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repetition</title> <meta name="description" content="Search results for: spaced repetition"> <meta name="keywords" content="spaced repetition"> <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="spaced repetition"> <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> 225</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: spaced repetition</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">225</span> Dialogue, Agency and Appropriation in Peer Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Naseh%20Nasrollahi%20Shahri">Mohammad Naseh Nasrollahi Shahri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article draws on Michael Bakhtin’s theory of language to examine peer interactions. It represents an analysis of other-repetition in student interactions. Several recent studies have explored various aspects of repetition in multiple contexts. However, other-repetition in peer interactions has not received enough attention. Building on previous studies, this study examines patterns of other-repetition or appropriation in the context of discussion activities performed by EFL learners. The analysis highlights the meaningfulness of other-repetition in a way that distinguishes them from rote-repetition. It is suggested that instances of repetition constitute third spaces between the self and other which provide ideal settings for language learning and demonstrate student agency and engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repetition" title="repetition">repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a>, <a href="https://publications.waset.org/abstracts/search?q=Bakhtin" title=" Bakhtin"> Bakhtin</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a> </p> <a href="https://publications.waset.org/abstracts/19519/dialogue-agency-and-appropriation-in-peer-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19519.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">635</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">224</span> The Repetition of New Words and Information in Mandarin-Speaking Children: A Corpus-Based Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jian-Jun%20Gao">Jian-Jun Gao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Repetition is used for a variety of functions in conversation. When young children first learn to speak, they often repeat words from the adult’s recent utterance with the learning and social function. The objective of this study was to ascertain whether the repetitions are equivalent in indicating attention to new words and the initial repeat of information in conversation. Based on the observation of naturally occurring language use in Taiwan Corpus of Child Mandarin (TCCM), the results in this study provided empirical support to the previous findings that children are more likely to repeat new words they are offered than to repeat new information. When children get older, there would be a drop in the repetition of both new words and new information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=mandarin" title=" mandarin"> mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20words" title=" new words"> new words</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20information" title=" new information"> new information</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a> </p> <a href="https://publications.waset.org/abstracts/106580/the-repetition-of-new-words-and-information-in-mandarin-speaking-children-a-corpus-based-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106580.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">149</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">223</span> Morphological Rules of Bangla Repetition Words for UNL Based Machine Translation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nawab%20Yousuf%20Ali">Nawab Yousuf Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Golam"> S. Golam</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ameer"> A. Ameer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Toru%20Roy"> Ashok Toru Roy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops new morphological rules suitable for Bangla repetition words to be incorporated into an inter lingua representation called Universal Networking Language (UNL). The proposed rules are to be used to combine verb roots and their inflexions to produce words which are then combined with other similar types of words to generate repetition words. This paper outlines the format of morphological rules for different types of repetition words that come from verb roots based on the framework of UNL provided by the UNL centre of the Universal Networking Digital Language (UNDL) foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Universal%20Networking%20Language%20%28UNL%29" title="Universal Networking Language (UNL)">Universal Networking Language (UNL)</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20word%20%28UW%29" title=" universal word (UW)"> universal word (UW)</a>, <a href="https://publications.waset.org/abstracts/search?q=head%20word%20%28HW%29" title=" head word (HW)"> head word (HW)</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangla-UNL%20Dictionary" title=" Bangla-UNL Dictionary"> Bangla-UNL Dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20rule" title=" morphological rule"> morphological rule</a>, <a href="https://publications.waset.org/abstracts/search?q=enconverter%20%28EnCo%29" title=" enconverter (EnCo)"> enconverter (EnCo)</a> </p> <a href="https://publications.waset.org/abstracts/18524/morphological-rules-of-bangla-repetition-words-for-unl-based-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18524.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">310</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">222</span> Exploring Framing Effect and Repetition Effect of the Persuasive Message on Moral Decision Making in Conflict of Interests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sae-Yeon%20Seong">Sae-Yeon Seong</a>, <a href="https://publications.waset.org/abstracts/search?q=EunSun%20Chung"> EunSun Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Dongjoo%20Chin"> Dongjoo Chin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conflict of interest (COI) is one of the dominant circumstantial factors of moral corruption across various fields. Several management strategies have been proposed to prevent self-interested decision making in COIs. Among these strategies, message persuasion has been considered as a practical and effective approach. Framing and repetition are two of the major factors in the persuasion effect of message. Therefore, their effect on moral decision making in COI should be explored systematically. The purpose of this study was to compare the differential effects of positively framed message and negatively framed message, and secondly, to investigate how the effectiveness of persuasive message changes through repetitive exposures. A total of 63 participants were randomly assigned to one of 3 framing conditions: positive framing, negative framing, and no-message condition. Prior to the online experiment involving a consultation task, the differently framed persuasive message was presented to the participants. This process was repeated four times in a row. The results showed that participants with positive-framing message were less likely to provide self-interested consultation than participants in the no-message condition. Also, a U-shaped quadric relation between repetition and self-interest consultation was found. Implications and limitations are further discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflicts%20of%20interest" title="conflicts of interest">conflicts of interest</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasive%20message" title=" persuasive message"> persuasive message</a>, <a href="https://publications.waset.org/abstracts/search?q=framing%20effect" title=" framing effect"> framing effect</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition%20effect" title=" repetition effect"> repetition effect</a>, <a href="https://publications.waset.org/abstracts/search?q=self-interested%20behavior" title=" self-interested behavior"> self-interested behavior</a> </p> <a href="https://publications.waset.org/abstracts/97223/exploring-framing-effect-and-repetition-effect-of-the-persuasive-message-on-moral-decision-making-in-conflict-of-interests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97223.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">176</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">221</span> Hidden Markov Movement Modelling with Irregular Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Goodall">Victoria Goodall</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Fatti"> Paul Fatti</a>, <a href="https://publications.waset.org/abstracts/search?q=Norman%20Owen-Smith"> Norman Owen-Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hidden Markov Models have become popular for the analysis of animal tracking data. These models are being used to model the movements of a variety of species in many areas around the world. A common assumption of the model is that the observations need to have regular time steps. In many ecological studies, this will not be the case. The objective of the research is to modify the movement model to allow for irregularly spaced locations and investigate the effect on the inferences which can be made about the latent states. A modification of the likelihood function to allow for these irregular spaced locations is investigated, without using interpolation or averaging the movement rate. The suitability of the modification is investigated using GPS tracking data for lion (Panthera leo) in South Africa, with many observations obtained during the night, and few observations during the day. Many nocturnal predator tracking studies are set up in this way, to obtain many locations at night when the animal is most active and is difficult to observe. Few observations are obtained during the day, when the animal is expected to rest and is potentially easier to observe. Modifying the likelihood function allows the popular Hidden Markov Model framework to be used to model these irregular spaced locations, making use of all the observed data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hidden%20Markov%20Models" title="hidden Markov Models">hidden Markov Models</a>, <a href="https://publications.waset.org/abstracts/search?q=irregular%20observations" title=" irregular observations"> irregular observations</a>, <a href="https://publications.waset.org/abstracts/search?q=animal%20movement%20modelling" title=" animal movement modelling"> animal movement modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=nocturnal%20predator" title=" nocturnal predator"> nocturnal predator</a> </p> <a href="https://publications.waset.org/abstracts/56744/hidden-markov-movement-modelling-with-irregular-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56744.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">244</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">220</span> Pattern of Deliberate Self-Harm Repetition in Rural Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20H.%20G.%20J.%20Pushpakumara">P. H. G. J. Pushpakumara</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Dawson"> Andrew Dawson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Deliberate self harm (DSH) is a major public health problem globally. Suicide rates of Sri Lanka are being among the highest national rates in the world, since 1950. Previous DSH is the most important independent predictor of repetition. The estimated 1 year non-fatal repeat self-harm rate was 16.3%. Asian countries had considerably lower rate, 10.0%. Objectives: To calculate incidence of deliberate self-poisoning (DSP) and suicides, repetition rate of DSP in Kurunegala District (KD). To determine the pattern of repeated DSP in KD. Methods: Study had two components. In the first component, demographic and event related details of, DSP admission in 46 hospitals and suicides in 28 police stations of KD were collected for 3 years from January 2011. Demographic details of cohort of DSP patients admitted to above hospitals in 2011 were linked with hospital admissions and police records of next two years period from the index admission. Records were screened for links with high sensitivity using the computer then did manual matching which would have been much more specific. In the second component, randomly selected DSP patients (n=438), who admitted to main referral centre which receives 60% of DSP cases of the district, were interviewed to assess life-time repetition. Results: There were 16,993 DSP admissions and 1078 suicides for the three year period. Suicide incidences in KD were, 21.6, 20.7 and 24.3 per 100,000 population in 2011, 2012 and 2013. Average male to female ratio for suicide incidences was 5.5. DSP incidences were 205.4, 248.3 and 202.5 per 100,000 population. Male incidences were slightly greater than the female incidences, male: female ratio was 1.1:1. Highest age standardized male and female incidence was reported in 20-24 years age group, 769.6/100,000, and 15-19 years age group 1304.0/100,000. Male to female ratio of the incidence increased with the age. There were 318 (179 male and 139 female) patients attempted DSH within two years. Female repetitive patients were ounger compared to the males, p < 0.0001, median age: males 28 and females 19 years. 290 (91.2%) had only one repetitive attempt, 24 (7.5%) had two, 3 (0.9%) had three and one (0.3%) had four in that period. One year repetition rate was 5.6 and two year repetition rate was 7.9%. Average intervals between indexed events and first repetitive DSP events were 246.8 (SD:223.4) and 238.5 (SD:207.0) days among males and females. One fifth of first repetitive events occurred within first two weeks in both males and females. Around 50% of males and females had the second event within 28 weeks. Within the first year of the indexed event, around 70% had the second event. First repetitive event was fatal for 28 (8.8%) individuals. Ages of those who died, mean 49.7 years (SD:15.3), were significantly higher compared to those who had non-fatal outcome, p<0.0001. 9.5% had life time history of DSH attempts. Conclusions: Both, DSP and suicide incidences were very high in KD. However, repetition rates were lesser compared regional values. Prevention of repetition alone may not produce significant impact on prevention of DSH. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deliberate%20self-harm" title="deliberate self-harm">deliberate self-harm</a>, <a href="https://publications.waset.org/abstracts/search?q=incidence" title=" incidence"> incidence</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide" title=" suicide"> suicide</a> </p> <a href="https://publications.waset.org/abstracts/59599/pattern-of-deliberate-self-harm-repetition-in-rural-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59599.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">218</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">219</span> A CFD Analysis of Hydraulic Characteristics of the Rod Bundles in the BREST-OD-300 Wire-Spaced Fuel Assemblies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dmitry%20V.%20Fomichev">Dmitry V. Fomichev</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20V.%20Solonin"> Vladimir V. Solonin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the findings from a numerical simulation of the flow in 37-rod fuel assembly models spaced by a double-wire trapezoidal wrapping as applied to the BREST-OD-300 experimental nuclear reactor. Data on a high static pressure distribution within the models, and equations for determining the fuel bundle flow friction factors have been obtained. Recommendations are provided on using the closing turbulence models available in the ANSYS Fluent. A comparative analysis has been performed against the existing empirical equations for determining the flow friction factors. The calculated and experimental data fit has been shown. An analysis into the experimental data and results of the numerical simulation of the BREST-OD-300 fuel rod assembly hydrodynamic performance are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BREST-OD-300" title="BREST-OD-300">BREST-OD-300</a>, <a href="https://publications.waset.org/abstracts/search?q=ware-spaces" title=" ware-spaces"> ware-spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=fuel%20assembly" title=" fuel assembly"> fuel assembly</a>, <a href="https://publications.waset.org/abstracts/search?q=computation%20fluid%20dynamics" title=" computation fluid dynamics"> computation fluid dynamics</a> </p> <a href="https://publications.waset.org/abstracts/11699/a-cfd-analysis-of-hydraulic-characteristics-of-the-rod-bundles-in-the-brest-od-300-wire-spaced-fuel-assemblies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11699.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">382</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">218</span> Unlocking Academic Success: A Comprehensive Exploration of Shaguf Bites’s Impact on Learning and Retention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joud%20Zagzoog">Joud Zagzoog</a>, <a href="https://publications.waset.org/abstracts/search?q=Amira%20Aldabbagh"> Amira Aldabbagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Radiyah%20Hamidaddin"> Radiyah Hamidaddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to test out and observe whether artificial intelligence (AI) software and applications could actually be effective, useful, and time-saving for those who use them. Shaguf Bites, a web application that uses AI technology, claims to help students study and memorize information more effectively in less time. The website uses smart learning, or AI-powered bite-sized repetitive learning, by transforming documents or PDFs with the help of AI into summarized interactive smart flashcards (Bites, n.d.). To properly test out the websites’ effectiveness, both qualitative and quantitative methods were used in this research. An experiment was conducted on a number of students where they were first requested to use Shaguf Bites without any prior knowledge or explanation of how to use it. Second, they were asked for feedback through a survey on how their experience was after using it and whether it was helpful, efficient, time-saving, and easy to use for studying. After reviewing the collected data, we found out that the majority of students found the website to be straightforward and easy to use. 58% of the respondents agreed that the website accurately formulated the flashcard questions. And 53% of them reported that they are most likely to use the website again in the future as well as recommend it to others. Overall, from the given results, it is clear that Shaguf Bites have proved to be very beneficial, accurate, and time saving for the majority of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20%28AI%29" title="artificial intelligence (AI)">artificial intelligence (AI)</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=memorization" title=" memorization"> memorization</a>, <a href="https://publications.waset.org/abstracts/search?q=spaced%20repetition" title=" spaced repetition"> spaced repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=flashcards." title=" flashcards."> flashcards.</a> </p> <a href="https://publications.waset.org/abstracts/179392/unlocking-academic-success-a-comprehensive-exploration-of-shaguf-bitess-impact-on-learning-and-retention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179392.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">189</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">217</span> The Effect of the Structural Arrangement of Binary Bisamide Organogelators on their Self-Assembly Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elmira%20Ghanbari">Elmira Ghanbari</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20%20Van%20Esch"> Jan Van Esch</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20%20J.%20Picken"> Stephen J. Picken</a>, <a href="https://publications.waset.org/abstracts/search?q=Sahil%20%20Aggarwal"> Sahil Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Low-molecular-weight organogelators form gels by self-assembly into the crystalline network which immobilizes the organic solvent. For single bisamide organogelator systems, the effect of the molecular structure on the molecular interaction and their self-assembly behavior has been explored. The spatial arrangement of bisamide molecules in the gel-state is driven by a combination of hydrogen bonding and Van der Waals interactions. The hydrogen-bonding pattern between the amide groups of bisamide molecules is regulated by the number of methylene spacers; the even number of methylene spacers between two amide groups, in even-spaced bisamides, leads to the antiparallel position of amide groups within a molecule. An even-spaced bisamide molecule with antiparallel amide groups can make two pairs of hydrogen bonding with the molecules on the same plane. The odd-spaced bisamide with a parallel directionality of amide groups can form four independent hydrogen bonds with four other bisamide molecules on different planes. The arrangement of bisamide molecules in the crystalline state and the interaction of these molecules depends on the molecular structure, particularly the parity of the spacer length between the amide groups in the bisamide molecule. In this study, the directionality of amide groups has been exploited as a structural characteristic to affect the arrangement of molecules in the crystalline state and produce different binary bisamide gelators with different degrees of crystallinities. Single odd- and even-spaced single bisamides were synthesized and blended to produce binary bisamide organogelators to be characterized in order to understand the effect of the different directionality of amide groups on the molecular interaction in the crystalline state. The pattern of molecular interactions between these blended molecules, mixing or phase separation, has been monitored via differential scanning calorimetry (DSC) and crystallography techniques; X-ray powder diffraction (XRD) and Small-angle X-ray scattering (SAXS). The formation of lamellar structures for odd- and even-spaced bisamide gelators was confirmed by using SAXS and XRD techniques. DSC results have shown that binary bisamide organogelators with different parity of methylene spacers (odd-even binary blends) have a higher tendency for phase separation compared to the binary bisamides with the same parity (odd-odd or even-even binary blends). Phase separation in binary odd-even bisamides was confirmed by the presence of individual (100) reflections of odd and even lamellar structures. The structural characteristic of bisamide organogelators, the parity of spacer length in binary systems, is a promising tool to control the arrangement of molecules and their crystalline structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=binary%20bisamide%20organogelators" title="binary bisamide organogelators">binary bisamide organogelators</a>, <a href="https://publications.waset.org/abstracts/search?q=crystalline%20structure" title=" crystalline structure"> crystalline structure</a>, <a href="https://publications.waset.org/abstracts/search?q=phase%20separation" title=" phase separation"> phase separation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assembly%20behavior" title=" self-assembly behavior"> self-assembly behavior</a> </p> <a href="https://publications.waset.org/abstracts/138559/the-effect-of-the-structural-arrangement-of-binary-bisamide-organogelators-on-their-self-assembly-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138559.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">185</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">216</span> Groundhog Day as a Model for the Repeating Spectator and the Film Academic: Re-Watching the Same Films Again Can Create Different Experiences and Ideas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leiya%20Ho%20Yin%20Lee">Leiya Ho Yin Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Groundhog Day (Harold Ramis, 1993) may seemingly be a fairly unremarkable Hollywood comedy film in the 90s, it is argued that the film, with its protagonist Phil (Bill Murray), inadvertently, but perfectly, demonstrates an important aspect in filmmaking, film spectatorship and film research: repetition. Very rarely does a narrative film use one, and only one, take in its shooting. The multiple ‘repeats’ of Phil’s various endeavours due to his being trapped in a perpetual loop of the same day — from stealing money and tricking a woman into a casual relationship, to his multiple suicides, to eventually helping people in need — make the process of doing multiple ‘takes’ in filmmaking explicit. But perhaps more significantly, Phil represents a perfect model for the spectator/cinephile who has seen their favourite film for multiple times that they can remember every single detail. Crucially, their favourite film never changes, as it is a recording, but the cinephile’s experience of that very same film is most likely different each time they watch it again, just as Phil’s character and personality has completely transformed, from selfish and egotistic, to depressed and nihilistic, and ultimately to sympathetic and caring, even though he is living the exact same day. Furthermore, the author did not come up with this stimulating juxtaposition of film spectatorship and Groundhog Day the first time the author saw the film; it took the author a few casual re-viewings to notice the film’s self-reflexivity. And then, when working on it in the author’s research, the author had to re-view the film for more times, and have subsequently noticed even more things previously unnoticed. In this way, Groundhog Day not only stands for a model for filmmaking and film spectatorship, it also illustrates the act of academic research, especially in Film Studies where repeatedly viewing the same films is a prerequisite before new ideas and concepts are discovered from old material. This also recalls Deleuze’s thesis on difference and repetition in that repetition creates difference and it is difference that creates thought. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrative%20comprehension" title="narrative comprehension">narrative comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=repeated%20viewing" title=" repeated viewing"> repeated viewing</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=spectatorship" title=" spectatorship"> spectatorship</a> </p> <a href="https://publications.waset.org/abstracts/61535/groundhog-day-as-a-model-for-the-repeating-spectator-and-the-film-academic-re-watching-the-same-films-again-can-create-different-experiences-and-ideas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">215</span> „Real and Symbolic in Poetics of Multiplied Screens and Images“</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Horvat%20Blazinovic">Kristina Horvat Blazinovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of a work of art, one can talk about the idea-concept-term-intention expressed by the artist by using various forms of repetition (external, material, visible repetition). Such repetitions of elements (images in space or moving visual and sound images in time) suggest a "covert", "latent" ("dressed") repetition – i.e., "hidden", "latent" term-intention-idea. Repeating in this way reveals a "deeper truth" that the viewer needs to decode and which is hidden "under" the technical manifestation of the multiplied images. It is not only images, sounds, and screens that are repeated - something else is repeated through them as well, even if, in some cases, the very idea of repetition is repeated. This paper examines serial images and single-channel or multi-channel artwork in the field of video/film art and video installations, which in a way implies the concept of repetition and multiplication. Moving or static images and screens (as multi-screens) are repeated in time and space. The categories of the real and the symbolic partly refer to the Lacan registers of reality, i.e., the Imaginary - Symbolic – Real trinity that represents the orders within which human subjectivity is established. Authors such as Bruce Nauman, VALIE EXPORT, Ragnar Kjartansson, Wolf Vostell, Shirin Neshat, Paul Sharits, Harun Farocki, Dalibor Martinis, Andy Warhol, Douglas Gordon, Bill Viola, Frank Gillette, and Ira Schneider, and Marina Abramovic problematize, in different ways, the concept and procedures of multiplication - repetition, but not in the sense of "copying" and "repetition" of reality or the original, but of repeated repetitions of the simulacrum. Referential works of art are often connected by the theme of the traumatic. Repetitions of images and situations are a response to the traumatic (experience) - repetition itself is a symptom of trauma. On the other hand, repeating and multiplying traumatic images results in a new traumatic effect or cancels it. Reflections on repetition as a temporal and spatial phenomenon are in line with the chapters that link philosophical considerations of space and time and experience temporality with their manifestation in works of art. The observations about time and the relation of perception and memory are according to Henry Bergson and his conception of duration (durée) as "quality of quantity." The video works intended to be displayed as a video loop, express the idea of infinite duration ("pure time," according to Bergson). The Loop wants to be always present - to fixate in time. Wholeness is unrecognizable because the intention is to make the effect infinitely cyclic. Reflections on time and space end with considerations about the occurrence and effects of time and space intervals as places and moments "between" – the points of connection and separation, of continuity and stopping - by reference to the "interval theory" of Soviet filmmaker DzigaVertov. The scale of opportunities that can be explored in interval mode is wide. Intervals represent the perception of time and space in the form of pauses, interruptions, breaks (e.g., emotional, dramatic, or rhythmic) denote emptiness or silence, distance, proximity, interstitial space, or a gap between various states. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20installation" title="video installation">video installation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-screen" title=" multi-screen"> multi-screen</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20and%20symbolic" title=" real and symbolic"> real and symbolic</a>, <a href="https://publications.waset.org/abstracts/search?q=loop" title=" loop"> loop</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20art" title=" video art"> video art</a>, <a href="https://publications.waset.org/abstracts/search?q=interval" title=" interval"> interval</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20time" title=" video time"> video time</a> </p> <a href="https://publications.waset.org/abstracts/142071/real-and-symbolic-in-poetics-of-multiplied-screens-and-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142071.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">173</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">214</span> Reemergence of Behaviorism in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Gholami">Hamid Gholami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the years, the language teaching methods have been the offshoots of schools of thought in psychology. The methods were mainly influenced by their contemporary psychological approaches, as Audiolingualism was based on behaviorism and Communicative Language Teaching on constructivism. In 1950s, the text books were full of repetition exercises which were encouraged by Behaviorism. In 1980s they got filled with communicative exercises as suggested by constructivism. The trend went on to nowadays that sees no specific method as prevalent since none of the schools of thought seem to be illustrative of the complexity in human being learning. But some changes can be notable; some textbooks are giving more and more space to repetition exercises at least to enhance some aspects of language proficiency, namely collocations, rhythm and intonation, and conversation models. These changes may mark the reemergence of one of the once widely accepted schools of thought in psychology; behaviorism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=schools%20of%20thought" title=" schools of thought"> schools of thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Behaviorism" title=" Behaviorism"> Behaviorism</a> </p> <a href="https://publications.waset.org/abstracts/22820/reemergence-of-behaviorism-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22820.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">560</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">213</span> Investigation into Relationship between Spaced Repetitions and Problems Solving Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidharth%20Talan">Sidharth Talan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajlakshmi%20G.%20Majumdar"> Rajlakshmi G. Majumdar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving skill is one the few skills which is constantly endeavored to improve upon by the professionals and academicians around the world in order to sustain themselves in the ever-growing competitive environment. The given paper focuses on evaluating a hypothesized relationship between the problems solving efficiency of an individual with spaced repetitions, conducted with a time interval of one day over a period of two weeks. The paper has utilized uni-variate regression analysis technique to assess the best fit curve that can explain the significant relationship between the given two variables. The paper has incorporated Anagrams solving as the appropriate testing process for the analysis. Since Anagrams solving involves rearranging a jumbled word to form a correct word, it projects to be an efficient process to observe the attention span, visual- motor coordination and the verbal ability of an individual. Based on the analysis for a sample population of 30, it was observed that problem-solving efficiency of an individual, measured in terms of the score in each test was found to be significantly correlated with time period measured in days. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anagrams" title="Anagrams">Anagrams</a>, <a href="https://publications.waset.org/abstracts/search?q=histogram%20plot" title=" histogram plot"> histogram plot</a>, <a href="https://publications.waset.org/abstracts/search?q=moving%20average%20curve" title=" moving average curve"> moving average curve</a>, <a href="https://publications.waset.org/abstracts/search?q=spacing%20effect" title=" spacing effect"> spacing effect</a> </p> <a href="https://publications.waset.org/abstracts/83958/investigation-into-relationship-between-spaced-repetitions-and-problems-solving-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83958.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">165</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">212</span> Effect of Footing Shape on Bearing Capacity and Settlement of Closely Spaced Footings on Sandy Soil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Shafaghat">A. Shafaghat</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Khabbaz"> H. Khabbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Moravej"> S. Moravej</a>, <a href="https://publications.waset.org/abstracts/search?q=Ah.%20Shafaghat"> Ah. Shafaghat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bearing capacity of closely spaced shallow footings alters with their spacing and the shape of footing. In this study, the bearing capacity and settlement of two adjacent footings constructed on a sand layer are investigated. The effect of different footing shapes including square, circular, ring and strip on sandy soil is captured in the calculations. The investigations are carried out numerically using PLAXIS-3D software and analytically employing conventional settlement equations. For this purpose, foundations are modelled in the program with practical dimensions and various spacing ratios ranging from 1 to 5. The spacing ratio is defined as the centre-to-centre distance to the width of foundations (S/B). Overall, 24 models are analyzed; and the results are compared and discussed in detail. It can be concluded that the presence of adjacent foundation leads to the reduction in bearing capacity for round shape footings while it can increase the bearing capacity of rectangular footings in some specific distances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bearing%20capacity" title="bearing capacity">bearing capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20analysis" title=" finite element analysis"> finite element analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=loose%20sand" title=" loose sand"> loose sand</a>, <a href="https://publications.waset.org/abstracts/search?q=settlement%20equations" title=" settlement equations"> settlement equations</a>, <a href="https://publications.waset.org/abstracts/search?q=shallow%20foundation" title=" shallow foundation"> shallow foundation</a> </p> <a href="https://publications.waset.org/abstracts/101564/effect-of-footing-shape-on-bearing-capacity-and-settlement-of-closely-spaced-footings-on-sandy-soil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101564.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">256</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">211</span> Using Repetition of Instructions in Course Design to Improve Instructor Efficiency and Increase Enrollment in a Large Online Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20M.%20Gilstrap">David M. Gilstrap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing effective instructions is a critical dimension of effective teaching systems. Due to a void in interpersonal contact, online courses present new challenges in this regard, especially with large class sizes. This presentation is a case study in how the repetition of instructions within the course design was utilized to increase instructor efficiency in managing a rapid rise in enrollment. World of Turf is a two-credit, semester-long elective course for non-turfgrass majors at Michigan State University. It is taught entirely online and solely by the instructor without any graduate teaching assistants. Discussion forums about subject matter are designated for each lecture, and those forums are moderated by a few undergraduate turfgrass majors. The instructions as to the course structure, navigation, and grading are conveyed in the syllabus and course-introduction lecture. Regardless, students email questions about such matters, and the number of emails increased as course enrollment grew steadily during the first three years of its existence, almost to a point that the course was becoming unmanageable. Many of these emails occurred because the instructor was failing to update and operate the course in a timely and proper fashion because he was too busy answering emails. Some of the emails did help the instructor ferret out poorly composed instructions, which he corrected. Beginning in the summer semester of 2015, the instructor overhauled the course by segregating content into weekly modules. The philosophy envisioned and embraced was that there can never be too much repetition of instructions in an online course. Instructions were duplicated within each of these modules as well as associated modules for syllabus and schedules, getting started, frequently asked questions, practice tests, surveys, and exams. In addition, informational forums were created and set aside for questions about the course workings and each of the three exams, thus creating even more repetition. Within these informational forums, students typically answer each other’s questions, which demonstrated to the students that that information is available in the course. When needed, the instructor interjects with corrects answers or clarifies any misinformation which students might be putting forth. Increasing the amount of repetition of instructions and strategic enhancements to the course design have resulted in a dramatic decrease in the number of email replies necessitated by the instructor. The resulting improvement in efficiency allowed the instructor to raise enrollment limits thus effecting a ten-fold increase in enrollment over a five-year period with 1050 students registered during the most recent academic year, thus becoming easily the largest online course at the university. Because of the improvement in course-delivery efficiency, sufficient time was created that allowed the instructor to development and launch an additional online course, hence further enhancing his productivity and value in terms of the number of the student-credit hours for which he is responsible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=instructions" title=" instructions"> instructions</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a> </p> <a href="https://publications.waset.org/abstracts/71778/using-repetition-of-instructions-in-course-design-to-improve-instructor-efficiency-and-increase-enrollment-in-a-large-online-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71778.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">209</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">210</span> Effect of a Chatbot-Assisted Adoption of Self-Regulated Spaced Practice on Students' Vocabulary Acquisition and Cognitive Load</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngoc-Nguyen%20Nguyen">Ngoc-Nguyen Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-Ling%20Chen"> Hsiu-Ling Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh-Truc%20Lai%20Huynh"> Thanh-Truc Lai Huynh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In foreign language learning, vocabulary acquisition has consistently posed challenges to learners, especially for those at lower levels. Conventional approaches often fail to promote vocabulary learning and ensure engaging experiences alike. The emergence of mobile learning, particularly the integration of chatbot systems, has offered alternative ways to facilitate this practice. Chatbots have proven effective in educational contexts by offering interactive learning experiences in a constructivist manner. These tools have caught attention in the field of mobile-assisted language learning (MALL) in recent years. This research is conducted in an English for Specific Purposes (ESP) course at the A2 level of the CEFR, designed for non-English majors. Participants are first-year Vietnamese students aged 18 to 20 at a university. This quasi-experimental study follows a pretest-posttest control group design over five weeks, with two classes randomly assigned as the experimental and control groups. The experimental group engages in chatbot-assisted spaced practice with SRL components, while the control group uses the same spaced practice without SRL. The two classes are taught by the same lecturer. Data are collected through pre- and post-tests, cognitive load surveys, and semi-structured interviews. The combination of self-regulated learning (SRL) and distributed practice, grounded in the spacing effect, forms the basis of the present study. SRL elements, which concern goal setting and strategy planning, are integrated into the system. The spaced practice method, similar to those used in widely recognized learning platforms like Duolingo and Anki flashcards, spreads out learning over multiple sessions. This study’s design features quizzes progressively increasing in difficulty. These quizzes are aimed at targeting both the Recognition-Recall and Comprehension-Use dimensions for a comprehensive acquisition of vocabulary. The mobile-based chatbot system is built using Golang, an open-source programming language developed by Google. It follows a structured flow that guides learners through a series of 4 quizzes in each week of teacher-led learning. The quizzes start with less cognitively demanding tasks, such as multiple-choice questions, before moving on to more complex exercises. The integration of SRL elements allows students to self-evaluate the difficulty level of vocabulary items, predict scores achieved, and choose appropriate strategy. This research is part one of a two-part project. The initial findings will determine the development of an upgraded chatbot system in part two, where adaptive features in response to the integration of SRL components will be introduced. The research objectives are to assess the effectiveness of the chatbot-assisted approach, based on the combination of spaced practice and SRL, in improving vocabulary acquisition and managing cognitive load, as well as to understand students' perceptions of this learning tool. The insights from this study will contribute to the growing body of research on mobile-assisted language learning and offer practical implications for integrating chatbot systems with spaced practice into educational settings to enhance vocabulary learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MALL" title=" MALL"> MALL</a>, <a href="https://publications.waset.org/abstracts/search?q=chatbots" title=" chatbots"> chatbots</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=spaced%20practice" title=" spaced practice"> spaced practice</a>, <a href="https://publications.waset.org/abstracts/search?q=spacing%20effect" title=" spacing effect"> spacing effect</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title=" cognitive load"> cognitive load</a> </p> <a href="https://publications.waset.org/abstracts/192117/effect-of-a-chatbot-assisted-adoption-of-self-regulated-spaced-practice-on-students-vocabulary-acquisition-and-cognitive-load" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192117.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">19</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">209</span> Islamic Geometric Design: Infinite Point or Creativity through Compass and Digital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ridzuan%20Hussin">Ridzuan Hussin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Zaihidee%20Arshad"> Mohd Zaihidee Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The creativity of earlier artists and sculptors in designing geometric is extraordinary provided with only a compass. Indeed, geometric in Islamic art and design are unique and have their own aesthetic values. In order to further understand geometric, self-learning with the approach of hands on would be appropriate. For this study, Islamic themed geometric designed and created, concerning only; i. The Square Repetition Unit and √2, ii. The Hexagonal Repetition Unit and √3 and iii. Double Hexagon. The aim of this research is to evaluate the creativity of Islamic geometric pattern artworks, through Fundamental Arts and Gestalt theory. Data was collected using specific tasks, and this research intends to identify the difference of Islamic geometric between 21 untitled selected geometric artworks (conventional design method), and 25 digital untitled geometric pattern artworks method. The evaluation of creativity, colors, layout, pattern and unity is known to be of utmost importance, although there are differences in the conventional or the digital approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20geometric%20design" title="Islamic geometric design">Islamic geometric design</a>, <a href="https://publications.waset.org/abstracts/search?q=Gestalt" title=" Gestalt"> Gestalt</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamentals%20of%20art" title=" fundamentals of art"> fundamentals of art</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns" title=" patterns"> patterns</a> </p> <a href="https://publications.waset.org/abstracts/59119/islamic-geometric-design-infinite-point-or-creativity-through-compass-and-digital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59119.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">248</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">208</span> Inverse Saturable Absorption in Non-linear Amplifying Loop Mirror Mode-Locked Fiber Laser</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haobin%20Zheng">Haobin Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiang%20Zhang"> Xiang Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Shen"> Yong Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hongxin%20Zou"> Hongxin Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research focuses on mode-locked fiber lasers with a non-linear amplifying loop mirror (NALM). Although these lasers have shown potential, they still have limitations in terms of low repetition rate. The self-starting of mode-locking in NALM is influenced by the cross-phase modulation (XPM) effect, which has not been thoroughly studied. The aim of this study is two-fold. First, to overcome the difficulties associated with increasing the repetition rate in mode-locked fiber lasers with NALM. Second, to analyze the influence of XPM on self-starting of mode-locking. The power distributions of two counterpropagating beams in the NALM and the differential non-linear phase shift (NPS) accumulations are calculated. The analysis is conducted from the perspective of NPS accumulation. The differential NPSs for continuous wave (CW) light and pulses in the fiber loop are compared to understand the inverse saturable absorption (ISA) mechanism during pulse formation in NALM. The study reveals a difference in differential NPSs between CW light and pulses in the fiber loop in NALM. This difference leads to an ISA mechanism, which has not been extensively studied in artificial saturable absorbers. The ISA in NALM provides an explanation for experimentally observed phenomena, such as active mode-locking initiation through tapping the fiber or fine-tuning light polarization. These findings have important implications for optimizing the design of NALM and reducing the self-starting threshold of high-repetition-rate mode-locked fiber lasers. This study contributes to the theoretical understanding of NALM mode-locked fiber lasers by exploring the ISA mechanism and its impact on self-starting of mode-locking. The research fills a gap in the existing knowledge regarding the XPM effect in NALM and its role in pulse formation. This study provides insights into the ISA mechanism in NALM mode-locked fiber lasers and its role in selfstarting of mode-locking. The findings contribute to the optimization of NALM design and the reduction of self-starting threshold, which are essential for achieving high-repetition-rate operation in fiber lasers. Further research in this area can lead to advancements in the field of mode-locked fiber lasers with NALM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inverse%20saturable%20absorption" title="inverse saturable absorption">inverse saturable absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=NALM" title=" NALM"> NALM</a>, <a href="https://publications.waset.org/abstracts/search?q=mode-locking" title=" mode-locking"> mode-locking</a>, <a href="https://publications.waset.org/abstracts/search?q=non-linear%20phase%20shift" title=" non-linear phase shift"> non-linear phase shift</a> </p> <a href="https://publications.waset.org/abstracts/173606/inverse-saturable-absorption-in-non-linear-amplifying-loop-mirror-mode-locked-fiber-laser" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173606.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">207</span> Quantum Conductance Based Mechanical Sensors Fabricated with Closely Spaced Metallic Nanoparticle Arrays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Han">Min Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Di%20Wu"> Di Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Lin%20Yuan"> Lin Yuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fei%20Liu"> Fei Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mechanical sensors have undergone a continuous evolution and have become an important part of many industries, ranging from manufacturing to process, chemicals, machinery, health-care, environmental monitoring, automotive, avionics, and household appliances. Concurrently, the microelectronics and microfabrication technology have provided us with the means of producing mechanical microsensors characterized by high sensitivity, small size, integrated electronics, on board calibration, and low cost. Here we report a new kind of mechanical sensors based on the quantum transport process of electrons in the closely spaced nanoparticle films covering a flexible polymer sheet. The nanoparticle films were fabricated by gas phase depositing of preformed metal nanoparticles with a controlled coverage on the electrodes. To amplify the conductance of the nanoparticle array, we fabricated silver interdigital electrodes on polyethylene terephthalate(PET) by mask evaporation deposition. The gaps of the electrodes ranged from 3 to 30μm. Metal nanoparticles were generated from a magnetron plasma gas aggregation cluster source and deposited on the interdigital electrodes. Closely spaced nanoparticle arrays with different coverage could be gained through real-time monitoring the conductance. In the film coulomb blockade and quantum, tunneling/hopping dominate the electronic conduction mechanism. The basic principle of the mechanical sensors relies on the mechanical deformation of the fabricated devices which are translated into electrical signals. Several kinds of sensing devices have been explored. As a strain sensor, the device showed a high sensitivity as well as a very wide dynamic range. A gauge factor as large as 100 or more was demonstrated, which can be at least one order of magnitude higher than that of the conventional metal foil gauges or even better than that of the semiconductor-based gauges with a workable maximum applied strain beyond 3%. And the strain sensors have a workable maximum applied strain larger than 3%. They provide the potential to be a new generation of strain sensors with performance superior to that of the currently existing strain sensors including metallic strain gauges and semiconductor strain gauges. When integrated into a pressure gauge, the devices demonstrated the ability to measure tiny pressure change as small as 20Pa near the atmospheric pressure. Quantitative vibration measurements were realized on a free-standing cantilever structure fabricated with closely-spaced nanoparticle array sensing element. What is more, the mechanical sensor elements can be easily scaled down, which is feasible for MEMS and NEMS applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gas%20phase%20deposition" title="gas phase deposition">gas phase deposition</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20sensors" title=" mechanical sensors"> mechanical sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=metallic%20nanoparticle%20arrays" title=" metallic nanoparticle arrays"> metallic nanoparticle arrays</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20conductance" title=" quantum conductance"> quantum conductance</a> </p> <a href="https://publications.waset.org/abstracts/62786/quantum-conductance-based-mechanical-sensors-fabricated-with-closely-spaced-metallic-nanoparticle-arrays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62786.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">274</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">206</span> Characteristics of an Impact on Reading Comprehension of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Hanke">Judith Hanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the rise of students with reading difficulties, a digital reading support was developed. The digital reading support focuses on reading comprehension of elementary school students. It consists of literary texts and reading exercises with diagnostics. To analyze the use of the reading packages an intervention study took place in 2023. For the methodology, an ABA-design was selected for the intervention study to examine the reading packages. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It consisted of a survey group (N = 58) and a control group (N = 53). The pretest was conducted before the reading support intervention. The students of the survey group received reading support on their ability level to aid the individual student’s needs. At the beginning of the study characteristics of the students were collected. The characteristics included gender, age, repetition of a class, spoken language at home, German as a second language, and special support needs such as dyslexia; right after the intervention, the posttest was examined. At least three weeks after the intervention, the follow-up testing was administered. A standardized reading comprehension test was used for the three test times. The test consists of three subtests: word comprehension, sentence comprehension, and text comprehension. The focus of this paper is to determine which characteristics have an impact on reading comprehension of elementary school students. The students’ characteristics were correlated with the three test times through a Pearson correlation. The main findings are that age, repetition of a class, spoken language at home, German as a second language have an effect on reading comprehension. Interestingly gender and special support needs did not have a significant effect on the reading comprehension of the students. The significance of the study is to determine which characteristics have an impact on reading comprehension and then to assess how reading support can be modified to support the diverse students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20repetition" title="class repetition">class repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20support" title=" reading support"> reading support</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20language%20at%20home" title=" spoken language at home"> spoken language at home</a> </p> <a href="https://publications.waset.org/abstracts/188419/characteristics-of-an-impact-on-reading-comprehension-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188419.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">205</span> Translating Silence: An Analysis of Dhofar University Student Translations of Elliptical Structures from English into Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Algryani">Ali Algryani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ellipsis involves the omission of an item or items that can be recovered from the preceding clause. Ellipsis is used as a cohesion marker; it enhances the cohesiveness of a text/discourse as a clause is interpretable only through making reference to an antecedent clause. The present study attempts to investigate the linguistic phenomenon of ellipsis from a translation perspective. It is mainly concerned with how ellipsis is translated from English into Arabic. The study covers different forms of ellipsis, such as noun phrase ellipsis, verb phrase ellipsis, gapping, pseudo-gapping, stripping, and sluicing. The primary aim of the study, apart from discussing the use and function of ellipsis, is to find out how such ellipsis phenomena are dealt with in English-Arabic translation and determine the implications of the translations of elliptical structures into Arabic. The study is based on the analysis of Dhofar University (DU) students' translations of sentences containing different forms of ellipsis. The initial findings of the study indicate that due to differences in syntactic structures and stylistic preferences between English and Arabic, Arabic tends to use lexical repetition in the translation of some elliptical structures, thus achieving a higher level of explicitness. This implies that Arabic tends to prefer lexical repetition to create cohesion more than English does. Furthermore, the study also reveals that the improper translation of ellipsis leads to interpretations different from those understood from the source text. Such mistranslations can be attributed to student translators’ lack of awareness of the use and function of ellipsis as well as the stylistic preferences of both languages. This has pedagogical implications on the teaching and training of translation students at DU. Students' linguistic competence needs to be enhanced through teaching linguistics-related issues with reference to translation and both languages, .i.e. source and target languages and with special emphasis on their use, function and stylistic preferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cohesion" title="cohesion">cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=ellipsis" title=" ellipsis"> ellipsis</a>, <a href="https://publications.waset.org/abstracts/search?q=explicitness" title=" explicitness"> explicitness</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20repetition" title=" lexical repetition"> lexical repetition</a> </p> <a href="https://publications.waset.org/abstracts/109077/translating-silence-an-analysis-of-dhofar-university-student-translations-of-elliptical-structures-from-english-into-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">204</span> Using Automated Agents to Facilitate Instructions in a Large Online Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20M%20Gilstrap">David M Gilstrap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an online course with a large enrollment, the potential exists for the instructor to become overburdened with having to respond to students’ emails, which consequently decreases the instructor’s efficiency in teaching the course. Repetition of instructions is an effective way of reducing confusion among students, which in turn increases their efficiencies, as well. World of Turf is the largest online course at Michigan State University, which employs Brightspace as its management system (LMS) software. Recently, the LMS upgraded its capabilities to utilize agents, which are auto generated email notifications to students based on certain criteria. Agents are additional tools that can enhance course design. They can be run on-demand or according to a schedule. Agents can be timed to effectively remind students of approaching deadlines. The content of these generated emails can also include reinforced instructions. With a large online course, even a small percentage of students that either do not read or do not comprehend the course syllabus or do not notice instructions on course pages can result in numerous emails to the instructor, often near the deadlines for assignments. Utilizing agents to decrease the number of emails from students has enabled the instructor to efficiently instruct more than one thousand students per semester without any graduate student teaching assistants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agents" title="agents">agents</a>, <a href="https://publications.waset.org/abstracts/search?q=Brightspace" title=" Brightspace"> Brightspace</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20enrollment" title=" large enrollment"> large enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition%20of%20instructions" title=" repetition of instructions"> repetition of instructions</a> </p> <a href="https://publications.waset.org/abstracts/79279/using-automated-agents-to-facilitate-instructions-in-a-large-online-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79279.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">203</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">203</span> Effect of Different Spacings on Growth Yield and Fruit Quality of Peach in the Sub-Tropics of India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harminder%20Singh">Harminder Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rupinder%20Kaur"> Rupinder Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peach is primarily a temperate fruit, but its low chilling cultivars are grown quite successfully in the sub-tropical climate as well. The area under peach cultivation is picking up rapidly in the sub tropics of northern India due to higher return on a unit area basis, availability of suitable peach cultivar and their production technology. Information on the use of different training systems on peach in the sub tropics is inadequate. In this investigation, conducted at Punjab Agricultural University, Ludhiana (Punjab), India, the trees of the Shan-i-Punjab peach were planted at four different spacings i.e. 6.0x3.0m, 6.0x2.5m, 4.5x3.0m and 4.5x2.5m and were trained to central leader system. The total radiation interception and penetration in the upper and lower canopy parts were higher in 6x3.0m and 6x2.5m planted trees as compared to other spacings. Average radiation interception was maximum in the upper part of the tree canopy, and it decreased significantly with the depth of the canopy in all the spacings. Tree planted at wider spacings produced more vegetative (tree height, tree girth, tree spread and canopy volume) and reproductive growth (flower bud density, number of fruits and fruit yield) per tree but productivity was maximum in the closely planted trees. Fruits harvested from the wider spaced trees were superior in fruit quality (size, weight, colour, TSS and acidity) and matured earlier than those harvested from closed spaced trees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=radiation" title=" radiation"> radiation</a>, <a href="https://publications.waset.org/abstracts/search?q=spacings" title=" spacings"> spacings</a>, <a href="https://publications.waset.org/abstracts/search?q=yield" title=" yield"> yield</a> </p> <a href="https://publications.waset.org/abstracts/82719/effect-of-different-spacings-on-growth-yield-and-fruit-quality-of-peach-in-the-sub-tropics-of-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82719.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">188</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">202</span> A Discrete Element Method-Based Simulation of Toppling Failure Considering Block Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hooman%20Dabirmanesh">Hooman Dabirmanesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Attila%20M.%20Zsaki"> Attila M. Zsaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The toppling failure mode in a rock mass is considerably different from the most common sliding failure type along an existing or an induced slip plane. Block toppling is observed in a rock mass which consists of both a widely-spaced basal cross-joint set and a closely-spaced discontinuity set dipping into the slope. For this case, failure occurs when the structure cannot bear the tensile portion of bending stress, and the columns or blocks overturn by their own weight. This paper presents a particle-based discrete element model of rock blocks subjected to a toppling failure where geometric conditions and interaction among blocks are investigated. A series of parametric studies have been conducted on particles’ size, arrangement and bond contact among of particles which are made the blocks. Firstly, a numerical investigation on a one-block system was verified. Afterward, a slope consisting of multi-blocks was developed to study toppling failure and interaction forces between blocks. The results show that the formation of blocks, especially between the block and basal plane surface, can change the process of failure. The results also demonstrate that the initial configuration of particles used to form the blocks has a significant role in achieving accurate simulation results. The size of particles and bond contacts have a considerable influence to change the progress of toppling failure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=block%20toppling%20failure" title="block toppling failure">block toppling failure</a>, <a href="https://publications.waset.org/abstracts/search?q=contact%20interaction" title=" contact interaction"> contact interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=discrete%20element" title=" discrete element"> discrete element</a>, <a href="https://publications.waset.org/abstracts/search?q=particle%20size" title=" particle size"> particle size</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20generation" title=" random generation"> random generation</a> </p> <a href="https://publications.waset.org/abstracts/92612/a-discrete-element-method-based-simulation-of-toppling-failure-considering-block-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92612.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">201</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">201</span> Study of Aerosol Deposition and Shielding Effects on Fluorescent Imaging Quantitative Evaluation in Protective Equipment Validation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shinhao%20Yang">Shinhao Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Chien%20Huang"> Hsiao-Chien Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Hsiang%20Luo"> Chin-Hsiang Luo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The leakage of protective clothing is an important issue in the occupational health field. There is no quantitative method for measuring the leakage of personal protective equipment. This work aims to measure the quantitative leakage of the personal protective equipment by using the fluorochrome aerosol tracer. The fluorescent aerosols were employed as airborne particulates in a controlled chamber with ultraviolet (UV) light-detectable stickers. After an exposure-and-leakage test, the protective equipment was removed and photographed with UV-scanning to evaluate areas, color depth ratio, and aerosol deposition and shielding effects of the areas where fluorescent aerosols had adhered to the body through the protective equipment. Thus, this work built a calculation software for quantitative leakage ratio of protective clothing based on fluorescent illumination depth/aerosol concentration ratio, illumination/Fa ratio, aerosol deposition and shielding effects, and the leakage area ratio on the segmentation. The results indicated that the two-repetition total leakage rate of the X, Y, and Z type protective clothing for subject T were about 3.05, 4.21, and 3.52 (mg/m2). For five-repetition, the leakage rate of T were about 4.12, 4.52, and 5.11 (mg/m2). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fluorochrome" title="fluorochrome">fluorochrome</a>, <a href="https://publications.waset.org/abstracts/search?q=deposition" title=" deposition"> deposition</a>, <a href="https://publications.waset.org/abstracts/search?q=shielding%20effects" title=" shielding effects"> shielding effects</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20image%20processing" title=" digital image processing"> digital image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=leakage%20ratio" title=" leakage ratio"> leakage ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20protective%20equipment" title=" personal protective equipment"> personal protective equipment</a> </p> <a href="https://publications.waset.org/abstracts/43218/study-of-aerosol-deposition-and-shielding-effects-on-fluorescent-imaging-quantitative-evaluation-in-protective-equipment-validation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Phonological Processing and Its Role in Pseudo-Word Decoding in Children Learning to Read Kannada Language between 5.6 to 8.6 Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vangmayee.%20V.%20Subban">Vangmayee. V. Subban</a>, <a href="https://publications.waset.org/abstracts/search?q=Somashekara%20H.%20S"> Somashekara H. S</a>, <a href="https://publications.waset.org/abstracts/search?q=Shwetha%20Prabhu"> Shwetha Prabhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20S.%20Bhat"> Jayashree S. Bhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Need: Phonological processing is critical in learning to read alphabetical and non-alphabetical languages. However, its role in learning to read Kannada an alphasyllabary is equivocal. The literature has focused on the developmental role of phonological awareness on reading. To the best of authors knowledge, the role of phonological memory and phonological naming has not been addressed in alphasyllabary Kannada language. Therefore, there is a need to evaluate the comprehensive role of the phonological processing skills in Kannada on word decoding skills during the early years of schooling. Aim and Objectives: The present study aimed to explore the phonological processing abilities and their role in learning to decode pseudowords in children learning to read the Kannada language during initial years of formal schooling between 5.6 to 8.6 years. Method: In this cross sectional study, 60 typically developing Kannada speaking children, 20 each from Grade I, Grade II, and Grade III between the age range of 5.6 to 6.6 years, 6.7 to 7.6 years and 7.7 to 8.6 years respectively were selected from Kannada medium schools. Phonological processing abilities were assessed using an assessment tool specifically developed to address the objectives of the present research. The assessment tool was content validated by subject experts and had good inter and intra-subject reliability. Phonological awareness was assessed at syllable level using syllable segmentation, blending, and syllable stripping at initial, medial and final position. Phonological memory was assessed using pseudoword repetition task and phonological naming was assessed using rapid automatized naming of objects. Both phonological awareneness and phonological memory measures were scored for the accuracy of the response, whereas Rapid Automatized Naming (RAN) was scored for total naming speed. Results: The mean scores comparison using one-way ANOVA revealed a significant difference (p ≤ 0.05) between the groups on all the measures of phonological awareness, pseudoword repetition, rapid automatized naming, and pseudoword reading. Subsequent post-hoc grade wise comparison using Bonferroni test revealed significant differences (p ≤ 0.05) between each of the grades for all the tasks except (p ≥ 0.05) for syllable blending, syllable stripping, and pseudoword repetition between Grade II and Grade III. The Pearson correlations revealed a highly significant positive correlation (p=0.000) between all the variables except phonological naming which had significant negative correlations. However, the correlation co-efficient was higher for phonological awareness measures compared to others. Hence, phonological awareness was chosen a first independent variable to enter in the hierarchical regression equation followed by rapid automatized naming and finally, pseudoword repetition. The regression analysis revealed syllable awareness as a single most significant predictor of pseudoword reading by explaining the unique variance of 74% and there was no significant change in R² when RAN and pseudoword repetition were added subsequently to the regression equation. Conclusion: Present study concluded that syllable awareness matures completely by Grade II, whereas the phonological memory and phonological naming continue to develop beyond Grade III. Amongst phonological processing skills, phonological awareness, especially syllable awareness is crucial for word decoding than phonological memory and naming during initial years of schooling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title="phonological awareness">phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20memory" title=" phonological memory"> phonological memory</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20naming" title=" phonological naming"> phonological naming</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processing" title=" phonological processing"> phonological processing</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo-word%20decoding" title=" pseudo-word decoding"> pseudo-word decoding</a> </p> <a href="https://publications.waset.org/abstracts/101434/phonological-processing-and-its-role-in-pseudo-word-decoding-in-children-learning-to-read-kannada-language-between-56-to-86-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101434.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">175</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">199</span> Ambiguity Resolution for Ground-based Pulse Doppler Radars Using Multiple Medium Pulse Repetition Frequency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khue%20Nguyen%20Dinh">Khue Nguyen Dinh</a>, <a href="https://publications.waset.org/abstracts/search?q=Loi%20Nguyen%20Van"> Loi Nguyen Van</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Nguyen%20Nhu"> Thanh Nguyen Nhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose an adaptive method to resolve ambiguities and a ghost target removal process to extract targets detected by a ground-based pulse-Doppler radar using medium pulse repetition frequency (PRF) waveforms. The ambiguity resolution method is an adaptive implementation of the coincidence algorithm, which is implemented on a two-dimensional (2D) range-velocity matrix to resolve range and velocity ambiguities simultaneously, with a proposed clustering filter to enhance the anti-error ability of the system. Here we consider the scenario of multiple target environments. The ghost target removal process, which is based on the power after Doppler processing, is proposed to mitigate ghosting detections to enhance the performance of ground-based radars using a short PRF schedule in multiple target environments. Simulation results on a ground-based pulsed Doppler radar model will be presented to show the effectiveness of the proposed approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ambiguity%20resolution" title="ambiguity resolution">ambiguity resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=coincidence%20algorithm" title=" coincidence algorithm"> coincidence algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20PRF" title=" medium PRF"> medium PRF</a>, <a href="https://publications.waset.org/abstracts/search?q=ghosting%20removal" title=" ghosting removal"> ghosting removal</a> </p> <a href="https://publications.waset.org/abstracts/154205/ambiguity-resolution-for-ground-based-pulse-doppler-radars-using-multiple-medium-pulse-repetition-frequency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154205.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">152</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">198</span> The Practice of Teaching Chemistry by the Application of Online Tests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Ribari%C4%87">Nikolina Ribarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is most commonly defined as a set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration, that enable access to instructional content through a variety of electronic media. The main goal of an e-learning system is learning, and the way to evaluate the impact of an e-learning system is by examining whether students learn effectively with the help of that system. Testmoz is a program for online preparation of knowledge evaluation assignments. The program provides teachers with computer support during the design of assignments and evaluating them. Students can review and solve assignments and also check the correctness of their solutions. Research into the increase of motivation by the practice of providing teaching content by applying online tests prepared in the Testmoz program was carried out with students of the 8th grade of Ljubo Babić Primary School in Jastrebarsko. The students took the tests in their free time, from home, for an unlimited number of times. SPSS was used to process the data obtained by the research instruments. The results of the research showed that students preferred to practice teaching content and achieved better educational results in chemistry when they had access to online tests for repetition and practicing in relation to subject content which was checked after repetition and practicing in "the classical way" -i.e., solving assignments in a workbook or writing assignments in worksheets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20class" title="chemistry class">chemistry class</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=Testmoz" title=" Testmoz"> Testmoz</a> </p> <a href="https://publications.waset.org/abstracts/142287/the-practice-of-teaching-chemistry-by-the-application-of-online-tests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142287.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">160</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">197</span> Initial Resistance Training Status Influences Upper Body Strength and Power Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stacey%20Herzog">Stacey Herzog</a>, <a href="https://publications.waset.org/abstracts/search?q=Mitchell%20McCleary"> Mitchell McCleary</a>, <a href="https://publications.waset.org/abstracts/search?q=Istvan%20Kovacs"> Istvan Kovacs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Maximal strength and maximal power are key athletic abilities in many sports disciplines. In recent years, velocity-based training (VBT) with a relatively high 75-85% 1RM resistance has been popularized in preparation for powerlifting and various other sports. The purpose of this study was to discover differences between beginner/intermediate and advanced lifters’ push/press performances after a heavy resistance-based BP training program. Methods: A six-week, three-workouts per week program was administered to 52 young, physically active adults (age: 22.4±5.1; 12 female). The majority of the participants (84.6%) had prior experience in bench pressing. Typical workouts began with BP using 75-95% 1RM in the 1-5 repetition range. The sets in the lower part of the range (75-80% 1RM) were performed with velocity-focus as well. The BP sets were followed by seated dumbbell presses and six additional upper-body assistance exercises. Pre- and post-tests were conducted on five test exercises: one-repetition maximum BP (1RM), calculated relative strength index: BP/BW (RSI), four-repetition maximal-effort dynamic BP for peak concentric velocity with 80% 1RM (4RV), 4-repetition ballistic pushups (BPU) for height (4PU), and seated medicine ball toss for distance (MBT). For analytic purposes, the participant group was divided into two subgroups: self-indicated beginner or intermediate initial resistance training status (BITS) [n=21, age: 21.9±3.6; 10 female] and advanced initial resistance training status (ATS) [n=31, age: 22.7±5.9; 2 female]. Pre- and post-test results were compared within subgroups. Results: Paired-sample t-tests indicated significant within-group improvements in all five test exercises in both groups (p < 0.05). BITS improved 18.1 lbs. (13.0%) in 1RM, 0.099 (12.8%) in RSI, 0.133 m/s (23.3%) in 4RV, 1.55 in. (27.1%) in BPU, and 1.00 ft. (5.8%) in MBT, while the ATS group improved 13.2 lbs. (5.7%) in 1RM, 0.071 (5.8%) in RSI, 0.051 m/s (9.1%) in 4RV, 1.20 in. (13.7%) in BPU, and 1.15 ft. (5.5%) in MBT. Conclusion: While the two training groups had different initial resistance training backgrounds, both showed significant improvements in all test exercises. As expected, the beginner/intermediate group displayed better relative improvements in four of the five test exercises. However, the medicine ball toss, which had the lightest resistance among the tests, showed similar relative improvements between the two groups. These findings relate to two important training principles: specificity and transfer. The ATS group had more specific experiences with heavy-resistance BP. Therefore, fewer improvements were detected in their test performances with heavy resistances. On the other hand, while the heavy resistance-based training transferred to increased power outcomes in light-resistance power exercises, the difference in the rate of improvement between the two groups disappeared. Practical applications: Based on initial training status, S&C coaches should expect different performance gains in maximal strength training-specific test exercises. However, the transfer from maximal strength to a non-training-specific performance category along the F-v curve continuum (i.e., light resistance and high velocity) might not depend on initial training status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise" title="exercise">exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance%20training" title=" resistance training"> resistance training</a>, <a href="https://publications.waset.org/abstracts/search?q=strength" title=" strength"> strength</a> </p> <a href="https://publications.waset.org/abstracts/183374/initial-resistance-training-status-influences-upper-body-strength-and-power-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183374.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">196</span> Language Shapes Thought: An Experimental Study on English and Mandarin Native Speakers' Sequencing of Size</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsi%20Wei">Hsi Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Does the language we speak affect the way we think? This question has been discussed for a long time from different aspects. In this article, the issue is examined with an experiment on how speakers of different languages tend to do different sequencing when it comes to the size of general objects. An essential difference between the usage of English and Mandarin is the way we sequence the size of places or objects. In English, when describing the location of something we may say, for example, ‘The pen is inside the trashcan next to the tree at the park.’ In Mandarin, however, we would say, ‘The pen is at the park next to the tree inside the trashcan.’ It’s clear that generally English use the sequence of small to big while Mandarin the opposite. Therefore, the experiment was conducted to test if the difference of the languages affects the speakers’ ability to do the different sequencing. There were two groups of subjects; one consisted of English native speakers, another of Mandarin native speakers. Within the experiment, three nouns were showed as a group to the subjects as their native languages. Before they saw the nouns, they would first get an instruction of ‘big to small’, ‘small to big’, or ‘repeat’. Therefore, the subjects had to sequence the following group of nouns as the instruction they get or simply repeat the nouns. After completing every sequencing and repetition in their minds, they pushed a button as reaction. The repetition design was to gather the mere reading time of the person. As the result of the experiment showed, English native speakers reacted more quickly to the sequencing of ‘small to big’; on the other hand, Mandarin native speakers reacted more quickly to the sequence ‘big to small’. To conclude, this study may be of importance as a support for linguistic relativism that the language we speak do shape the way we think. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20relativism" title=" linguistic relativism"> linguistic relativism</a>, <a href="https://publications.waset.org/abstracts/search?q=size" title=" size"> size</a>, <a href="https://publications.waset.org/abstracts/search?q=sequencing" title=" sequencing"> sequencing</a> </p> <a href="https://publications.waset.org/abstracts/72278/language-shapes-thought-an-experimental-study-on-english-and-mandarin-native-speakers-sequencing-of-size" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72278.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 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