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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Shatha S. Alhily</title> <meta name="description" content="Search results for: Shatha S. Alhily"> <meta name="keywords" content="Shatha S. Alhily"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Shatha S. 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Alhily"> <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> 11</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Shatha S. Alhily</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> On a Univalent Function and the Integral Means of Its Derivative</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20S.%20Alhily">Shatha S. Alhily</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research paper is to show all the possible values of the pth power of the integrable function which make the integral means of the derivative of univalent function existing and ﬁnite. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=derivative" title="derivative">derivative</a>, <a href="https://publications.waset.org/abstracts/search?q=integral%20means" title=" integral means"> integral means</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20conformal%20maps" title=" self conformal maps"> self conformal maps</a>, <a href="https://publications.waset.org/abstracts/search?q=univalent%20function" title=" univalent function"> univalent function</a> </p> <a href="https://publications.waset.org/abstracts/34053/on-a-univalent-function-and-the-integral-means-of-its-derivative" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34053.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">629</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Locket Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farah%20Al-Fityani">Farah Al-Fityani</a>, <a href="https://publications.waset.org/abstracts/search?q=Aljohara%20Alsowail"> Aljohara Alsowail</a>, <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Bindawood"> Shatha Bindawood</a>, <a href="https://publications.waset.org/abstracts/search?q=Heba%20Balrbeah"> Heba Balrbeah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Locket is a popular app that lets users share spontaneous photos with a close circle of friends. The app offers a unique way to stay connected with loved ones by allowing users to see glimpses of their day through photos displayed on a widget on their home screen. This summary outlines the process of developing an app like Locket, highlighting the importance of user privacy and security. It also details the findings of a study on user engagement with the Locket app, revealing positive sentiment towards its features and concept but also identifying areas for improvement. Overall, the summary portrays Locket as a successful app that is changing the way people connect on social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=locket" title="locket">locket</a>, <a href="https://publications.waset.org/abstracts/search?q=app" title=" app"> app</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=connect" title=" connect"> connect</a> </p> <a href="https://publications.waset.org/abstracts/186439/locket-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Developing a Smart Card Using Internet of Things-Uni-C</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enji%20E.%20Alzamzami">Enji E. Alzamzami</a>, <a href="https://publications.waset.org/abstracts/search?q=Kholod%20A.%20Almwallad"> Kholod A. Almwallad</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahaf%20J.%20Alwafi"> Rahaf J. Alwafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roaa%20H.%20Alansari"> Roaa H. Alansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Shatha%20S.%20Alshehri"> Shatha S. Alshehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Aeshah%20A.%20Alsiyami"> Aeshah A. Alsiyami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates a system that helps solve the congestion problem at the entrance gates and limits the spread of viruses among people in crowded environments, such as COVID-19, using the IoT (Internet of Things). This system may assist in organizing the campus entry process efficiently by developing a smart card application supported by NFC (Near Field Communication) technology through which users' information could be sent to a reader to share it with the server and allow the server to perform its tasks and send a confirmation response for the request either by acceptance or rejection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=IoT" title=" IoT"> IoT</a>, <a href="https://publications.waset.org/abstracts/search?q=NFC%20technology" title=" NFC technology"> NFC technology</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20card" title=" smart card"> smart card</a> </p> <a href="https://publications.waset.org/abstracts/149076/developing-a-smart-card-using-internet-of-things-uni-c" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149076.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">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Diploma Students’ Perceptions Regarding the Effectiveness of Using an English-Speaking Practice Application on Their Primary Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Alkhalaf">Shatha Alkhalaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effectiveness of the English Speaking Practice App in improving the speaking skills of English as a Foreign Language (EFL) learners. The participants were 44 diploma students at Qassim University in Saudi Arabia. They used the app for 30 minutes per week over a 12-week period. A survey questionnaire was used to measure their perceptions of the app's effectiveness, usability, and impact on motivation. The questionnaire showed high internal consistency (Cronbach's alpha = 0.89). The findings suggest that the app was perceived positively by the participants in terms of its effectiveness in improving speaking skills, usability, and motivation. This research contributes to the field of language teaching by highlighting the potential of technology-enhanced language learning. <p class="card-text"><strong>Keywords:</strong> <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=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/173486/diploma-students-perceptions-regarding-the-effectiveness-of-using-an-english-speaking-practice-application-on-their-primary-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173486.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">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Some Yield Parameters of Wheat Genotypes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20A.%20Yousif">Shatha A. Yousif</a>, <a href="https://publications.waset.org/abstracts/search?q=Hatem%20Jasim"> Hatem Jasim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20R.%20Abas"> Ali R. Abas</a>, <a href="https://publications.waset.org/abstracts/search?q=Dheya%20P.%20Yousef"> Dheya P. Yousef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To study the effect of the cross direction in bead wheat, three hybrid combinations (Babyle 113 , Iratome), (Sawa , Tamose2) and (Al Hashymya Al Iraq) were tested for plant height, number of tillers/m, number of grains per spike, weight of grains per spike, 1000-grain weight and grain yield. The results revealed that the direction of the cross had significant effect the number of grain/spike, tillers/m and grain yields. Grain yield was positively and significantly correlated with 1000-grain weight, number of grains per spike and tillers. Depend on the result of heritability and genetic advance it was suggested that 1000-grain weight number of grains per spike and tillers should be given emphasis for future wheat yield improvement programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20advance" title=" genetic advance"> genetic advance</a>, <a href="https://publications.waset.org/abstracts/search?q=heritability" title=" heritability"> heritability</a>, <a href="https://publications.waset.org/abstracts/search?q=wheat" title=" wheat"> wheat</a>, <a href="https://publications.waset.org/abstracts/search?q=yield%20traits" title=" yield traits"> yield traits</a> </p> <a href="https://publications.waset.org/abstracts/25715/some-yield-parameters-of-wheat-genotypes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Multitasking Trends and Impact on Education: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alkahtani">Mohammed Alkahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ahmad"> Ali Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Saber%20Darmoul"> Saber Darmoul</a>, <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Samman"> Shatha Samman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayoub%20Al-zabidi"> Ayoub Al-zabidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Ba%20Matraf"> Khaled Ba Matraf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education systems are complex and involve interactions between humans (teachers and students); media based technologies, lectures, classrooms, etc. to provide educational services. The education system performance is characterized by how well students learn, which is measured using student grades on exams and quizzes, achievements on standardized tests, among others. Advances in portable communications technologies, such as mobile phones, tablets, and laptops, created a different type of classroom, where students seem to engage in more than just the intended learning activities. The performance of more than one task in parallel or in rapid transition is commonly known as multitasking. Several operations in educational systems are performed simultaneously, resulting in a multitasking education environment. This paper surveys existing research on multitasking in educational settings, summarizes literature findings, provides a synthesis of the impact of multitasking on performance, and identifies directions of future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multitasking" title="multitasking">multitasking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20environment" title=" education environment"> education environment</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/47201/multitasking-trends-and-impact-on-education-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47201.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">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Effect of Three Sand Types on Potato Vegetative Growth and Yield</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20A.%20Yousif">Shatha A. Yousif</a>, <a href="https://publications.waset.org/abstracts/search?q=Qasim%20M.%20Zamil"> Qasim M. Zamil</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Y.%20Al%20Muhi"> Hasan Y. Al Muhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20A.%20Al%20Shammari"> Jamal A. Al Shammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Potato (Solanum tuberosum L.) is one of the major vegetable crops that are grown world wide because of its economic importance. This experiment investigated the effect of local sands (River Base, Al-Ekader and Karbala) on number and total weight of mini tubers. Statistical analysis revealed that there were no significant differences among sand cultures in number of stem/plant, chlorophyll index and tubers dry weight. River Base sand had the highest plant height (74.9 cm), leaf number/plant number (39.3), leaf area (84.4 dcm2⁄plant), dry weight/plant (26.31), tubers number/plant (8.5), tubers weight/plant (635.53 gm) and potato tuber yields/trove (28.60 kg), whereas the Karbala sand had lower performance. All the characters had positive and significant correlation with yields except the traits number of stem and tuber dry weight. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=potato" title=" potato"> potato</a>, <a href="https://publications.waset.org/abstracts/search?q=sand%20culture" title=" sand culture"> sand culture</a>, <a href="https://publications.waset.org/abstracts/search?q=yield" title=" yield"> yield</a> </p> <a href="https://publications.waset.org/abstracts/25112/effect-of-three-sand-types-on-potato-vegetative-growth-and-yield" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25112.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">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> QTAIM View of Metal-Metal Bonding in Trinuclear Mixed-Metal Bridged Ligand Clusters Containing Ruthenium and Osmium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Ezzat%20Al-Kirbasee">Nadia Ezzat Al-Kirbasee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahlam%20Hussein%20Hassan"> Ahlam Hussein Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Raheem%20Helal%20Alhimidi"> Shatha Raheem Helal Alhimidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Doaa%20Ezzat%20Al-Kirbasee"> Doaa Ezzat Al-Kirbasee</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhsen%20Abood%20Muhsen%20Al-Ibadi"> Muhsen Abood Muhsen Al-Ibadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through DFT/QTAIM calculations, we have provided new insights into the nature of the M-M, M-H, M-O, and M-C bonds of the (Cp*Ru)n(Cp*Os)3−n(μ3-O)2(μ-H)(Cp* = η5-C5Me5, n= 3,2,1,0). The topological analysis of the electron density reveals important details of the chemical bonding interactions in the clusters. Calculations confirm the absence of bond critical points (BCP) and the corresponding bond paths (BP) between Ru-Ru, Ru-Os, and Os-Os. The position of bridging hydrides and Oxo atoms coordinated to Ru-Ru, Ru-Os, and Os-Os determines the distribution of the electron densities and which strongly affects the formation of the bonds between these transition metal atoms. On the other hand, the results confirm that the four clusters contain a 6c–12e and 4c–2e bonding interaction delocalized over M3(μ-H)(μ-O)2 and M3(μ-H), respectively, as revealed by the non-negligible delocalization indexes calculations. The small values for electron density ρ(b) above zero, together with the small values, again above zero, for laplacian ∇2ρ(b) and the small negative values for total energy density H(b) are shown by the Ru-H, Os-H, Ru-O, and Os-O bonds in the four clusters are typical of open shell interactions. Also, the topological data for the bonds between Ru and Os atoms with the C atoms of the pentamethylcyclopentadienyl (Cp*) ring ligands are basically similar and show properties very consistent with open shell interactions in the QTAIM classification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metal-metal%20and%20metal-ligand%20interactions" title="metal-metal and metal-ligand interactions">metal-metal and metal-ligand interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=organometallic%20complexes" title=" organometallic complexes"> organometallic complexes</a>, <a href="https://publications.waset.org/abstracts/search?q=topological%20analysis" title=" topological analysis"> topological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=DFT%20and%20QTAIM%20analyses" title=" DFT and QTAIM analyses"> DFT and QTAIM analyses</a> </p> <a href="https://publications.waset.org/abstracts/145093/qtaim-view-of-metal-metal-bonding-in-trinuclear-mixed-metal-bridged-ligand-clusters-containing-ruthenium-and-osmium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145093.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">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Machine Learning Based Framework for Education Levelling in Multicultural Countries: UAE as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Ghareeb">Shatha Ghareeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Rawaa%20Al-Jumeily"> Rawaa Al-Jumeily</a>, <a href="https://publications.waset.org/abstracts/search?q=Thar%20Baker"> Thar Baker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Abu Dhabi, there are many different education curriculums where sector of private schools and quality assurance is supervising many private schools in Abu Dhabi for many nationalities. As there are many different education curriculums in Abu Dhabi to meet expats’ needs, there are different requirements for registration and success. In addition, there are different age groups for starting education in each curriculum. In fact, each curriculum has a different number of years, assessment techniques, reassessment rules, and exam boards. Currently, students that transfer curriculums are not being placed in the right year group due to different start and end dates of each academic year and their date of birth for each year group is different for each curriculum and as a result, we find students that are either younger or older for that year group which therefore creates gaps in their learning and performance. In addition, there is not a way of storing student data throughout their academic journey so that schools can track the student learning process. In this paper, we propose to develop a computational framework applicable in multicultural countries such as UAE in which multi-education systems are implemented. The ultimate goal is to use cloud and fog computing technology integrated with Artificial Intelligence techniques of Machine Learning to aid in a smooth transition when assigning students to their year groups, and provide leveling and differentiation information of students who relocate from a particular education curriculum to another, whilst also having the ability to store and access student data from anywhere throughout their academic journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=admissions" title="admissions">admissions</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=fog%20computing" title=" fog computing"> fog computing</a>, <a href="https://publications.waset.org/abstracts/search?q=levelling" title=" levelling"> levelling</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/121077/a-machine-learning-based-framework-for-education-levelling-in-multicultural-countries-uae-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121077.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">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Impact of Social Interaction, Wellbeing and Mental Health on Student Achievement During COVID-19 Lockdown in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Ahmad%20Alharthi">Shatha Ahmad Alharthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior research suggests that reduced social interaction can negatively affect well-being and impair mental health (e.g., depression and anxiety), resulting in lower academic performance. The COVID-19 pandemic has significantly limited social interaction among Saudi Arabian school children since the government closed schools and implemented lockdown restrictions to reduce the spread of the disease. These restrictions have resulted in prolonged remote learning for middle school students with unknown consequences for perceived academic performance, mental health, and well-being. This research project explores how middle school Saudi students’ current remote learning practices affect their mental health (e.g., depression and anxiety) and well-being during the lockdown. Furthermore, the study will examine the association between social interaction, mental health, and well-being pertaining to students’ perceptions of their academic achievement. Research findings could lead to a better understanding of the role of lockdown on depression, anxiety, well-being and perceived academic performance. Research findings may also inform policy-makers or practitioners (e.g., teachers and school leaders) about the importance of facilitating increased social interactions in remote learning situations and help to identify important factors to consider when seeking to re-integrate students into a face-to-face classroom setting. Potential implications for future educational research include exploring remote learning interventions targeted at bolstering students’ mental health and academic achievement during periods of remote learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/151407/the-impact-of-social-interaction-wellbeing-and-mental-health-on-student-achievement-during-covid-19-lockdown-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151407.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">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Integrating Critical Stylistics and Visual Grammar: A Multimodal Stylistic Approach to the Analysis of Non-Literary Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Khuzaee">Shatha Khuzaee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study develops multimodal stylistic approach to analyse a number of BBC online news articles reporting some key events from the so called ‘Arab Uprisings’. Critical stylistics (CS) and visual grammar (VG) provide insightful arguments to the ways ideology is projected through different verbal and visual modes, yet they are mode specific because they examine how each mode projects its meaning separately and do not attempt to clarify what happens intersemiotically when the two modes co-occur. Therefore, it is the task undertaken in this research to propose multimodal stylistic approach that addresses the issue of ideology construction when the two modes co-occur. Informed by functional grammar and social semiotics, the analysis attempts to integrate three linguistic models developed in critical stylistics, namely, transitivity choices, prioritizing and hypothesizing along with their visual equivalents adopted from visual grammar to investigate the way ideology is constructed, in multimodal text, when text/image participate and interrelate in the process of meaning making on the textual level of analysis. The analysis provides comprehensive theoretical and analytical elaborations on the different points of integration between CS linguistic models and VG equivalents which operate on the textual level of analysis to better account for ideology construction in news as non-literary multimodal texts. It is argued that the analysis well thought out a plan that would remark the first step towards the integration between the well-established linguistic models of critical stylistics and that of visual analysis to analyse multimodal texts on the textual level. Both approaches are compatible to produce multimodal stylistic approach because they intend to analyse text and image depending on whatever textual evidence is available. This supports the analysis maintain the rigor and replicability needed for a stylistic analysis like the one undertaken in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodality" title="multimodality">multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20grammar" title=" visual grammar"> visual grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semiotics" title=" social semiotics"> social semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20grammar" title=" functional grammar"> functional grammar</a> </p> <a href="https://publications.waset.org/abstracts/77486/integrating-critical-stylistics-and-visual-grammar-a-multimodal-stylistic-approach-to-the-analysis-of-non-literary-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul 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