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division</title> <meta name="description" content="Search results for: class division"> <meta name="keywords" content="class division"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="class division"> <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> 2761</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: class division</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2761</span> Cephalometric Changes of Patient with Class II Division 1 [Malocclusion] Post Orthodontic Treatment with Growth Stimulation: A Case Report</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pricillia%20Priska%20Sianita">Pricillia Priska Sianita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An aesthetic facial profile is one of the goals in Orthodontics treatment. However, this is not easily achieved, especially in patients with Class II Division 1 malocclusion who have the clinical characteristics of convex profile and significant skeletal discrepancy due to mandibular growth deficiency. Malocclusion with skeletal problems require proper treatment timing for growth stimulation, and it must be done in early age and in need of good cooperation from the patient. If this is not done and the patient has passed the growth period, the ideal treatment is orthognathic surgery which is more complicated and more painful. The growth stimulation of skeletal malocclusion requires a careful cephalometric evaluation ranging from diagnosis to determine the parts that require stimulation to post-treatment evaluation to see the success achieved through changes in the measurement of the skeletal parameters shown in the cephalometric analysis. This case report aims to describe skeletal changes cephalometrically that were achieved through orthodontic treatment in growing period. Material and method: Lateral Cephalograms, pre-treatment, and post-treatment of cases of Class II Division 1 malocclusion is selected from a collection of cephalometric radiographic in a private clinic. The Cephalogram is then traced and measured for the skeletal parameters. The result is noted as skeletal condition data of pre-treatment and post-treatment. Furthermore, superimposition is done to see the changes achieved. The results show that growth stimulation through orthodontic treatment can solve the skeletal problem of Class II Division 1 malocclusion and the skeletal changes that occur can be verified through cephalometric analysis. The skeletal changes have an impact on the improvement of patient's facial profile. To sum up, the treatment timing on a skeletal malocclusion is very important to obtain satisfactory results for the improvement of the aesthetic facial profile, and skeletal changes can be verified through cephalometric evaluation of pre- and post-treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cephalometric%20evaluation" title="cephalometric evaluation">cephalometric evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20II%20division%201%20malocclusion" title=" class II division 1 malocclusion"> class II division 1 malocclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20stimulation" title=" growth stimulation"> growth stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=skeletal%20changes" title=" skeletal changes"> skeletal changes</a>, <a href="https://publications.waset.org/abstracts/search?q=skeletal%20problems" title=" skeletal problems"> skeletal problems</a> </p> <a href="https://publications.waset.org/abstracts/64828/cephalometric-changes-of-patient-with-class-ii-division-1-malocclusion-post-orthodontic-treatment-with-growth-stimulation-a-case-report" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64828.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">249</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">2760</span> The Fallacy around Inserting Brackets to Evaluate Expressions Involving Multiplication and Division</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manduth%20Ramchander">Manduth Ramchander</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evaluating expressions involving multiplication and division can give rise to the fallacy that brackets can be arbitrarily inserted into expressions involving multiplication and division. The aim of this article was to draw upon mathematical theory to prove that brackets cannot be arbitrarily inserted into expressions involving multiplication and division and in particular in expressions where division precedes multiplication. In doing so, it demonstrates that the notion that two different answers are possible, when evaluating expressions involving multiplication and division, is indeed a false one. Searches conducted in a number of scholarly databases unearthed the rules to be applied when removing brackets from expressions, which revealed that consideration needs to be given to sign changes when brackets are removed. The rule pertaining to expressions involving multiplication and division was then extended upon, in its reverse format, to prove that brackets cannot be arbitrarily inserted into expressions involving multiplication and division. The application of the rule demonstrates that an expression involving multiplication and division can have only one correct answer. It is recommended that both the rule and its reverse be included in the curriculum, preferably at the juncture when manipulation with brackets is introduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brackets" title="brackets">brackets</a>, <a href="https://publications.waset.org/abstracts/search?q=multiplications%20and%20division" title=" multiplications and division"> multiplications and division</a>, <a href="https://publications.waset.org/abstracts/search?q=operations" title=" operations"> operations</a>, <a href="https://publications.waset.org/abstracts/search?q=order" title=" order"> order</a> </p> <a href="https://publications.waset.org/abstracts/132918/the-fallacy-around-inserting-brackets-to-evaluate-expressions-involving-multiplication-and-division" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2759</span> Satire of Victorian Mores in Charles Dickens’ Great Expectations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nagwa%20Abouserie%20Soliman">Nagwa Abouserie Soliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Victorian era, which started with the reign of Queen Victoria from June 1837 to January 1901, could be considered as one of the most significant eras that had a crucial impact which formed contemporary British life despite the fact that with the rise of the British empire many negative aspects surfaced, namelysocial inequalities such as class differences, child labor, population increase and poverty due to the industrial revolution. Charles Dickens was one of the most prominent writers of the Victorian era who perceived the hypocrisy of the Victorian mores. The appropriate researchstyle that was chosen for this literary analysis is a qualitative research method in which the researcher used the conceptual approach to analyse theDickensian characterisation andwriting style through diction, narrative voice, and images. The aim of this paper is to argue that Charles Dickens inGreat Expectations (1861) was highly satirical of the Victorian mores, as he uses a lot of sharp irony-to satirize various Victorian traditions such as class divisions, the justice system, the poor working class, and the upper-class snobbery that he thought are inhumane and unjust. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=victorian" title="victorian">victorian</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20labour" title=" child labour"> child labour</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20division" title=" class division"> class division</a>, <a href="https://publications.waset.org/abstracts/search?q=snobbery" title=" snobbery"> snobbery</a> </p> <a href="https://publications.waset.org/abstracts/148205/satire-of-victorian-mores-in-charles-dickens-great-expectations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148205.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">2758</span> Policy Guidelines to Enhance the Mathematics Teachers’ Association of the Philippines (MTAP) Saturday Class Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roselyn%20Alejandro-Ymana">Roselyn Alejandro-Ymana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was an attempt to assess the MTAP Saturday Class Program along its eight components namely, modules, instructional materials, scheduling, trainer-teachers, supervisory support, administrative support, financial support and educational facilities, the results of which served as bases in developing policy guidelines to enhance the MTAP Saturday Class Program. Using a descriptive development method of research, this study involved the participation of twenty-eight (28) schools with MTAP Saturday Class Program in the Division of Dasmarinas City where twenty-eight school heads, one hundred twenty-five (125) teacher-trainer, one hundred twenty-five (125) pupil program participants, and their corresponding one hundred twenty-five (125) parents were purposively drawn to constitute the study’s respondent. A self-made validated survey questionnaire together with Pre and Post-Test Assessment Test in Mathematics for pupils participating in the program, and an unstructured interview guide was used to gather the data needed in the study. Data obtained from the instruments administered was organized and analyzed through the use of statistical tools that included the Mean, Weighted Mean, Relative Frequency, Standard Deviation, F-Test or One-Way ANOVA and the T-Test. Results of the study revealed that all the eight domains involved in the MTAP Saturday Class Program were practiced with the areas of 'trainer-teachers', 'educational facilities', and 'supervisory support' identified as the program’s strongest components while the areas of 'financial support', 'modules' and 'scheduling' as being the weakest program’s components. Moreover, the study revealed based on F-Test, that there was a significant difference in the assessment made by the respondents in each of the eight (8) domains. It was found out that the parents deviated significantly from the assessment of either the school heads or the teachers on the indicators of the program. There is much to be desired when it comes to the quality of the implementation of the MTAP Saturday Class Program. With most of the indicators of each component of the program, having received overall average ratings that were at least 0.5 point away from the ideal rating 5 for total quality, school heads, teachers, and supervisors need to work harder for total quality of the implementation of the MTAP Saturday Class Program in the division. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title="mathematics achievement">mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=MTAP%20program" title=" MTAP program"> MTAP program</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20guidelines" title=" policy guidelines"> policy guidelines</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20assessment" title=" program assessment "> program assessment </a> </p> <a href="https://publications.waset.org/abstracts/75320/policy-guidelines-to-enhance-the-mathematics-teachers-association-of-the-philippines-mtap-saturday-class-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75320.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">212</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">2757</span> A Quantum Leap: Developing Quantum Semi-Structured Complex Numbers to Solve the “Division by Zero” Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Jean-Paul">Peter Jean-Paul</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanaz%20Wahid"> Shanaz Wahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problem of division by zero can be stated as: “what is the value of 0 x 1/0?” This expression has been considered undefined by mathematicians because it can have two equally valid solutions either 0 or 1. Recently semi-structured complex number set was invented to solve “division by zero”. However, whilst the number set had some merits it was considered to have a poor theoretical foundation and did not provide a quality solution to “division by zero”. Moreover, the set lacked consistency in simple algebraic calculations producing contradictory results when dividing by zero. To overcome these issues this research starts by treating the expression " 0 x 1/0" as a quantum mechanical system that produces two tangled results 0 and 1. Dirac Notation (a tool from quantum mechanics) was then used to redefine the unstructured unit p in semi-structured complex numbers so that p represents the superposition of two results (0 and 1) and collapses into a single value when used in algebraic expressions. In the process, this paper describes a new number set called Quantum Semi-structured Complex Numbers that provides a valid solution to the problem of “division by zero”. This research shows that this new set (1) forms a “Field”, (2) can produce consistent results when solving division by zero problems, (3) can be used to accurately describe systems whose mathematical descriptions involve division by zero. This research served to provide a firm foundation for Quantum Semi-structured Complex Numbers and support their practical use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=division%20by%20zero" title="division by zero">division by zero</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-structured%20complex%20numbers" title=" semi-structured complex numbers"> semi-structured complex numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20mechanics" title=" quantum mechanics"> quantum mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilbert%20space" title=" Hilbert space"> Hilbert space</a>, <a href="https://publications.waset.org/abstracts/search?q=Euclidean%20space" title=" Euclidean space"> Euclidean space</a> </p> <a href="https://publications.waset.org/abstracts/143814/a-quantum-leap-developing-quantum-semi-structured-complex-numbers-to-solve-the-division-by-zero-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2756</span> Empirical Exploration for the Correlation between Class Object-Oriented Connectivity-Based Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attributes and methods are the basic contents of an object-oriented class. The connectivity among these class members and the relationship between the class and other classes play an important role in determining the quality of an object-oriented system. Class cohesion evaluates the degree of relatedness of class attributes and methods, whereas class coupling refers to the degree to which a class is related to other classes. Researchers have proposed several class cohesion and class coupling measures. However, the correlation between class coupling and class cohesion measures have not been thoroughly studied. In this paper, using classes of three open-source Java systems, we empirically investigate the correlation between several measures of connectivity-based class cohesion and coupling. Four connectivity-based cohesion measures and eight coupling measures are considered in the empirical study. The empirical study results show that class connectivity-based cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation depends highly on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title="object-oriented class">object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title=" class cohesion measure"> class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a> </p> <a href="https://publications.waset.org/abstracts/18331/empirical-exploration-for-the-correlation-between-class-object-oriented-connectivity-based-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</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">2755</span> The Development Learning Module Physics based on Guided Inquiry Approach on Model Cooperative Learning Type STAD (Student Team Achievement Division) in the Main Subject of Temperature and Heat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fani%20Firmahandari">Fani Firmahandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning%20type%20STAD%20%28student%20team%20achievement%20division%29" title="cooperative learning type STAD (student team achievement division)">cooperative learning type STAD (student team achievement division)</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20students" title=" interaction students"> interaction students</a> </p> <a href="https://publications.waset.org/abstracts/39814/the-development-learning-module-physics-based-on-guided-inquiry-approach-on-model-cooperative-learning-type-stad-student-team-achievement-division-in-the-main-subject-of-temperature-and-heat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2754</span> Powers of Class p-w A (s, t) Operators Associated with Generalized Aluthge Transformations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammed%20Rashid">Mohammed Husein Mohammed Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let Τ = U |Τ| be a polar decomposition of a bounded linear operator T on a complex Hilbert space with ker U = ker |T|. T is said to be class p-w A(s,t) if (|T*|ᵗ|T|²ˢ|T*|ᵗ )ᵗᵖ/ˢ⁺ᵗ ≥|T*|²ᵗᵖ and |T|²ˢᵖ ≥ (|T|ˢ|T*|²ᵗ|T|ˢ)ˢᵖ/ˢ⁺ᵗ with 0<p≤1 and 0<s,t,s + t≤1. This is a generalization of p-hyponormal or class A operators. In this paper, we shall show that if T belongs to class p-w A (s, t) operator for 0<s,t≤1 and 0<p≤1, then Tⁿ belongs to class p₁-w A (s/n, t/n) for 0<p₁≤p and for all positive integer n. As an immediate corollary of this result, we shall also show that if T is a p-w-hyponormal operator, then Tⁿ is also p₁-w-hyponormal for 0<p₁≤p and for all positive integer n. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20p-w%20A%20%28s" title="class p-w A (s">class p-w A (s</a>, <a href="https://publications.waset.org/abstracts/search?q=t%29" title=" t)"> t)</a>, <a href="https://publications.waset.org/abstracts/search?q=normaloid" title=" normaloid"> normaloid</a>, <a href="https://publications.waset.org/abstracts/search?q=isoloid" title=" isoloid"> isoloid</a>, <a href="https://publications.waset.org/abstracts/search?q=finite" title=" finite"> finite</a>, <a href="https://publications.waset.org/abstracts/search?q=orthogonality" title=" orthogonality"> orthogonality</a> </p> <a href="https://publications.waset.org/abstracts/158688/powers-of-class-p-w-a-s-t-operators-associated-with-generalized-aluthge-transformations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2753</span> Fuglede-Putnam Theorem for ∗-Class A Operators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammad%20Rashid">Mohammed Husein Mohammad Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For a bounded linear operator T acting on a complex inﬁnite dimensional Hilbert space ℋ, we say that T is ∗-class A operator (abbreviation T∈A*) if |T²|≥ |T*|². In this article, we prove the following assertions:(i) we establish some conditions which imply the normality of ∗-class A; (ii) we consider ∗-class A operator T ∈ ℬ(ℋ) with reducing kernel such that TX = XS for some X ∈ ℬ(K, ℋ) and prove the Fuglede-Putnam type theorem when adjoint of S ∈ ℬ(K) is dominant operators; (iii) furthermore, we extend the asymmetric Putnam-Fuglede theorem the class of ∗-class A operators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuglede-putnam%20theorem" title="fuglede-putnam theorem">fuglede-putnam theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20operators" title=" normal operators"> normal operators</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%88%97-class%20a%20operators" title=" ∗-class a operators"> ∗-class a operators</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20operators" title=" dominant operators"> dominant operators</a> </p> <a href="https://publications.waset.org/abstracts/159132/fuglede-putnam-theorem-for-class-a-operators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2752</span> The Transformative Landscape of the University of the Western Cape’s Elearning Center: Institutionalizing ELearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Dankers">Paul Dankers</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Stoltenkamp"> Juliet Stoltenkamp</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolynne%20Kies"> Carolynne Kies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In May 2005, the University of the Western Cape (UWC) established an eLearning Division (ED) that, over the past 18 years, accelerated into the institutionalization of an efficient eLearning Centre. The initial objective of the ED was to incessantly align itself with emerging technologies caused by digital transformation, which progressively impacted Higher Education Institutions (HEIs) globally. In this paper, we present how the UWC eLearning Division (ED) first evolved into the eLearning Development and Support Unit (EDUS), currently called the ‘Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure at UWC. Using a comparative research method, we highlight the transformative eLearning landscape at UWC by doing a detailed account of the shift in practices. Our research method will determine the initial vision and outcomes of institutionalizing an eLearning division. The study aims to compare across space or time the eLearning division’s rate of growth. By comparing the progressive growth of the UWCs eLearning division over the years, we will be able to document the successes and achievements of the eLearning division precisely. This study’s outcomes will act as a reference for novel research subjects on formalising eLearning. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students’ teaching and learning is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a> </p> <a href="https://publications.waset.org/abstracts/187549/the-transformative-landscape-of-the-university-of-the-western-capes-elearning-center-institutionalizing-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187549.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">40</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">2751</span> The Origin Variability of the Obturator Artery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halimah%20Al%20Hifzi">Halimah Al Hifzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Waseem%20Al-Talalwah"> Waseem Al-Talalwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Shorok%20Al%20Dorazi"> Shorok Al Dorazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Al%20Mousa"> Hassan Al Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Al-Hashim"> Zainab Al-Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Roger%20Soames"> Roger Soames</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The obturator artery is one branches of anterior division of the internal iliac artery. It passes on the lateral wall of pelvis to escape into thigh region via obturator foremen. Based on previous research studies, it found to be extremely variable in origin and course. It may arise from internal or external iliac artery. The current study includes 82 dissected specimens to investigate the origin of the obturator artery and explain the clinical importance. The obturator artery arises from the internal iliac artery in 75% either from its anterior or posterior division in 46.9% or 25% respectively. Further, it arises neither from the anterior nor posterior division of the internal iliac artery but it arises between them in 3.1%. In 25%, the obturator artery arises from the external iliac artery. In case of aneurysmectomy of posterior division, carries a high risk of insufficient of vascular supply for demand structures such as proximal adductors attachment and hip joint. Therefore, vascular surgeons have to pay attention to the posterior division being an origin of the obturator artery beside its usual three classical branches: superior gluteal, iliolumbar and lateral sacral arteries. Further, the obturator artery arising from the external iliac system is in great dangerous of laceration in case of anterior pelvic fracture. Therefore, it may lead to haemorrhagic shock threatening life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=obturator%20artery" title="obturator artery">obturator artery</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20iliac" title=" external iliac"> external iliac</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20iliac%20artery" title=" internal iliac artery"> internal iliac artery</a>, <a href="https://publications.waset.org/abstracts/search?q=anterior%20division" title=" anterior division"> anterior division</a>, <a href="https://publications.waset.org/abstracts/search?q=posterior%20division" title=" posterior division"> posterior division</a>, <a href="https://publications.waset.org/abstracts/search?q=superior%20gluteal" title=" superior gluteal"> superior gluteal</a>, <a href="https://publications.waset.org/abstracts/search?q=iliolumbar%20and%20lateral%20sacral" title=" iliolumbar and lateral sacral"> iliolumbar and lateral sacral</a>, <a href="https://publications.waset.org/abstracts/search?q=pubic%20fracture" title=" pubic fracture"> pubic fracture</a>, <a href="https://publications.waset.org/abstracts/search?q=aneurysm" title=" aneurysm"> aneurysm</a>, <a href="https://publications.waset.org/abstracts/search?q=shock" title=" shock"> shock</a> </p> <a href="https://publications.waset.org/abstracts/31813/the-origin-variability-of-the-obturator-artery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31813.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">357</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">2750</span> Efficiency and Scale Elasticity in Network Data Envelopment Analysis: An Application to International Tourist Hotels in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li-Hsueh%20Chen">Li-Hsueh Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Efficient operation is more and more important for managers of hotels. Unlike the manufacturing industry, hotels cannot store their products. In addition, many hotels provide room service, and food and beverage service simultaneously. When efficiencies of hotels are evaluated, the internal structure should be considered. Hence, based on the operational characteristics of hotels, this study proposes a DEA model to simultaneously assess the efficiencies among the room production division, food and beverage production division, room service division and food and beverage service division. However, not only the enhancement of efficiency but also the adjustment of scale can improve the performance. In terms of the adjustment of scale, scale elasticity or returns to scale can help to managers to make decisions concerning expansion or contraction. In order to construct a reasonable approach to measure the efficiencies and scale elasticities of hotels, this study builds an alternative variable-returns-to-scale-based two-stage network DEA model with the combination of parallel and series structures to explore the scale elasticities of the whole system, room production division, food and beverage production division, room service division and food and beverage service division based on the data of international tourist hotel industry in Taiwan. The results may provide valuable information on operational performance and scale for managers and decision makers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=efficiency" title="efficiency">efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20elasticity" title=" scale elasticity"> scale elasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20data%20envelopment%20analysis" title=" network data envelopment analysis"> network data envelopment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20tourist%20hotel" title=" international tourist hotel"> international tourist hotel</a> </p> <a href="https://publications.waset.org/abstracts/44908/efficiency-and-scale-elasticity-in-network-data-envelopment-analysis-an-application-to-international-tourist-hotels-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2749</span> Of an 80 Gbps Passive Optical Network Using Time and Wavelength Division Multiplexing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20Muhammad%20Arslan">Malik Muhammad Arslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Muneeb%20Ullah"> Muneeb Ullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Dai%20Shihan"> Dai Shihan</a>, <a href="https://publications.waset.org/abstracts/search?q=Faizan%20Khan"> Faizan Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaodong%20Yang"> Xiaodong Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet Service Providers are driving endless demands for higher bandwidth and data throughput as new services and applications require higher bandwidth. Users want immediate and accurate data delivery. This article focuses on converting old conventional networks into passive optical networks based on time division and wavelength division multiplexing. The main focus of this research is to use a hybrid of time-division multiplexing and wavelength-division multiplexing to improve network efficiency and performance. In this paper, we design an 80 Gbps Passive Optical Network (PON), which meets the need of the Next Generation PON Stage 2 (NGPON2) proposed in this paper. The hybrid of the Time and Wavelength division multiplexing (TWDM) is said to be the best solution for the implementation of NGPON2, according to Full-Service Access Network (FSAN). To co-exist with or replace the current PON technologies, many wavelengths of the TWDM can be implemented simultaneously. By utilizing 8 pairs of wavelengths that are multiplexed and then transmitted over optical fiber for 40 Kms and on the receiving side, they are distributed among 256 users, which shows that the solution is reliable for implementation with an acceptable data rate. From the results, it can be concluded that the overall performance, Quality Factor, and bandwidth of the network are increased, and the Bit Error rate is minimized by the integration of this approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bit%20error%20rate" title="bit error rate">bit error rate</a>, <a href="https://publications.waset.org/abstracts/search?q=fiber%20to%20the%20home" title=" fiber to the home"> fiber to the home</a>, <a href="https://publications.waset.org/abstracts/search?q=passive%20optical%20network" title=" passive optical network"> passive optical network</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20and%20wavelength%20division%20multiplexing" title=" time and wavelength division multiplexing"> time and wavelength division multiplexing</a> </p> <a href="https://publications.waset.org/abstracts/175639/of-an-80-gbps-passive-optical-network-using-time-and-wavelength-division-multiplexing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175639.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">70</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">2748</span> Empirical Investigation for the Correlation between Object-Oriented Class Lack of Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design of the internal relationships among object-oriented class members (i.e., attributes and methods) and the external relationships among classes affects the overall quality of the object-oriented software. The degree of relatedness among class members is referred to as class cohesion and the degree to which a class is related to other classes is called class coupling. Well designed classes are expected to exhibit high cohesion and low coupling values. In this paper, using classes of three open-source Java systems, we empirically investigate the relation between class cohesion and coupling. In the empirical study, five lack-of-cohesion metrics and eight coupling metrics are considered. The empirical study results show that class cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation highly depends on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title="class cohesion measure">class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title=" object-oriented class"> object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a> </p> <a href="https://publications.waset.org/abstracts/45455/empirical-investigation-for-the-correlation-between-object-oriented-class-lack-of-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2747</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</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">2746</span> Predictors of Korean Women’s Attitudes toward Family Formation and the Intrahousehold Division of Labor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Damla%20Tas">Damla Tas</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Rudolf"> Robert Rudolf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fast economic development and women empowerment in Korea have contributed to an unprecedented family and gender crisis, with Korean fertility rates at a global record low. This study explores the predictors and time trends of Korean women’s attitudes toward family formation and the household division of labor by using the Korean Longitudinal Survey of Women and Families from 2007 to 2018. Results indicate that education, age, marital status, and motherhood are significantly associated with women’s attitudes toward family formation and gender attitudes toward the intrahousehold division of labor. In addition, more educated women and those aged 26 to 45 are less likely to support traditional marriage and traditional household division of labor statements. Unmarried and divorced women are more likely to support progressive values and roles. Also, retrospective factors such as mothers’ schooling and parents’ relationship are significantly associated with gender role ideology. Our findings also indicate a downward trend in the number of Korean women stating one must have children. The study suggests that Korean families and society need to adjust to women’s changing preferences concerning their societal roles toward less traditional. Hence, a new agreement between men and women is needed on how work can be divided more equally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=marriage" title="marriage">marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20formation" title=" family formation"> family formation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrahousehold%20division%20of%20labor" title=" intrahousehold division of labor"> intrahousehold division of labor</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role%20attitudes" title=" gender role attitudes"> gender role attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Korea" title=" Korea"> Korea</a> </p> <a href="https://publications.waset.org/abstracts/170789/predictors-of-korean-womens-attitudes-toward-family-formation-and-the-intrahousehold-division-of-labor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170789.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">2745</span> The Variation of the Inferior Gluteal Artery Origin in United Kingdom Population </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waseem%20Al%20Talalwah">Waseem Al Talalwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Shorok%20Ali%20Al%20Dorazi"> Shorok Ali Al Dorazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roger%20Soames"> Roger Soames </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inferior gluteal artery is a largest branch of the anterior division of internal iliac artery. It escapes from the pelvic cavity through the greater sciatic foramen below the lower edge of piriformis. In gluteal region, it provides several muscular branches to gluteal maximus and articular branch to hip joint. Further, it provides sciatic branch to sciatic nerve. Present study explores the origin of the inferior gluteal artery of 41 cadavers in Centre for Anatomy and Human Identification, University of Dundee, UK. It arose directly from the anterior division of internal iliac artery in 39% and 45.7% indirectly as with the internal pudendal artery. Further, it arose indirectly from anterior division with internal pudendal and obturator arteries in 1.5% referred as obturatogluteopudendal trunk in 1.5%. Therefore, it arose from the anterior division of the internal iliac artery in 86.2%. However, it found to be as a branch of the posterior division of internal iliac artery in 7.7% which is either a direct branch in 6.2% as or indirect branch (as from the sciatic artery) in 1.5%. It neither arose from anterior or posterior division in 1.5% as from gluteopudendal trunk arising from the internal iliac artery bifurcation site. In few cases, the inferior gluteal artery found to be congenital absence in 4.6% which is compensated by the persistent sciatic artery. Therefore, radiologists have to aware of the origin variability of the inferior gluteal artery to alert surgeons. Knowing the origin of the inferior gluteal artery may help the surgeons to avoid iatrogenic sciatic neuropathy or gluteal claudication due to prolonged ligation in pelvic procedures such as removing prostate or of uterine fibroid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inferior%20gluteal%20artery" title="inferior gluteal artery">inferior gluteal artery</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20pudendal" title=" internal pudendal"> internal pudendal</a>, <a href="https://publications.waset.org/abstracts/search?q=sciatic%20nerve" title=" sciatic nerve"> sciatic nerve</a>, <a href="https://publications.waset.org/abstracts/search?q=sciatic%20artery" title=" sciatic artery"> sciatic artery</a>, <a href="https://publications.waset.org/abstracts/search?q=gluteal%20claudication" title=" gluteal claudication"> gluteal claudication</a>, <a href="https://publications.waset.org/abstracts/search?q=sciatic%20neuopathy" title=" sciatic neuopathy"> sciatic neuopathy</a> </p> <a href="https://publications.waset.org/abstracts/24857/the-variation-of-the-inferior-gluteal-artery-origin-in-united-kingdom-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24857.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">678</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">2744</span> From User's Requirements to UML Class Diagram</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeineb%20Ben%20Azzouz">Zeineb Ben Azzouz</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahiba%20Ben%20Abdessalem%20Karaa"> Wahiba Ben Abdessalem Karaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The automated extraction of UML class diagram from natural language requirements is a highly challenging task. Many approaches, frameworks and tools have been presented in this field. Nonetheless, the experiments of these tools have shown that there is no approach that can work best all the time. In this context, we propose a new accurate approach to facilitate the automatic mapping from textual requirements to UML class diagram. Our new approach integrates the best properties of statistical Natural Language Processing (NLP) techniques to reduce ambiguity when analysing natural language requirements text. In addition, our approach follows the best practices defined by conceptual modelling experts to determine some patterns indispensable for the extraction of basic elements and concepts of the class diagram. Once the relevant information of class diagram is captured, a XMI document is generated and imported with a CASE tool to build the corresponding UML class diagram. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20diagram" title="class diagram">class diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=user%E2%80%99s%20requirements" title=" user’s requirements"> user’s requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=XMI" title=" XMI"> XMI</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/7098/from-users-requirements-to-uml-class-diagram" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2743</span> National Projects' Impact on the Regional Division</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mosaad%20Hamouda">Mosaad Hamouda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Khalaf"> Kamal Khalaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaker%20Mousa"> Zaker Mousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National projects are considered Egypt's future vision in investing its various resources and the best way to bring about a developmental renaissance that constitutes a quantum leap because of its developmental impact on the planning regions, which it achieves in attracting and localizing investments to achieve urban development, and what this has a noticeable impact on dividing those regions in order to achieve a developmental balance or at least reduce the severity of the disparities between them, by measuring the impact of these projects, which appear in the per capita share of the various developmental variables, and also analyzing global and local experiences so that a balanced division of the country’s regions can be reached, and the research finds a set of planning foundations that are compatible with the settlement of these national projects in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20projects" title="national projects">national projects</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20development" title=" regional development"> regional development</a>, <a href="https://publications.waset.org/abstracts/search?q=division%20of%20regions" title=" division of regions"> division of regions</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20disparities" title=" development disparities"> development disparities</a> </p> <a href="https://publications.waset.org/abstracts/174332/national-projects-impact-on-the-regional-division" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174332.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">126</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">2742</span> Applications for Accounting of Inherited Object-Oriented Class Members </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A class in an Object-Oriented (OO) system is the basic unit of design, and it encapsulates a set of attributes and methods. In OO systems, instead of redefining the attributes and methods that are included in other classes, a class can inherit these attributes and methods and only implement its unique attributes and methods, which results in reducing code redundancy and improving code testability and maintainability. Such mechanism is called Class Inheritance. However, some software engineering applications may require accounting for all the inherited class members (i.e., attributes and methods). This paper explains how to account for inherited class members and discusses the software engineering applications that require such consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20flattening" title="class flattening">class flattening</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20quality%20attribute" title=" external quality attribute"> external quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=inheritance" title=" inheritance"> inheritance</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20quality%20attribute" title=" internal quality attribute"> internal quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20design" title=" object-oriented design"> object-oriented design</a> </p> <a href="https://publications.waset.org/abstracts/40730/applications-for-accounting-of-inherited-object-oriented-class-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2741</span> Women Domestic Violence in Nepalese Society: A Case Study of Armala Village Development Committee, Kaski</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajani%20Bogati">Rajani Bogati</a>, <a href="https://publications.waset.org/abstracts/search?q=Gopini%20Pathak"> Gopini Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women living in husband’s home (second home) after getting married is a common culture in Nepalese society. Most of the marriages are arranged between the mutual understandings of their parents as per their cultural practice. Culturally, arranged marriage system protects women in the society. Even though, women domestic violence is also still alive in the society. It depends upon the family class, ethnicity, caste, religion etc. Lower class (poor) family always try to get marriage from the higher class (rich) family of girl and also try to send their girl in higher class family. This study analysis the freedom of women of Armala Village Development Committee, Kaski district on the base of the family class of girl where she born (First home). 88% women are getting more respect in their second home if their family class of first home and second homes are same. They feel more comfortable and freedom in their second home. 79% of Women are suffering from domestic violence while the marriage between the boys from higher class and the girls from lower class. But less than 10% women are getting distress from violence if the marriage is accompanied between the girls from higher class and the boys from lower class. Less domestic violence is seem where the both families are educated, even though they are from different class. This study recommends that the society should be educated first to reduce women domestic violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arranged%20marriage" title="arranged marriage">arranged marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20class" title=" family class"> family class</a>, <a href="https://publications.waset.org/abstracts/search?q=domestic%20violence" title=" domestic violence"> domestic violence</a> </p> <a href="https://publications.waset.org/abstracts/48830/women-domestic-violence-in-nepalese-society-a-case-study-of-armala-village-development-committee-kaski" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</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">2740</span> Efficiency of Secondary Schools by ICT Intervention in Sylhet Division of Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Baten">Azizul Baten</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamrul%20Hossain"> Kamrul Hossain</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah-Al-Zabir"> Abdullah-Al-Zabir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to develop an appropriate stochastic frontier secondary schools efficiency model by ICT Intervention and to examine the impact of ICT challenges on secondary schools efficiency in the Sylhet division in Bangladesh using stochastic frontier analysis. The Translog stochastic frontier model was found an appropriate than the Cobb-Douglas model in secondary schools efficiency by ICT Intervention. Based on the results of the Cobb-Douglas model, it is found that the coefficient of the number of teachers, the number of students, and teaching ability had a positive effect on increasing the level of efficiency. It indicated that these are related to technical efficiency. In the case of inefficiency effects for both Cobb-Douglas and Translog models, the coefficient of the ICT lab decreased secondary school inefficiency, but the online class in school was found to increase the level of inefficiency. The coefficients of teacher’s preference for ICT tools like multimedia projectors played a contributor role in decreasing the secondary school inefficiency in the Sylhet division of Bangladesh. The interaction effects of the number of teachers and the classrooms, and the number of students and the number of classrooms, the number of students and teaching ability, and the classrooms and teaching ability of the teachers were recorded with the positive values and these have a positive impact on increasing the secondary school efficiency. The overall mean efficiency of urban secondary schools was found at 84.66% for the Translog model, while it was 83.63% for the Cobb-Douglas model. The overall mean efficiency of rural secondary schools was found at 80.98% for the Translog model, while it was 81.24% for the Cobb-Douglas model. So, the urban secondary schools performed better than the rural secondary schools in the Sylhet division. It is observed from the results of the Tobit model that the teacher-student ratio had a positive influence on secondary school efficiency. The teaching experiences of those who have 1 to 5 years and 10 years above, MPO type school, conventional teaching method have had a negative and significant influence on secondary school efficiency. The estimated value of σ-square (0.0625) was different from Zero, indicating a good fit. The value of γ (0.9872) was recorded as positive and it can be interpreted as follows: 98.72 percent of random variation around in secondary school outcomes due to inefficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=efficiency" title="efficiency">efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20frontier%20analysis" title=" stochastic frontier analysis"> stochastic frontier analysis</a> </p> <a href="https://publications.waset.org/abstracts/148681/efficiency-of-secondary-schools-by-ict-intervention-in-sylhet-division-of-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148681.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">151</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">2739</span> Suitability of Class F Flyash for Construction Industry: An Indian Scenario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Akhtar">M. N. Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20N.%20Akhtar"> J. N. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study evaluates the properties of class F fly ash as a replacement of natural materials in civil engineering construction industry. The low-lime flash similar to class F is the prime variety generated in India, although it has significantly smaller volumes of high-lime fly ash as compared to class C. The chemical and physical characterization of the sample is carried out with the number of experimental approaches in order to investigate all relevant features present in the samples. For chemical analysis, elementary quantitative results from point analysis and scanning electron microscopy (SEM)/dispersive spectroscopy (EDS) techniques were used to identify the element images of different fractions. The physical properties found very close to the range of common soils. Furthermore, the fly ash-based bricks were prepared by the same sample of class F fly ash and the results of compressive strength similar to that of Standard Clay Brick Grade 1 available in the local market of India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fly%20ash" title="fly ash">fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20F" title=" class F"> class F</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20C" title=" class C"> class C</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical" title=" chemical"> chemical</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=SEM" title=" SEM"> SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=EDS" title=" EDS"> EDS</a> </p> <a href="https://publications.waset.org/abstracts/91003/suitability-of-class-f-flyash-for-construction-industry-an-indian-scenario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2738</span> Degree of Approximation of Functions by Product Means</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hare%20Krishna%20Nigam">Hare Krishna Nigam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, for the first time, (E,q)(C,2) product summability method is introduced and two quite new results on degree of approximation of the function f belonging to Lip (alpha,r)class and W(L(r), xi(t)) class by (E,q)(C,2) product means of Fourier series, has been obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Degree%20of%20approximation" title="Degree of approximation">Degree of approximation</a>, <a href="https://publications.waset.org/abstracts/search?q=%28E" title=" (E"> (E</a>, <a href="https://publications.waset.org/abstracts/search?q=q%29%28C" title="q)(C">q)(C</a>, <a href="https://publications.waset.org/abstracts/search?q=2%29%20means" title="2) means">2) means</a>, <a href="https://publications.waset.org/abstracts/search?q=Fourier%20series" title=" Fourier series"> Fourier series</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebesgue%20integral" title=" Lebesgue integral"> Lebesgue integral</a>, <a href="https://publications.waset.org/abstracts/search?q=Lip%20%28alpha" title=" Lip (alpha"> Lip (alpha</a>, <a href="https://publications.waset.org/abstracts/search?q=r%29class" title="r)class">r)class</a>, <a href="https://publications.waset.org/abstracts/search?q=W%28L%28r%29" title=" W(L(r)"> W(L(r)</a>, <a href="https://publications.waset.org/abstracts/search?q=xi%28t%29%29class%20of%20%20functions" title="xi(t))class of functions">xi(t))class of functions</a> </p> <a href="https://publications.waset.org/abstracts/32235/degree-of-approximation-of-functions-by-product-means" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">517</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2737</span> Casteism in United Punjab: A Socio-Cultural Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahoor%20Ahmad">Zahoor Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Casteism has played a pivotal role in the social setup and political manipulations in Punjab. This tradition dates back to pre-British history. A number of scholars produced valuable work attributing the caste prejudice and division among the local communities. As a matter of fact, the history of Punjab witnessed a tangible economic, Muslim-non-Muslim, hatred culture towards low-profile castes & professions, and so on. It is obvious that caste ridden system already existed in Punjab before the advent of the British, who tremendously supported the same, and this division evidently affected every aspect of the political as well as social life of the region. This article highlights the characteristics of different castes and the contemptuous behavior of the low castes & professions in the area further, how the caste system influenced the local people and their culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=casteism" title="casteism">casteism</a>, <a href="https://publications.waset.org/abstracts/search?q=caste%20prejudice" title=" caste prejudice"> caste prejudice</a>, <a href="https://publications.waset.org/abstracts/search?q=division" title=" division"> division</a>, <a href="https://publications.waset.org/abstracts/search?q=Punjab" title=" Punjab"> Punjab</a> </p> <a href="https://publications.waset.org/abstracts/161155/casteism-in-united-punjab-a-socio-cultural-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2736</span> Mechanical Properties of Class F Fly Ash Blended Concrete Incorporation with Natural Admixture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20S.%20Ramesh%20Babu">T. S. Ramesh Babu</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Neeraja"> D. Neeraja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research work revealed that effect of Natural admixture (NAD) on Conventional Concrete (CC) and Class F Fly Ash(FA) blended concrete. Broiler hen egg white albumen and yellow yolk were used as Natural Admixture. Cement was replaced by Class F fly ash at various levels of 0%, 25%, 35%, 45% and 55% by its mass and NAD was added to concrete at different replacement dosages of 0%, 0.25%, 0.5%, 0.75% and 1.00% by its volume to water content and liquid to binder ratio was maintained at 0.5. For all replacement levels of FA and NAD, the mechanical properties viz unit weight, compressive strength, splitting tensile strength and modulus of elasticity of CC and Class F fly ash (FA) were studied at 7, 28, 56 and 112 days. From the results, it was concluded that 0.25% of NAD dosage was considered as optimum dosage for both CC and class F fly ash blended concrete. The studies revealed that 35% Class F fly ash blended concrete mix is concluded as optimum mix and 55% Class F fly ash blended concrete mix is concluded as economical mix with 0.25% NAD dosage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Class%20F%20fly%20ash" title="Class F fly ash">Class F fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=compressive%20strength" title=" compressive strength"> compressive strength</a>, <a href="https://publications.waset.org/abstracts/search?q=modulus%20of%20elasticity" title=" modulus of elasticity"> modulus of elasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20admixture" title=" natural admixture"> natural admixture</a>, <a href="https://publications.waset.org/abstracts/search?q=splitting%20tensile%20strength" title=" splitting tensile strength"> splitting tensile strength</a>, <a href="https://publications.waset.org/abstracts/search?q=unit%20weight" title=" unit weight"> unit weight</a> </p> <a href="https://publications.waset.org/abstracts/47902/mechanical-properties-of-class-f-fly-ash-blended-concrete-incorporation-with-natural-admixture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2735</span> Novel Approach to Design of a Class-EJ Power Amplifier Using High Power Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Rahmani">F. Rahmani</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Razaghian"> F. Razaghian</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Kashaninia"> A. R. Kashaninia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article proposes a new method for application in communication circuit systems that increase efficiency, PAE, output power and gain in the circuit. The proposed method is based on a combination of switching class-E and class-J and has been termed class-EJ. This method was investigated using both theory and simulation to confirm ~72% PAE and output power of > 39 dBm. The combination and design of the proposed power amplifier accrues gain of over 15dB in the 2.9 to 3.5 GHz frequency bandwidth. This circuit was designed using MOSFET and high power transistors. The load- and source-pull method achieved the best input and output networks using lumped elements. The proposed technique was investigated for fundamental and second harmonics having desirable amplitudes for the output signal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power%20amplifier%20%28PA%29" title="power amplifier (PA)">power amplifier (PA)</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20power" title=" high power"> high power</a>, <a href="https://publications.waset.org/abstracts/search?q=class-J%20and%20%20%20class-E" title=" class-J and class-E"> class-J and class-E</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20efficiency" title=" high efficiency "> high efficiency </a> </p> <a href="https://publications.waset.org/abstracts/25917/novel-approach-to-design-of-a-class-ej-power-amplifier-using-high-power-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2734</span> The Role of Middle Class in Forming of Consumption Habits of Market Institutions among Kazakh Households in Transition Period</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daurenbek%20Kuleimenov">Daurenbek Kuleimenov</a>, <a href="https://publications.waset.org/abstracts/search?q=Elmira%20Otar"> Elmira Otar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Market institutions extension within transit societies contributes to constituting the new type of middle class and households livelihood strategies. The middle class households as an example of prosperity in many cases encourage the ordinary ones to do the same economic actions. Therefore, practices of using market institutions by middle class households in transit societies, which are mostly characterized by huge influence of traditional attitudes, can carry habitual features for the whole society. Market institutions consumption habit of the middle class households makes them trendsetters of economic habits of other households while adapting to the market economy. Moreover different social-economic positions of households lead them to different consuming results such as worsening or improving household economy due to indebtedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title="middle class">middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=households" title=" households"> households</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20institutions" title=" market institutions"> market institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a> </p> <a href="https://publications.waset.org/abstracts/2462/the-role-of-middle-class-in-forming-of-consumption-habits-of-market-institutions-among-kazakh-households-in-transition-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2733</span> Promoting Critical Thinking in a Robotics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20D.%20Walker">Ian D. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the creation and teaching of an undergraduate course aimed at promoting critical thinking among the students in the course. The class, Robots in Business and Society, taught at Clemson University, is open to all undergraduate students of any discipline. It is taught as part of Clemson’s online class program and is structured to promote critical thinking via a series of interactive discussion boards and assignments. Critical thinking is measured via pre- and post-testing using a benchmark standardized test. The paper will detail the class organization, and describe and discuss the results and lessons learned with respect to improvement of student critical thinking from three offerings of the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20teaching" title=" undergraduate teaching"> undergraduate teaching</a> </p> <a href="https://publications.waset.org/abstracts/73009/promoting-critical-thinking-in-a-robotics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2732</span> The Theory of Number "0"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iryna%20Shevchenko">Iryna Shevchenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The science of mathematics was originated at the order of count of objects and subsequently for the measurement of size and quality of objects using the logical or abstract means. The laws of mathematics are based on the study of absolute values. The number 0 or "nothing" is the purely logical (as the opposite to absolute) value as the "nothing" should always assume the space for the something that had existed there; otherwise the "something" would never come to existence. In this work we are going to prove that the number "0" is the abstract (logical) and not an absolute number and it has the absolute value of “∞” (infinity). Therefore, the number "0" might not stand in the row of numbers that symbolically represents the absolute values, as it would be the mathematically incorrect. The symbolical value of number "0" in the row of numbers could be represented with symbol "∞" (infinity). As a result, we have the mathematical row of numbers: epsilon, ...4, 3, 2, 1, ∞. As the conclusions of the theory of number “0” we presented the statements: multiplication and division by fractions of numbers is illegal operation and the mathematical division by number “0” is allowed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=illegal%20operation%20of%20division%20and%20multiplication%20by%20fractions%20of%20number" title="illegal operation of division and multiplication by fractions of number">illegal operation of division and multiplication by fractions of number</a>, <a href="https://publications.waset.org/abstracts/search?q=infinity" title=" infinity"> infinity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20row%20of%20numbers" title=" mathematical row of numbers"> mathematical row of numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20number%20%E2%80%9C0%E2%80%9D" title=" theory of number “0”"> theory of number “0”</a> </p> <a href="https://publications.waset.org/abstracts/27872/the-theory-of-number-0" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27872.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">552</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=class%20division&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=class%20division&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=class%20division&page=4">4</a></li> <li class="page-item"><a class="page-link" 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