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immersion</title> <meta name="description" content="Search results for: language immersion"> <meta name="keywords" content="language immersion"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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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="language immersion"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3969</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: language immersion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3969</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20second%20language" title="a second language">a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/38026/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3968</span> Dual Language Immersion Models in Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Gordon">S. Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language immersion is growing fast in language teaching today. This study provides an overview and evaluation of the different models of Dual language immersion programs in US K-12 schools. First, the paper provides a brief current literature review on the theory of Dual Language Immersion (DLI) in Second Language Acquisition (SLA) studies. Second, examples of several types of DLI language teaching models in US K-12 public schools are presented (including 50/50 models, 90/10 models, etc.). Third, we focus on the unique example of DLI education in the state of Utah, a successful, growing program in K-12 schools that includes: French, Chinese, Spanish, and Portuguese. The project investigates the theory and practice particularly of the case of public elementary and secondary school children that study half their school day in the L1 and the other half in the chosen L2, from kindergarten (age 5-6) through high school (age 17-18). Finally, the project takes the observations of Utah French DLI elementary through secondary programs as a case study. To conclude, we look at the principal challenges, pedagogical objectives and outcomes, and important implications for other US states and other countries (such as France currently) that are in the process of developing similar language learning programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20immersion" title="dual language immersion">dual language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=French" title=" French"> French</a> </p> <a href="https://publications.waset.org/abstracts/103249/dual-language-immersion-models-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</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">3967</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3966</span> Content and Language Integrated Instruction: An Investigation of Oral Corrective Feedback in the Chinese Immersion Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Yao">Qin Yao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content and language integrated instruction provides second language learners instruction in subject matter and language, and is greatly valued, particularly in the language immersion classroom where a language other than students’ first language is the vehicle for teaching school curriculum. Corrective feedback is an essential instructional technique for teachers to integrate a focus on language into their content instruction. This study aims to fill a gap in the literature on immersion—the lack of studies examining corrective feedback in Chinese immersion classrooms, by studying learning opportunities brought by oral corrective feedback in a Chinese immersion classroom. Specifically, it examines what is the distribution of different types of teacher corrective feedback and how students respond to each feedback type, as well as how the focus of the teacher-student interactional exchanges affect the effect of feedback. Two Chinese immersion teachers and their immersion classes were involved, and data were collected through classroom observations interviews. Observations document teachers’ provision of oral corrective feedback and students’ responses following the feedback in class, and interviews with teachers collected teachers’ reflective thoughts about their teaching. A primary quantitative and qualitative analysis of the data revealed that, among different types of corrective feedback, recast occurred most frequently. Metalinguistic clue and repetition were the least occurring feedback types. Clarification request lead to highest percentage of learner uptake manifested by learners’ oral production immediately following the feedback, while explicit correction came the second and recast the third. In addition, the results also showed the interactional context played a role in the effectiveness of the feedback: teachers were most likely to give feedback in conversational exchanges that focused on explicit language and content, while students were most likely to use feedback in exchanges that focused on explicit language. In conclusion, the results of this study indicate recasts are preferred by Chinese immersion teachers, confirming results of previous studies on corrective feedback in non-Chinese immersion classrooms; and clarification request and explicit language instruction elicit more target language production from students and are facilitative in their target language development, thus should not be overlooked in immersion and other content and language integrated classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20immersion" title="Chinese immersion">Chinese immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20instruction" title=" content and language integrated instruction"> content and language integrated instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/38640/content-and-language-integrated-instruction-an-investigation-of-oral-corrective-feedback-in-the-chinese-immersion-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3965</span> Making the Invisible Visible: Exploring Immersion Teacher Perceptions of Online Content and Language Integrated Learning Professional Development Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20J.%20O%20Ceallaigh">T. J. O Ceallaigh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Subject matter driven programs such as immersion programs are increasingly popular across the world. These programs have allowed for extensive experimentation in the realm of second language teaching and learning and have been at the centre of many research agendas since their inception. Even though immersion programs are successful, especially in terms of second language development, they remain complex to implement and not always as successful as what we would hope them to be. Among all the challenges these varied programs face, research indicates that the primary issue lies in the difficulty to create well-balanced programs where both content instruction and language/literacy instruction can be targeted simultaneously. Initial teacher education and professional development experiences are key drivers of successful language immersion education globally. They are critical to the supply of teachers with the mandatory linguistic and cultural competencies as well as associated pedagogical practices required to ensure learners’ success. However, there is a significant dearth of research on professional development experiences of immersion teachers. We lack an understanding of the nature of their expertise and their needs in terms of professional development as well as their perceptions of the primary challenges they face as they attempt to formulate a coherent pedagogy of integrated language and content instruction. Such an understanding is essential if their specific needs are to be addressed appropriately and thus improve the overall quality of immersion programs. This paper reports on immersion teacher perceptions of online professional development experiences that have a positive impact on their ability to facilitate language and content connections in instruction. Twenty Irish-medium immersion teachers engaged in the instructional integration of language and content in a systematic and developmental way during a year-long online professional development program. Data were collected from a variety of sources e.g., an extensive online questionnaire, individual interviews, reflections, assignments and focus groups. This study provides compelling evidence of the potential of online professional development experiences as a pedagogical framework for understanding the complex and interconnected knowledge demands that arise in content and language integration in immersion. Findings illustrate several points of access to classroom research and pedagogy and uncover core aspects of high impact online experiences. Teachers identified aspects such as experimentation and risk-taking, authenticity and relevance, collegiality and collaboration, motivation and challenge and teacher empowerment. The potential of the online experiences to foster teacher language awareness was also identified as a contributory factor to success. The paper will conclude with implications for designing meaningful and effective online CLIL professional development experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title="content and language integrated learning ">content and language integrated learning </a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20pedagogy" title=" immersion pedagogy"> immersion pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20awareness" title=" teacher language awareness"> teacher language awareness</a> </p> <a href="https://publications.waset.org/abstracts/80762/making-the-invisible-visible-exploring-immersion-teacher-perceptions-of-online-content-and-language-integrated-learning-professional-development-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3964</span> In Search for the 'Bilingual Advantage' in Immersion Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20E.%20Joret">M. E. Joret</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Germeys"> F. Germeys</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Van%20de%20Craen"> P. Van de Craen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Previous studies have shown that ‘full’ bilingualism seems to enhance the executive functions in children, young adults and elderly people. Executive functions refer to a complex cognitive system responsible for self-controlled and planned behavior and seem to predict academic achievement. The present study aimed at investigating whether similar effects could be found in children learning their second language at school in immersion education programs. Methods: In this study, 44 children involved in immersion education for 4 to 5 years were compared to 48 children in traditional schools. All children were between 9 and 11 years old. To assess executive functions, the Simon task was used, a neuropsychological measure assessing executive functions with reaction times and accuracy on congruent and incongruent trials. To control for background measures, all children underwent the Raven’s coloured progressive matrices, to measure non-verbal intelligence and the Echelle de Vocabulaire en Images Peabody (EVIP), assessing verbal intelligence. In addition, a questionnaire was given to the parents to control for other confounding variables, such as socio-economic status (SES), home language, developmental disorders, etc. Results: There were no differences between groups concerning non-verbal intelligence and verbal intelligence. Furthermore, the immersion learners showed overall faster reaction times on both congruent and incongruent trials compared to the traditional learners, but only after 5 years of training, not before. Conclusion: These results show that the cognitive benefits found in ‘full’ bilinguals also appear in children involved in immersion education, but only after a sufficient exposure to the second language. Our results suggest that the amount of second language training needs to be sufficient before these cognitive effects may emerge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20education" title=" immersion education"> immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20task" title=" Simon task"> Simon task</a> </p> <a href="https://publications.waset.org/abstracts/25248/in-search-for-the-bilingual-advantage-in-immersion-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3963</span> Evaluating the Impact of English Immersion in Kolkata’s High-Cost Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashmita%20Bhattacharya">Ashmita Bhattacharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate whether the English immersion experience offered by Kolkata’s high-cost private English-medium schools lead to additive or subtractive language learning outcomes for students. In India, English has increasingly become associated with power, social status, and socio-economic mobility. As a result, a proliferation of English-medium schools has emerged across Kolkata and the wider Indian context. While in some contexts, English language learning can be an additive experience, in others, it can be subtractive where proficiency in English is developed at the expense of students’ native language proficiency development. Subtractive educational experiences can potentially have severe implications, including heritage language loss, detachment from cultural roots, and a diminished sense of national identity. Thus, with the use of semi-structured interviews, the language practices and lived experiences of 12 former students who attended high-cost private English-medium schools in Kolkata were thoroughly explored. The data collected was thematically coded and analysis was conducted using the Thematic Analysis approach. The findings indicate that the English immersion experience at Kolkata’s high-cost private English-medium schools provide a subtractive language learning experience to students. Additionally, this study suggests that robust home-based support for native languages might be crucial for mitigating the effects of subtractive English education. Furthermore, the study underscores the importance of integrating opportunities within schools that promote Indian languages and cultures as it can create a more positive, inclusive, and culturally responsive environment. Finally, although subject to further evaluation, the study recommends the implementation of bilingual and multilingual educational systems and provides suggestions for future research in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title="bilingual education">bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20immersion" title=" English immersion"> English immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20loss" title=" language loss"> language loss</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=subtractive%20language%20learning" title=" subtractive language learning"> subtractive language learning</a> </p> <a href="https://publications.waset.org/abstracts/191318/evaluating-the-impact-of-english-immersion-in-kolkatas-high-cost-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3962</span> A Culturally Responsive Based Framework for French Immersion Public Schools in Ontario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Auger">Kimberly Auger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20immersion%20education" title="French immersion education">French immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ontario%20education" title=" Ontario education"> Ontario education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20and%20inclusive%20education" title=" equity and inclusive education"> equity and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a> </p> <a href="https://publications.waset.org/abstracts/192092/a-culturally-responsive-based-framework-for-french-immersion-public-schools-in-ontario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">19</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">3961</span> Effect of Water Absorption on the Fatigue Behavior of Glass/Polyester Composite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Djamel%20Djeghader">Djamel Djeghader</a>, <a href="https://publications.waset.org/abstracts/search?q=Bachir%20Redjel"> Bachir Redjel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The composite materials of glass fibers can be used as a repair material for damage elements under repeated stresses, and in various environments. A cyclic bending characterization of a glass/polyester composite material was carried out with consideration of the period of immersion in water. These tests describe the behavior of materials and identify the mechanical fatigue characteristics using the Wohler Curve for different immersion time: 0, 90, 180 and 270 days in water. These curves are characterized by a dispersion in the lifetimes were modeled by straight whose intercepts are very similar and comparable to the static strength. This material deteriorates fatigue at a constant rate, which increases with increasing immersion time in water at a constant speed. The endurance limit seems to be independent of the immersion time in the water. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fatigue" title="fatigue">fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=composite" title=" composite"> composite</a>, <a href="https://publications.waset.org/abstracts/search?q=glass" title=" glass"> glass</a>, <a href="https://publications.waset.org/abstracts/search?q=polyester" title=" polyester"> polyester</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=wohler" title=" wohler"> wohler</a> </p> <a href="https://publications.waset.org/abstracts/36889/effect-of-water-absorption-on-the-fatigue-behavior-of-glasspolyester-composite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3960</span> Auteur 3D Filmmaking: From Hitchcock’s Protrusion Technique to Godard’s Immersion Aesthetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delia%20Enyedi">Delia Enyedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout film history, the regular return of 3D cinema has been discussed in connection to crises caused by the advent of television or the competition of the Internet. In addition, the three waves of stereoscopic 3D (from 1952 up to 1983) and its current digital version have been blamed for adding a challenging technical distraction to the viewing experience. By discussing the films <em>Dial M for Murder</em> (1954) and <em>Goodbye to Language</em> (2014), the paper aims to analyze the response of recognized auteurs to the use of 3D techniques in filmmaking. For Alfred Hitchcock, the solution to attaining perceptual immersion paradoxically resided in restraining the signature effect of 3D, namely protrusion. In Jean-Luc Godard’s vision, 3D techniques allowed him to explore perceptual absorption by means of depth of field, for which he had long advocated as being central to cinema. Thus, both directors contribute to the foundation of an auteur aesthetic in 3D filmmaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Hitchcock" title="Alfred Hitchcock">Alfred Hitchcock</a>, <a href="https://publications.waset.org/abstracts/search?q=authorship" title=" authorship"> authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20filmmaking" title=" 3D filmmaking"> 3D filmmaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Luc%20Godard" title=" Jean-Luc Godard"> Jean-Luc Godard</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20absorption" title=" perceptual absorption"> perceptual absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20immersion" title=" perceptual immersion"> perceptual immersion</a> </p> <a href="https://publications.waset.org/abstracts/61084/auteur-3d-filmmaking-from-hitchcocks-protrusion-technique-to-godards-immersion-aesthetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3959</span> The Mother Tongue and Related Issues in Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farouk%20A.N.%20Bouhadiba">Farouk A.N. Bouhadiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Fishman’s Theoretical Paradigm (1991), we shall first discuss his three value positions for the case of the so called minority native languages in Algeria and how they may be included into a global language teaching program in Algeria. We shall then move on to his scale on language loss, language maintenance and language renewal with illustrating examples taken from the Algerian context. The second part of our talk relates to pedagogical issues on how to proceed for a smooth transition from mother tongue to school tongue, what methods or approaches suit best the teaching of mother tongue and school tongue (Immersion Programs, The Natural Approach, Applied Literacy Programs, The Berlitz Method, etc.). We shall end up our talk on how one may reshuffle the current issues on the “Arabic-only” movement and the abrupt transition from mother tongue to school tongue in use today by opting for teaching programs that involve pre-school language acquisition and in-school language acquisition grammars, and thus pave the way to effective language teaching programs and living curricula and pedagogies such as language nests, intergenerational continuity, communication and identity teaching programs, which result in better language teaching models that make language policies become a reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=native%20languages" title="native languages">native languages</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20tongue" title=" school tongue"> school tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/189378/the-mother-tongue-and-related-issues-in-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189378.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">31</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">3958</span> Investigating English Dominance in a Chinese-English Dual Language Program: Teachers' Language Use and Investment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peizhu%20Liu">Peizhu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language education, also known as immersion education, differs from traditional language programs that teach a second or foreign language as a subject. Instead, dual language programs adopt a content-based approach, using both a majority language (e.g., English, in the case of the United States) and a minority language (e.g., Spanish or Chinese) as a medium of instruction to teach math, science, and social studies. By granting each language of instruction equal status, dual language education seeks to educate not only meaningfully but equitably and to foster tolerance and appreciation of diversity, making it essential for immigrants, refugees, indigenous peoples, and other marginalized students. Despite the cognitive and academic benefits of dual language education, recent literature has revealed that English is disproportionately privileged across dual language programs. Scholars have expressed concerns about the unbalanced status of majority and minority languages in dual language education, as favoring English in this context may inadvertently reaffirm its dominance and moreover fail to serve the needs of children whose primary language is not English. Through a year-long study of a Chinese-English dual language program, the extensively disproportionate use of English has also been observed by the researcher. However, despite the fact that Chinese-English dual language programs are the second-most popular program type after Spanish in the United States, this issue remains underexplored in the existing literature on Chinese-English dual language education. In fact, the number of Chinese-English dual language programs being offered in the U.S. has grown rapidly, from 8 in 1988 to 331 as of 2023. Using Norton and Darvin's investment model theory, the current study investigates teachers' language use and investment in teaching Chinese and English in a Chinese-English dual language program at an urban public school in New York City. The program caters to a significant number of minority children from working-class families. Adopting an ethnographic and discourse analytic approach, this study seeks to understand language use dynamics in the program and how micro- and macro-factors, such as students' identity construction, parents' and teachers' language ideologies, and the capital associated with each language, influence teachers' investment in teaching Chinese and English. The research will help educators and policymakers understand the obstacles that stand in the way of the goal of dual language education—that is, the creation of a more inclusive classroom, which is achieved by regarding both languages of instruction as equally valuable resources. The implications for how to balance the use of the majority and minority languages will also be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20education" title="dual language education">dual language education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion%20education" title=" language immersion education"> language immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20language%20teaching" title=" content-based language teaching"> content-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/165181/investigating-english-dominance-in-a-chinese-english-dual-language-program-teachers-language-use-and-investment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165181.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">84</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">3957</span> Adolescent Gamers: The Relationship between Berzonsky’s Style of Identity and Immersion: Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a developmental period, covering the period from 10 to 20 years of age, in which young people face many challenges. One of the most important tasks of the adolescence period is getting a structured identity. The development of identity is possible by undertaking various activities. Nowadays, virtual activities are very common among young people. One of the main adolescents’ activities in the online environment is playing computer games. The main aim of this work is to answer the question about the relationship between the identity style of adolescents and immersion, -a phenomenon often observed while playing computer games. The concept of identity created by Berzonsky is considered as one of the best-defined concepts of identity. He defines identity as both a structure and a process and distinguishes three styles of identity: informational, normative, and diffuse/avoidant. Immersion is a concept that can be applied in a broad context, but in the game environment, it is a specific psychological experience of being involved in a computer game. It refers to the relocation of the attention resources to the game world, with a limited or impossible perception of stimuli from reality. Considering how much time adolescents spend playing computer games, the question about the relationship between their identity and the immersion in the game seems to be extremely interesting. Fifty adolescents aged 15-17 participated in the study. They played a computer game and completed the Identity Style Inventory and the Immersion Questionaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135329/adolescent-gamers-the-relationship-between-berzonskys-style-of-identity-and-immersion-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</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">3956</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.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">52</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">3955</span> Transitioning Classroom Students to Working Learners: Lived Experiences of Senior High School Work Immersion Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rico%20Herrero">Rico Herrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study looked into the different lived experiences of senior high school to work immersion and how they were able to cope up in the transition stage from being classroom students into immersion students in work immersion site. The participants of the study were the ten senior high school students from Punta Integrated School. Using interview guide questions, the researchers motivated the participants to reveal their thoughts, feelings, and experiences in the interviews via video recording. The researchers utilized the qualitative research design, but the approach used was grounded theory. The findings revealed the participants’ lived experiences on how to cope or overcome the transition stage during the work immersion program. They unanimously responded to the interview questions. And based on the themes that emerged from the testimonies of the Senior High School students, the classroom learners benefited a lot from authentic learning opportunity of immersion program. Work immersion provides the students the opportunity to learn and develop their skills/ competencies related to the field of specialization. The hands-on training provides them simulation of work. They realized that theoretical learning in school is not enough to be equipped to work. Immersion program also provides venue for values and standard transformation. Senior High School students felt a high demand of self-confidence at the beginning of their race. Good thing, self-esteem of an individual helps bring out one’s potential at its best. Students find it challenging to get along with people in all ages. But, the endeavour absolutely helps them to grow maturely. Participants also realized that it’s not easy to deal with time pressure. Hence, the immersion program taught them to learn about time management. Part of the best training is to expose the learners to the harsh reality. Despite of the things that the school had taught them, still, students realized that they are not yet ready to deal with the demands of work. Furthermore, they also found out that they need to develop an interpersonal skill to improve their human relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title="grounded theory">grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion" title=" work immersion"> work immersion</a> </p> <a href="https://publications.waset.org/abstracts/129071/transitioning-classroom-students-to-working-learners-lived-experiences-of-senior-high-school-work-immersion-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3954</span> Openness to Linguistic and Value Diversity as a Key Factor in the Development of a Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caterina%20Calicchio">Caterina Calicchio</a>, <a href="https://publications.waset.org/abstracts/search?q=Talia%20Sbardella"> Talia Sbardella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to move through geographical and symbolic spaces is key for building new nodes and social relationships. Especially in the framework of language learning, accepting and valuing diversity can help to create a constructive atmosphere of cooperation, innovation, and creativity. Thus, it is important to outline the stages of forming a learning community, focusing on the characteristics that can favor its development. It is known that elements like curiosity and motivation are significant for individual language learning; hence, the study attempts to investigate how factors like openness to diversity and cultural immersion could improve Italian learning and teaching. This paper aims to indicate the factors that could be significant for the development of a Learning Community by presenting a case study on a course on Italian as a second language for beginners: first, the theoretical matrices underlying social learning will be outlined. Secondly, a quantitative study will be described based on an adaptation of the openness to diversity and some insights psychometric scale questionnaire developed at the Umbra Institute. The questionnaire was delivered to 52 American college students with open-ended and closed-ended questions. Students were asked to specify their level of agreement to a set of statements on a six-point Likert scale ranging from (1) Strongly disagree to (6) Strongly agree. The data has been analyzed with a quantitative and qualitative method and has been represented in a pie chart and in a histogram. Moreover, mean and frequency have been calculated. The research findings demonstrate that openness to diversity and challenge enhances cross-cutting skills such as intercultural and communicative competence: through cultural immersion and the facility of speaking with locals, the participants have been able to develop their own Italian L2 language community. The goal is to share with the scientific community some insights to trace possible future lines of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Italian%20as%20second%20language" title="Italian as second language">Italian as second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=openness%20to%20diversity" title=" openness to diversity"> openness to diversity</a> </p> <a href="https://publications.waset.org/abstracts/163952/openness-to-linguistic-and-value-diversity-as-a-key-factor-in-the-development-of-a-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163952.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">73</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">3953</span> Biomass Enhancement of Stevia (Stevia rebaudiana Bertoni) Shoot Culture in Temporary Immersion System (TIS) RITA® Bioreactor Optimized in Two Different Immersion Periods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agustine%20Melviana">Agustine Melviana</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizkita%20Esyanti"> Rizkita Esyanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stevia plant contains steviol glycosides which is estimated to be 300 times sweeter than sucrose. However in Indonesia, conventional (in vivo) propagation of Stevia rebaudiana was not effective due to a poor result. Therefore, alternative methods to propagate S. rebaudiana plants is needed, one of it is using in vitro method. Multiplication with a large quantity of stevia biomass in relatively short period can be conducted by using TIS RITA® (Recipient for Automated Temporary Immersion System). The objective of this study was to evaluate the effect of immersion period of the medium on growth and the medium bioconversion into the production of shoot biomass. The study was conducted to determine the effect of different intensity period of medium to enhance biomass of stevia shoots. Shoot culture of S. rebaudiana was grown in full strength MS medium supplemented with 1 ppm Kinetin. RITA® bioreactors were set up with two different immersion periods, 15 min (RITA® 15) and 30 min (RITA® 30), scheduled every 6 hours and incubated for 21 days. The result indicated that immersion period affected the biomass and growth rate (µ). Thirty-minutes immersion showed greater percentage of shoot multiplication (93.44 ± 0.83%), percentage of leaf growth (85.24 ± 5.99%), growth rate (0.042 ± 0.001 g/day), and productivity (0.066 g/L medium/day) compared to that immersed in RITA® 15 min (76.90 ± 4.85%; 79.73 ± 7.76; 0.045 ± 0.004 g/day, and 0.045 g/L medium/day respectively). Enhancement of biomass in RITA® 30 reached 1,702 ± 0,114 gr, whereas in RITA® 15 only 0,953 ± 0,093 gr. Additionally, the pattern of sucrose, mineral, and inorganic compounds consumption followed the growth of plant biomass for both systems. In conclusion, the bioconversion efficiency from medium to biomass in RITA® 30 is better than RITA® 15. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intensity%20period" title="intensity period">intensity period</a>, <a href="https://publications.waset.org/abstracts/search?q=shoot%20culture" title=" shoot culture"> shoot culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Stevia%20rebaudiana" title=" Stevia rebaudiana"> Stevia rebaudiana</a>, <a href="https://publications.waset.org/abstracts/search?q=TIS%20RITA%C2%AE" title=" TIS RITA®"> TIS RITA®</a> </p> <a href="https://publications.waset.org/abstracts/54238/biomass-enhancement-of-stevia-stevia-rebaudiana-bertoni-shoot-culture-in-temporary-immersion-system-tis-rita-bioreactor-optimized-in-two-different-immersion-periods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3952</span> Investigating the Potential of VR in Language Education: A Study of Cybersickness and Presence Metrics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakib%20Hasn">Sakib Hasn</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahid%20Anwar"> Shahid Anwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study highlights the vital importance of assessing the Simulator Sickness Questionnaire and presence measures as virtual reality (VR) incorporation into language teaching gains popularity. To address user discomfort, which prevents efficient learning in VR environments, the measurement of SSQ becomes crucial. Additionally, evaluating presence metrics is essential to determine the level of engagement and immersion, both crucial for rich language learning experiences. This paper designs a VR-based Chinese language application and proposes a thorough test technique aimed at systematically analyzing SSQ and presence measures. Subjective tests and data analysis were carried out to highlight the significance of addressing user discomfort in VR language education. The results of this study shed light on the difficulties posed by user discomfort in VR language learning and offer insightful advice on how to improve VR language learning applications. Furthermore, the outcome of the research explores ‘VR-based language education,’ ‘inclusive language learning platforms," and "cross-cultural communication,’ highlighting the potential for VR to facilitate language learning across diverse cultural backgrounds. Overall, the analysis results contribute to the enrichment of language learning experiences in the virtual realm and underscore the need for continued exploration and improvement in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20%28VR%29" title="virtual reality (VR)">virtual reality (VR)</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a>, <a href="https://publications.waset.org/abstracts/search?q=simulator%20sickness%20questionnaire" title=" simulator sickness questionnaire"> simulator sickness questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=presence%20metrics" title=" presence metrics"> presence metrics</a>, <a href="https://publications.waset.org/abstracts/search?q=VR-based%20Chinese%20language%20education" title=" VR-based Chinese language education"> VR-based Chinese language education</a> </p> <a href="https://publications.waset.org/abstracts/181409/investigating-the-potential-of-vr-in-language-education-a-study-of-cybersickness-and-presence-metrics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181409.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">3951</span> Water Immersion Recovery for Swimmers in Hot Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanura%20Randula%20Abeywardena">Thanura Randula Abeywardena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study recognized the effectiveness of cold-water immersion recovery post exhaustive short-term exercise. The purpose of this study was to understand if 16- 20°C of cold-water immersion would be beneficial in a tropical environment to achieve optimal recovery in sprint swim performance in comparison to 10-15°C of water immersion. Two 100m-sprint swim performance times were measured along with blood lactate (BLa), heart rate (HR) and rate of perceived exertion (RPE) in a 25m swimming pool with full body head out horizontal water immersions of 10-15°C, 16-20°C and 29-32°C (pool temperature) for 10 minutes followed by 5 minutes of seated passive rest outside; in between the two swim performances. Twelve well-trained adult swimmers (5 male and 5 female) within the top twenty in the Sri Lankan national swimming championships in 100m Butterfly and Freestyle in the years 2020 & 2021 volunteered for this study. One-way ANOVA analysis (p<0.05) suggested performance time, Bla and HR had no significant differences between the 3 conditions after the second sprint; however, RPE was significantly different with p=0.034 between 10-15°C and 16-20°C immersion conditions. The study suggested that the recovery post the two cold-water immersion conditions were similar in terms of performance and physiological factors; however, the 16-20°C temperature had a better “feel good” factor post sprint 2. Further study is recommended as there was participant bias with the swimmers not reaching optimal levels in sprint 1. Therefore, they might have possibly fully recovered before sprint 2, invalidating the physiological effect of recovery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrotherapy" title="hydrotherapy">hydrotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=blood%20lactate" title=" blood lactate"> blood lactate</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=recovery" title=" recovery"> recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint-performance" title=" sprint-performance"> sprint-performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint-swimming" title=" sprint-swimming"> sprint-swimming</a> </p> <a href="https://publications.waset.org/abstracts/157374/water-immersion-recovery-for-swimmers-in-hot-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3950</span> Effective Strategies for Teaching English Language to Beginners in Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Musa%20Kamilu">Halima Musa Kamilu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the effective strategies for teaching English language to learners in primary schools in Nigeria. English language development is the systematic use of instructional strategies designed to promote the acquisition of English by pupils in primary schools whose primary language is not English. Learning a second language is through total immersion. These strategies support this learning method, allowing pupils to have the knowledge of English language in a pattern similar to the way they learned their native language through regular interaction with others who already know the language. The focus is on fluency and learning to speak English in a social context with native speakers. The strategies allow for effective acquisition. The paper also looked into the following areas: visuals that reinforce spoken or written words, employ gestures for added emphasis, adjusting of speech, stressing of high-frequency vocabulary words, use of fewer idioms and clarifying the meaning of words or phrases in context, stressing of participatory learning and maintaining a low anxiety level and boosting of enthusiasm. It recommended that the teacher include vocabulary words that will make the content more comprehensible to the learner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=beginners%20and%20primary%20schools" title=" beginners and primary schools"> beginners and primary schools</a> </p> <a href="https://publications.waset.org/abstracts/33176/effective-strategies-for-teaching-english-language-to-beginners-in-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33176.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">494</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">3949</span> Canadian French as an Additional Language Teacher Candidates' Proficiency and Confidence Pre- and Post-Francophone Home-Stay: Practicum Experience as Revealed through Questionnaire and Interviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Callie%20Mady">Callie Mady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20as%20an%20additional%20language%20education" title="French as an additional language education">French as an additional language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20confidence" title=" teacher language confidence"> teacher language confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20maintenance" title=" teacher language maintenance"> teacher language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20proficiency" title=" teacher language proficiency"> teacher language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/79010/canadian-french-as-an-additional-language-teacher-candidates-proficiency-and-confidence-pre-and-post-francophone-home-stay-practicum-experience-as-revealed-through-questionnaire-and-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79010.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">382</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">3948</span> The Attitudes of Senior High School Students Toward Work Immersion Programs of Nazareth School of National University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Katherine%20Castillo">Kim Katherine Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20John%20Datubatang"> Nelson John Datubatang</a>, <a href="https://publications.waset.org/abstracts/search?q=Terrence%20Phillip%20Dy"> Terrence Phillip Dy</a>, <a href="https://publications.waset.org/abstracts/search?q=Norelie%20Hampac"> Norelie Hampac</a>, <a href="https://publications.waset.org/abstracts/search?q=Reichen%20Crismark%20Martinez"> Reichen Crismark Martinez</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Faith%20Pantinople"> Nina Faith Pantinople</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Dante%20Santos%20II"> Jose Dante Santos II</a>, <a href="https://publications.waset.org/abstracts/search?q=Marchel%20Ann%20Santos"> Marchel Ann Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophia%20Abigail%20Santiago"> Sophia Abigail Santiago</a>, <a href="https://publications.waset.org/abstracts/search?q=Zyrill%20Xsar%20San%20Juan"> Zyrill Xsar San Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Aira%20Mae%20Tagao"> Aira Mae Tagao</a>, <a href="https://publications.waset.org/abstracts/search?q=Crystal%20Kylla%20Viagedor"> Crystal Kylla Viagedor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Work Immersion Program was implemented to help students gain abundant work-related experiences while on-site; additionally, the program aims to help students improve their competencies and interpersonal skills as they are given the option to join the workforce if they ever choose to do so after senior high school. The work immersion experience posed diverse challenges for students, spanning personal, financial, engagement, environmental, and equipment-related domains. These included the need for assistance in time management, transportation expenses, and procurement of materials. Furthermore, students faced difficulties in independent task completion and encountered suboptimal work environments. Addressing these multifaceted obstacles is crucial to optimize the educational outcomes of work immersion programs. In addition to the challenges, several other issues have been identified, including the absence of standardized work immersion programs across schools and industries, the challenges in securing appropriate work immersion placements, the necessity for enhanced monitoring and evaluation of program effectiveness, and the limited availability of field programs aligned with students' chosen courses. Furthermore, there is a lack of comprehensive information regarding the attitudes of Senior High School students toward work immersion programs within their respective schools. This study aims to investigate the attitudes of senior high school students at Nazareth School of National University towards work immersion programs, with a focus on identifying factors that influence their perception and participation, including collegiality and expectations. By exploring the students' attitudes, the research endeavors to enhance the school's work immersion programs and contribute to the overall educational experience of the students. This study addresses challenges related to work immersion programs, focusing on six subtopics: Work Immersion, Work Immersion in the Philippines, Students' Attitudes, Factors Affecting Students' Attitudes, Effectiveness of Work Immersion for Senior High School Students, and Students' Perception and Willingness to Participate. Using a descriptive research design, the study examines the attitudes of senior high school students at Nazareth School of National University in Manila. Data was collected from 100 students, representing different academic strands, through a 35-item researcher-made survey. Descriptive statistics, including measures of central tendency and variability, will be used to analyze the data using JASP, providing valuable insights into the students' attitudes toward work immersion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion%20programs" title=" work immersion programs"> work immersion programs</a> </p> <a href="https://publications.waset.org/abstracts/167521/the-attitudes-of-senior-high-school-students-toward-work-immersion-programs-of-nazareth-school-of-national-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3947</span> The Influence of English Immersion Program on Academic Performance: Case Study at a Sino-US Cooperative University in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leah%20Li%20Echiverri">Leah Li Echiverri</a>, <a href="https://publications.waset.org/abstracts/search?q=Haoyu%20Shang"> Haoyu Shang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yue%20Li"> Yue Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wenzhou-Kean University (WKU) is a Sino-US Cooperative University in China. It practices the English Immersion Program (EIP), where all the courses are taught in English. Class discussions and presentations are pervasively interwoven in designing students’ learning experiences. This WKU model has brought positive influences on students and is in some way ahead of traditional college English majors. However, literature to support the perceptions on the positive outcomes of this teaching and learning model remain scarce. The distinctive profile of Chinese-ESL students in an English Medium of Instruction (EMI) environment contributes further to the scarcity of literature compared to existing studies conducted among ESL learners in Western educational settings. Hence, the study investigated the students’ perceptions towards the English Immersion Program and determine how it influences Chinese-ESL students’ academic performance (AP). This research can provide empirical data that would be helpful to educators, teaching practitioners, university administrators, and other researchers in making informed decisions when developing curricular reforms, instructional and pedagogical methods, and university-wide support programs using this educational model. The purpose of the study was to establish the relationship between the English Immersion Program and Academic Performance among Chinese-ESL students enrolled at WKU for the academic year 2020-2021. Course length, immersion location, course type, and instructional design were the constructs of the English immersion program. English language learning, learning efficiency, and class participation were used to measure academic performance. Descriptive-correlational design was used in this cross-sectional research project. A quantitative approach for data analysis was applied to determine the relationship between the English immersion program and Chinese-ESL students’ academic performance. The research was conducted at WKU; a Chinese-American jointly established higher educational institution located in Wenzhou, Zhejiang province. Convenience, random, and snowball sampling of 283 students, a response rate of 10.5%, were applied to represent the WKU student population. The questionnaire was posted through the survey website named Wenjuanxing and shared to QQ or WeChat. Cronbach’s alpha was used to test the reliability of the research instrument. Findings revealed that when professors integrate technology (PowerPoint, videos, and audios) in teaching, students pay more attention. This contributes to the acquisition of more professional knowledge in their major courses. As to course immersion, students perceive WKU as a good place to study, providing them a high degree of confidence to talk with their professors in English. This also contributes to their English fluency and better pronunciation in their communication. In the construct of designing instruction, the use of pictures, video clips, and professors’ non-verbal communication, and demonstration of concern for students encouraged students to be more active in-class participation. Findings on course length and academic performance indicated that students’ perception regarding taking courses during fall and spring terms can moderately contribute to their academic performance. In conclusion, the findings revealed a significantly strong positive relationship between course type, immersion location, instructional design, and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20participation" title="class participation">class participation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20immersion%20program" title=" English immersion program"> English immersion program</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20efficiency" title=" learning efficiency"> learning efficiency</a> </p> <a href="https://publications.waset.org/abstracts/137939/the-influence-of-english-immersion-program-on-academic-performance-case-study-at-a-sino-us-cooperative-university-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3946</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3945</span> Translation as a Foreign Language Teaching Tool: Results of an Experiment with University Level Students in Spain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nune%20Ayvazyan">Nune Ayvazyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the proclamation of monolingual foreign-language learning methods (the Berlitz Method in the early 20ᵗʰ century and the like), the dilemma has been to allow or not to allow learners’ mother tongue in the foreign-language learning process. The reason for not allowing learners’ mother tongue is reported to create a situation of immersion where students will only use the target language. It could be argued that this artificial monolingual situation is defective, mainly because there are very few real monolingual situations in the society. This is mainly due to the fact that societies are nowadays increasingly multilingual as plurilingual speakers are the norm rather than an exception. More recently, the use of learners’ mother tongue and translation has been put under the spotlight as valid foreign-language teaching tools. The logic dictates that if learners were permitted to use their mother tongue in the foreign-language learning process, that would not only be natural, but also would give them additional means of participation in class, which could eventually lead to learning. For example, when learners’ metalinguistic skills are poor in the target language, a question they might have could be asked in their mother tongue. Otherwise, that question might be left unasked. Attempts at empirically testing the role of translation as a didactic tool in foreign-language teaching are still very scant. In order to fill this void, this study looks into the interaction patterns between students in two kinds of English-learning classes: one with translation and the other in English only (immersion). The experiment was carried out with 61 students enrolled in a second-year university subject in English grammar in Spain. All the students underwent the two treatments, classes with translation and in English only, in order to see how they interacted under the different conditions. The analysis centered on four categories of interaction: teacher talk, teacher-initiated student interaction, student-initiated student-to-teacher interaction, and student-to-student interaction. Also, pre-experiment and post-experiment questionnaires and individual interviews gathered information about the students’ attitudes to translation. The findings show that translation elicited more student-initiated interaction than did the English-only classes, while the difference in teacher-initiated interactional turns was not statistically significant. Also, student-initiated participation was higher in comprehension-based activities (into L1) as opposed to production-based activities (into L2). As evidenced by the questionnaires, the students’ attitudes to translation were initially positive and mainly did not vary as a result of the experiment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title="foreign language">foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/88353/translation-as-a-foreign-language-teaching-tool-results-of-an-experiment-with-university-level-students-in-spain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88353.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">3944</span> Effect of the pH on the Degradation Kinetics of Biodegradable Mg-0.8Ca Orthopedic Implants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Mohamed">A. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20El-Aziz"> A. El-Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pH of the body plays a great role in the degradation kinetics of biodegradable Mg-Ca orthopedic implants. At the location of fracture, the pH of the body becomes no longer neutral which draws the attention towards studying a range of different pH values of the body fluid. In this study, the pH of Hank’s balanced salt solution (HBSS) was modified by phosphate buffers into an aggressive acidic pH 1.8, a slightly acidic pH 5.3 and an alkaline pH 8.1. The biodegradation of Mg-0.8Ca implant was tested in those three different media using immersion test and electrochemical polarization means. It was proposed that the degradation rate has increased with decreasing the pH of HBSS. The immersion test revealed weight gain for all the samples followed by weight loss as the immersion time increased. The highest weight gain was pronounced for the acidic pH 1.8 and the least weight gain was observed for the alkaline pH 8.1. This was in agreement with the electrochemical polarization test results where the degradation rate was found to be high (7.29 ± 2.2 mm/year) in the aggressive acidic solution of pH 1.8 and relatively minimum (0.31 ± 0.06 mm/year) in the alkaline medium of pH 8.1. Furthermore, it was confirmed that the pH of HBSS has reached a steady state of an alkaline pH (~pH 11) at the end of the two-month immersion period regardless of the initial pH of the solution. Finally, the corrosion products formed on the samples’ surface were investigated by SEM, EDX and XRD analyses that revealed the formation of magnesium and calcium phosphates with different morphologies according to the pH. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodegradable" title="biodegradable">biodegradable</a>, <a href="https://publications.waset.org/abstracts/search?q=electrochemical%20polarization%20means" title=" electrochemical polarization means"> electrochemical polarization means</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedics" title=" orthopedics"> orthopedics</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20test" title=" immersion test"> immersion test</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20body%20fluid" title=" simulated body fluid"> simulated body fluid</a> </p> <a href="https://publications.waset.org/abstracts/104188/effect-of-the-ph-on-the-degradation-kinetics-of-biodegradable-mg-08ca-orthopedic-implants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3943</span> Flow Measurement Using Magnetic Meters in Large Underground Cooling Water Pipelines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Humanyun%20Zahir">Humanyun Zahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Irtsam%20Ghazi"> Irtsam Ghazi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This report outlines the basic installation and operation of magnetic inductive flow velocity sensors on large underground cooling water pipelines. Research on the effects of cathodic protection as well as into other factors that might influence the overall performance of the meter are presented in this paper. The experiments were carried out on an immersion type magnetic meter specially used for flow measurement of cooling water pipeline. An attempt has been made in this paper to outline guidelines that can ensure accurate measurement related to immersion type magnetic meters on underground pipelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=magnetic%20induction" title="magnetic induction">magnetic induction</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20meter" title=" flow meter"> flow meter</a>, <a href="https://publications.waset.org/abstracts/search?q=Faraday%27s%20law" title=" Faraday's law"> Faraday's law</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=cathodic%20protection" title=" cathodic protection"> cathodic protection</a>, <a href="https://publications.waset.org/abstracts/search?q=anode" title=" anode"> anode</a>, <a href="https://publications.waset.org/abstracts/search?q=cathode" title=" cathode"> cathode</a>, <a href="https://publications.waset.org/abstracts/search?q=flange" title=" flange"> flange</a>, <a href="https://publications.waset.org/abstracts/search?q=grounding" title=" grounding"> grounding</a>, <a href="https://publications.waset.org/abstracts/search?q=plant%20information%20management%20system" title=" plant information management system"> plant information management system</a>, <a href="https://publications.waset.org/abstracts/search?q=electrodes" title=" electrodes"> electrodes</a> </p> <a href="https://publications.waset.org/abstracts/23671/flow-measurement-using-magnetic-meters-in-large-underground-cooling-water-pipelines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3942</span> Degradation of the Mechanical Properties of the Polypropylene Talc Nanocomposite in Chemical Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ouadah%20Bouakkaz">Ahmed Ouadah Bouakkaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elmeguenni"> Mohamed Elmeguenni</a>, <a href="https://publications.waset.org/abstracts/search?q=Bel%20Abbes%20Bachir%20Bouiadjra"> Bel Abbes Bachir Bouiadjra</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Belhouari"> Mohamed Belhouari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulmohsen%20Albedah"> Abdulmohsen Albedah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the effect of the chemical environment on the mechanical properties of the polypropylene-talc composite was analyzed. The talc proportion was varied in order to highlight the combined effects of time of immersion in the chemical environment 'benzene' and talc concentration on the mechanical properties of the composite. Tensile test was carried out to evaluate the mechanical properties of PP-talc composite and to analyze the effect of the immersion time on the variation of these properties. The obtained results show that increasing the time of immersion has a very negative effect on the mechanical strength of the PP-talc composite, but this effect can be significantly reduced by the augmentation of the talc proportion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polypropylene%20%28PP%29" title="polypropylene (PP)">polypropylene (PP)</a>, <a href="https://publications.waset.org/abstracts/search?q=talc" title=" talc"> talc</a>, <a href="https://publications.waset.org/abstracts/search?q=nanocomposite" title=" nanocomposite"> nanocomposite</a>, <a href="https://publications.waset.org/abstracts/search?q=degradation" title=" degradation"> degradation</a> </p> <a href="https://publications.waset.org/abstracts/77753/degradation-of-the-mechanical-properties-of-the-polypropylene-talc-nanocomposite-in-chemical-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3941</span> Adaptive Cooperative Control of Nonholonomic Mobile Robot Based on Immersion and Invariance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imil%20Hamda%20Imran">Imil Hamda Imran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sami%20El%20Ferik"> Sami El Ferik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with adaptive cooperative control of non holonomic mobile robot moved together in a given formation. The controller is designed based on the Immersion and Invariance (I&I) approach. I&I is a framework for adaptive stabilization of nonlinear systems with uncertain parameters. We investigate the tracking control of non holonomic mobile robot with uncertainties in The I&I-based adaptive controller regulates the angular and linear velocity of non holonomic mobile robot. The results demonstrate that the ability of I&I-based adaptive cooperative control in tracking the position of non holonomic mobile robot. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonholonomic%20mobile%20robot" title="nonholonomic mobile robot">nonholonomic mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20and%20invariance" title=" immersion and invariance"> immersion and invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20control" title=" adaptive control"> adaptive control</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertain%20nonlinear%20systems" title=" uncertain nonlinear systems"> uncertain nonlinear systems</a> </p> <a href="https://publications.waset.org/abstracts/21832/adaptive-cooperative-control-of-nonholonomic-mobile-robot-based-on-immersion-and-invariance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</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">3940</span> The Application on Interactivity of Light in New Media Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yansong%20Chen">Yansong Chen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the age of media convergence, new media technology is constantly impacting, changing, and even reshaping the limits of Art. From the technological ontology of the new media art, the concept of interaction design has always been dominated by I/O (Input/Output) systems through the ages, which ignores the content of systems and kills the aura of art. Light, as a fusion media, basically comes from the extension of some human feelings and can be the content of the input or the effect of output. In this paper, firstly, on the basis of literature review, the interaction characteristics research was conducted on light. Secondly, starting from discourse patterns of people and machines, people and people, people, and imagining things, we propose three light modes: object-oriented interaction, Immersion interaction, Tele-Presence interaction. Finally, this paper explains how to regain the aura of art through light elements in new media art and understand multiple levels of 'Interaction design'. In addition, the new media art, especially the light-based interaction art, enriches the language patterns and motivates emerging art forms to be more widespread and popular, which achieves its aesthetics growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20media%20art" title="new media art">new media art</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20design" title=" interaction design"> interaction design</a>, <a href="https://publications.waset.org/abstracts/search?q=light%20art" title=" light art"> light art</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a> </p> <a href="https://publications.waset.org/abstracts/114388/the-application-on-interactivity-of-light-in-new-media-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114388.pdf" target="_blank" class="btn btn-primary 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