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international class</title> <meta name="description" content="Search results for: international class"> <meta name="keywords" content="international class"> <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 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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="international class"> <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> 6022</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: international class</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6022</span> Melodic and Temporal Structure of Indonesian Sentences of Sitcom "International Class" Actors: Prosodic Study with Experimental Phonetics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tri%20Sulistyaningtyas">Tri Sulistyaningtyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Yani%20Suryani"> Yani Suryani</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Waskita"> Dana Waskita</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Handayani%20Sukaemi"> Linda Handayani Sukaemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferry%20Fauzi%20Hermawan"> Ferry Fauzi Hermawan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The enthusiasm of foreigners studying the Indonesian language by Foreign Speakers (BIPA) was documented in a sitcom "International Class". Tone and stress when they speak the Indonesian language is unique and different from Indonesian pronunciation. By using the Praat program, this research aims to describe prosodic Indonesian language which is spoken by ‘International Class” actors consisting of Abbas from Nigeria, Lee from Korea, and Kotaro from Japan. Data for the research are taken from the video sitcom "International Class" that aired on Indonesian television. The results of this study revealed that pitch movement that arises when pronouncing Indonesian sentences was up and down gradually, there is also a rise and fall sharply. In terms of stress, respondents tend to contain a lot of stress when pronouncing Indonesian sentences. Meanwhile, in terms of temporal structure, the duration pronouncing Indonesian sentences tends to be longer than that of Indonesian speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=melodic%20structure" title="melodic structure">melodic structure</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20structure" title=" temporal structure"> temporal structure</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody" title=" prosody"> prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20phonetics" title=" experimental phonetics"> experimental phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20class" title=" international class"> international class</a> </p> <a href="https://publications.waset.org/abstracts/63808/melodic-and-temporal-structure-of-indonesian-sentences-of-sitcom-international-class-actors-prosodic-study-with-experimental-phonetics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63808.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">302</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">6021</span> Class Size Effects on Reading Achievement in Europe: Evidence from Progress in International Reading Literacy Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ting%20Shen">Ting Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Spyros%20Konstantopoulos"> Spyros Konstantopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past three decades, class size effects have been a focal debate in education. The idea of having smaller class is enormously popular among parents, teachers and policy makers. The rationale of its popularity is that small classroom could provide a better learning environment in which there would be more teacher-pupil interaction and more individualized instruction. This early stage benefits would also have a long-term positive effect. It is a common belief that reducing class size may result in increases in student achievement. However, the empirical evidence about class-size effects from experimental or quasi-experimental studies has been mixed overall. This study sheds more light on whether class size reduction impacts reading achievement in eight European countries: Bulgaria, Germany, Hungary, Italy, Lithuania, Romania, Slovakia, and Slovenia. We examine class size effects on reading achievement using national probability samples of fourth graders. All eight European countries had participated in the Progress in International Reading Literacy Study (PIRLS) in 2001, 2006 and 2011. Methodologically, the quasi-experimental method of instrumental variables (IV) has been utilized to facilitate causal inference of class size effects. Overall, the results indicate that class size effects on reading achievement are not significant across countries and years. However, class size effects are evident in Romania where reducing class size increases reading achievement. In contrast, in Germany, increasing class size seems to increase reading achievement. In future work, it would be valuable to evaluate differential class size effects for minority or economically disadvantaged student groups or low- and high-achievers. Replication studies with different samples and in various settings would also be informative. Future research should continue examining class size effects in different age groups and countries using rich international databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20size" title="class size">class size</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20achievement" title=" reading achievement"> reading achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental%20variables" title=" instrumental variables"> instrumental variables</a>, <a href="https://publications.waset.org/abstracts/search?q=PIRLS" title=" PIRLS"> PIRLS</a> </p> <a href="https://publications.waset.org/abstracts/68068/class-size-effects-on-reading-achievement-in-europe-evidence-from-progress-in-international-reading-literacy-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68068.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">291</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">6020</span> An Extra-Curricular Program to Enhance Student Outcome of a Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong%20Jin%20Kang">Dong Jin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Application of single board microcontrollers is an important skill even for non-electronic engineering major students. Arduino board is widely utilized in engineering classes of the Yeungnam University of South Korea. In those classes, students are subjected to learn how to use various sensor components related to motion, sound, light, and so on as well as physical quantities. Students are grouped into several teams, and each team consists of 4~5 students. Many students are not motivated enough to learn those skills. An extracurricular program was planned to improve this problem. The extracurricular program was held as an international boot camp where students from three different countries were invited to participate. 10 students groups were formed, and each team was consisted of students having different nationality. The camp was 4 days long and wrapped up with competitions. During the camp, every student was assigned to design and make a two wheel robot. The competition was carried out in two different areas; individual and group performances. As most skills dealt in the class are used to build the robot, students are much motivated to review the whole subjects of the class. All students were surveyed after the program. The survey shows that the skills studied in the class are greatly improved, and practically understood. Staying at the dormitory and teaming with international students are help students improve communication skills. Competition at the camp was found as a key element to inspire and attract students for voluntary participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extracurricular%20program" title="extracurricular program">extracurricular program</a>, <a href="https://publications.waset.org/abstracts/search?q=robot" title=" robot"> robot</a>, <a href="https://publications.waset.org/abstracts/search?q=Arduino%20board" title=" Arduino board"> Arduino board</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20camp" title=" international camp"> international camp</a>, <a href="https://publications.waset.org/abstracts/search?q=competition" title=" competition"> competition</a> </p> <a href="https://publications.waset.org/abstracts/74441/an-extra-curricular-program-to-enhance-student-outcome-of-a-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74441.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">219</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">6019</span> Empirical Exploration for the Correlation between Class Object-Oriented Connectivity-Based Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attributes and methods are the basic contents of an object-oriented class. The connectivity among these class members and the relationship between the class and other classes play an important role in determining the quality of an object-oriented system. Class cohesion evaluates the degree of relatedness of class attributes and methods, whereas class coupling refers to the degree to which a class is related to other classes. Researchers have proposed several class cohesion and class coupling measures. However, the correlation between class coupling and class cohesion measures have not been thoroughly studied. In this paper, using classes of three open-source Java systems, we empirically investigate the correlation between several measures of connectivity-based class cohesion and coupling. Four connectivity-based cohesion measures and eight coupling measures are considered in the empirical study. The empirical study results show that class connectivity-based cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation depends highly on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title="object-oriented class">object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title=" class cohesion measure"> class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a> </p> <a href="https://publications.waset.org/abstracts/18331/empirical-exploration-for-the-correlation-between-class-object-oriented-connectivity-based-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18331.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">6018</span> Powers of Class p-w A (s, t) Operators Associated with Generalized Aluthge Transformations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammed%20Rashid">Mohammed Husein Mohammed Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let Τ = U |Τ| be a polar decomposition of a bounded linear operator T on a complex Hilbert space with ker U = ker |T|. T is said to be class p-w A(s,t) if (|T*|ᵗ|T|²ˢ|T*|ᵗ )ᵗᵖ/ˢ⁺ᵗ ≥|T*|²ᵗᵖ and |T|²ˢᵖ ≥ (|T|ˢ|T*|²ᵗ|T|ˢ)ˢᵖ/ˢ⁺ᵗ with 0<p≤1 and 0<s,t,s + t≤1. This is a generalization of p-hyponormal or class A operators. In this paper, we shall show that if T belongs to class p-w A (s, t) operator for 0<s,t≤1 and 0<p≤1, then Tⁿ belongs to class p₁-w A (s/n, t/n) for 0<p₁≤p and for all positive integer n. As an immediate corollary of this result, we shall also show that if T is a p-w-hyponormal operator, then Tⁿ is also p₁-w-hyponormal for 0<p₁≤p and for all positive integer n. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20p-w%20A%20%28s" title="class p-w A (s">class p-w A (s</a>, <a href="https://publications.waset.org/abstracts/search?q=t%29" title=" t)"> t)</a>, <a href="https://publications.waset.org/abstracts/search?q=normaloid" title=" normaloid"> normaloid</a>, <a href="https://publications.waset.org/abstracts/search?q=isoloid" title=" isoloid"> isoloid</a>, <a href="https://publications.waset.org/abstracts/search?q=finite" title=" finite"> finite</a>, <a href="https://publications.waset.org/abstracts/search?q=orthogonality" title=" orthogonality"> orthogonality</a> </p> <a href="https://publications.waset.org/abstracts/158688/powers-of-class-p-w-a-s-t-operators-associated-with-generalized-aluthge-transformations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158688.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">6017</span> Fuglede-Putnam Theorem for ∗-Class A Operators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammad%20Rashid">Mohammed Husein Mohammad Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For a bounded linear operator T acting on a complex inﬁnite dimensional Hilbert space ℋ, we say that T is ∗-class A operator (abbreviation T∈A*) if |T²|≥ |T*|². In this article, we prove the following assertions:(i) we establish some conditions which imply the normality of ∗-class A; (ii) we consider ∗-class A operator T ∈ ℬ(ℋ) with reducing kernel such that TX = XS for some X ∈ ℬ(K, ℋ) and prove the Fuglede-Putnam type theorem when adjoint of S ∈ ℬ(K) is dominant operators; (iii) furthermore, we extend the asymmetric Putnam-Fuglede theorem the class of ∗-class A operators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuglede-putnam%20theorem" title="fuglede-putnam theorem">fuglede-putnam theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20operators" title=" normal operators"> normal operators</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%88%97-class%20a%20operators" title=" ∗-class a operators"> ∗-class a operators</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20operators" title=" dominant operators"> dominant operators</a> </p> <a href="https://publications.waset.org/abstracts/159132/fuglede-putnam-theorem-for-class-a-operators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159132.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">88</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">6016</span> Race, Class, Gender, and the American Welfare State (1930s-1990s)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahar%20Djebbar%20Aziza">Tahar Djebbar Aziza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American society, like all societies, is fractured by social divisions between different groups of people. It is divided by race, class, gender, and other social and cultural characteristics. Social divisions affect the way and the manner welfare is delivered for citizens within the American society. The welfare state exists to guarantee the promotion of well –being for all the different components within a society without taking into account their age, gender, their ethnicity/race, or their social belonging (class). Race, class, and even gender issues are the main factors that affected the formal structure, the nature, as well as the evolution of the American welfare state and led to its uniqueness. They have affected the structure and the evolution of the American welfare state since its creation in the 1930s, and led to its uniqueness in an international level. This study aims therefore at enhancing the readers’ awareness of social divisions: race, class, gender and their implications for the distribution of welfare resources and life chances in the USA from the early 1930s to the late 1990s. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20Americans" title="African Americans">African Americans</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20groups" title=" minority groups"> minority groups</a>, <a href="https://publications.waset.org/abstracts/search?q=race" title=" race"> race</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20divisions" title=" social divisions"> social divisions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20policy" title=" social policy"> social policy</a>, <a href="https://publications.waset.org/abstracts/search?q=U.S.%20welfare%20state" title=" U.S. welfare state"> U.S. welfare state</a> </p> <a href="https://publications.waset.org/abstracts/15425/race-class-gender-and-the-american-welfare-state-1930s-1990s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15425.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">555</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">6015</span> A Study of Taiwanese Students' Language Use in the Primary International Education via Video Conferencing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chialing%20Chang">Chialing Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are critical foundations of international mobility. However, the students who are limited to the local environment may affect their learning outcome and global perspective. Video Conferencing has been proven an economical way for students as a medium to communicate with international students around the world. In Taiwan, the National Development Commission advocated the development of bilingual national policies in 2030 to enhance national competitiveness and foster English proficiency and fully launched bilingual activation of the education system. Globalization is closely related to the development of Taiwan's education. Therefore, the teacher conducted an integrated lesson through interdisciplinary learning. This study aims to investigate how the teacher helps develop students' global and language core competencies in the international education class. The methodology comprises four stages, which are lesson planning, class observation, learning data collection, and speech analysis. The Grice's Conversational Maxims are adopted to analyze the students' conversation in the video conferencing course. It is the action research from the teacher's reflection on approaches to developing students' language learning skills. The study lays the foundation for mastering the teacher's international education professional development and improving teachers' teaching quality and teaching effectiveness as a reference for teachers' future instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Grice%27s%20conversational%20maxims" title=" Grice's conversational maxims"> Grice's conversational maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20conferencing%20course" title=" video conferencing course"> video conferencing course</a> </p> <a href="https://publications.waset.org/abstracts/124122/a-study-of-taiwanese-students-language-use-in-the-primary-international-education-via-video-conferencing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124122.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">121</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">6014</span> The Historical Framework of International Crime in International Criminal Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahraoui%20Boualem">Tahraoui Boualem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researching the historical framework of international crime means examining the historical facts that have contributed to uncovering this serious crime affecting international interests, and the law by which the study of the subject of international crime is determined is international criminal law, which is a branch of public international law. In this context, the historical study of international crime means recognizing the existence of an international community governed by international law, which makes us acknowledge that ancient societies lacked such stable and recurring international relations. Therefore, an attempt to monitor international crime in those ancient societies is only to demonstrate a historical fact that those societies have known some features of this crime, and have contributed in one way or another to the development of international criminal law without defining its concept or legal nature. The international community has affirmed the principle of establishing peace, achieving security, and respecting human rights. As a basis for friendly relations between the people of the international community and in case of prejudice, such as the aggressors breaching the obligations imposed on them, whether in time of peace or war. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=historical%20framework" title="historical framework">historical framework</a>, <a href="https://publications.waset.org/abstracts/search?q=of%20international%20crime" title=" of international crime"> of international crime</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20or%20war." title=" peace or war."> peace or war.</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20law" title=" international law"> international law</a> </p> <a href="https://publications.waset.org/abstracts/170984/the-historical-framework-of-international-crime-in-international-criminal-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170984.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">100</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">6013</span> Empirical Investigation for the Correlation between Object-Oriented Class Lack of Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design of the internal relationships among object-oriented class members (i.e., attributes and methods) and the external relationships among classes affects the overall quality of the object-oriented software. The degree of relatedness among class members is referred to as class cohesion and the degree to which a class is related to other classes is called class coupling. Well designed classes are expected to exhibit high cohesion and low coupling values. In this paper, using classes of three open-source Java systems, we empirically investigate the relation between class cohesion and coupling. In the empirical study, five lack-of-cohesion metrics and eight coupling metrics are considered. The empirical study results show that class cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation highly depends on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title="class cohesion measure">class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title=" object-oriented class"> object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a> </p> <a href="https://publications.waset.org/abstracts/45455/empirical-investigation-for-the-correlation-between-object-oriented-class-lack-of-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45455.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">236</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">6012</span> International Law and Domestic Legal Systems: Incorporation, Transformation, and Persuasion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Vahidkia">Hamid Vahidkia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores advancements in global law and how they interact with domestic legal systems. The article's introduction highlights that nations that gained independence from authoritarian governments tend to be more open to international law. A nation can choose to follow either a monist strategy regarding international law, viewing it as an integral part of its own legal system, or opt for a dualist approach, where it keeps its domestic law distinct from international law. The beginning goes on to recognize the origins of international law, such as treaties and countries' ways of following them, customary international law, and declarations. The introduction ends by acknowledging the growing significance and development of international law. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20law" title="international law">international law</a>, <a href="https://publications.waset.org/abstracts/search?q=customary%20law" title=" customary law"> customary law</a>, <a href="https://publications.waset.org/abstracts/search?q=treaties" title=" treaties"> treaties</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20right" title=" human right"> human right</a> </p> <a href="https://publications.waset.org/abstracts/191739/international-law-and-domestic-legal-systems-incorporation-transformation-and-persuasion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191739.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">24</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">6011</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.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">403</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">6010</span> Experimental Film Class: Watbangkapom School, Samut Songkhram</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Areerut">J. Areerut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experimental Film Class Project is supported by the Institute for Research and Development at Suan Sunandha Rajabhat University. This project is purported to provide academic and professional services to improve the quality standards of the community and locals in accordance with the mission of the university, which is to improve and expand knowledge for the community and to develop and transfer such knowledge and professions to the next generation. Eventually, it leads to sustainable development because the development of human resources is deemed as the key for sustainable development. Moreover, the Experimental Film Class is an integral part of the teaching of film production at Suan Sunandha International School of Art (SISA). By means of giving opportunities to students for participation in projects by sharing experience, skill and knowledge and participation in field activities, it helps students in the film production major to enhance their abilities and potentials as preparation for their readiness in the marketplace. Additionally, in this class, we provide basic film knowledge, screenwriting techniques, editing and subtitles including uploading videos on social media such as YouTube and Facebook for the participant students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20film%20class" title="experimental film class">experimental film class</a>, <a href="https://publications.waset.org/abstracts/search?q=Watbangkapom%20School" title=" Watbangkapom School"> Watbangkapom School</a>, <a href="https://publications.waset.org/abstracts/search?q=participant%20students" title=" participant students"> participant students</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20of%20film%20production" title=" basic of film production"> basic of film production</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20workshop" title=" film workshop"> film workshop</a> </p> <a href="https://publications.waset.org/abstracts/11327/experimental-film-class-watbangkapom-school-samut-songkhram" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6009</span> From User's Requirements to UML Class Diagram</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeineb%20Ben%20Azzouz">Zeineb Ben Azzouz</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahiba%20Ben%20Abdessalem%20Karaa"> Wahiba Ben Abdessalem Karaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The automated extraction of UML class diagram from natural language requirements is a highly challenging task. Many approaches, frameworks and tools have been presented in this field. Nonetheless, the experiments of these tools have shown that there is no approach that can work best all the time. In this context, we propose a new accurate approach to facilitate the automatic mapping from textual requirements to UML class diagram. Our new approach integrates the best properties of statistical Natural Language Processing (NLP) techniques to reduce ambiguity when analysing natural language requirements text. In addition, our approach follows the best practices defined by conceptual modelling experts to determine some patterns indispensable for the extraction of basic elements and concepts of the class diagram. Once the relevant information of class diagram is captured, a XMI document is generated and imported with a CASE tool to build the corresponding UML class diagram. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20diagram" title="class diagram">class diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=user%E2%80%99s%20requirements" title=" user’s requirements"> user’s requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=XMI" title=" XMI"> XMI</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/7098/from-users-requirements-to-uml-class-diagram" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7098.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">471</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">6008</span> Demystifying the Legitimacy of the International Court of Justice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roger-Claude%20Liwanga">Roger-Claude Liwanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last seven decades, there has been a proliferation of international tribunals. Yet, they have not received unanimous approval, raising a question about their legitimacy. A legitimate international tribunal is one whose authority to adjudicate international disputes is perceived as justified. Using the case study of the International Court of Justice (ICJ), this article highlights the three criteria that should be considered in assessing the legitimacy of an international tribunal, which include legal, sociological, and moral elements. It also contends that the ICJ cannot claim 'full' legitimacy if any of these components of legitimacy is missing in its decisions. The article further suggests that the legitimacy of the ICJ has a dynamic nature, as litigating parties may constantly change their perception of the court’s authority at any time before, during, or after the judicial process. The article equally describes other factors that can contribute to maintaining the international court’s legitimacy, including fairness and unbiasedness, sound interpretation of international legal norms, and transparency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20tribunals" title="international tribunals">international tribunals</a>, <a href="https://publications.waset.org/abstracts/search?q=legitimacy" title=" legitimacy"> legitimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20law" title=" international law"> international law</a> </p> <a href="https://publications.waset.org/abstracts/128691/demystifying-the-legitimacy-of-the-international-court-of-justice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128691.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">377</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">6007</span> The International Labor Organization and the Formulation of International Labor Standards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahraoui%20Boualem">Tahraoui Boualem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The International Labor Organization is one of the specialized agencies of the United Nations, and it is the only organization within the United Nations system that is distinguished by its tripartite legitimacy and which simultaneously includes governments, workers' and employers' organizations of its member states in a joint effort to set standards and policies Work to promote decent work in various parts of the world, and the expression of international labor standards basically means two types of documents, namely international labor agreements and international labor recommendations, and so far its general conference, which is held annually, has set a number of standards, the number of which has reached 184 agreements and 192 recommendations so far. For this reason, it is decided to clarify the International Labor Organization and the formulation of international labor standards within two sections. In the first topic, the researcher discusses the concept of the International Labor Organization, and in the second topic, it highlights the legal basis for the authority of the International Labor Organization in protecting the rights of workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20labor" title="international labor">international labor</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20labor%20standards" title=" international labor standards"> international labor standards</a>, <a href="https://publications.waset.org/abstracts/search?q=rights%20of%20workers" title=" rights of workers"> rights of workers</a>, <a href="https://publications.waset.org/abstracts/search?q=nation%E2%80%99s%20system" title=" nation’s system"> nation’s system</a> </p> <a href="https://publications.waset.org/abstracts/170985/the-international-labor-organization-and-the-formulation-of-international-labor-standards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170985.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">71</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">6006</span> Applications for Accounting of Inherited Object-Oriented Class Members </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A class in an Object-Oriented (OO) system is the basic unit of design, and it encapsulates a set of attributes and methods. In OO systems, instead of redefining the attributes and methods that are included in other classes, a class can inherit these attributes and methods and only implement its unique attributes and methods, which results in reducing code redundancy and improving code testability and maintainability. Such mechanism is called Class Inheritance. However, some software engineering applications may require accounting for all the inherited class members (i.e., attributes and methods). This paper explains how to account for inherited class members and discusses the software engineering applications that require such consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20flattening" title="class flattening">class flattening</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20quality%20attribute" title=" external quality attribute"> external quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=inheritance" title=" inheritance"> inheritance</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20quality%20attribute" title=" internal quality attribute"> internal quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20design" title=" object-oriented design"> object-oriented design</a> </p> <a href="https://publications.waset.org/abstracts/40730/applications-for-accounting-of-inherited-object-oriented-class-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40730.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">272</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">6005</span> Women Domestic Violence in Nepalese Society: A Case Study of Armala Village Development Committee, Kaski</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajani%20Bogati">Rajani Bogati</a>, <a href="https://publications.waset.org/abstracts/search?q=Gopini%20Pathak"> Gopini Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women living in husband’s home (second home) after getting married is a common culture in Nepalese society. Most of the marriages are arranged between the mutual understandings of their parents as per their cultural practice. Culturally, arranged marriage system protects women in the society. Even though, women domestic violence is also still alive in the society. It depends upon the family class, ethnicity, caste, religion etc. Lower class (poor) family always try to get marriage from the higher class (rich) family of girl and also try to send their girl in higher class family. This study analysis the freedom of women of Armala Village Development Committee, Kaski district on the base of the family class of girl where she born (First home). 88% women are getting more respect in their second home if their family class of first home and second homes are same. They feel more comfortable and freedom in their second home. 79% of Women are suffering from domestic violence while the marriage between the boys from higher class and the girls from lower class. But less than 10% women are getting distress from violence if the marriage is accompanied between the girls from higher class and the boys from lower class. Less domestic violence is seem where the both families are educated, even though they are from different class. This study recommends that the society should be educated first to reduce women domestic violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arranged%20marriage" title="arranged marriage">arranged marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20class" title=" family class"> family class</a>, <a href="https://publications.waset.org/abstracts/search?q=domestic%20violence" title=" domestic violence"> domestic violence</a> </p> <a href="https://publications.waset.org/abstracts/48830/women-domestic-violence-in-nepalese-society-a-case-study-of-armala-village-development-committee-kaski" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48830.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">6004</span> Teaching Method for a Classroom of Students at Different Language Proficiency Levels: Content and Language Integrated Learning in a Japanese Culture Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yukiko%20Fujiwara">Yukiko Fujiwara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a language learning methodology, Content and Language Integrated Learning (CLIL) has become increasingly prevalent in Japan. Most CLIL classroom practice and its research are conducted in EFL fields. However, much less research has been done in the Japanese language learning setting. Therefore, there are still many issues to work out using CLIL in the Japanese language teaching (JLT) setting. it is expected that more research will be conducted on both authentically and academically. Under such circumstances, this is one of the few classroom-based CLIL researches experiments in JLT and aims to find an effective course design for a class with students at different proficiency levels. The class was called ‘Japanese culture A’. This class was offered as one of the elective classes for International exchange students at a Japanese university. The Japanese proficiency level of the class was above the Japanese Language Proficiency Test Level N3. Since the CLIL approach places importance on ‘authenticity’, the class was designed with materials and activities; such as books, magazines, a film and TV show and a field trip to Kyoto. On the field trip, students experienced making traditional Japanese desserts, by receiving guidance directly from a Japanese artisan. Through the course, designated task sheets were used so the teacher could get feedback from each student to grasp what the class proficiency gap was. After reading an article on Japanese culture, students were asked to write down the words they did not understand and what they thought they needed to learn. It helped both students and teachers to set learning goals and work together for it. Using questionnaires and interviews with students, this research examined whether the attempt was effective or not. Essays they wrote in class were also analyzed. The results from the students were positive. They were motivated by learning authentic, natural Japanese, and they thrived setting their own personal goals. Some students were motivated to learn Japanese by studying the language and others were motivated by studying the cultural context. Most of them said they learned better this way; by setting their own Japanese language and culture goals. These results will provide teachers with new insight towards designing class materials and activities that support students in a multilevel CLIL class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authenticity" title="authenticity">authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20language%20and%20culture" title=" Japanese language and culture"> Japanese language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel%20class" title=" multilevel class"> multilevel class</a> </p> <a href="https://publications.waset.org/abstracts/73544/teaching-method-for-a-classroom-of-students-at-different-language-proficiency-levels-content-and-language-integrated-learning-in-a-japanese-culture-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6003</span> Suitability of Class F Flyash for Construction Industry: An Indian Scenario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Akhtar">M. N. Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20N.%20Akhtar"> J. N. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study evaluates the properties of class F fly ash as a replacement of natural materials in civil engineering construction industry. The low-lime flash similar to class F is the prime variety generated in India, although it has significantly smaller volumes of high-lime fly ash as compared to class C. The chemical and physical characterization of the sample is carried out with the number of experimental approaches in order to investigate all relevant features present in the samples. For chemical analysis, elementary quantitative results from point analysis and scanning electron microscopy (SEM)/dispersive spectroscopy (EDS) techniques were used to identify the element images of different fractions. The physical properties found very close to the range of common soils. Furthermore, the fly ash-based bricks were prepared by the same sample of class F fly ash and the results of compressive strength similar to that of Standard Clay Brick Grade 1 available in the local market of India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fly%20ash" title="fly ash">fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20F" title=" class F"> class F</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20C" title=" class C"> class C</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical" title=" chemical"> chemical</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=SEM" title=" SEM"> SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=EDS" title=" EDS"> EDS</a> </p> <a href="https://publications.waset.org/abstracts/91003/suitability-of-class-f-flyash-for-construction-industry-an-indian-scenario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91003.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">181</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">6002</span> Degree of Approximation of Functions by Product Means</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hare%20Krishna%20Nigam">Hare Krishna Nigam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, for the first time, (E,q)(C,2) product summability method is introduced and two quite new results on degree of approximation of the function f belonging to Lip (alpha,r)class and W(L(r), xi(t)) class by (E,q)(C,2) product means of Fourier series, has been obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Degree%20of%20approximation" title="Degree of approximation">Degree of approximation</a>, <a href="https://publications.waset.org/abstracts/search?q=%28E" title=" (E"> (E</a>, <a href="https://publications.waset.org/abstracts/search?q=q%29%28C" title="q)(C">q)(C</a>, <a href="https://publications.waset.org/abstracts/search?q=2%29%20means" title="2) means">2) means</a>, <a href="https://publications.waset.org/abstracts/search?q=Fourier%20series" title=" Fourier series"> Fourier series</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebesgue%20integral" title=" Lebesgue integral"> Lebesgue integral</a>, <a href="https://publications.waset.org/abstracts/search?q=Lip%20%28alpha" title=" Lip (alpha"> Lip (alpha</a>, <a href="https://publications.waset.org/abstracts/search?q=r%29class" title="r)class">r)class</a>, <a href="https://publications.waset.org/abstracts/search?q=W%28L%28r%29" title=" W(L(r)"> W(L(r)</a>, <a href="https://publications.waset.org/abstracts/search?q=xi%28t%29%29class%20of%20%20functions" title="xi(t))class of functions">xi(t))class of functions</a> </p> <a href="https://publications.waset.org/abstracts/32235/degree-of-approximation-of-functions-by-product-means" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32235.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">517</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">6001</span> The Notion of International Criminal Law: Between Criminal Aspects of International Law and International Aspects of Criminal Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Olesiuk-Okomska">Magda Olesiuk-Okomska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although international criminal law has grown significantly in the last decades, it still remains fragmented and lacks doctrinal cohesiveness. Its concept is described in the doctrine as highly disputable. There is no concrete definition of the term. In the domestic doctrine, the problem of criminal law issues that arise in the international setting, and international issues that arise within the national criminal law, is underdeveloped both theoretically and practically. To the best of author’s knowledge, there are no studies describing international aspects of criminal law in a comprehensive manner, taking a more expansive view of the subject. This paper presents results of a part of the doctoral research, undertaking a theoretical framework of the international criminal law. It aims at sorting out the existing terminology on international aspects of criminal law. It demonstrates differences between the notions of international criminal law, criminal law international and law international criminal. It confronts the notion of criminal law with related disciplines and shows their interplay. It specifies the scope of international criminal law. It diagnoses the current legal framework of international aspects of criminal law, referring to both criminal law issues that arise in the international setting, and international issues that arise in the context of national criminal law. Finally, de lege lata postulates were formulated and direction of changes in international criminal law was proposed. The adopted research hypothesis assumed that the notion of international criminal law was inconsistent, not understood uniformly, and there was no conformity as to its place within the system of law, objective and subjective scopes, while the domestic doctrine did not correspond with international standards and differed from the worldwide doctrine. Implemented research methods included inter alia a dogmatic and legal method, an analytical method, a comparative method, as well as desk research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criminal%20law" title="criminal law">criminal law</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20crimes" title=" international crimes"> international crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20criminal%20law" title=" international criminal law"> international criminal law</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20law" title=" international law"> international law</a> </p> <a href="https://publications.waset.org/abstracts/80091/the-notion-of-international-criminal-law-between-criminal-aspects-of-international-law-and-international-aspects-of-criminal-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80091.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">300</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">6000</span> Materiality of Gender Roles in Gede City State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Maina%20Muthegethi">David Maina Muthegethi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For decades, archaeological work of Swahili Civilization has mainly concentrated on exploration of economic and political dynamics of City states. This paper moves further and explore how gender roles were formed, maintained, negotiated and re-negotiated through time and space in Gede City. Unlike other Swahili city states, Gede was located around two miles away from the shores of Indian Ocean. Nonetheless, the city was characterized by security walls, stone houses, mosques and tombs typical of Swahili City states such as Kilwa. The study employed several methods of data collection namely: archival research, survey, re-examination of collected materials and excavation of Gede archaeological site. Since, the study aimed to examine gender roles across different social class, a total of three houses were excavated based on their social hierarchy. Thus, the houses were roughly categorized as belonging to elites, middle class and lower class. The house were located in the inner wall, second inner wall and the outer wall of Gede City respectively. Key findings shows that gender roles differed considerably along classes in Gede archaeological site. For instance, the women of the elite and middle class were active participants in Gede international trade through production and consumption of imported goods. This participation corresponded with commercialization of Gede households especially in elite’ areas where they hosted international traders. On the other hand, the middle class houses, women concentrated on running of light industries aimed at supplying goods for the urban community. Thus, they were able to afford exotic goods as their elites counterparts. Lastly, the gender roles of lower class entailed subsistence gender roles with little participation in Gede formal commerce. Interestingly, gender roles in Gede were dynamic in nature and response to cultural diffusion, spread of Islam, intensification of trade, diversification of subsistence patterns and urbanization. Therefore, this findings, demonstrate centrality of gender in reconstruction of social lives of Swahili Civilization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20roles" title="gender roles">gender roles</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=Swahili%20civilization" title=" Swahili civilization"> Swahili civilization</a>, <a href="https://publications.waset.org/abstracts/search?q=urbanization" title=" urbanization"> urbanization</a> </p> <a href="https://publications.waset.org/abstracts/157828/materiality-of-gender-roles-in-gede-city-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157828.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">94</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">5999</span> Mechanical Properties of Class F Fly Ash Blended Concrete Incorporation with Natural Admixture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20S.%20Ramesh%20Babu">T. S. Ramesh Babu</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Neeraja"> D. Neeraja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research work revealed that effect of Natural admixture (NAD) on Conventional Concrete (CC) and Class F Fly Ash(FA) blended concrete. Broiler hen egg white albumen and yellow yolk were used as Natural Admixture. Cement was replaced by Class F fly ash at various levels of 0%, 25%, 35%, 45% and 55% by its mass and NAD was added to concrete at different replacement dosages of 0%, 0.25%, 0.5%, 0.75% and 1.00% by its volume to water content and liquid to binder ratio was maintained at 0.5. For all replacement levels of FA and NAD, the mechanical properties viz unit weight, compressive strength, splitting tensile strength and modulus of elasticity of CC and Class F fly ash (FA) were studied at 7, 28, 56 and 112 days. From the results, it was concluded that 0.25% of NAD dosage was considered as optimum dosage for both CC and class F fly ash blended concrete. The studies revealed that 35% Class F fly ash blended concrete mix is concluded as optimum mix and 55% Class F fly ash blended concrete mix is concluded as economical mix with 0.25% NAD dosage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Class%20F%20fly%20ash" title="Class F fly ash">Class F fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=compressive%20strength" title=" compressive strength"> compressive strength</a>, <a href="https://publications.waset.org/abstracts/search?q=modulus%20of%20elasticity" title=" modulus of elasticity"> modulus of elasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20admixture" title=" natural admixture"> natural admixture</a>, <a href="https://publications.waset.org/abstracts/search?q=splitting%20tensile%20strength" title=" splitting tensile strength"> splitting tensile strength</a>, <a href="https://publications.waset.org/abstracts/search?q=unit%20weight" title=" unit weight"> unit weight</a> </p> <a href="https://publications.waset.org/abstracts/47902/mechanical-properties-of-class-f-fly-ash-blended-concrete-incorporation-with-natural-admixture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47902.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">289</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">5998</span> Idea of International Criminal Justice in the Function of Prosecution International Crimes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanda%20Bo%C5%BEi%C4%87">Vanda Božić</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BDeljko%20Nika%C4%8D"> Željko Nikač</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The wars and armed conflicts have often resulted in violations of international humanitarian law, and often commit the most serious international crimes such as war crimes, crimes against humanity, aggression and genocide. However, only in the XX century the rule was articulated idea of establishing a body of international criminal justice in order to prosecute these crimes and their perpetrators. The first steps in this field have been made by establishing the International military tribunals for war crimes at Nuremberg and Tokyo, and the formation of <em>ad hoc</em> tribunals for the former Yugoslavia and Rwanda. In the end, The International Criminal Court was established in Rome in 1998 with the aim of justice and in order to give satisfaction the victims of crimes and their families. The aim of the paper was to provide a historical and comparative analysis of the institutions of international criminal justice based on which these institutions <em>de lege lata</em> fulfilled the goals of individual criminal responsibility and justice. Furthermore, the authors suggest <em>de lege ferenda</em> that the Permanent International Criminal Tribunal, in addition to the prospective case, also takes over the current ICTY and ICTR cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20crimes" title="international crimes">international crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20criminal%20justice" title=" international criminal justice"> international criminal justice</a>, <a href="https://publications.waset.org/abstracts/search?q=prosecution%20of%20crimes" title=" prosecution of crimes"> prosecution of crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=ad%20hoc%20tribunal" title=" ad hoc tribunal"> ad hoc tribunal</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20international%20criminal%20court" title=" the international criminal court"> the international criminal court</a> </p> <a href="https://publications.waset.org/abstracts/67565/idea-of-international-criminal-justice-in-the-function-of-prosecution-international-crimes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67565.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">278</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">5997</span> Novel Approach to Design of a Class-EJ Power Amplifier Using High Power Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Rahmani">F. Rahmani</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Razaghian"> F. Razaghian</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Kashaninia"> A. R. Kashaninia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article proposes a new method for application in communication circuit systems that increase efficiency, PAE, output power and gain in the circuit. The proposed method is based on a combination of switching class-E and class-J and has been termed class-EJ. This method was investigated using both theory and simulation to confirm ~72% PAE and output power of > 39 dBm. The combination and design of the proposed power amplifier accrues gain of over 15dB in the 2.9 to 3.5 GHz frequency bandwidth. This circuit was designed using MOSFET and high power transistors. The load- and source-pull method achieved the best input and output networks using lumped elements. The proposed technique was investigated for fundamental and second harmonics having desirable amplitudes for the output signal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power%20amplifier%20%28PA%29" title="power amplifier (PA)">power amplifier (PA)</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20power" title=" high power"> high power</a>, <a href="https://publications.waset.org/abstracts/search?q=class-J%20and%20%20%20class-E" title=" class-J and class-E"> class-J and class-E</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20efficiency" title=" high efficiency "> high efficiency </a> </p> <a href="https://publications.waset.org/abstracts/25917/novel-approach-to-design-of-a-class-ej-power-amplifier-using-high-power-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25917.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">492</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">5996</span> The Role of Middle Class in Forming of Consumption Habits of Market Institutions among Kazakh Households in Transition Period</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daurenbek%20Kuleimenov">Daurenbek Kuleimenov</a>, <a href="https://publications.waset.org/abstracts/search?q=Elmira%20Otar"> Elmira Otar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Market institutions extension within transit societies contributes to constituting the new type of middle class and households livelihood strategies. The middle class households as an example of prosperity in many cases encourage the ordinary ones to do the same economic actions. Therefore, practices of using market institutions by middle class households in transit societies, which are mostly characterized by huge influence of traditional attitudes, can carry habitual features for the whole society. Market institutions consumption habit of the middle class households makes them trendsetters of economic habits of other households while adapting to the market economy. Moreover different social-economic positions of households lead them to different consuming results such as worsening or improving household economy due to indebtedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title="middle class">middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=households" title=" households"> households</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20institutions" title=" market institutions"> market institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a> </p> <a href="https://publications.waset.org/abstracts/2462/the-role-of-middle-class-in-forming-of-consumption-habits-of-market-institutions-among-kazakh-households-in-transition-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5995</span> Promoting Critical Thinking in a Robotics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20D.%20Walker">Ian D. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the creation and teaching of an undergraduate course aimed at promoting critical thinking among the students in the course. The class, Robots in Business and Society, taught at Clemson University, is open to all undergraduate students of any discipline. It is taught as part of Clemson’s online class program and is structured to promote critical thinking via a series of interactive discussion boards and assignments. Critical thinking is measured via pre- and post-testing using a benchmark standardized test. The paper will detail the class organization, and describe and discuss the results and lessons learned with respect to improvement of student critical thinking from three offerings of the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20teaching" title=" undergraduate teaching"> undergraduate teaching</a> </p> <a href="https://publications.waset.org/abstracts/73009/promoting-critical-thinking-in-a-robotics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73009.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">288</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">5994</span> Effects of Social Media on Class Layers in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bashaiar%20Al-Sanaa">Bashaiar Al-Sanaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Class has always been a vital distinguishing factor among people within any society. Clear borders between social layers; such as royals, nobles, aristocrats, the bourgeoisie, and working class; have been minimized and blurred due to the advent of social media. Unprecedented access to information has played a significant role in teaching different individuals about the nature of other social layers, hence, allowing for imitation and integration. This study aims to fill the void in research conducted on such topic. The research explores how social media may be slowly but surely dissolving apparent and rigid borderlines of social class. In order to present an overview of the topic, the study surveys individuals in Kuwait to measure how using social media changed their views and style of social class. It also draws a framework through which implications and suggestions for future research may be discussed to better serve the advancement of human communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title=" Kuwait"> Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/89620/effects-of-social-media-on-class-layers-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89620.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">190</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">5993</span> The Difference between Legislative Jurisdiction and Judicial Jurisdiction in International Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Rui">Zhang Rui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of the study is to compare legislative jurisdiction and judicial jurisdiction in international law, highlighting the unique conditions and bases for their exercise in legal practice.The research employs a comparative law analysis approach alongside a thorough examination of international law principles to achieve a comprehensive understanding of legislative and judicial jurisdiction in the international legal context. The findings of this research underscore the diverse development trajectory of legislative jurisdiction in international law, emphasizing the continued significance of territoriality as a primary basis for exercising judicial jurisdiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20law" title="international law">international law</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial%20jurisdiction" title=" judicial jurisdiction"> judicial jurisdiction</a>, <a href="https://publications.waset.org/abstracts/search?q=legislative%20jurisdiction" title=" legislative jurisdiction"> legislative jurisdiction</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20implementation" title=" legal implementation"> legal implementation</a> </p> <a href="https://publications.waset.org/abstracts/192803/the-difference-between-legislative-jurisdiction-and-judicial-jurisdiction-in-international-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192803.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">13</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=international%20class&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=international%20class&page=3">3</a></li> <li class="page-item"><a class="page-link" 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