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immersion</title> <meta name="description" content="Search results for: immersion"> <meta name="keywords" content="immersion"> <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" 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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="immersion"> <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> 222</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: immersion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">222</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20second%20language" title="a second language">a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/38026/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38026.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">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">221</span> A Culturally Responsive Based Framework for French Immersion Public Schools in Ontario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Auger">Kimberly Auger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20immersion%20education" title="French immersion education">French immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ontario%20education" title=" Ontario education"> Ontario education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20and%20inclusive%20education" title=" equity and inclusive education"> equity and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a> </p> <a href="https://publications.waset.org/abstracts/192092/a-culturally-responsive-based-framework-for-french-immersion-public-schools-in-ontario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192092.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">17</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">220</span> Effect of Water Absorption on the Fatigue Behavior of Glass/Polyester Composite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Djamel%20Djeghader">Djamel Djeghader</a>, <a href="https://publications.waset.org/abstracts/search?q=Bachir%20Redjel"> Bachir Redjel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The composite materials of glass fibers can be used as a repair material for damage elements under repeated stresses, and in various environments. A cyclic bending characterization of a glass/polyester composite material was carried out with consideration of the period of immersion in water. These tests describe the behavior of materials and identify the mechanical fatigue characteristics using the Wohler Curve for different immersion time: 0, 90, 180 and 270 days in water. These curves are characterized by a dispersion in the lifetimes were modeled by straight whose intercepts are very similar and comparable to the static strength. This material deteriorates fatigue at a constant rate, which increases with increasing immersion time in water at a constant speed. The endurance limit seems to be independent of the immersion time in the water. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fatigue" title="fatigue">fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=composite" title=" composite"> composite</a>, <a href="https://publications.waset.org/abstracts/search?q=glass" title=" glass"> glass</a>, <a href="https://publications.waset.org/abstracts/search?q=polyester" title=" polyester"> polyester</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=wohler" title=" wohler"> wohler</a> </p> <a href="https://publications.waset.org/abstracts/36889/effect-of-water-absorption-on-the-fatigue-behavior-of-glasspolyester-composite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36889.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">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">219</span> Adolescent Gamers: The Relationship between Berzonsky’s Style of Identity and Immersion: Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a developmental period, covering the period from 10 to 20 years of age, in which young people face many challenges. One of the most important tasks of the adolescence period is getting a structured identity. The development of identity is possible by undertaking various activities. Nowadays, virtual activities are very common among young people. One of the main adolescents’ activities in the online environment is playing computer games. The main aim of this work is to answer the question about the relationship between the identity style of adolescents and immersion, -a phenomenon often observed while playing computer games. The concept of identity created by Berzonsky is considered as one of the best-defined concepts of identity. He defines identity as both a structure and a process and distinguishes three styles of identity: informational, normative, and diffuse/avoidant. Immersion is a concept that can be applied in a broad context, but in the game environment, it is a specific psychological experience of being involved in a computer game. It refers to the relocation of the attention resources to the game world, with a limited or impossible perception of stimuli from reality. Considering how much time adolescents spend playing computer games, the question about the relationship between their identity and the immersion in the game seems to be extremely interesting. Fifty adolescents aged 15-17 participated in the study. They played a computer game and completed the Identity Style Inventory and the Immersion Questionaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135329/adolescent-gamers-the-relationship-between-berzonskys-style-of-identity-and-immersion-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135329.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">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">218</span> Transitioning Classroom Students to Working Learners: Lived Experiences of Senior High School Work Immersion Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rico%20Herrero">Rico Herrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study looked into the different lived experiences of senior high school to work immersion and how they were able to cope up in the transition stage from being classroom students into immersion students in work immersion site. The participants of the study were the ten senior high school students from Punta Integrated School. Using interview guide questions, the researchers motivated the participants to reveal their thoughts, feelings, and experiences in the interviews via video recording. The researchers utilized the qualitative research design, but the approach used was grounded theory. The findings revealed the participants’ lived experiences on how to cope or overcome the transition stage during the work immersion program. They unanimously responded to the interview questions. And based on the themes that emerged from the testimonies of the Senior High School students, the classroom learners benefited a lot from authentic learning opportunity of immersion program. Work immersion provides the students the opportunity to learn and develop their skills/ competencies related to the field of specialization. The hands-on training provides them simulation of work. They realized that theoretical learning in school is not enough to be equipped to work. Immersion program also provides venue for values and standard transformation. Senior High School students felt a high demand of self-confidence at the beginning of their race. Good thing, self-esteem of an individual helps bring out one’s potential at its best. Students find it challenging to get along with people in all ages. But, the endeavour absolutely helps them to grow maturely. Participants also realized that it’s not easy to deal with time pressure. Hence, the immersion program taught them to learn about time management. Part of the best training is to expose the learners to the harsh reality. Despite of the things that the school had taught them, still, students realized that they are not yet ready to deal with the demands of work. Furthermore, they also found out that they need to develop an interpersonal skill to improve their human relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title="grounded theory">grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion" title=" work immersion"> work immersion</a> </p> <a href="https://publications.waset.org/abstracts/129071/transitioning-classroom-students-to-working-learners-lived-experiences-of-senior-high-school-work-immersion-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129071.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">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">217</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">216</span> Biomass Enhancement of Stevia (Stevia rebaudiana Bertoni) Shoot Culture in Temporary Immersion System (TIS) RITA® Bioreactor Optimized in Two Different Immersion Periods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agustine%20Melviana">Agustine Melviana</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizkita%20Esyanti"> Rizkita Esyanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stevia plant contains steviol glycosides which is estimated to be 300 times sweeter than sucrose. However in Indonesia, conventional (in vivo) propagation of Stevia rebaudiana was not effective due to a poor result. Therefore, alternative methods to propagate S. rebaudiana plants is needed, one of it is using in vitro method. Multiplication with a large quantity of stevia biomass in relatively short period can be conducted by using TIS RITA® (Recipient for Automated Temporary Immersion System). The objective of this study was to evaluate the effect of immersion period of the medium on growth and the medium bioconversion into the production of shoot biomass. The study was conducted to determine the effect of different intensity period of medium to enhance biomass of stevia shoots. Shoot culture of S. rebaudiana was grown in full strength MS medium supplemented with 1 ppm Kinetin. RITA® bioreactors were set up with two different immersion periods, 15 min (RITA® 15) and 30 min (RITA® 30), scheduled every 6 hours and incubated for 21 days. The result indicated that immersion period affected the biomass and growth rate (µ). Thirty-minutes immersion showed greater percentage of shoot multiplication (93.44 ± 0.83%), percentage of leaf growth (85.24 ± 5.99%), growth rate (0.042 ± 0.001 g/day), and productivity (0.066 g/L medium/day) compared to that immersed in RITA® 15 min (76.90 ± 4.85%; 79.73 ± 7.76; 0.045 ± 0.004 g/day, and 0.045 g/L medium/day respectively). Enhancement of biomass in RITA® 30 reached 1,702 ± 0,114 gr, whereas in RITA® 15 only 0,953 ± 0,093 gr. Additionally, the pattern of sucrose, mineral, and inorganic compounds consumption followed the growth of plant biomass for both systems. In conclusion, the bioconversion efficiency from medium to biomass in RITA® 30 is better than RITA® 15. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intensity%20period" title="intensity period">intensity period</a>, <a href="https://publications.waset.org/abstracts/search?q=shoot%20culture" title=" shoot culture"> shoot culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Stevia%20rebaudiana" title=" Stevia rebaudiana"> Stevia rebaudiana</a>, <a href="https://publications.waset.org/abstracts/search?q=TIS%20RITA%C2%AE" title=" TIS RITA®"> TIS RITA®</a> </p> <a href="https://publications.waset.org/abstracts/54238/biomass-enhancement-of-stevia-stevia-rebaudiana-bertoni-shoot-culture-in-temporary-immersion-system-tis-rita-bioreactor-optimized-in-two-different-immersion-periods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54238.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">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">215</span> Dual Language Immersion Models in Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Gordon">S. Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language immersion is growing fast in language teaching today. This study provides an overview and evaluation of the different models of Dual language immersion programs in US K-12 schools. First, the paper provides a brief current literature review on the theory of Dual Language Immersion (DLI) in Second Language Acquisition (SLA) studies. Second, examples of several types of DLI language teaching models in US K-12 public schools are presented (including 50/50 models, 90/10 models, etc.). Third, we focus on the unique example of DLI education in the state of Utah, a successful, growing program in K-12 schools that includes: French, Chinese, Spanish, and Portuguese. The project investigates the theory and practice particularly of the case of public elementary and secondary school children that study half their school day in the L1 and the other half in the chosen L2, from kindergarten (age 5-6) through high school (age 17-18). Finally, the project takes the observations of Utah French DLI elementary through secondary programs as a case study. To conclude, we look at the principal challenges, pedagogical objectives and outcomes, and important implications for other US states and other countries (such as France currently) that are in the process of developing similar language learning programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20immersion" title="dual language immersion">dual language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=French" title=" French"> French</a> </p> <a href="https://publications.waset.org/abstracts/103249/dual-language-immersion-models-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103249.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">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">214</span> Content and Language Integrated Instruction: An Investigation of Oral Corrective Feedback in the Chinese Immersion Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Yao">Qin Yao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content and language integrated instruction provides second language learners instruction in subject matter and language, and is greatly valued, particularly in the language immersion classroom where a language other than students’ first language is the vehicle for teaching school curriculum. Corrective feedback is an essential instructional technique for teachers to integrate a focus on language into their content instruction. This study aims to fill a gap in the literature on immersion—the lack of studies examining corrective feedback in Chinese immersion classrooms, by studying learning opportunities brought by oral corrective feedback in a Chinese immersion classroom. Specifically, it examines what is the distribution of different types of teacher corrective feedback and how students respond to each feedback type, as well as how the focus of the teacher-student interactional exchanges affect the effect of feedback. Two Chinese immersion teachers and their immersion classes were involved, and data were collected through classroom observations interviews. Observations document teachers’ provision of oral corrective feedback and students’ responses following the feedback in class, and interviews with teachers collected teachers’ reflective thoughts about their teaching. A primary quantitative and qualitative analysis of the data revealed that, among different types of corrective feedback, recast occurred most frequently. Metalinguistic clue and repetition were the least occurring feedback types. Clarification request lead to highest percentage of learner uptake manifested by learners’ oral production immediately following the feedback, while explicit correction came the second and recast the third. In addition, the results also showed the interactional context played a role in the effectiveness of the feedback: teachers were most likely to give feedback in conversational exchanges that focused on explicit language and content, while students were most likely to use feedback in exchanges that focused on explicit language. In conclusion, the results of this study indicate recasts are preferred by Chinese immersion teachers, confirming results of previous studies on corrective feedback in non-Chinese immersion classrooms; and clarification request and explicit language instruction elicit more target language production from students and are facilitative in their target language development, thus should not be overlooked in immersion and other content and language integrated classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20immersion" title="Chinese immersion">Chinese immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20instruction" title=" content and language integrated instruction"> content and language integrated instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/38640/content-and-language-integrated-instruction-an-investigation-of-oral-corrective-feedback-in-the-chinese-immersion-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38640.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">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">213</span> Water Immersion Recovery for Swimmers in Hot Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanura%20Randula%20Abeywardena">Thanura Randula Abeywardena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study recognized the effectiveness of cold-water immersion recovery post exhaustive short-term exercise. The purpose of this study was to understand if 16- 20°C of cold-water immersion would be beneficial in a tropical environment to achieve optimal recovery in sprint swim performance in comparison to 10-15°C of water immersion. Two 100m-sprint swim performance times were measured along with blood lactate (BLa), heart rate (HR) and rate of perceived exertion (RPE) in a 25m swimming pool with full body head out horizontal water immersions of 10-15°C, 16-20°C and 29-32°C (pool temperature) for 10 minutes followed by 5 minutes of seated passive rest outside; in between the two swim performances. Twelve well-trained adult swimmers (5 male and 5 female) within the top twenty in the Sri Lankan national swimming championships in 100m Butterfly and Freestyle in the years 2020 & 2021 volunteered for this study. One-way ANOVA analysis (p<0.05) suggested performance time, Bla and HR had no significant differences between the 3 conditions after the second sprint; however, RPE was significantly different with p=0.034 between 10-15°C and 16-20°C immersion conditions. The study suggested that the recovery post the two cold-water immersion conditions were similar in terms of performance and physiological factors; however, the 16-20°C temperature had a better “feel good” factor post sprint 2. Further study is recommended as there was participant bias with the swimmers not reaching optimal levels in sprint 1. Therefore, they might have possibly fully recovered before sprint 2, invalidating the physiological effect of recovery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrotherapy" title="hydrotherapy">hydrotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=blood%20lactate" title=" blood lactate"> blood lactate</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=recovery" title=" recovery"> recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint-performance" title=" sprint-performance"> sprint-performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint-swimming" title=" sprint-swimming"> sprint-swimming</a> </p> <a href="https://publications.waset.org/abstracts/157374/water-immersion-recovery-for-swimmers-in-hot-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157374.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">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">212</span> The Attitudes of Senior High School Students Toward Work Immersion Programs of Nazareth School of National University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Katherine%20Castillo">Kim Katherine Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20John%20Datubatang"> Nelson John Datubatang</a>, <a href="https://publications.waset.org/abstracts/search?q=Terrence%20Phillip%20Dy"> Terrence Phillip Dy</a>, <a href="https://publications.waset.org/abstracts/search?q=Norelie%20Hampac"> Norelie Hampac</a>, <a href="https://publications.waset.org/abstracts/search?q=Reichen%20Crismark%20Martinez"> Reichen Crismark Martinez</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Faith%20Pantinople"> Nina Faith Pantinople</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Dante%20Santos%20II"> Jose Dante Santos II</a>, <a href="https://publications.waset.org/abstracts/search?q=Marchel%20Ann%20Santos"> Marchel Ann Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophia%20Abigail%20Santiago"> Sophia Abigail Santiago</a>, <a href="https://publications.waset.org/abstracts/search?q=Zyrill%20Xsar%20San%20Juan"> Zyrill Xsar San Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Aira%20Mae%20Tagao"> Aira Mae Tagao</a>, <a href="https://publications.waset.org/abstracts/search?q=Crystal%20Kylla%20Viagedor"> Crystal Kylla Viagedor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Work Immersion Program was implemented to help students gain abundant work-related experiences while on-site; additionally, the program aims to help students improve their competencies and interpersonal skills as they are given the option to join the workforce if they ever choose to do so after senior high school. The work immersion experience posed diverse challenges for students, spanning personal, financial, engagement, environmental, and equipment-related domains. These included the need for assistance in time management, transportation expenses, and procurement of materials. Furthermore, students faced difficulties in independent task completion and encountered suboptimal work environments. Addressing these multifaceted obstacles is crucial to optimize the educational outcomes of work immersion programs. In addition to the challenges, several other issues have been identified, including the absence of standardized work immersion programs across schools and industries, the challenges in securing appropriate work immersion placements, the necessity for enhanced monitoring and evaluation of program effectiveness, and the limited availability of field programs aligned with students' chosen courses. Furthermore, there is a lack of comprehensive information regarding the attitudes of Senior High School students toward work immersion programs within their respective schools. This study aims to investigate the attitudes of senior high school students at Nazareth School of National University towards work immersion programs, with a focus on identifying factors that influence their perception and participation, including collegiality and expectations. By exploring the students' attitudes, the research endeavors to enhance the school's work immersion programs and contribute to the overall educational experience of the students. This study addresses challenges related to work immersion programs, focusing on six subtopics: Work Immersion, Work Immersion in the Philippines, Students' Attitudes, Factors Affecting Students' Attitudes, Effectiveness of Work Immersion for Senior High School Students, and Students' Perception and Willingness to Participate. Using a descriptive research design, the study examines the attitudes of senior high school students at Nazareth School of National University in Manila. Data was collected from 100 students, representing different academic strands, through a 35-item researcher-made survey. Descriptive statistics, including measures of central tendency and variability, will be used to analyze the data using JASP, providing valuable insights into the students' attitudes toward work immersion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion%20programs" title=" work immersion programs"> work immersion programs</a> </p> <a href="https://publications.waset.org/abstracts/167521/the-attitudes-of-senior-high-school-students-toward-work-immersion-programs-of-nazareth-school-of-national-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">211</span> Effect of the pH on the Degradation Kinetics of Biodegradable Mg-0.8Ca Orthopedic Implants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Mohamed">A. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20El-Aziz"> A. El-Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pH of the body plays a great role in the degradation kinetics of biodegradable Mg-Ca orthopedic implants. At the location of fracture, the pH of the body becomes no longer neutral which draws the attention towards studying a range of different pH values of the body fluid. In this study, the pH of Hank’s balanced salt solution (HBSS) was modified by phosphate buffers into an aggressive acidic pH 1.8, a slightly acidic pH 5.3 and an alkaline pH 8.1. The biodegradation of Mg-0.8Ca implant was tested in those three different media using immersion test and electrochemical polarization means. It was proposed that the degradation rate has increased with decreasing the pH of HBSS. The immersion test revealed weight gain for all the samples followed by weight loss as the immersion time increased. The highest weight gain was pronounced for the acidic pH 1.8 and the least weight gain was observed for the alkaline pH 8.1. This was in agreement with the electrochemical polarization test results where the degradation rate was found to be high (7.29 ± 2.2 mm/year) in the aggressive acidic solution of pH 1.8 and relatively minimum (0.31 ± 0.06 mm/year) in the alkaline medium of pH 8.1. Furthermore, it was confirmed that the pH of HBSS has reached a steady state of an alkaline pH (~pH 11) at the end of the two-month immersion period regardless of the initial pH of the solution. Finally, the corrosion products formed on the samples’ surface were investigated by SEM, EDX and XRD analyses that revealed the formation of magnesium and calcium phosphates with different morphologies according to the pH. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodegradable" title="biodegradable">biodegradable</a>, <a href="https://publications.waset.org/abstracts/search?q=electrochemical%20polarization%20means" title=" electrochemical polarization means"> electrochemical polarization means</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedics" title=" orthopedics"> orthopedics</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20test" title=" immersion test"> immersion test</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20body%20fluid" title=" simulated body fluid"> simulated body fluid</a> </p> <a href="https://publications.waset.org/abstracts/104188/effect-of-the-ph-on-the-degradation-kinetics-of-biodegradable-mg-08ca-orthopedic-implants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104188.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">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">210</span> Flow Measurement Using Magnetic Meters in Large Underground Cooling Water Pipelines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Humanyun%20Zahir">Humanyun Zahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Irtsam%20Ghazi"> Irtsam Ghazi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This report outlines the basic installation and operation of magnetic inductive flow velocity sensors on large underground cooling water pipelines. Research on the effects of cathodic protection as well as into other factors that might influence the overall performance of the meter are presented in this paper. The experiments were carried out on an immersion type magnetic meter specially used for flow measurement of cooling water pipeline. An attempt has been made in this paper to outline guidelines that can ensure accurate measurement related to immersion type magnetic meters on underground pipelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=magnetic%20induction" title="magnetic induction">magnetic induction</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20meter" title=" flow meter"> flow meter</a>, <a href="https://publications.waset.org/abstracts/search?q=Faraday%27s%20law" title=" Faraday's law"> Faraday's law</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=cathodic%20protection" title=" cathodic protection"> cathodic protection</a>, <a href="https://publications.waset.org/abstracts/search?q=anode" title=" anode"> anode</a>, <a href="https://publications.waset.org/abstracts/search?q=cathode" title=" cathode"> cathode</a>, <a href="https://publications.waset.org/abstracts/search?q=flange" title=" flange"> flange</a>, <a href="https://publications.waset.org/abstracts/search?q=grounding" title=" grounding"> grounding</a>, <a href="https://publications.waset.org/abstracts/search?q=plant%20information%20management%20system" title=" plant information management system"> plant information management system</a>, <a href="https://publications.waset.org/abstracts/search?q=electrodes" title=" electrodes"> electrodes</a> </p> <a href="https://publications.waset.org/abstracts/23671/flow-measurement-using-magnetic-meters-in-large-underground-cooling-water-pipelines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23671.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">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">209</span> Degradation of the Mechanical Properties of the Polypropylene Talc Nanocomposite in Chemical Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ouadah%20Bouakkaz">Ahmed Ouadah Bouakkaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elmeguenni"> Mohamed Elmeguenni</a>, <a href="https://publications.waset.org/abstracts/search?q=Bel%20Abbes%20Bachir%20Bouiadjra"> Bel Abbes Bachir Bouiadjra</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Belhouari"> Mohamed Belhouari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulmohsen%20Albedah"> Abdulmohsen Albedah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the effect of the chemical environment on the mechanical properties of the polypropylene-talc composite was analyzed. The talc proportion was varied in order to highlight the combined effects of time of immersion in the chemical environment 'benzene' and talc concentration on the mechanical properties of the composite. Tensile test was carried out to evaluate the mechanical properties of PP-talc composite and to analyze the effect of the immersion time on the variation of these properties. The obtained results show that increasing the time of immersion has a very negative effect on the mechanical strength of the PP-talc composite, but this effect can be significantly reduced by the augmentation of the talc proportion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polypropylene%20%28PP%29" title="polypropylene (PP)">polypropylene (PP)</a>, <a href="https://publications.waset.org/abstracts/search?q=talc" title=" talc"> talc</a>, <a href="https://publications.waset.org/abstracts/search?q=nanocomposite" title=" nanocomposite"> nanocomposite</a>, <a href="https://publications.waset.org/abstracts/search?q=degradation" title=" degradation"> degradation</a> </p> <a href="https://publications.waset.org/abstracts/77753/degradation-of-the-mechanical-properties-of-the-polypropylene-talc-nanocomposite-in-chemical-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77753.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">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">208</span> Adaptive Cooperative Control of Nonholonomic Mobile Robot Based on Immersion and Invariance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imil%20Hamda%20Imran">Imil Hamda Imran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sami%20El%20Ferik"> Sami El Ferik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with adaptive cooperative control of non holonomic mobile robot moved together in a given formation. The controller is designed based on the Immersion and Invariance (I&I) approach. I&I is a framework for adaptive stabilization of nonlinear systems with uncertain parameters. We investigate the tracking control of non holonomic mobile robot with uncertainties in The I&I-based adaptive controller regulates the angular and linear velocity of non holonomic mobile robot. The results demonstrate that the ability of I&I-based adaptive cooperative control in tracking the position of non holonomic mobile robot. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonholonomic%20mobile%20robot" title="nonholonomic mobile robot">nonholonomic mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20and%20invariance" title=" immersion and invariance"> immersion and invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20control" title=" adaptive control"> adaptive control</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertain%20nonlinear%20systems" title=" uncertain nonlinear systems"> uncertain nonlinear systems</a> </p> <a href="https://publications.waset.org/abstracts/21832/adaptive-cooperative-control-of-nonholonomic-mobile-robot-based-on-immersion-and-invariance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21832.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">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">207</span> In Search for the 'Bilingual Advantage' in Immersion Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20E.%20Joret">M. E. Joret</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Germeys"> F. Germeys</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Van%20de%20Craen"> P. Van de Craen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Previous studies have shown that ‘full’ bilingualism seems to enhance the executive functions in children, young adults and elderly people. Executive functions refer to a complex cognitive system responsible for self-controlled and planned behavior and seem to predict academic achievement. The present study aimed at investigating whether similar effects could be found in children learning their second language at school in immersion education programs. Methods: In this study, 44 children involved in immersion education for 4 to 5 years were compared to 48 children in traditional schools. All children were between 9 and 11 years old. To assess executive functions, the Simon task was used, a neuropsychological measure assessing executive functions with reaction times and accuracy on congruent and incongruent trials. To control for background measures, all children underwent the Raven’s coloured progressive matrices, to measure non-verbal intelligence and the Echelle de Vocabulaire en Images Peabody (EVIP), assessing verbal intelligence. In addition, a questionnaire was given to the parents to control for other confounding variables, such as socio-economic status (SES), home language, developmental disorders, etc. Results: There were no differences between groups concerning non-verbal intelligence and verbal intelligence. Furthermore, the immersion learners showed overall faster reaction times on both congruent and incongruent trials compared to the traditional learners, but only after 5 years of training, not before. Conclusion: These results show that the cognitive benefits found in ‘full’ bilinguals also appear in children involved in immersion education, but only after a sufficient exposure to the second language. Our results suggest that the amount of second language training needs to be sufficient before these cognitive effects may emerge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20education" title=" immersion education"> immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20task" title=" Simon task"> Simon task</a> </p> <a href="https://publications.waset.org/abstracts/25248/in-search-for-the-bilingual-advantage-in-immersion-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25248.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">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">206</span> Auteur 3D Filmmaking: From Hitchcock’s Protrusion Technique to Godard’s Immersion Aesthetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delia%20Enyedi">Delia Enyedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout film history, the regular return of 3D cinema has been discussed in connection to crises caused by the advent of television or the competition of the Internet. In addition, the three waves of stereoscopic 3D (from 1952 up to 1983) and its current digital version have been blamed for adding a challenging technical distraction to the viewing experience. By discussing the films <em>Dial M for Murder</em> (1954) and <em>Goodbye to Language</em> (2014), the paper aims to analyze the response of recognized auteurs to the use of 3D techniques in filmmaking. For Alfred Hitchcock, the solution to attaining perceptual immersion paradoxically resided in restraining the signature effect of 3D, namely protrusion. In Jean-Luc Godard’s vision, 3D techniques allowed him to explore perceptual absorption by means of depth of field, for which he had long advocated as being central to cinema. Thus, both directors contribute to the foundation of an auteur aesthetic in 3D filmmaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Hitchcock" title="Alfred Hitchcock">Alfred Hitchcock</a>, <a href="https://publications.waset.org/abstracts/search?q=authorship" title=" authorship"> authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20filmmaking" title=" 3D filmmaking"> 3D filmmaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Luc%20Godard" title=" Jean-Luc Godard"> Jean-Luc Godard</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20absorption" title=" perceptual absorption"> perceptual absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20immersion" title=" perceptual immersion"> perceptual immersion</a> </p> <a href="https://publications.waset.org/abstracts/61084/auteur-3d-filmmaking-from-hitchcocks-protrusion-technique-to-godards-immersion-aesthetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61084.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">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">205</span> Making the Invisible Visible: Exploring Immersion Teacher Perceptions of Online Content and Language Integrated Learning Professional Development Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20J.%20O%20Ceallaigh">T. J. O Ceallaigh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Subject matter driven programs such as immersion programs are increasingly popular across the world. These programs have allowed for extensive experimentation in the realm of second language teaching and learning and have been at the centre of many research agendas since their inception. Even though immersion programs are successful, especially in terms of second language development, they remain complex to implement and not always as successful as what we would hope them to be. Among all the challenges these varied programs face, research indicates that the primary issue lies in the difficulty to create well-balanced programs where both content instruction and language/literacy instruction can be targeted simultaneously. Initial teacher education and professional development experiences are key drivers of successful language immersion education globally. They are critical to the supply of teachers with the mandatory linguistic and cultural competencies as well as associated pedagogical practices required to ensure learners’ success. However, there is a significant dearth of research on professional development experiences of immersion teachers. We lack an understanding of the nature of their expertise and their needs in terms of professional development as well as their perceptions of the primary challenges they face as they attempt to formulate a coherent pedagogy of integrated language and content instruction. Such an understanding is essential if their specific needs are to be addressed appropriately and thus improve the overall quality of immersion programs. This paper reports on immersion teacher perceptions of online professional development experiences that have a positive impact on their ability to facilitate language and content connections in instruction. Twenty Irish-medium immersion teachers engaged in the instructional integration of language and content in a systematic and developmental way during a year-long online professional development program. Data were collected from a variety of sources e.g., an extensive online questionnaire, individual interviews, reflections, assignments and focus groups. This study provides compelling evidence of the potential of online professional development experiences as a pedagogical framework for understanding the complex and interconnected knowledge demands that arise in content and language integration in immersion. Findings illustrate several points of access to classroom research and pedagogy and uncover core aspects of high impact online experiences. Teachers identified aspects such as experimentation and risk-taking, authenticity and relevance, collegiality and collaboration, motivation and challenge and teacher empowerment. The potential of the online experiences to foster teacher language awareness was also identified as a contributory factor to success. The paper will conclude with implications for designing meaningful and effective online CLIL professional development experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title="content and language integrated learning ">content and language integrated learning </a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20pedagogy" title=" immersion pedagogy"> immersion pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20awareness" title=" teacher language awareness"> teacher language awareness</a> </p> <a href="https://publications.waset.org/abstracts/80762/making-the-invisible-visible-exploring-immersion-teacher-perceptions-of-online-content-and-language-integrated-learning-professional-development-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">204</span> Effect of Micaceous Iron Oxide and Nanocrystalline Al on the Electrochemical Behavior of Aliphatic Amine Cured Epoxy Coating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asiful%20H.%20Seikh">Asiful H. Seikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Jabair%20A.%20Mohammed"> Jabair A. Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubair%20A.%20Samad"> Ubair A. Samad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20A.%20Alam"> Mohammad A. Alam</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20M.%20Al-Zahrani"> Saeed M. Al-Zahrani</a>, <a href="https://publications.waset.org/abstracts/search?q=El-Sayed%20M.%20Sherif"> El-Sayed M. Sherif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Three coating formulations were fabricated by incorporating different percentages of MIO (micaceous iron oxide ) (1, 2, and wt%) with ball-milled nanocrystalline Al (2 wt%) particles, which was optimized earlier. These coatings were characterized by means of different methods, namely, SEM, TGA, pendulum hardness, scratch test, and nano-indentation. The EIS measurements were carried out to report the effect of adding MIO powder in fabricated coatings on their corrosion behavior in 3.5 wt% NaCl solutions. In order to report the effect of immersion time on the corrosion and degradation of the prepared coatings, the EIS data were also acquired after various exposure periods of time, i.e., 1 h, 7 d, 14 d, 21 d, and 30 d in the test chloride solution. It has been found that the obtained EIS data for the fabricated coatings proved that the presence of 2% MIO provided the highest corrosion resistance amongst all coatings and that effect was recorded after all immersion periods of time. But, the MIO-incorporated coatings have less corrosion resistance than Al based epoxy coatings. It was also shown that with prolonged immersion, the resistance to corrosion declined after 7d, then with a longer period of immersion, i.e. 14 d, 21 d, and 30 d increases the resistance to corrosion by forming oxide products on the coatings surface. The results obtained from both mechanical and electrochemical testing confirmed that the fabricated coating with 2 wt% Al exhibited better hardness and higher resistance to corrosion as compared to coatings with 1 wt% Al and 3 wt% Al. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epoxy%20coatings" title="epoxy coatings">epoxy coatings</a>, <a href="https://publications.waset.org/abstracts/search?q=nanomaterials" title=" nanomaterials"> nanomaterials</a>, <a href="https://publications.waset.org/abstracts/search?q=corrosion%20resistance" title=" corrosion resistance"> corrosion resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=EIS" title=" EIS"> EIS</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoindentation" title=" nanoindentation"> nanoindentation</a> </p> <a href="https://publications.waset.org/abstracts/183317/effect-of-micaceous-iron-oxide-and-nanocrystalline-al-on-the-electrochemical-behavior-of-aliphatic-amine-cured-epoxy-coating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183317.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">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">203</span> Improving the Health of Communities: Students as Leaders in a Community Clinical Health Promotion and Disease Prevention Immersion </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samawi%20Zepure">Samawi Zepure</a>, <a href="https://publications.waset.org/abstracts/search?q=Beck%20Christine"> Beck Christine</a>, <a href="https://publications.waset.org/abstracts/search?q=Gallagher%20Peg"> Gallagher Peg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This community immersion employs the NLN Excellence Model which challenges nursing programs to create student-centered, interactive, and innovative experiences to prepare students for roles in providing high quality care, effective teaching, and leadership in the delivery of nursing services to individuals, families, and communities (NLN, 2006). Senior nursing students collaborate with ethnically and linguistically diverse participants at community-based sites and develop leadership roles of coordination of care linkage within the larger healthcare system, adherence, and self-care management. The immersion encourages students to develop competencies of the NLN Nursing Education Competencies Model (NLN, 2012), proposed to address fast changes in health care delivery, which include values of caring, diversity, and holism; and integrating concepts of context and environment, relationship, and teamwork. Students engage in critical thinking and leadership as they: 1) assess health/illness beliefs, values, attitudes, and practices, explore community resources, interview key informants, and collaborate with community participants to identify learning goals, 2) develop and implement appropriate holistic health promotion and disease prevention teaching interventions promoting continuity, sustainability, and innovation, 3) evaluate interventions through participant feedback and focus groups and, 4) reflect on the immersion experience and future professional role as advocate and citizen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20care" title="quality of care">quality of care</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20of%20communities" title=" health of communities"> health of communities</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20as%20leaders" title=" students as leaders"> students as leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/101610/improving-the-health-of-communities-students-as-leaders-in-a-community-clinical-health-promotion-and-disease-prevention-immersion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101610.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">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">202</span> Wearable Interface for Telepresence in Robotics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uriel%20Martinez-Hernandez">Uriel Martinez-Hernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20W.%20Boorman"> Luke W. Boorman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamideh%20Kerdegari"> Hamideh Kerdegari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20J.%20Prescott"> Tony J. Prescott</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present architecture for the study of telepresence, immersion and human-robot interaction. The architecture is built around a wearable interface, developed here, that provides the human with visual, audio and tactile feedback from a remote location. We have chosen to interface the system with the iCub humanoid robot, as it mimics many human sensory modalities, such as vision, with gaze control and tactile feedback. This allows for a straightforward integration of multiple sensory modalities, but also offers a more complete immersion experience for the human. These systems are integrated, controlled and synchronised by an architecture developed for telepresence and human-robot interaction. Our wearable interface allows human participants to observe and explore a remote location, while also being able to communicate verbally with humans located in the remote environment. Our approach has been tested from local, domestic and business venues, using wired, wireless and Internet based connections. This has involved the implementation of data compression to maintain data quality to improve the immersion experience. Initial testing has shown the wearable interface to be robust. The system will endow humans with the ability to explore and interact with other humans at remote locations using multiple sensing modalities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=telepresence" title="telepresence">telepresence</a>, <a href="https://publications.waset.org/abstracts/search?q=telerobotics" title=" telerobotics"> telerobotics</a>, <a href="https://publications.waset.org/abstracts/search?q=human-robot%20interaction" title=" human-robot interaction"> human-robot interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/43636/wearable-interface-for-telepresence-in-robotics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43636.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">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">201</span> The Influence of English Immersion Program on Academic Performance: Case Study at a Sino-US Cooperative University in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leah%20Li%20Echiverri">Leah Li Echiverri</a>, <a href="https://publications.waset.org/abstracts/search?q=Haoyu%20Shang"> Haoyu Shang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yue%20Li"> Yue Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wenzhou-Kean University (WKU) is a Sino-US Cooperative University in China. It practices the English Immersion Program (EIP), where all the courses are taught in English. Class discussions and presentations are pervasively interwoven in designing students’ learning experiences. This WKU model has brought positive influences on students and is in some way ahead of traditional college English majors. However, literature to support the perceptions on the positive outcomes of this teaching and learning model remain scarce. The distinctive profile of Chinese-ESL students in an English Medium of Instruction (EMI) environment contributes further to the scarcity of literature compared to existing studies conducted among ESL learners in Western educational settings. Hence, the study investigated the students’ perceptions towards the English Immersion Program and determine how it influences Chinese-ESL students’ academic performance (AP). This research can provide empirical data that would be helpful to educators, teaching practitioners, university administrators, and other researchers in making informed decisions when developing curricular reforms, instructional and pedagogical methods, and university-wide support programs using this educational model. The purpose of the study was to establish the relationship between the English Immersion Program and Academic Performance among Chinese-ESL students enrolled at WKU for the academic year 2020-2021. Course length, immersion location, course type, and instructional design were the constructs of the English immersion program. English language learning, learning efficiency, and class participation were used to measure academic performance. Descriptive-correlational design was used in this cross-sectional research project. A quantitative approach for data analysis was applied to determine the relationship between the English immersion program and Chinese-ESL students’ academic performance. The research was conducted at WKU; a Chinese-American jointly established higher educational institution located in Wenzhou, Zhejiang province. Convenience, random, and snowball sampling of 283 students, a response rate of 10.5%, were applied to represent the WKU student population. The questionnaire was posted through the survey website named Wenjuanxing and shared to QQ or WeChat. Cronbach’s alpha was used to test the reliability of the research instrument. Findings revealed that when professors integrate technology (PowerPoint, videos, and audios) in teaching, students pay more attention. This contributes to the acquisition of more professional knowledge in their major courses. As to course immersion, students perceive WKU as a good place to study, providing them a high degree of confidence to talk with their professors in English. This also contributes to their English fluency and better pronunciation in their communication. In the construct of designing instruction, the use of pictures, video clips, and professors’ non-verbal communication, and demonstration of concern for students encouraged students to be more active in-class participation. Findings on course length and academic performance indicated that students’ perception regarding taking courses during fall and spring terms can moderately contribute to their academic performance. In conclusion, the findings revealed a significantly strong positive relationship between course type, immersion location, instructional design, and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20participation" title="class participation">class participation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20immersion%20program" title=" English immersion program"> English immersion program</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20efficiency" title=" learning efficiency"> learning efficiency</a> </p> <a href="https://publications.waset.org/abstracts/137939/the-influence-of-english-immersion-program-on-academic-performance-case-study-at-a-sino-us-cooperative-university-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137939.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">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Resistance to Chloride Penetration of High Strength Self-Compacting Concretes: Pumice and Zeolite Effect </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kianoosh%20Samimi">Kianoosh Samimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Siham%20Kamali-Bernard"> Siham Kamali-Bernard</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Maghsoudi"> Ali Akbar Maghsoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to contribute to the characterization and the understanding of fresh state, compressive strength and chloride penetration tendency of high strength self-compacting concretes (HSSCCs) where Portland cement type II is partially substituted by 10% and 15% of natural pumice and zeolite. First, five concrete mixtures with a control mixture without any pozzolan are prepared and tested in both fresh and hardened states. Then, resistance to chloride penetration for all formulation is investigated in non-steady state and steady state by measurement of chloride penetration and diffusion coefficient. In non-steady state, the correlation between initial current and chloride penetration with diffusion coefficient is studied. Moreover, the relationship between diffusion coefficient in non-steady state and electrical resistivity is determined. The concentration of free chloride ions is also measured in steady state. Finally, chloride penetration for all formulation is studied in immersion and tidal condition. The result shows that, the resistance to chloride penetration for HSSCC in immersion and tidal condition increases by incorporating pumice and zeolite. However, concrete with zeolite displays a better resistance. This paper shows that the HSSCC with 15% pumice and 10% zeolite is suitable in fresh, hardened, and durability characteristics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloride%20penetration" title="Chloride penetration">Chloride penetration</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=pumice" title=" pumice"> pumice</a>, <a href="https://publications.waset.org/abstracts/search?q=HSSCC" title=" HSSCC"> HSSCC</a>, <a href="https://publications.waset.org/abstracts/search?q=tidal" title=" tidal"> tidal</a>, <a href="https://publications.waset.org/abstracts/search?q=zeolite" title=" zeolite"> zeolite</a> </p> <a href="https://publications.waset.org/abstracts/76212/resistance-to-chloride-penetration-of-high-strength-self-compacting-concretes-pumice-and-zeolite-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76212.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">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">199</span> Study of the Efficiency of a Synthetic Wax for Corrosion Protection of Steel in Aggressive Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laidi%20Babouri">Laidi Babouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The remarkable properties of steel, such as hardness and impact resistance, motivate their use in the automotive manufacturing industry. However, due to the very vulnerable environmental conditions of use, the steel that makes up the car body can corrode. This situation is motivating more and more automobile manufacturers to develop research to develop processes minimizing the rate of degradation of the physicomechanical properties of these materials. The present work falls within this perspective; it presents the results of a research study focused on the use of synthetic wax for the protection of steel, type XES (DC04), against corrosion in aggressive environments. The media used in this study are an acid medium with a pH=5.6, a 3% chloride medium, and a dry medium. Evaluation of the protective power of synthetic wax in different environments was carried out using mass loss techniques (immersion), completed by electrochemical techniques (stationary and transient). The results of the immersion of the steel samples, with a surface area of (1.44 cm²), in the various media, for a period of 30 days, using the immersion technique, showed high protective efficiency of synthetic wax in acidic and saline environments, with a lesser degree in a dry environment. Moreover, the study of the protective power, using electrochemical techniques, confirmed the results obtained in static mode (loss of mass), the protective efficiency of synthetic wax, against the corrosion of steel, in different environments, which reaches a maximum rate of 99.87% in a saline environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrosion" title="corrosion">corrosion</a>, <a href="https://publications.waset.org/abstracts/search?q=steel" title=" steel"> steel</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20wax" title=" industrial wax"> industrial wax</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20loss" title=" mass loss"> mass loss</a>, <a href="https://publications.waset.org/abstracts/search?q=electrochemical%20techniques" title=" electrochemical techniques"> electrochemical techniques</a> </p> <a href="https://publications.waset.org/abstracts/165660/study-of-the-efficiency-of-a-synthetic-wax-for-corrosion-protection-of-steel-in-aggressive-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165660.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">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> Evaluating the Impact of English Immersion in Kolkata’s High-Cost Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashmita%20Bhattacharya">Ashmita Bhattacharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate whether the English immersion experience offered by Kolkata’s high-cost private English-medium schools lead to additive or subtractive language learning outcomes for students. In India, English has increasingly become associated with power, social status, and socio-economic mobility. As a result, a proliferation of English-medium schools has emerged across Kolkata and the wider Indian context. While in some contexts, English language learning can be an additive experience, in others, it can be subtractive where proficiency in English is developed at the expense of students’ native language proficiency development. Subtractive educational experiences can potentially have severe implications, including heritage language loss, detachment from cultural roots, and a diminished sense of national identity. Thus, with the use of semi-structured interviews, the language practices and lived experiences of 12 former students who attended high-cost private English-medium schools in Kolkata were thoroughly explored. The data collected was thematically coded and analysis was conducted using the Thematic Analysis approach. The findings indicate that the English immersion experience at Kolkata’s high-cost private English-medium schools provide a subtractive language learning experience to students. Additionally, this study suggests that robust home-based support for native languages might be crucial for mitigating the effects of subtractive English education. Furthermore, the study underscores the importance of integrating opportunities within schools that promote Indian languages and cultures as it can create a more positive, inclusive, and culturally responsive environment. Finally, although subject to further evaluation, the study recommends the implementation of bilingual and multilingual educational systems and provides suggestions for future research in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title="bilingual education">bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20immersion" title=" English immersion"> English immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20loss" title=" language loss"> language loss</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=subtractive%20language%20learning" title=" subtractive language learning"> subtractive language learning</a> </p> <a href="https://publications.waset.org/abstracts/191318/evaluating-the-impact-of-english-immersion-in-kolkatas-high-cost-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191318.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">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> Performance Study of Experimental Ferritic Alloy with High Content of Molybdenum in Corrosive Environment of Soybean Methyl Biodiesel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maur%C3%ADcio%20N.%20Kleinberg">Maurício N. Kleinberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20P.%20R.%20N.%20Barroso"> Ana P. R. N. Barroso</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederico%20R.%20Silva"> Frederico R. Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20l.%20Gomes"> Natasha l. Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodrigo%20F.%20Guimar%C3%A3es"> Rodrigo F. Guimarães</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20M.%20V.%20Parente"> Marcelo M. V. Parente</a>, <a href="https://publications.waset.org/abstracts/search?q=Jackson%20Q.%20Malveira"> Jackson Q. Malveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increased production of biofuels, especially biodiesel, as an option to replace the diesel derived from oil is already a reality in countries seeking a renewable and environmentally friendly fuel, as is the case in Brazil. However, it is known that the use of fuels, renewable or not, implies that it is in contact with various metallic materials which may cause corrosion. In the search for more corrosion resistant materials has been experimentally observed that the addition of molybdenum in ferritic steels increases their protective character without significantly burdening the cost of production. In order to evaluate the effect of adding molybdenum, samples of commercial steel (austenitic, ferritic and carbon steel) and the experimental ferritic alloy with a high molybdenum content (5.3%) were immersed separately into biodiesel derived from transesterification of soy oil to monitor the corrosion process of these metal samples, and in parallel to analyze the oxidative degradation of biodiesel itself. During the immersion time of 258 days, biodiesel samples were taken for analysis of acidity, kinematic viscosity, density and refraction. Likewise, the metal samples were taken from the biodiesel to be weighed and microstructurally analyzed by light microscopy. The results obtained at the end of 258 days shown that biodiesel presented a considerable increase on the values of the studied parameters for all the samples. However, this increase was not able to produce significant mass loss in metallic samples. As regards the microstructural analysis, it showed the onset of surface oxidation on the carbon steel sample. As for the other samples, no significant surface changes were shown. These results are consistent with literature for short immersion times. It is concluded that the increase in the values of the studied parameters is not significant yet, probably due to the low time of immersion and exposure of the samples. Thus, it is necessary to continue the tests so that the objectives of this work are achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodiesel" title="biodiesel">biodiesel</a>, <a href="https://publications.waset.org/abstracts/search?q=corrosion" title=" corrosion"> corrosion</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20alloy" title=" experimental alloy"> experimental alloy</a> </p> <a href="https://publications.waset.org/abstracts/21412/performance-study-of-experimental-ferritic-alloy-with-high-content-of-molybdenum-in-corrosive-environment-of-soybean-methyl-biodiesel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21412.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">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">196</span> Unconventional Explorers: Gen Z Travelers Redefinding the Travel Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Panidou">M. Panidou</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Kilipiris"> F. Kilipiris</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Christou"> E. Christou</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Alexandris"> K. Alexandris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study intends to investigate the travel preferences of Generation Z (born between 1996 and 2012), focusing on their inclination towards unique and unconventional travel experiences, prioritization of authentic cultural immersion and local experiences over traditional tourist attractions, and their value for flexibility and spontaneity in travel plans. By examining these aspects, the research aims to provide insights into the preferences and behaviors of Generation Z travelers, contributing to a better understanding of their travel choices and informing the tourism industry in catering to their needs and desires. Secondary data was gathered from academic literature and industry reports to offer a thorough study of the topic. A quantitative method was used, and primary data was collected through an online questionnaire. One hundred Greek people between the ages of eighteen and twenty-seven were the study's sample. SPSS software was used to assist in the analysis of the data. The findings of the research showed that Gen Z is attracted to unusual and distinctive travel experiences, prioritizing genuine cultural immersion over typical tourist attractions, and they highly value flexibility in their travel decision-making. This research contributes to a deeper understanding of how Gen Z travelers are reshaping the travel industry. Travel companies, marketers, and destination management organizations will find the findings useful in adjusting their products to suit this influential demographic's changing demands and preferences. Considering the limitations of the sample size, future studies could expand the sample size to include individuals from different cultural backgrounds for a more comprehensive understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20immersion" title="cultural immersion">cultural immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20Z" title=" generation Z"> generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=travel%20preferences" title=" travel preferences"> travel preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=unique%20experiences" title=" unique experiences"> unique experiences</a> </p> <a href="https://publications.waset.org/abstracts/182263/unconventional-explorers-gen-z-travelers-redefinding-the-travel-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182263.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">58</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">195</span> A Comparative Analysis of Traditional and Advanced Methods in Evaluating Anti-corrosion Performance of Sacrificial and Barrier Coatings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazem%20Sabet-Bokati">Kazem Sabet-Bokati</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilia%20Rodionov"> Ilia Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Marciel%20Gaier"> Marciel Gaier</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Plucknett"> Kevin Plucknett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protective coatings play a pivotal role in mitigating corrosion and preserving the integrity of metallic structures exposed to harsh environmental conditions. The diversity of corrosive environments necessitates the development of protective coatings suitable for various conditions. Accurately selecting and interpreting analysis methods is crucial in identifying the most suitable protective coatings for the various corrosive environments. This study conducted a comprehensive comparative analysis of traditional and advanced methods to assess the anti-corrosion performance of sacrificial and barrier coatings. The protective performance of pure epoxy, zinc-rich epoxy, and cold galvanizing coatings was evaluated using salt spray tests, together with electrochemical impedance spectroscopy (EIS) and potentiodynamic polarization methods. The performance of each coating was thoroughly differentiated under both atmospheric and immersion conditions. The distinct protective performance of each coating against atmospheric corrosion was assessed using traditional standard methods. Additionally, the electrochemical responses of these coatings in immersion conditions were systematically studied, and a detailed discussion on interpreting the electrochemical responses is provided. Zinc-rich epoxy and cold galvanizing coatings offer superior anti-corrosion performance against atmospheric corrosion, while the pure epoxy coating excels in immersion conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrosion" title="corrosion">corrosion</a>, <a href="https://publications.waset.org/abstracts/search?q=barrier%20coatings" title=" barrier coatings"> barrier coatings</a>, <a href="https://publications.waset.org/abstracts/search?q=sacrificial%20coatings" title=" sacrificial coatings"> sacrificial coatings</a>, <a href="https://publications.waset.org/abstracts/search?q=salt-spray" title=" salt-spray"> salt-spray</a>, <a href="https://publications.waset.org/abstracts/search?q=EIS" title=" EIS"> EIS</a>, <a href="https://publications.waset.org/abstracts/search?q=polarization" title=" polarization"> polarization</a> </p> <a href="https://publications.waset.org/abstracts/181638/a-comparative-analysis-of-traditional-and-advanced-methods-in-evaluating-anti-corrosion-performance-of-sacrificial-and-barrier-coatings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181638.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">65</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">194</span> Improving Biodegradation Behavior of Fabricated WE43 Magnesium Alloy by High-Temperature Oxidation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinge%20Liu">Jinge Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuyuan%20Min"> Shuyuan Min</a>, <a href="https://publications.waset.org/abstracts/search?q=Bingchuan%20Liu"> Bingchuan Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangzhao%20Yin"> Bangzhao Yin</a>, <a href="https://publications.waset.org/abstracts/search?q=Bo%20Peng"> Bo Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Peng%20Wen"> Peng Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yun%20Tian"> Yun Tian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> WE43 magnesium alloy can be additively manufactured via laser powder bed fusion (LPBF) for biodegradable applications, but the as-built WE43 exhibits an excessively rapid corrosion rate. High-temperature oxidation (HTO) was performed on the as-built WE43 to improve its biodegradation behavior. A sandwich structure including an oxide layer at the surface, a transition layer in the middle, and the matrix was generated influenced by the oxidation reaction and diffusion of RE atoms when heated at 525 ℃for 8 hours. The oxide layer consisted of Y₂O₃ and Nd₂O₃ oxides with a thickness of 2-3 μm. The transition layer is composed of α-Mg and Y₂O₃ with a thickness of 60-70 μm, while Mg24RE5 could be observed except α-Mg and Y₂O₃. The oxide layer and transition layer appeared to have an effective passivation effect. The as-built WE43 lost 40% weight after the in vitro immersion test for three days and finally broke into debris after seven days of immersion. The high-temperature oxidation samples kept the structural integrity and lost only 6.88 % weight after 28-day immersion. The corrosion rate of HTO samples was significantly controlled, which improved the biocompatibility of the as-built WE43 at the same time. The samples after HTO had better osteogenic capability according to ALP activity. Moreover, as built WE43 performed unqualified in cell adhesion and hemolytic test due to its excessively rapid corrosion rate. While as for HTO samples, cells adhered well, and the hemolysis ratio was only 1.59%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laser%20powder%20bed%20fusion" title="laser powder bed fusion">laser powder bed fusion</a>, <a href="https://publications.waset.org/abstracts/search?q=biodegradable%20metal" title=" biodegradable metal"> biodegradable metal</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20temperature%20oxidation" title=" high temperature oxidation"> high temperature oxidation</a>, <a href="https://publications.waset.org/abstracts/search?q=biodegradation%20behavior" title=" biodegradation behavior"> biodegradation behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=WE43" title=" WE43"> WE43</a> </p> <a href="https://publications.waset.org/abstracts/156258/improving-biodegradation-behavior-of-fabricated-we43-magnesium-alloy-by-high-temperature-oxidation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156258.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">105</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">193</span> The Application on Interactivity of Light in New Media Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yansong%20Chen">Yansong Chen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the age of media convergence, new media technology is constantly impacting, changing, and even reshaping the limits of Art. From the technological ontology of the new media art, the concept of interaction design has always been dominated by I/O (Input/Output) systems through the ages, which ignores the content of systems and kills the aura of art. Light, as a fusion media, basically comes from the extension of some human feelings and can be the content of the input or the effect of output. In this paper, firstly, on the basis of literature review, the interaction characteristics research was conducted on light. Secondly, starting from discourse patterns of people and machines, people and people, people, and imagining things, we propose three light modes: object-oriented interaction, Immersion interaction, Tele-Presence interaction. Finally, this paper explains how to regain the aura of art through light elements in new media art and understand multiple levels of 'Interaction design'. In addition, the new media art, especially the light-based interaction art, enriches the language patterns and motivates emerging art forms to be more widespread and popular, which achieves its aesthetics growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20media%20art" title="new media art">new media art</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20design" title=" interaction design"> interaction design</a>, <a href="https://publications.waset.org/abstracts/search?q=light%20art" title=" light art"> light art</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a> </p> <a href="https://publications.waset.org/abstracts/114388/the-application-on-interactivity-of-light-in-new-media-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114388.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">235</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=immersion&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immersion&page=2" rel="next">&rsaquo;</a></li> </ul> </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 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