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completion functor</title> <meta name="description" content="Search results for: a-adic completion functor"> <meta name="keywords" content="a-adic completion functor"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="a-adic completion functor"> <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> 542</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: a-adic completion functor</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">332</span> Academic Skills Enhancement in Secondary School Students Undertaking Tertiary Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20White">Richard White</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Drabble"> Anne Drabble</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20O%E2%80%99Neill"> Maureen O’Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University of the Sunshine Coast (USC) offers secondary school students in the final two years of school (Years 11 and 12, 16 – 18 years of age) an opportunity to participate in a program which provides an accelerated pathway to tertiary studies. Whilst still at secondary school, the students undertake two first year university subjects that are required subjects in USC undergraduate degree programs. The program is called Integrated Learning Pathway (ILP) and offers a range of disciplines, including business, design, drama, education, and engineering. Between 2010 and 2014, 38% of secondary students who participated in an ILP program commenced undergraduate studies at USC following completion of secondary school studies. The research reported here considers “before and after” literacy and numeracy competencies of students to determine what impact participation in the ILP program has had on their academic skills. Qualitative and quantitative data has been gathered via numeracy and literacy testing of the students, and a survey asking the students to self-evaluate their numeracy and literacy skills, and reflect on their views of these academic skills. The research will enable improved targeting of teaching strategies so that students will acquire not only course-specific learning outcomes but also collateral academic skills. This enhancement of academic skills will improve undergraduate experience and improve student retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20skills%20enhancement" title="academic skills enhancement">academic skills enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20pathways" title=" accelerated pathways"> accelerated pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20teaching" title=" improved teaching"> improved teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20retention" title=" student retention"> student retention</a> </p> <a href="https://publications.waset.org/abstracts/49299/academic-skills-enhancement-in-secondary-school-students-undertaking-tertiary-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49299.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">308</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">331</span> Student Attitude towards Entrepreneurship: A South African and Dutch Comparison</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natanya%20Meyer">Natanya Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Johann%20Landsberg"> Johann Landsberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unemployment among the youth is a significant problem in South Africa. Large corporations and the public sector simply cannot create enough jobs. Too many youths in South Africa currently do not consider entrepreneurship as an option in order to become independent. Unlike the youth of the Netherlands, South African youth prefer to find employment in the public or private sector. The Netherlands has a much lower unemployment rate than South Africa and the Dutch are generally very entrepreneurial. From early on entrepreneurship is considered a desirable career option in the Netherlands. The purpose of this study was to determine whether there is a difference in the perceptions of some Dutch and South African students in terms of unemployment and entrepreneurship. Questionnaires were distributed to students at the North West University's Vaal Triangle campus in Vanderbijlpark in Gauteng, South Africa and the Technical University of Delft in the Netherlands. A descriptive statistical analysis approach was followed and the means for the independent questions were calculated. The results demonstrate that the Dutch students are not as concerned about unemployment after completion of their studies as this is not as significant a problem as it is in South Africa. Both groups had positive responses towards the posed questions, but the South African group felt more strongly about the issues. Both groups of students felt that there was a need for more practical entrepreneurship training. The South African education system should focus on practical entrepreneurship training from a young age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20development" title="entrepreneurship development">entrepreneurship development</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20development%20programmes" title=" entrepreneurship development programmes"> entrepreneurship development programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20intention" title=" entrepreneurship intention"> entrepreneurship intention</a>, <a href="https://publications.waset.org/abstracts/search?q=Netherlands" title=" Netherlands"> Netherlands</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/34569/student-attitude-towards-entrepreneurship-a-south-african-and-dutch-comparison" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34569.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">467</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">330</span> Contribution of Urban Agriculture to the Livelihood of Urban Dwellers in Ilorin West Local Government Area of Kwara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okunola%20Solomon%20Olufemi">Okunola Solomon Olufemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the contribution of urban agriculture to the livelihood of 107 respondents in Kwara State of Nigeria. The study employed structured questionnaire to collect relevant data for the study while descriptive statistics such as frequency distribution and percentage were employed to analyses the objectives. Most respondents (82.9%), were one time or the other in a married state and they had formal education (80.4%) while many of the lot (58.9%) had superior education ranging from OND to Ph.D level. These farmers were either retired government workers or those trying to argument their family income or trying to be food sufficient. Most of the respondents (77.4%) had a farm size of less than or equal to 3 hectares showing that most the urban farmers were smallholders which might be as a result of stiff completion for land resource. Most of the respondents had a relatively large family size of 6 and above members. Most respondents used family labor (59.8%). Respondents in the study area also made use of the cooperatives and daily contributions for loanable funds, while few respondents utilized the formal sector. .Urban agriculture accounted for 84.4% of the Livelihood outcomes of the respondents. While non-farming activities contributed 17.6%.Most of the respondents (31.8%) participated in non-farming activities to generate extra income while their major constraints were shortage of land both in term of access and tenure (34.1%), limited access to resource and agricultural inputs (29.3%), and prohibitive urban policies and regulation (23.2%). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poverty%20throes" title="poverty throes">poverty throes</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20agriculture" title=" urban agriculture"> urban agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=rigors%20of%20farming" title=" rigors of farming"> rigors of farming</a>, <a href="https://publications.waset.org/abstracts/search?q=non-farming" title=" non-farming"> non-farming</a>, <a href="https://publications.waset.org/abstracts/search?q=married%20state" title=" married state"> married state</a> </p> <a href="https://publications.waset.org/abstracts/157238/contribution-of-urban-agriculture-to-the-livelihood-of-urban-dwellers-in-ilorin-west-local-government-area-of-kwara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157238.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">67</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">329</span> Encouraging the Development of Scientific Literacy in Early Childhood Institutions: Croatian Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Vuji%C4%8Di%C4%87">L. Vujičić</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BD.%20Ivkovi%C4%87"> Ž. Ivković</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BD.%20Boneta"> Ž. Boneta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a widespread belief in everyday discourse that science subjects (physics, chemistry and biology) are, along with math, the most difficult school subjects in the education of an individual. This assumption is usually justified by the following facts: low GPA in these subjects, the number of pupils who fail these subjects is high in comparison to other subjects, and the number of pupils interested in continuing their studies in the fields with a focus on science subjects is lower compared to non-science-oriented fields. From that perspective, the project: “Could it be different? How do children explore it?” becomes extremely interesting because it is focused on young children and on the introduction of new methods, with aim of arousing interest in scientific literacy development in 10 kindergartens by applying the methodology of an action research, with an ethnographic approach. We define scientific literacy as a process of encouraging and nurturing the research and explorative spirit in children, as well as their natural potential and abilities that represent an object of scientific research: to learn about exploration by conducting exploration. Upon project completion, an evaluation questionnaire was created for the parents of the children who had participated in the project, as well as for those whose children had not been involved in the project. The purpose of the first questionnaire was to examine the level of satisfaction with the project implementation and its outcomes among those parents whose children had been involved in the project (N=142), while the aim of the second questionnaire was to find out how much the parents of the children not involved (N=154) in this activity were interested in this topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=documenting" title="documenting">documenting</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20questionnaire%20for%20parents" title=" evaluation questionnaire for parents"> evaluation questionnaire for parents</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy%20development" title=" scientific literacy development"> scientific literacy development</a> </p> <a href="https://publications.waset.org/abstracts/42441/encouraging-the-development-of-scientific-literacy-in-early-childhood-institutions-croatian-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42441.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">328</span> Attachment Patterns in a Sample of South African Children at Risk in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Renate%20Gericke">Renate Gericke</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Long"> Carol Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the robust empirical support of attachment, advancement in the description and conceptualization of attachment has been slow and has not significantly advanced beyond the identification of attachment security or type (namely, secure, avoidant, ambivalent and disorganized). This has continued despite papers arguing for theoretical refinement in the classification of attachment presentations. For thinking and practice to advance, it is critically important that these categories and their assessment be interrogated in different contexts and across developmental age. To achieve this, a quantitative design was used with descriptive and inferential statistics, and general linear models were employed to analyze the data. The Attachment Story Completion Test (ASCT) was administered to 105 children between the ages of eight and twelve from socio-economically deprived contexts with high exposure to trauma. A staggering 93% of the children had insecure attachments (specifically, avoidant 37%, disorganized 34% and ambivalent 22%) and attachment was more complex than currently conceptualized in the attachment literature. Primary attachment did not only present as one of four discreet categories, but 70% of the sample had a complex attachment with more than one type of maternal attachment style. Attachment intensity also varied along a continuum (between 1 and 5). The findings have implications for a) research that has not considered the potential complexity of attachment or attachment intensity, b) policy to more actively support mother-infant dyads, particularly in high-risk contexts and c) question the applicability of a western conceptualization of a primary maternal attachment figure in non-western collectivist societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20at%20risk" title=" children at risk"> children at risk</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20childhood" title=" middle childhood"> middle childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=non-western%20context" title=" non-western context"> non-western context</a> </p> <a href="https://publications.waset.org/abstracts/107719/attachment-patterns-in-a-sample-of-south-african-children-at-risk-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107719.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">192</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">327</span> Transforming Professional Learning Communities and Centers: A Case Study of Luck Now District, Uttar Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarvada%20Nand">Sarvada Nand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher quality is directly proportional to the achievement level of students. Recent researches reveal that the teacher learning communities enhance the quality of teacher. It is a proven fact that community does help in enhancing teachers’ self-esteem as professionals, their teaching skills and enhancing classroom transaction that results in the higher achievement of students. The purpose of this study is to develop TLC and provide them platform where they share their views and ideas on various academic issues. The study examines how teachers conceptualize TLCs, up to what extent TLC help in developing professionalism among teachers and how they prepare themselves for the days to come. In this study, pre-test in five subjects, Hindi, English, Mathematics, Science and Social Studies was conducted and a questionnaire was designed to judge the teachers' attitude towards teaching practice. After completion of the project duration of three and a half-month, an exercise of post-test was conducted in all the above subjects. The post tests show tremendous improvements in achievement level of those students who were regular in their classes and were attended through this new method. A visible shift in teacher’s attitude is seen for the better. They were able to realize their own potentials. There was a group of Facilitators formed to perform continuously supervision and monitor in regular intervals so that they could easily handle the challenges, and factors much important for the attainment towards the fulfillment of the objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20learning%20communities" title="teacher learning communities">teacher learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20practice" title=" best practice"> best practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a> </p> <a href="https://publications.waset.org/abstracts/52410/transforming-professional-learning-communities-and-centers-a-case-study-of-luck-now-district-uttar-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">326</span> The Impact of Management Competency, Project Team, and Process Design to Corporate Performance through Implementing the Self-Development ERP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeplin%20Jiwa%20Husada%20Tarigan">Zeplin Jiwa Husada Tarigan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sautma%20Ronni%20Basana"> Sautma Ronni Basana</a>, <a href="https://publications.waset.org/abstracts/search?q=Widjojo%20Suprapto"> Widjojo Suprapto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Manufacturing companies in East Java develop their own ERP system or alter the ERP system which is developed by other companies to suit their needs. To make their own system, the companies mostly assign several employees from various departments to create a project team, and the employees are from the departments that are going to utilize the ERP system as the integrated data. The project team decides the making of the ERP system from the preparation stage until the going live implementation process. In designing the business process, the top management is working together with the project team until the project is accomplished. The completion of the ERP projects depends on the project to be undertaken itself, the strategy chosen to complete the project, the work method selection, the measurement system to monitor the project, the evaluation system of the project, and, in the end, the declaration of 'going live' of the ERP project. There is an increase in the business performance for the companies that have implemented the information technology or ERP as they manage to integrate all management functions within their companies. To investigate, some questionnaires are distributed to 100 manufacturing companies, and 90 questionnaires are returned; however, there are only 46 companies that develop their own ERP system, so the response rate is 46%. The result of data analysis using PLS shows that the management competency brings impacts to the project team and the process design. The process design is adjusted to the real process in order to implement the ERP, but it does not bring direct impacts to the business performance. The implementation of ERP brings positive impacts to the company business performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20competency" title="management competency">management competency</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20team" title=" project team"> project team</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20design" title=" process design"> process design</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20implementation" title=" ERP implementation"> ERP implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20performance" title=" business performance "> business performance </a> </p> <a href="https://publications.waset.org/abstracts/81600/the-impact-of-management-competency-project-team-and-process-design-to-corporate-performance-through-implementing-the-self-development-erp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">325</span> Technology and Educational Gaps: A Literature Review on the Proportionate Infusion of Technology into Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamika%20Gordon">Tamika Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As technology continues to progress every second, educational institutions attempt to stay abreast of the latest developments through the acquisition of technological devices. Within schools, soft and hard technologies have assisted with reaching more students and expedient communication. As schools continue to grow, the need for simultaneous communication and efficient feedback has grown, and technology has allowed for these avenues to be explored and incorporated within a variety of daily operations. With the rapid inclusion of technology comes the potential for less face-to-face interactions among stakeholders. Although technology plays an integral role in education, the elements of both soft and hard technological devices must be proportionally utilized and coexist for the overall advancement and longevity of organizations. Over 20 articles were referenced to obtain a multitude of views on technology reflecting effects for students and teachers. Throughout this literature review, the effects of technology in the workplace will be discussed including views of current researchers, pros and cons surrounding technological inclusion, and implications for future research and further consideration. Upon the completion of the literature review, the benefits and necessity of technology remained high, however, low availability of resources, limited exposure to technological devices, and decreasing soft skills remained high as well. Recommendations are made for proportionate balances of technology and face-to-face interactions in order to minimize societal, educational, and organizational gaps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=devices" title=" devices"> devices</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=organizations" title=" organizations"> organizations</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/55518/technology-and-educational-gaps-a-literature-review-on-the-proportionate-infusion-of-technology-into-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55518.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">232</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">324</span> Legal Warranty in Real Estate Registry in Albania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elona%20Saliaj">Elona Saliaj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The registration of real estate in Albania after the 90's has been a long process in time and with high cost for the country. Passing the registration system from a centralized system to a free market private system, it’s accompanied by legal uncertainties that have led to economic instability. The reforms that have been undertaken in terms of property rights have been numerous and continuous throughout the years. But despite the reforms, the system of registration of real estate, has failed to be standards requirements established by the European Union. The completion of initial registration of real estate, legal treatment of previous owners or legalization of illegal constructions remain among the main problems that prevent the development of the country in its economic sector. The performance of the registration of real estate system and dealing with issues that have appeared in the Court of First Instance, the civil section of the Albanian constitute the core of handling this analysis. This paper presents a detailed analysis on the registration system that is chosen to be applied in our country for real estate. In its content it is also determined the institution that administrates these properties, the management technique and the law that determinate its functionality. The strategy is determined for creating a modern and functional registration system and for the country remains a challenge to achieve. Identifying practical problems and providing their solutions are also the focus of reference in order to improve and modernize this important system to a state law that aims to become a member of the European Union. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=real%20estates%20registration%20system" title="real estates registration system">real estates registration system</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20aspects" title=" comparative aspects"> comparative aspects</a>, <a href="https://publications.waset.org/abstracts/search?q=cadastral%20area" title=" cadastral area"> cadastral area</a>, <a href="https://publications.waset.org/abstracts/search?q=property%20certificate" title=" property certificate"> property certificate</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20reform" title=" legal reform"> legal reform</a> </p> <a href="https://publications.waset.org/abstracts/23609/legal-warranty-in-real-estate-registry-in-albania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23609.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">491</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">323</span> School Discipline Starts Early: Mindfulness as a Self-discipline Tool in the Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Koumi">Ioanna Koumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the intervention presented is to show the positive effects a mindfulness programme can have on the behaviour of preschoolers (years 4-6). The programme was implemented as part of the psychologist's work in 5 preschool units on the Greek island of Chios. Classroom-based activities of mindfulness were shown and practiced in 5 sessions, in collaboration with teachers, in order to make preschoolers aware of how their brain affects their behaviour, as well as of how they can have more positive behaviours, especially in instances of negative feelings. The outcomes of the intervention were assessed via questionnaire completion before and after the sessions by the teachers, as well as focus groups procedures with students, teachers, and parents. Implications of how mindfulness programmes can also be implemented at home are further discussed. School year in which the programme is being implemented: 2022-23 Intervention method: based on basic mindfulness theory and practice, the 220 students (age 4-6) in 11 classes of the 5 preschools that participated were given lessons of how to become aware of their states of focusing, regulation, attention, emotional situation, as well as body and social situations. Furthermore, the preschoolers were encouraged to make more mindful choices when it came to negative situations and emotions. Assessment method: The school as a caring community Profile II – Questionnaire completed by 20 preschool teachers prior to and after the intervention, Focus group sessions with teachers, students, parents at the end of the intervention Results: the assessment will be completed in May 2023. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool" title="preschool">preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness%20training" title=" mindfulness training"> mindfulness training</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20development" title=" social-emotional development"> social-emotional development</a> </p> <a href="https://publications.waset.org/abstracts/159833/school-discipline-starts-early-mindfulness-as-a-self-discipline-tool-in-the-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159833.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">96</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">322</span> Portfolio Management for Construction Company during Covid-19 Using AHP Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sareh%20Rajabi">Sareh Rajabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Salwa%20Bheiry"> Salwa Bheiry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In general, Covid-19 created many financial and non-financial damages to the economy and community. Level and severity of covid-19 as pandemic case varies over the region and due to different types of the projects. Covid-19 virus emerged as one of the most imperative risk management factors word-wide recently. Therefore, as part of portfolio management assessment, it is essential to evaluate severity of such risk on the project and program in portfolio management level to avoid any risky portfolio. Covid-19 appeared very effectively in South America, part of Europe and Middle East. Such pandemic infection affected the whole universe, due to lock down, interruption in supply chain management, health and safety requirements, transportations and commercial impacts. Therefore, this research proposes Analytical Hierarchy Process (AHP) to analyze and assess such pandemic case like Covid-19 and its impacts on the construction projects. The AHP technique uses four sub-criteria: Health and safety, commercial risk, completion risk and contractual risk to evaluate the project and program. The result will provide the decision makers with information which project has higher or lower risk in case of Covid-19 and pandemic scenario. Therefore, the decision makers can have most feasible solution based on effective weighted criteria for project selection within their portfolio to match with the organization’s strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=portfolio%20management" title="portfolio management">portfolio management</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20hierarchy%20process%20technique" title=" analytical hierarchy process technique"> analytical hierarchy process technique</a> </p> <a href="https://publications.waset.org/abstracts/130424/portfolio-management-for-construction-company-during-covid-19-using-ahp-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130424.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">109</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">321</span> Pragmatic Competence of Jordanian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Mahmoud%20Hammouri">Dina Mahmoud Hammouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the Jordanian EFL learners’ pragmatic competence through their production of the speech acts of responding to requests, making suggestions, making threats and expressing farewells. The sample of the study consists of 130 Jordanian EFL learners and native speakers. 2600 responses were collected through a Discourse Completion Test (DCT). The findings of the study revealed that the tested students showed similarities and differences in performing the strategies of four speech acts. Differences in the students’ performances led to pragmatic failure instances. The pragmatic failure committed by students refers to a lack of linguistic competence (i.e., pragmalinguistic failure), sociocultural differences and pragmatic transfer (i.e., sociopragmatic failure). EFL learners employed many mechanisms to maintain their communicative competence; the analysis of the test on speech acts showed learners’ tendency towards using particular strategies, resorting to modify strategies and relating them to their grammatical competence, prefabrication, performing long forms, buffing and transfer. The results were also suggestive of the learners’ lack of pragmalinguistic and sociopragmatic knowledge. The implications of this study are for language teachers to teach interlanguage pragmatics explicitly in EFL contexts to draw learners’ attention to both pragmalinguistic and sociopragmatic features, pay more attention to these areas and allocate more time and practice to solve learners’ problems in these areas. The implication of this study is also for pedagogical material designers to provide sufficient and well-organized pragmatic input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20failure" title="pragmatic failure">pragmatic failure</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian%20EFL%20learner" title=" Jordanian EFL learner"> Jordanian EFL learner</a>, <a href="https://publications.waset.org/abstracts/search?q=sociopragmatic%20competence" title=" sociopragmatic competence"> sociopragmatic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmalinguistic%20competence" title=" pragmalinguistic competence"> pragmalinguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/171491/pragmatic-competence-of-jordanian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171491.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">80</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">320</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.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">461</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">319</span> Problems in English into Thai Translation Normally Found in Thai University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anochao%20Phetcharat">Anochao Phetcharat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study problems of translation basic knowledge, particularly from English into Thai. The researcher used 38 2nd-year non-English speaking students of Suratthani Rajabhat University as samples. The samples were required to translate an A4-sized article from English into Thai assigned as a part of BEN0202 Translation for Business, a requirement subject for Business English Department, which was also taught by the researcher. After completion of the translation, numerous problems were found and the research grouped them into 4 major types. The normally occurred problems in English-Thai translation works are the lack of knowledge in terms of parts of speech, word-by-word translation employment, misspellings as well as the poor knowledge in English language structure. However, this research is currently under the process of data analysis and shall be completed by the beginning of August. The researcher, nevertheless, predicts that all the above-mentioned problems, will support the researcher’s hypothesizes, that are; 1) the lack of knowledge in terms of parts of speech causes the mistranslation problem; 2) employing word-by-word translation technique hugely results in the mistranslation problem; 3) misspellings yields the mistranslation problem; and 4) the poor knowledge in English language structure also brings about translation errors. The research also predicts that, of all the aforementioned problems, the following ones are found the most, respectively: the poor knowledge in English language structure, word-by-word translation employment, the lack of knowledge in terms of parts of speech, and misspellings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem" title="problem">problem</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai" title=" Thai"> Thai</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/33566/problems-in-english-into-thai-translation-normally-found-in-thai-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33566.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">436</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">318</span> A Highly Efficient Broadcast Algorithm for Computer Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ganesh%20Nandakumaran">Ganesh Nandakumaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Karaata"> Mehmet Karaata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A wave is a distributed execution, often made up of a broadcast phase followed by a feedback phase, requiring the participation of all the system processes before a particular event called decision is taken. Wave algorithms with one initiator such as the 1-wave algorithm have been shown to be very efficient for broadcasting messages in tree networks. Extensions of this algorithm broadcasting a sequence of waves using a single initiator have been implemented in algorithms such as the m-wave algorithm. However as the network size increases, having a single initiator adversely affects the message delivery times to nodes further away from the initiator. As a remedy, broadcast waves can be allowed to be initiated by multiple initiator nodes distributed across the network to reduce the completion time of broadcasts. These waves initiated by one or more initiator processes form a collection of waves covering the entire network. Solutions to global-snapshots, distributed broadcast and various synchronization problems can be solved efficiently using waves with multiple concurrent initiators. In this paper, we propose the first stabilizing multi-wave sequence algorithm implementing waves started by multiple initiator processes such that every process in the network receives at least one sequence of broadcasts. Due to being stabilizing, the proposed algorithm can withstand transient faults and do not require initialization. We view a fault as a transient fault if it perturbs the configuration of the system but not its program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20computing" title="distributed computing">distributed computing</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-node%20broadcast" title=" multi-node broadcast"> multi-node broadcast</a>, <a href="https://publications.waset.org/abstracts/search?q=propagation%20of%20information%20with%20feedback%20and%20cleaning%20%28PFC%29" title=" propagation of information with feedback and cleaning (PFC)"> propagation of information with feedback and cleaning (PFC)</a>, <a href="https://publications.waset.org/abstracts/search?q=stabilization" title=" stabilization"> stabilization</a>, <a href="https://publications.waset.org/abstracts/search?q=wave%20algorithms" title=" wave algorithms"> wave algorithms</a> </p> <a href="https://publications.waset.org/abstracts/22312/a-highly-efficient-broadcast-algorithm-for-computer-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22312.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">504</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">317</span> The Effect of Aerobic Exercise Training on the Improvement of Nursing Staff's Sleep Quality: A Randomized Controlled Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niu%20Shu%20Fen">Niu Shu Fen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sleep disturbance is highly prevalent among shift-working nurses. We aimed to evaluate whether aerobic exercise (i.e., walking combined with jogging) improves objective Sleepparameters among female nurses at the end of an 8-week exercise program and 4 weeks after study completion. This single-blinded, parallel design, randomized controlled trial was conducted in the floor classroom of a would-be medical center in northern Taiwan. Sixtyeligible female nurses were randomly assigned to either aerobic exercise (n = 30) or usual care (n = 30) group. The moderate-intensity aerobic exercise program was performed over 5days (60 min per day) a week for 8 weeks after work hours. Objective sleep outcomes including total sleep time (TST), sleep onset latency (SOL), wake after sleep onset (WASO), and sleep efficiency (SE), were retrieved using an Actigraph device. A generalized estimated equation model was used for data analyses. The aerobic exercise group had significant improvements in TST and SE at 4 weeks and 8 weeks compared with baseline evaluation(TST: B = 70.49 and 55.96, both p < 0.001; SE: B = 5.21 and 3.98, p < 0.001 and 0.002).Significant between-group differences were observed in SOL and WASO at 4 weeks but not8 weeks compared with the baseline evaluation (SOL: B = −7.18, p = 0.03; WASO: B =−11.38, p = 0.008). The positive lasting effects for TST were observed only until the 4-week follow-up. To improve sleep quality and quantity, we encourage female nurses to regularly perform moderate-intensity aerobic exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sleep%20quality" title="sleep quality">sleep quality</a>, <a href="https://publications.waset.org/abstracts/search?q=aerobic%20exercise" title=" aerobic exercise"> aerobic exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=shift%20work" title=" shift work"> shift work</a> </p> <a href="https://publications.waset.org/abstracts/143351/the-effect-of-aerobic-exercise-training-on-the-improvement-of-nursing-staffs-sleep-quality-a-randomized-controlled-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143351.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">144</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">316</span> Preservice EFL Teachers in a Blended Professional Development Program: Learning to Teach Speech Acts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of a blended professional development program on preservice EFL (English as a foreign language) teachers’ learning to teach speech acts with the advent of Information and Communication Technology, researchers and scholars underscore the significance of integrating online and face-to-face learning opportunities in the teacher education field. Yet, a paucity of evidence has been documented to investigate the extent to which such a blended professional learning model may impact real classroom practice and student learning outcome. This yearlong project involves various stakeholders, including 25 preservice teachers, 5 English professionals, and 45 secondary school students. Multiple data sources collected are surveys, interviews, reflection journals, online discussion messages, artifacts, and discourse completion tests. Relying on the theoretical lenses of Community of Inquiry, data analysis depicts the nature and process of preservice teachers’ professional development in this blended learning community, which triggers and fosters both face-to-face and synchronous/asynchronous online interactions among preservice teachers and English professionals (i.e., university faculty and in-service teachers). Also included is the student learning outcome after preservice teachers put what they learn from the support community into instructional practice. Pedagogical implications and research suggestions are further provided based on the research findings and limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20professional%20development" title="blended professional development">blended professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20EFL%20teachers" title=" preservice EFL teachers"> preservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act%20instruction" title=" speech act instruction"> speech act instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a> </p> <a href="https://publications.waset.org/abstracts/62324/preservice-efl-teachers-in-a-blended-professional-development-program-learning-to-teach-speech-acts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62324.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">225</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">315</span> Error Analysis of Pronunciation of French by Sinhala Speaking Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandeera%20Gunawardena">Chandeera Gunawardena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research analyzes the pronunciation errors encountered by thirty Sinhala speaking learners of French on the assumption that the pronunciation errors were systematic and they reflect the interference of the native language of the learners. The thirty participants were selected using random sampling method. By the time of the study, the subjects were studying French as a foreign language for their Bachelor of Arts Degree at University of Kelaniya, Sri Lanka. The participants were from a homogenous linguistics background. All participants speak the same native language (Sinhala) thus they had completed their secondary education in Sinhala medium and during which they had also learnt French as a foreign language. A battery operated audio tape recorder and a 120-minute blank cassettes were used for recording. A list comprised of 60 words representing all French phonemes was used to diagnose pronunciation difficulties. Before the recording process commenced, the subjects were requested to familiarize themselves with the words through reading them several times. The recording was conducted individually in a quiet classroom and each recording approximately took fifteen minutes. Each subject was required to read at a normal speed. After the completion of recording, the recordings were replayed to identify common errors which were immediately transcribed using the International Phonetic Alphabet. Results show that Sinhala speaking learners face problems with French nasal vowels and French initial consonants clusters. The learners also exhibit errors which occur because of their second language (English) interference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title="error analysis">error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20difficulties" title=" pronunciation difficulties"> pronunciation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20errors" title=" pronunciation errors"> pronunciation errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala%20speaking%20learners%20of%20French" title=" Sinhala speaking learners of French"> Sinhala speaking learners of French</a> </p> <a href="https://publications.waset.org/abstracts/14520/error-analysis-of-pronunciation-of-french-by-sinhala-speaking-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14520.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">210</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">314</span> The Relationship between Characteristics of Nurses and Organizational Commitment of Nurses in Geriatric Intermediate Care Facilities in Japan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chiharu%20Miyata">Chiharu Miyata</a>, <a href="https://publications.waset.org/abstracts/search?q=Hidenori%20Arai"> Hidenori Arai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The quality of care in geriatric intermediate facilities (GIFs) in Japan is not in a satisfied level. To improve it, it is crucial to reconsider nurses’ professionalism. Our goal is to create an organizational system that allows nurses to succeed professionally. To do this, we must first discuss the relationship between nurses’ characteristics and the organization. Objectives: The aim of the present study was to determine the extent to which demographic and work-related factors are related to organizational commitment among nurses in GIFs. Method: A quantitative, cross-sectional method was adopted, using a self-completion questionnaire survey. The questionnaires consisted of 49 items for job satisfaction, the three-dimensional commitment model of organizational commitment and the background information of respondents. Results: A total of 1,189 nurses participated. Of those, 91% (n=1084) were women, and mean age was 48.2 years. Most participants were staff nurses (n=791; 66%). Significant differences in 'affective commitment' (AC) scores were found for age (p < .001), overall work experience (p < .001), and work status (p < .001). For work experience in the current facility, significant differences were found in all organizational commitment scores (p < .001). The group with high job satisfaction scored significantly higher in all types of organizational commitment (p < 0.001). Conclusions: These results led to a conclusion that understanding the expectations of nurses at the workplace to adapt with the organization, and creating a work environment that clarifies contents of tasks, especially allowing for nurses to feel significance and achievement with tasks, would increase AC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geriatric%20intermediate%20care%20facilities" title="geriatric intermediate care facilities">geriatric intermediate care facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=geriatric%20nursing" title=" geriatric nursing"> geriatric nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a> </p> <a href="https://publications.waset.org/abstracts/102724/the-relationship-between-characteristics-of-nurses-and-organizational-commitment-of-nurses-in-geriatric-intermediate-care-facilities-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102724.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">313</span> The Implementation of the Lean Six Sigma Production Process in a Telecommunications Company in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Fontanillas">Carlos Fontanillas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of the lean six sigma methodology aims to implement practices to systematically improve processes by eliminating defects, making them cheaper. The implementation of projects with the methodology uses a division into five phases: definition, measurement, analysis, implementation, and control. In this process, it is understood that the implementation of said methodology generates benefits to organizations that adhere through the improvement of their processes. In the case of a telecommunications company, it was realized that the implementation of a lean six sigma project contributed to the improvement of the presented process, generating a financial return with the avoided cost. However, such study has limitations such as a specific segment of performance and procedure, i.e., it can not be defined that return under other circumstances will be the same. It is also concluded that lean six sigma projects tend to contribute to improved processes evaluated due to their methodology that is based on statistical analysis and quality management tools and can generate a financial return. It is hoped that the present study can be used to provide a clearer view of the methodology for entrepreneurs who wish to implement process improvement actions in their companies, as well as to provide a foundation for professionals working with lean six sigma projects. After the review of the processes, the completion of the project stages and the monitoring for three months in partnership with the owner of the process to ensure the effectiveness of the actions, the project was completed with the objective reached. There was an average of 60% reduction with the issuance of undue invoices generated after the deactivation and it was possible to extend the project to other companies, which allowed a reduction well above the initially stipulated target. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=process" title=" process"> process</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20six%20sigma" title=" lean six sigma"> lean six sigma</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a> </p> <a href="https://publications.waset.org/abstracts/108150/the-implementation-of-the-lean-six-sigma-production-process-in-a-telecommunications-company-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108150.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">129</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">312</span> Integrated Clean Development Mechanism and Risk Management Approach for Infrastructure Transportation Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Debasis%20Sarkar">Debasis Sarkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Clean development mechanism (CDM) can act as an effective instrument for mitigating climate change. This mechanism can effectively reduce the emission of CO2 and other green house gases (GHG). Construction of a mega infrastructure project like underground corridor construction for metro rail operation involves in consumption of substantial quantity of concrete which consumes huge quantity of energy consuming materials like cement and steel. This paper is an attempt to develop an integrated clean development mechanism and risk management approach for sustainable development for an underground corridor metro rail project in India during its construction phase. It was observed that about 35% reduction in CO2 emission can be obtained by adding fly ash as a part replacement of cement. The reduced emission quantity of CO2 which is of the quantum of about 21,646.36 MT would result in cost savings of approximately INR 8.5 million (USD 1,29,878).But construction and operation of such infrastructure projects of the present era are subject to huge risks and uncertainties throughout all the phases of the project, thus reducing the probability of successful completion of the project within stipulated time and cost frame. Thus, an integrated approach of combining CDM with risk management would enable the metro rail authorities to develop a sustainable risk mitigation measure framework to ensure more cost and energy savings and lesser time and cost over-run. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clean%20development%20mechanism%20%28CDM%29" title="clean development mechanism (CDM)">clean development mechanism (CDM)</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure%20transportation" title=" infrastructure transportation"> infrastructure transportation</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20risk%20management" title=" project risk management"> project risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=underground%20metro%20rail" title=" underground metro rail "> underground metro rail </a> </p> <a href="https://publications.waset.org/abstracts/24661/integrated-clean-development-mechanism-and-risk-management-approach-for-infrastructure-transportation-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24661.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">474</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">311</span> An Assessment of Bathymetric Changes in the Lower Usuma Reservoir, Abuja, Nigera</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rayleigh%20Dada%20Abu">Rayleigh Dada Abu</a>, <a href="https://publications.waset.org/abstracts/search?q=Halilu%20Ahmad%20Shaba"> Halilu Ahmad Shaba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Siltation is a serious problem that affects public water supply infrastructures such as dams and reservoirs. It is a major problem which threatens the performance and sustainability of dams and reservoirs. It reduces the dam capacity for flood control, potable water supply, changes water stage, reduces water quality and recreational benefits. The focus of this study is the Lower Usuma reservoir. At completion the reservoir had a gross storage capacity of 100 × 106 m3 (100 million cubic metres), a maximum operational level of 587.440 m a.s.l., with a maximum depth of 49 m and a catchment area of 241 km2 at dam site with a daily designed production capacity of 10,000 cubic metres per hour. The reservoir is 1,300 m long and feeds the treatment plant mainly by gravity. The reservoir became operational in 1986 and no survey has been conducted to determine its current storage capacity and rate of siltation. Hydrographic survey of the reservoir by integrated acoustic echo-sounding technique was conducted in November 2012 to determine the level and rate of siltation. The result obtained shows that the reservoir has lost 12.0 meters depth to siltation in 26 years of its operation; indicating 24.5% loss in installed storage capacity. The present bathymetric survey provides baseline information for future work on siltation depth and annual rates of storage capacity loss for the Lower Usuma reservoir. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sedimentation" title="sedimentation">sedimentation</a>, <a href="https://publications.waset.org/abstracts/search?q=lower%20Usuma%20reservoir" title=" lower Usuma reservoir"> lower Usuma reservoir</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustic%20echo%20sounder" title=" acoustic echo sounder"> acoustic echo sounder</a>, <a href="https://publications.waset.org/abstracts/search?q=bathymetric%20survey" title=" bathymetric survey "> bathymetric survey </a> </p> <a href="https://publications.waset.org/abstracts/18965/an-assessment-of-bathymetric-changes-in-the-lower-usuma-reservoir-abuja-nigera" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18965.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">515</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">310</span> The Review of Permanent Downhole Monitoring System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jing%20Hu">Jing Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dong%20Yang"> Dong Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasingly difficult development and operating environment of exploration, there are many new challenges and difficulties in developing and exploiting oil and gas resources. These include the ability to dynamically monitor wells and provide data and assurance for the completion and production of high-cost and complex wells. A key technology in providing these assurances and maximizing oilfield profitability is real-time permanent reservoir monitoring. The emergence of optical fiber sensing systems has gradually begun to replace traditional electronic systems. Traditional temperature sensors can only achieve single-point temperature monitoring, but fiber optic sensing systems based on the Bragg grating principle have a high level of reliability, accuracy, stability, and resolution, enabling cost-effective monitoring, which can be done in real-time, anytime, and without well intervention. Continuous data acquisition is performed along the entire wellbore. The integrated package with the downhole pressure gauge, packer, and surface system can also realize real-time dynamic monitoring of the pressure in some sections of the downhole, avoiding oil well intervention and eliminating the production delay and operational risks of conventional surveys. Real-time information obtained through permanent optical fibers can also provide critical reservoir monitoring data for production and recovery optimization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PDHM" title="PDHM">PDHM</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20fiber" title=" optical fiber"> optical fiber</a>, <a href="https://publications.waset.org/abstracts/search?q=coiled%20tubing" title=" coiled tubing"> coiled tubing</a>, <a href="https://publications.waset.org/abstracts/search?q=photoelectric%20composite%20cable" title=" photoelectric composite cable"> photoelectric composite cable</a>, <a href="https://publications.waset.org/abstracts/search?q=digital-oilfield" title=" digital-oilfield"> digital-oilfield</a> </p> <a href="https://publications.waset.org/abstracts/158218/the-review-of-permanent-downhole-monitoring-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158218.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">79</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">309</span> Supply Chains Resilience within Machine-Made Rug Producers in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malihe%20Shahidan">Malihe Shahidan</a>, <a href="https://publications.waset.org/abstracts/search?q=Azin%20Madhi"> Azin Madhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Meisam%20Shahbaz"> Meisam Shahbaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the role of supply chains in sustaining businesses and establishing their superiority in the market has been under focus. The realization of the goals and strategies of a business enterprise is largely dependent on the cooperation of the chain, including suppliers, distributors, retailers, etc. Supply chains can potentially be disrupted by both internal and external factors. In this paper, resilience strategies have been identified and analyzed in three levels: sourcing, producing, and distributing by considering economic depression as a current risk factor for the machine-made rugs industry. In this study, semi-structured interviews for data gathering and thematic analysis for data analysis are applied. Supply chain data has been gathered from seven rug factories before and after the economic depression through semi-structured interviews. The identified strategies were derived from literature review and validated by collecting data from a group of eighteen industry and university experts, and the results were analyzed using statistical tests. Finally, the outsourcing of new products and products in the new market, the development and completion of the product portfolio, the flexibility in the composition and volume of products, the expansion of the market to price-sensitive, direct sales, and disintermediation have been determined as strategies affecting supply chain resilience of machine-made rugs' industry during an economic depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distribution" title="distribution">distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20depression" title=" economic depression"> economic depression</a>, <a href="https://publications.waset.org/abstracts/search?q=machine-made%20rug" title=" machine-made rug"> machine-made rug</a>, <a href="https://publications.waset.org/abstracts/search?q=outsourcing" title=" outsourcing"> outsourcing</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a>, <a href="https://publications.waset.org/abstracts/search?q=sourcing" title=" sourcing"> sourcing</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain" title=" supply chain"> supply chain</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20resilience" title=" supply chain resilience"> supply chain resilience</a> </p> <a href="https://publications.waset.org/abstracts/142604/supply-chains-resilience-within-machine-made-rug-producers-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142604.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">162</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">308</span> The Study of Rapid Entire Body Assessment and Quick Exposure Check Correlation in an Engine Oil Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Ashouria">Mohammadreza Ashouria</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Motamedzadeb"> Majid Motamedzadeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid Entire Body Assessment (REBA) and Quick Exposure Check (QEC) are two general methods to assess the risk factors of work-related musculoskeletal disorders (WMSDs). This study aimed to compare ergonomic risk assessment outputs from QEC and REBA in terms of agreement in distribution of postural loading scores based on analysis of working postures. This cross-sectional study was conducted in an engine oil company in which 40 jobs were studied. A trained occupational health practitioner observed all jobs. Job information was collected to ensure the completion of ergonomic risk assessment tools, including QEC, and REBA. The result revealed that there was a significant correlation between final scores (r=0.731) and the action levels (r =0.893) of two applied methods. Comparison between the action levels and final scores of two methods showed that there was no significant difference among working departments. Most of the studied postures acquired low and moderate risk level in QEC assessment (low risk=20%, moderate risk=50% and High risk=30%) and in REBA assessment (low risk=15%, moderate risk=60% and high risk=25%).There is a significant correlation between two methods. They have a strong correlation in identifying risky jobs and determining the potential risk for incidence of WMSDs. Therefore, there is a possibility for researchers to apply interchangeably both methods, for postural risk assessment in appropriate working environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observational%20method" title="observational method">observational method</a>, <a href="https://publications.waset.org/abstracts/search?q=QEC" title=" QEC"> QEC</a>, <a href="https://publications.waset.org/abstracts/search?q=REBA" title=" REBA"> REBA</a>, <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20disorders" title=" musculoskeletal disorders"> musculoskeletal disorders</a> </p> <a href="https://publications.waset.org/abstracts/46223/the-study-of-rapid-entire-body-assessment-and-quick-exposure-check-correlation-in-an-engine-oil-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46223.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">360</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">307</span> Lipidomic Response to Neoadjuvant Chemoradiotherapy in Rectal Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20O.%20Carvalho">Patricia O. Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcia%20C.%20F.%20Messias"> Marcia C. F. Messias</a>, <a href="https://publications.waset.org/abstracts/search?q=Salvador%20Sanchez%20Vinces"> Salvador Sanchez Vinces</a>, <a href="https://publications.waset.org/abstracts/search?q=Caroline%20F.%20A.%20Gatinoni"> Caroline F. A. Gatinoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Vitor%20P.%20Iordanu"> Vitor P. Iordanu</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20A.%20R.%20Martinez"> Carlos A. R. Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lipidomics methods are widely used in the identification and validation of disease-specific biomarkers and therapy response evaluation. The present study aimed to identify a panel of potential lipid biomarkers to evaluate response to neoadjuvant chemoradiotherapy in rectal adenocarcinoma (RAC). Liquid chromatography–mass spectrometry (LC-MS)-based untargeted lipidomic was used to profile human serum samples from patients with clinical stage T2 or T3 resectable RAC, after and before chemoradiotherapy treatment. A total of 28 blood plasma samples were collected from 14 patients with RAC who recruited at the São Francisco University Hospital (HUSF/USF). The study was approved by the ethics committee (CAAE 14958819.8.0000.5514). Univariate and multivariate statistical analyses were applied to explore dysregulated metabolic pathways using untargeted lipidic profiling and data mining approaches. A total of 36 statistically significant altered lipids were identified and the subsequent partial least-squares discriminant analysis model was both cross validated (R2, Q2) and permutated. Lisophosphatidyl-choline (LPC) plasmalogens containing palmitoleic and oleic acids, with high variable importance in projection score, showed a tendency to be lower after completion of chemoradiotherapy. Chemoradiotherapy seems to change plasmanyl-phospholipids levels, indicating that these lipids play an important role in the RAC pathogenesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lipidomics" title="lipidomics">lipidomics</a>, <a href="https://publications.waset.org/abstracts/search?q=neoadjuvant%20chemoradiotherapy" title=" neoadjuvant chemoradiotherapy"> neoadjuvant chemoradiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=plasmalogens" title=" plasmalogens"> plasmalogens</a>, <a href="https://publications.waset.org/abstracts/search?q=rectal%20adenocarcinoma" title=" rectal adenocarcinoma"> rectal adenocarcinoma</a> </p> <a href="https://publications.waset.org/abstracts/135824/lipidomic-response-to-neoadjuvant-chemoradiotherapy-in-rectal-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135824.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">131</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">306</span> Top-Down Construction Method in Concrete Structures: Advantages and Disadvantages of This Construction Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Rouhi%20Belvirdi">Hadi Rouhi Belvirdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction of underground structures using the traditional method, which begins with excavation and the implementation of the foundation of the underground structure, continues with the construction of the main structure from the ground up, and concludes with the completion of the final ceiling, is known as the Bottom-Up Method. In contrast to this method, there is an advanced technique called the Top-Down Method, which has practically replaced the traditional construction method in large projects in industrialized countries in recent years. Unlike the traditional approach, this method starts with the construction of surrounding walls, columns, and the final ceiling and is completed with the excavation and construction of the foundation of the underground structure. Some of the most significant advantages of this method include the elimination or minimization of formwork surfaces, the removal of temporary bracing during excavation, the creation of some traffic facilities during the construction of the structure, and the possibility of using it in limited and high-traffic urban spaces. Despite these numerous advantages, unfortunately, there is still insufficient awareness of this method in our country, to the extent that it can be confidently stated that most stakeholders in the construction industry are unaware of the existence of such a construction method. However, it can be utilized as a very important execution option alongside other conventional methods in the construction of underground structures. Therefore, due to the extensive practical capabilities of this method, this article aims to present a methodology for constructing underground structures based on the aforementioned advanced method to the scientific community of the country, examine the advantages and limitations of this method and their impacts on time and costs, and discuss its application in urban spaces. Finally, some underground structures executed in the Ahvaz urban rail, which are being implemented using this advanced method to the best of our best knowledge, will be introduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=top-down%20method" title="top-down method">top-down method</a>, <a href="https://publications.waset.org/abstracts/search?q=bottom-up%20method" title=" bottom-up method"> bottom-up method</a>, <a href="https://publications.waset.org/abstracts/search?q=underground%20structure" title=" underground structure"> underground structure</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20method" title=" construction method"> construction method</a> </p> <a href="https://publications.waset.org/abstracts/191086/top-down-construction-method-in-concrete-structures-advantages-and-disadvantages-of-this-construction-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191086.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">12</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">305</span> The Impact of Water Resources on Economic and Social Development in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obaid%20Alotaibi">Obaid Alotaibi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The geographical location of the State of Kuwait contributed significantly to the suffering of Kuwait in the past, due to the scarcity of natural water resources and the inability of the State's financial resources to provide other water resources to meet the needs of the population. The problem of water scarcity in Kuwait remained until the beginning of the second half of the twentieth century, as the country's economic conditions revived with the emergence and export of oil; which was clearly reflected in the steady growth of the population. To cope with this population, increase, it was necessary to expand the various development programs to include all sectors of the state. The process of development and urbanization could not start without finding solutions to the problem of water shortage in Kuwait. The only option for officials to meet the needs of the population and the different sectors of water development is the desalination of seawater. This process necessitated the establishment of six desalination plants along the coast of Kuwait and extended freshwater arteries to reach everywhere on the land. However, this does not mean that the problem of water shortage has been completely solved. The desalination plants are not meeting the country's future water needs, especially considering the increasing population growth. These stations are nearing completion and they need to be replaced, renovation and maintenance, require significant expenses. Therefore, it was necessary for scientific research to address the issue of water in Kuwait, whether in the field of development of existing resources or in the field of rationalization of consumption and protection of available resources. The study focused on how to address the increasing demand for water resulting from population increase, the impact of water on economic and social development, the prospects of water resources in Kuwait and its ability to meet the needs of the country by 2030. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic" title="economic">economic</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title=" Kuwait"> Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20resources" title=" water resources"> water resources</a> </p> <a href="https://publications.waset.org/abstracts/102561/the-impact-of-water-resources-on-economic-and-social-development-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102561.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">127</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">304</span> The Influence of Strengthening on the Fundamental Frequency and Stiffness of a Confined Masonry Wall with an Opening for а Door</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emin%20Z.%20Mahmud">Emin Z. Mahmud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the observations from a series of shaking-table tests done on a 1:1 scaled confined masonry wall model, with opening for a door – specimens CMDuS (confined masonry wall with opening for a door before strengthening) and CMDS (confined masonry wall with opening for a door after strengthening). Frequency and stiffness changes before and after GFRP (Glass Fiber Reinforced Plastic) wall strengthening are analyzed. Definition of dynamic properties of the models was the first step of the experimental testing, which enabled acquiring important information about the achieved stiffness (natural frequencies) of the model. The natural frequency was defined in the Y direction of the model by applying resonant frequency search tests. It is important to mention that both specimens CMDuS and CMDS are subjected to the same effects. The tests are realized in the laboratory of the Institute of Earthquake Engineering and Engineering Seismology (IZIIS), Skopje. The specimens were examined separately on the shaking table, with uniaxial, in-plane excitation. After testing, samples were strengthened with GFRP and re-tested. The initial frequency of the undamaged model CMDuS is 13.55 Hz, while at the end of the testing, the frequency decreased to 6.38 Hz. This emphasizes the reduction of the initial stiffness of the model due to damage, especially in the masonry and tie-beam to tie-column connection. After strengthening of the damaged wall, the natural frequency increases to 10.89 Hz. This highlights the beneficial effect of the strengthening. After completion of dynamic testing at CMDS, the natural frequency is reduced to 6.66 Hz. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour%20of%20masonry%20structures" title="behaviour of masonry structures">behaviour of masonry structures</a>, <a href="https://publications.waset.org/abstracts/search?q=Eurocode" title=" Eurocode"> Eurocode</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=masonry" title=" masonry"> masonry</a>, <a href="https://publications.waset.org/abstracts/search?q=shaking%20table%20test" title=" shaking table test"> shaking table test</a>, <a href="https://publications.waset.org/abstracts/search?q=strengthening" title=" strengthening"> strengthening</a> </p> <a href="https://publications.waset.org/abstracts/117055/the-influence-of-strengthening-on-the-fundamental-frequency-and-stiffness-of-a-confined-masonry-wall-with-an-opening-for-a-door" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117055.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">130</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">303</span> Interface Problems in Construction Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Puti%20F.%20Marzuki">Puti F. Marzuki</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrianto%20Oktavianus"> Adrianto Oktavianus</a>, <a href="https://publications.waset.org/abstracts/search?q=Almerinda%20Regina"> Almerinda Regina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interface problems among interacting parties in Indonesian construction projects have most often led to low productivity and completion delay. In the midst of this country’s needs to accelerate construction of public infrastructure providing connectivity among regions and supporting economic growth as well as better living quality, project delays have to be seriously addressed. This paper identifies potential causes factors of interface problems experienced by construction projects in Indonesia. Data are collected through a survey involving the main actors of six important public infrastructure construction projects including railway, LRT, sports stadiums, apartment, and education building construction projects. Five of these projects adopt the design-build project delivery method and one applies the design-bid-build scheme. Interface problems’ potential causes are categorized into contract, management, technical experience, coordination, financial, and environmental factors. Research results reveal that, especially in railway and LRT projects, potential causes of interface problems are mainly technical and managerial in nature. These relate to complex construction execution in highly congested areas. Meanwhile, coordination cause factors are mainly found in the education building construction project with loan from a foreign donor. All of the six projects have to resolve interface problems caused by incomplete or low-quality contract documents. This research also shows that the design-bid-build delivery method involving more parties in construction projects tends to induce more interface problem cause factors than the design-build scheme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cause%20factors" title="cause factors">cause factors</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20delays" title=" construction delays"> construction delays</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20delivery%20method" title=" project delivery method"> project delivery method</a>, <a href="https://publications.waset.org/abstracts/search?q=contract%20documents" title=" contract documents"> contract documents</a> </p> <a href="https://publications.waset.org/abstracts/86489/interface-problems-in-construction-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86489.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">255</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=a-adic%20completion%20functor&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=a-adic%20completion%20functor&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=a-adic%20completion%20functor&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=a-adic%20completion%20functor&page=5">5</a></li> <li class="page-item"><a class="page-link" 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