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Zouhir</title> <meta name="description" content="Search results for: Mahani Zouhir"> <meta name="keywords" content="Mahani Zouhir"> <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 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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="Mahani Zouhir"> <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> 13</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Mahani Zouhir</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Recognition of Cursive Arabic Handwritten Text Using Embedded Training Based on Hidden Markov Models (HMMs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Mouhcine">Rabi Mouhcine</a>, <a href="https://publications.waset.org/abstracts/search?q=Amrouch%20Mustapha"> Amrouch Mustapha</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Zouhir"> Mahani Zouhir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mammass%20Driss"> Mammass Driss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a system for offline recognition cursive Arabic handwritten text based on Hidden Markov Models (HMMs). The system is analytical without explicit segmentation used embedded training to perform and enhance the character models. Extraction features preceded by baseline estimation are statistical and geometric to integrate both the peculiarities of the text and the pixel distribution characteristics in the word image. These features are modelled using hidden Markov models and trained by embedded training. The experiments on images of the benchmark IFN/ENIT database show that the proposed system improves recognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recognition" title="recognition">recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=handwriting" title=" handwriting"> handwriting</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20text" title=" Arabic text"> Arabic text</a>, <a href="https://publications.waset.org/abstracts/search?q=HMMs" title=" HMMs"> HMMs</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20training" title=" embedded training"> embedded training</a> </p> <a href="https://publications.waset.org/abstracts/54405/recognition-of-cursive-arabic-handwritten-text-using-embedded-training-based-on-hidden-markov-models-hmms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> The Language of Hip-Hop and Rap in Tunisia: Symbol of Cultural Change in Post-Arab Spring Tunisia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zouhir%20Gabsi">Zouhir Gabsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arab Spring has had noticeable effects on Tunisia in socio-economic, political, and cultural terms. Few have predicted that the music of hip-hop and rap could engage with the socio-political situation in Tunisia, especially after the downfall of Ben Ali’s regime. Having survived as underground music since the year 2000, the genre of hip-hop and rap remains an aberration from the folkloric tradition. By adhering to the socio-economic reality of the Tunisian street, rappers attempt to claim authenticity mainly in both thematic and language uses, and by usurping the power of ‘space’ from the regime’s control. With the songs’ fast-paced rhythms, catchy phrases, puns, vulgarisms, and linguistic innovations using metaphors, hip-hop, and rap have struck a chord with Tunisia’s youth. Tunisia’s new social reality has allowed Tunisian rappers to express dissent and voice people’s despair over the socio-economic and political situation. This paper argues that rap artists use language as a vehicle to claim the authenticity of their message. It also explores how the performative nature of the language of hip-hop and rap interacts with the Tunisian culture and argues the power of music in the context of political and socio-economic grievances in post-Arab Spring Tunisia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%20Spring" title="Arab Spring">Arab Spring</a>, <a href="https://publications.waset.org/abstracts/search?q=hip-hop" title=" hip-hop"> hip-hop</a>, <a href="https://publications.waset.org/abstracts/search?q=eevolution" title=" eevolution"> eevolution</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisia" title=" Tunisia"> Tunisia</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian%20Arabic" title=" Tunisian Arabic"> Tunisian Arabic</a> </p> <a href="https://publications.waset.org/abstracts/101961/the-language-of-hip-hop-and-rap-in-tunisia-symbol-of-cultural-change-in-post-arab-spring-tunisia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Effects of Paroxetine on Biochemical Parameters and Reproductive Function in Male Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachid%20Mosbah">Rachid Mosbah</a>, <a href="https://publications.waset.org/abstracts/search?q=Aziez%20Chettoum"> Aziez Chettoum</a>, <a href="https://publications.waset.org/abstracts/search?q=Zouhir%20Djerrou"> Zouhir Djerrou</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Mantovani"> Alberto Mantovani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Selective serotonin reuptake inhibitors (SSRI) are a class of molecules used in treating depression, anxiety, and mood disorders. Paroxetine (PRT) is one of the mostly prescribed antidepressant which has attracted great attention regarding its side effects in recent years. This study was planned to assess the adverse effects of PRT on the biochemical parameters and reproductive system. Fourteen male Wistar rats were randomly allocated into two groups (7 rats or each): control and treated with PRT at dose of 5mg/kg.bw for two weeks. At the end of the experiment, blood was collected from retro orbital plexus for measuring the biochemical parameters, whereas the reproductive organs were removed for measuring semen quality and the histological investigations. Results showed that PRT induced significant changes in some biochemical parameters and alteration of semen quality including sperm count, spermatids number and sperm viability, motility, and abnormalities. The histopathological examinations of testis and epididymis revealed an alteration of spermatogenesis, cellular disorganization and vacuolization, enlargement of interstitial space, shrinkage and degenerative changes in the epithelium of seminiferous and epididymal tubules with few to nil numbers of spermatozoa in their lumen. In conclusion, PRT treatment caused changes in some biochemical parameters and sperm profile as well as histopathologic effects of reproductive organs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antidepressant" title="antidepressant">antidepressant</a>, <a href="https://publications.waset.org/abstracts/search?q=biochemical%20parameters" title=" biochemical parameters"> biochemical parameters</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20function" title=" reproductive function"> reproductive function</a>, <a href="https://publications.waset.org/abstracts/search?q=paroxetine" title=" paroxetine"> paroxetine</a> </p> <a href="https://publications.waset.org/abstracts/108853/effects-of-paroxetine-on-biochemical-parameters-and-reproductive-function-in-male-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108853.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">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Disaggregating and Forecasting the Total Energy Consumption of a Building: A Case Study of a High Cooling Demand Facility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Barcelos%20Cordeiro">Juliana Barcelos Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Khashayar%20Mahani"> Khashayar Mahani</a>, <a href="https://publications.waset.org/abstracts/search?q=Farbod%20Farzan"> Farbod Farzan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20A.%20Jafari"> Mohsen A. Jafari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Energy disaggregation has been focused by many energy companies since energy efficiency can be achieved when the breakdown of energy consumption is known. Companies have been investing in technologies to come up with software and/or hardware solutions that can provide this type of information to the consumer. On the other hand, not all people can afford to have these technologies. Therefore, in this paper, we present a methodology for breaking down the aggregate consumption and identifying the highdemanding end-uses profiles. These energy profiles will be used to build the forecast model for optimal control purpose. A facility with high cooling load is used as an illustrative case study to demonstrate the results of proposed methodology. We apply a high level energy disaggregation through a pattern recognition approach in order to extract the consumption profile of its rooftop packaged units (RTUs) and present a forecast model for the energy consumption.   <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20consumption%20forecasting" title="energy consumption forecasting">energy consumption forecasting</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title=" energy efficiency"> energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=load%20disaggregation" title=" load disaggregation"> load disaggregation</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20recognition%20approach" title=" pattern recognition approach"> pattern recognition approach</a> </p> <a href="https://publications.waset.org/abstracts/44047/disaggregating-and-forecasting-the-total-energy-consumption-of-a-building-a-case-study-of-a-high-cooling-demand-facility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Energy-Efficient Clustering Protocol in Wireless Sensor Networks for Healthcare Monitoring </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Farahmand">Ebrahim Farahmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mahani"> Ali Mahani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wireless sensor networks (WSNs) can facilitate continuous monitoring of patients and increase early detection of emergency conditions and diseases. High density WSNs helps us to accurately monitor a remote environment by intelligently combining the data from the individual nodes. Due to energy capacity limitation of sensors, enhancing the lifetime and the reliability of WSNs are important factors in designing of these networks. The clustering strategies are verified as effective and practical algorithms for reducing energy consumption in WSNs and can tackle WSNs limitations. In this paper, an Energy-efficient weight-based Clustering Protocol (EWCP) is presented. Artificial retina is selected as a case study of WSNs applied in body sensors. Cluster heads’ (CHs) selection is equipped with energy efficient parameters. Moreover, cluster members are selected based on their distance to the selected CHs. Comparing with the other benchmark protocols, the lifetime of EWCP is improved significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=WSN" title="WSN">WSN</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20monitoring" title=" healthcare monitoring"> healthcare monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=weighted%20based%20clustering" title=" weighted based clustering"> weighted based clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=lifetime" title=" lifetime"> lifetime</a> </p> <a href="https://publications.waset.org/abstracts/62444/energy-efficient-clustering-protocol-in-wireless-sensor-networks-for-healthcare-monitoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62444.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">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Stimulating the Social Interaction Development of Children through Computer Play Activities: The Role of Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Halim%20Masnan"> Abd Halim Masnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a>, <a href="https://publications.waset.org/abstracts/search?q=Seah%20Siok%20Peh"> Seah Siok Peh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is based on three main objectives which are to identify children`s social interaction behaviour during computer play activities, teacher’s role and to explore teacher’s beliefs, views and knowledge about computers use in four Malaysian pre-schools.This qualitative study was carried out among 25 pre-school children and three teachers as the research sample. The data collection procedures involved structured observation which was to identify social interaction behavior among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers on the acquired of social interaction behavior development among the children. A variety of patterns can be seen within the peer interactions indicating that children exhibit a vast range of social interactions at the computer, and they varied each day. The findings of this study guide us to certain conclusions, which have implications in understanding the phenomena of how computers were used and how its relationship to the children’s social interactions emerge in the four Malaysian preschools. This study provides evidence that the children’s social interactions with peers and adults were mediated by the engagement of the children in the computer environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/54009/stimulating-the-social-interaction-development-of-children-through-computer-play-activities-the-role-of-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54009.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">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Survey the Effects of Climate in Traditional and Modern Architecture of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yousefali%20Ziari">Yousefali Ziari</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamidreza%20Joudaki"> Hamidreza Joudaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans have regularly been interacting with their environment, and have a close relation with their environment. House as a shelter which protects us against hot and cold weather and the other climatic occurrences in the environment has a close relation with climate. Before human could have access to the fossil fuels, preparing the comfort for the house was done by adjusting the building according to the climate conditions, and the help of natural resources. However after the man could access the fossil fuel, this way was forgotten, and caused much use of energy for heating & cooling. This research is trying to find some methods for designing suitable building that create comfort fitting with the zone by studying the climate condition of Arak city and as a result to find a way to reduce the use of energy and improving the design. So for the aim of this research we have used the statistics and information such as temperature, rain, wind and the approximate moisture from a period of 40 years from synoptic station of Arak. After specifying the climate of Arak by the use of effective temperature, Ulgi, Guni, Mahani and Ovenz indicator, we investigated the climate comfort conditions and the harmonious architecture with the climate and then some suggestion was given according to the climate situation of each month of the year and quality of human comfort according to this indicators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate" title="climate">climate</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture" title=" architecture"> architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20and%20modern%20architecture" title=" traditional and modern architecture"> traditional and modern architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=comfort%20indicator" title=" comfort indicator"> comfort indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=Arak%20city" title=" Arak city"> Arak city</a> </p> <a href="https://publications.waset.org/abstracts/31815/survey-the-effects-of-climate-in-traditional-and-modern-architecture-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31815.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">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Constraints Women Academician's Participation at Administrative Positions in Higher Education of Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahieh%20Mohajeri">Bahieh Mohajeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Sharif%20Mustaf"> Mohamad Sharif Mustaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Mokhtar"> Mahani Mokhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This paper attempts to set the stage for the exploration of female participation in administrative positions within non-western countries by reviewing the studies on female in administrative positions within non-western countries and suggesting guidelines for future studies in this area in developing countries. Methodology: The paper is based on a systematic review of papers that have been published in journals. Findings: The review focuses on constraints to female’s participation in higher education of developing countries (e.g. strong family responsibility, low levels of women faculty members, social values and gendered cultural factors). Practical Implications: Further guidelines for future examination of this field of study are suggested (e.g. adopting a different theoretical view).Value: The article is an initial attempt to gather knowledge about constraints of female administrators in higher education of developing countries. The subject has received less attention in studies on administration and gender. In addition, the article provides suggestions for future studies in order to understand women administrators’ experiences in different educational and cultural settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20position" title="administrative position">administrative position</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20administrator" title=" female administrator"> female administrator</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a> </p> <a href="https://publications.waset.org/abstracts/39173/constraints-women-academicians-participation-at-administrative-positions-in-higher-education-of-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39173.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">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Contribution of Spatial Teledetection to the Geological Mapping of the Imiter Buttonhole: Application to the Mineralized Structures of the Principal Corps B3 (CPB3) of the Imiter Mine (Anti-atlas, Morocco)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bouayachi%20Ali">Bouayachi Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Alikouss%20Saida"> Alikouss Saida</a>, <a href="https://publications.waset.org/abstracts/search?q=Baroudi%20Zouhir"> Baroudi Zouhir</a>, <a href="https://publications.waset.org/abstracts/search?q=Zerhouni%20Youssef"> Zerhouni Youssef</a>, <a href="https://publications.waset.org/abstracts/search?q=Zouhair%20Mohammed"> Zouhair Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=El%20Idrissi%20Assia"> El Idrissi Assia</a>, <a href="https://publications.waset.org/abstracts/search?q=Essalhi%20Mourad"> Essalhi Mourad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world-class Imiter silver deposit is located on the northern flank of the Precambrian Imiter buttonhole. This deposit is formed by epithermal veins hosted in the sandstone-pelite formations of the lower complex and in the basic conglomerates of the upper complex, these veins are controlled by a regional scale fault cluster, oriented N70°E to N90°E. The present work on the contribution of remote sensing on the geological mapping of the Imiter buttonhole and application to the mineralized structures of the Principal Corps B3. Mapping on satellite images is a very important tool in mineral prospecting. It allows the localization of the zones of interest in order to orientate the field missions by helping the localization of the major structures which facilitates the interpretation, the programming and the orientation of the mining works. The predictive map also allows for the correction of field mapping work, especially the direction and dimensions of structures such as dykes, corridors or scrapings. The use of a series of processing such as SAM, PCA, MNF and unsupervised and supervised classification on a Landsat 8 satellite image of the study area allowed us to highlight the main facies of the Imite area. To improve the exploration research, we used another processing that allows to realize a spatial distribution of the alteration mineral indices, and the application of several filters on the different bands to have lineament maps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=principal%20corps%20B3" title="principal corps B3">principal corps B3</a>, <a href="https://publications.waset.org/abstracts/search?q=teledetection" title=" teledetection"> teledetection</a>, <a href="https://publications.waset.org/abstracts/search?q=Landsat%208" title=" Landsat 8"> Landsat 8</a>, <a href="https://publications.waset.org/abstracts/search?q=Imiter%20II" title=" Imiter II"> Imiter II</a>, <a href="https://publications.waset.org/abstracts/search?q=silver%20mineralization" title=" silver mineralization"> silver mineralization</a>, <a href="https://publications.waset.org/abstracts/search?q=lineaments" title=" lineaments"> lineaments</a> </p> <a href="https://publications.waset.org/abstracts/150580/contribution-of-spatial-teledetection-to-the-geological-mapping-of-the-imiter-buttonhole-application-to-the-mineralized-structures-of-the-principal-corps-b3-cpb3-of-the-imiter-mine-anti-atlas-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150580.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">4</span> Using Thinking Blocks to Encourage the Use of Higher Order Thinking Skills among Students When Solving Problems on Fractions </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Halim%20Abdullah">Abdul Halim Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Liyana%20Zainal%20Abidin"> Nur Liyana Zainal Abidin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Mokhtar"> Mahani Mokhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an activity which can encourage students to use Higher Order Thinking Skills (HOTS). Learning fractions can be challenging for students since empirical evidence shows that students experience difficulties in solving the fraction problems. However, visual methods can help students to overcome the difficulties since the methods help students to make meaningful visual representations and link abstract concepts in Mathematics. Therefore, the purpose of this study was to investigate whether there were any changes in students’ HOTS at the four highest levels when learning the fractions by using Thinking Blocks. 54 students participated in a quasi-experiment using pre-tests and post-tests. Students were divided into two groups. The experimental group (n=32) received a treatment to improve the students’ HOTS and the other group acted as the control group (n=22) which used a traditional method. Data were analysed by using Mann-Whitney test. The results indicated that during post-test, students who used Thinking Blocks showed significant improvement in their HOTS level (p=0.000). In addition, the results of post-test also showed that the students’ performance improved significantly at the four highest levels of HOTS; namely, application (p=0.001), analyse (p=0.000), evaluate (p=0.000), and create (p=0.000). Therefore, it can be concluded that Thinking Blocks can effectively encourage students to use the four highest levels of HOTS which consequently enable them to solve fractions problems successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thinking%20Blocks" title="Thinking Blocks">Thinking Blocks</a>, <a href="https://publications.waset.org/abstracts/search?q=Higher%20Order%20Thinking%20Skills%20%28HOTS%29" title=" Higher Order Thinking Skills (HOTS)"> Higher Order Thinking Skills (HOTS)</a>, <a href="https://publications.waset.org/abstracts/search?q=fractions" title=" fractions"> fractions</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/55882/using-thinking-blocks-to-encourage-the-use-of-higher-order-thinking-skills-among-students-when-solving-problems-on-fractions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55882.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">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Exploring the Effectiveness and Challenges of Implementing Self-Regulated Learning to Improve Spoken English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Shaiful%20Islam">Md. Shaiful Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Bt.%20Stapa"> Mahani Bt. Stapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To help learners overcome their struggle in developing proficiency in spoken English, self-regulated learning strategies seem to be promising. Students in the private universities in Bangladesh are expected to communicate with the teachers, peers, and staff members in English, but most of them suffer from their inadequate oral communicative competence in English. To address this problem, the researchers adopted a qualitative research approach to answer the research questions. They employed the learner diary method to collect data from the first-semester undergraduate students of a reputed private university in Bangladesh who were involved in writing weekly diaries about their use of self-regulated learning strategies to improve speaking in an English speaking course. The learners were provided with prompts for writing the diaries. The thematic analysis method was applied to analyze the entries of the diaries for the identification of themes. Seven strategies related to the effectiveness of SRL for the improvement of spoken English were identified from the data, and they include goal-setting, strategic planning, identifying the sources of self-motivation, help-seeking, environmental restructuring, self-monitoring, and self-evaluation. However, the students reported in their diaries that they faced challenges that impeded their SRL strategy use. Five challenges were identified, and they entail the complex nature of SRL, lack of literacy on SRL, teachers’ preference for controlling the class, learners’ past habit of learning, and students’ addiction to gadgets. The implications the study addresses include revising the syllabus and curriculum, facilitating SRL training for students and teachers, and integrating SRL in the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=private%20university%20in%20Bangladesh" title="private university in Bangladesh">private university in Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20English" title=" spoken English"> spoken English</a> </p> <a href="https://publications.waset.org/abstracts/141021/exploring-the-effectiveness-and-challenges-of-implementing-self-regulated-learning-to-improve-spoken-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20support" title=" parent support"> parent support</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/53541/stimulating-young-children-social-interaction-behaviour-through-computer-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53541.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">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Stimulating the Social Emotional Development of Children through Play Activities: The Role of Teachers and Parents Support </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to identify the teacher’s role and parent’s participation to develop children`s socio emotion through play activities. This research is based on three main objectives which are to identify children`s socio emotion during play activities, teacher’s role and parent’s participation to develop children`s socio emotion. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify socio emotional development element among pre-school children through play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired socio emotional development among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on five main socio emotional elements among the pre-school children: 1) Cooperation, 2) Confidence and Courage, 3) Ability to communicate, 4) patience, and 5) Tolerance. The findings of this study were presented in the form of case to case manner from the researches sample. Findings revealed that the children showed positive outcomes on the socio emotional development during their play. Both teachers and parents showed positive perceptions towards the acquired socio emotional development during their play activities. In conclusion, this research summarizes that teacher’s role and parent’s support can improve children`s socio emotional development through play activities. As a whole, this research highlighted the significance of play activities as to stimulate socio emotional development among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20emotional" title="social emotional">social emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20activities" title=" play activities"> play activities</a>, <a href="https://publications.waset.org/abstracts/search?q=stimulating" title=" stimulating "> stimulating </a> </p> <a href="https://publications.waset.org/abstracts/31150/stimulating-the-social-emotional-development-of-children-through-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31150.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">407</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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