforms, open-source software, such as DSpace in 2002, which allow libraries to develop digital repositories and play a leading role in the open access movement, and by building institutional open archives alongside the theme. This study focuses on Algerian universities and their projects and platforms for digital repositories of theses and scientific papers and the possibilities of access to the university community to develop research and access to archives of scientific digital content offered by the scientific community. This contribution attempts to compare Algerian and foreign institutional deposits in developed countries in order to have development and perspectives to facilitate scientific research and give more possibilities to the scientific community in documentary matters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20repository" title="digital repository">digital repository</a>, <a href="https://publications.waset.org/abstracts/search?q=repository%20software" title=" repository software"> repository software</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=algeria" title=" algeria"> algeria</a> </p> <a href="https://publications.waset.org/abstracts/171003/digital-repositories-in-algerian-universities-content-and-search-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171003.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">80</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">2046</span> Q-Test of Undergraduate Epistemology and Scientific Thought: Development and Testing of an Assessment of Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The QUEST is an assessment of scientific epistemic beliefs and was developed to measure students’ intellectual development in regards to beliefs about knowledge and knowing. The QUEST utilizes Q-sort methodology, which requires participants to rate the degree to which statements describe them personally. As a measure of personal theories of knowledge, the QUEST instrument is described with the Q-sort distribution and scoring explained. A preliminary demonstration of the QUEST assessment is described with two samples of undergraduate students (novice/lower division compared to advanced/upper division students) being assessed and their average QUEST scores compared. The usefulness of an assessment of epistemology is discussed in terms of the principle that assessment tends to drive educational practice and university mission. The critical need for university and academic programs to focus on development of students’ scientific epistemology is briefly discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20epistemology" title="scientific epistemology">scientific epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Q-sort%20method" title=" Q-sort method"> Q-sort method</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20undergraduates" title=" STEM undergraduates"> STEM undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/45315/q-test-of-undergraduate-epistemology-and-scientific-thought-development-and-testing-of-an-assessment-of-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45315.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">378</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">2045</span> Gender and Geographical Disparity in Editorial Boards of Lithuanian Scientific Journals: An Overview of Different Science Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrius%20Suminas">Andrius Suminas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Editors-in-chief and members of editorial boards of scientific journals play an extremely important role in the development of science and assure research integrity, as scientific publications are the major results of research. While gender parity in tenure-track hiring decisions and promotion rates has improved, female academics remain underrepresented in senior career phases, including editors-in-chief and members of editorial boards positions of scientific journals. Journal editors and members of editorial boards exert considerable power over what is published and in certain cases the direction of an academic discipline and the career advancement of authors. For this reason it is important to minimize biases extrinsic to the merit of the work impacting publication decisions. One way to achieve this is to ensure a diverse pool of editors and members of editorial boards, ensuring the widest possible coverage of different competencies. This is in line with a diversity model of editorial appointment where editorial boards are structured to dismantle wider conditions of inequality. Another possible option, a distributive model would seek an editorial board reflective of existing proportions in the field at large. Paper presents comprehensive results of Lithuanian scientific journals study. During the research process were reviewed publicly available information from all scientific journals published in Lithuania to infer the proportions of members of editorial boards by gender and country of affiliation. The results of the study revealed differences the proportions of male and female members of editorial boards in different disciplines of science, as well as clear geographical disparity in Lithianian scientific journals editorial boards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title="scientific journals">scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=editorial%20boards%20of%20scientific%20journals" title=" editorial boards of scientific journals"> editorial boards of scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20disparity" title=" gender disparity"> gender disparity</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20disparity" title=" geographical disparity"> geographical disparity</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title=" scientific communication"> scientific communication</a> </p> <a href="https://publications.waset.org/abstracts/159332/gender-and-geographical-disparity-in-editorial-boards-of-lithuanian-scientific-journals-an-overview-of-different-science-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159332.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">95</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">2044</span> Analysis of the Topics of Research of Brazilian Researchers Acting in the Areas of Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jether%20Gomes">Jether Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Thiago%20M.%20R.%20Dias"> Thiago M. R. Dias</a>, <a href="https://publications.waset.org/abstracts/search?q=Gray%20F.%20Moita"> Gray F. Moita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The production and publication of scientific works have increased significantly in the last years, being the Internet the main factor of access and diffusion of these. In view of this, researchers from several areas of knowledge have carried out several studies on scientific production data in order to analyze phenomena and trends about science. The understanding of how research has evolved can, for example, serve as a basis for building scientific policies for further advances in science and stimulating research groups to become more productive. In this context, the objective of this work is to analyze the main research topics investigated along the trajectory of the Brazilian science of researchers working in the areas of engineering, in order to map scientific knowledge and identify topics in highlights. To this end, studies are carried out on the frequency and relationship of the keywords of the set of scientific articles registered in the existing curricula in the Lattes Platform of each one of the selected researchers, counting with the aid of bibliometric analysis features. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20topics" title="research topics">research topics</a>, <a href="https://publications.waset.org/abstracts/search?q=bibliometrics" title=" bibliometrics"> bibliometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=topics%20of%20interest" title=" topics of interest"> topics of interest</a>, <a href="https://publications.waset.org/abstracts/search?q=Lattes%20Platform" title=" Lattes Platform"> Lattes Platform</a> </p> <a href="https://publications.waset.org/abstracts/70885/analysis-of-the-topics-of-research-of-brazilian-researchers-acting-in-the-areas-of-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70885.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">221</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">2043</span> USTTB (UCRC) Financial Management, Strengths and Weaknesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samba%20Lamine%20Cisse">Samba Lamine Cisse</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheick%20Oumar%20Tangara"> Cheick Oumar Tangara</a>, <a href="https://publications.waset.org/abstracts/search?q=Seynabou%20Sissoko"> Seynabou Sissoko</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahamadou%20Diakite"> Mahamadou Diakite</a>, <a href="https://publications.waset.org/abstracts/search?q=Seydou%20Doumbia"> Seydou Doumbia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Financial management of a scientific research center is a crucial element in achieving ambitious scientific goals. It can be a driving force for research success, but it also has shortcomings that are important to understand. This study focuses on the crucial aspects of financial management in the context of scientific research centers, more specifically the USTTB (UCRC) in Mali in terms of strengths and weaknesses. Methodology: This study concerns the case of the UCRC, one of the USTTB's research centers. It is a qualitative study based on years of experience in project management at the USTTB, and on analyses and interpretations of everyday activities. Result: It offers practical recommendations for improving the financial stability of research institutions, thereby contributing to their mission of promoting scientific research and innovation. Scientific research centers play a crucial role in the development of knowledge, and their effective operation largely depends on the appropriate management of their financial resources. It begins with an in-depth analysis of UCRC's typical financial structure, highlighting its types and sources of funding, followed by an analysis of the strengths and weaknesses of its current financial management system. Conclusion: Financial management of a scientific research center is essential to ensure the continuity of research activities, the development of innovative projects and the achievement of scientific objectives. Adaptive financial management focused on efficiency, diversification of funding and risk control. They are essential to meeting these challenges and fostering excellence in scientific research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial" title="financial">financial</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths" title=" strengths"> strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=weaknesses" title=" weaknesses"> weaknesses</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/192224/usttb-ucrc-financial-management-strengths-and-weaknesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192224.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">2042</span> Strategies for Achieving Application of Science in National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orisakwe%20Chimuanya%20Favour%20Israel">Orisakwe Chimuanya Favour Israel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone because it is indispensable to achieving technological development of any nation. Everyone needs to use scientific information to make choices that arise every day. Everyone needs to be able to engage intelligently in public discourse and debate about important issues that involves science and technology. And everyone deserves to share in the excitement and personal fulfillment that can come from -understanding and learning about the natural world. No doubt that industrialized countries have, through their control of science and technology education, developed the potential to increase production, and to improve the standard of living of their people. The main thrust of this paper therefore, is to present an overview of science education, strategies for achieving application of science in national development, such as teaching science with the right spirit of inquiry. Also, the paper discussed three research models that can help in national development and suggests the best out of the three which is more realistic for a developing country like ours (Nigeria) to follow for a sustainable national development and finally suggests some key ways of solving problems of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title="scientific inquiry">scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20national%20development" title=" sustainable national development "> sustainable national development </a> </p> <a href="https://publications.waset.org/abstracts/29009/strategies-for-achieving-application-of-science-in-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29009.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">372</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">2041</span> A Scientific Umbrella for Industrial Design Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20S.%20Naeini">Hassan S. Naeini</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashem%20Mosaddad"> Hashem Mosaddad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial design as a multidisciplinary science has a vast field in which some different aspects are involved. In this regard, aspects of art, technology and engineering, social and economics are known as the main related fields. Also, state of the art scientific areas and also art based files have been making the new conditions for industrial design discipline. Furthermore, there are some new approaches and branches of industrial design. However, there is not any categorized style for these industrial design sub-groups. Undoubtedly, if there is an appropriate chart for the main industrial design approaches and branches, the related groups such as industrial designers, manufacturers, and industrial design students will have practical ideas to categorize their activities. In this case study, we developed a scientific umbrella for industrial design in which most of current approaches and branches and related association are introduced. For data gathering, some interviews were done among volunteer industrial design lecturers who are teaching at some well-known universities in Iran. Also, according to the inventory of industrial design, theses which are in university libraries, thesis approaches, and titles were assessed. Based on gathered data, we introduced a scientific umbrella for industrial design in which most of related branches and approaches are categorized. In this umbrella, the hierarchy of related branches is highlighted as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20design" title="industrial design">industrial design</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20design%20approaches" title=" industrial design approaches"> industrial design approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20umbrella" title=" scientific umbrella"> scientific umbrella</a> </p> <a href="https://publications.waset.org/abstracts/6997/a-scientific-umbrella-for-industrial-design-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6997.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">2040</span> Negotiating Increased Food Production with African Indigenous Agricultural Knowledge: The Ugandan Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harriet%20Najjemba">Harriet Najjemba</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Peter%20Rutabajuuka"> Simon Peter Rutabajuuka</a>, <a href="https://publications.waset.org/abstracts/search?q=Deo%20Katono%20Nzarwa"> Deo Katono Nzarwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific agricultural knowledge was introduced in Africa, including Uganda, during colonial rule. While this form of knowledge was introduced as part of Western scientific canon, African indigenous knowledge was not destroyed and has remained vital in food production. Modern scientific methods were devoted to export crops while food crop production was left to Africans who continued to use indigenous knowledge. Today, indigenous agricultural knowledge still provides farming skills and practices, more than a century since modern scientific agricultural knowledge was introduced in Uganda. It is evident that there is need to promote the still useful and more accessible indigenous agricultural practices in order to sustain increased food production. It is also important to have a tailor made agricultural knowledge system that combines practical indigenous practices with financially viable western scientific agricultural practices for sustained food production. The proposed paper will explain why the African indigenous agricultural knowledge has persisted and survived for over a century after colonial introduction of western scientific agricultural knowledge. The paper draws on research findings for a PhD study at Makerere University, Uganda. The study uses both written and oral sources, including colonial and postcolonial archival documents, and interviews. It critiques the parameters within which Western farming methods were introduced to African farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20production" title="food production">food production</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20shortage" title=" food shortage"> food shortage</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20agricultural%20knowledge" title=" indigenous agricultural knowledge"> indigenous agricultural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20scientific%20agricultural%20practices" title=" western scientific agricultural practices"> western scientific agricultural practices</a> </p> <a href="https://publications.waset.org/abstracts/41245/negotiating-increased-food-production-with-african-indigenous-agricultural-knowledge-the-ugandan-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41245.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">460</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=scientific%20reserach&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scientific%20reserach&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scientific%20reserach&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scientific%20reserach&page=5">5</a></li> <li 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