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This paper present the experimental results obtained from the incorporation of ceramic waste tile CWT and quarry dust QD as a partial replacement to coarse and fine aggregate with different percentages in concrete. The concrete specimens were casted with ceramic waste tile as coarse aggregate replacing with natural coarse aggregate at 0 , 5 , 10 , and 15 , followed by quarry dust replacing with fine aggregate at 0 , 20 , 40 , and 60 respectively. The experimental results at fresh state shows that the maximum slump is attained at 0 which is 50mm and the compacting factor test result shows 0.92mm at 0 . A total 54 samples of Cubes, cylinders and beams were cast and tested for compressive strength, split tensile strength and flexural strength at 7,14 and 28 days of curing respectively. The results show that the percentage increase in CWT and QD will decrease in strength compared to the normal concrete. The experimental compressive strength, flexural strength and tensile strength concrete containing ceramic waste tile and quarry dust are presented in this paper. Nahushananda Chakravarthy | Mohammed Maina | Siti Hamidah Abdull Rahman "Performance Studies on Utilization of Ceramic Waste Tile and Quarry Dust as Partial Replacement of Gravel and Sand in Concrete" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Conference on Advanced Engineering and Information Technology , November 2018, URL: https://www.ijtsrd.com/papers/ijtsrd19137.pdf

This essay is focused on the story of an old growth forest preserve in Cornwall, Connecticut known as the Cathedral Pines. The author, who grew up beside the forest, looks at the lifecycle of the forest as a case study in settler constructions of forests, conservation, and the American landscape. The author uses archival research and outreach to local indigenous and environmental activists to explore the social and ecological processes that have shaped the Cathedral Pines, within broader regional histories. The text looks at the political economic history and symbolism attached to white pine trees to explore the impacts of racial colonialism on the present ecology of forests within the Housatonic and Hudson River valley regions. The author argues that settler mythologies of wilderness continue to structure discourses of conservation. The concluding sections of the text draw on decolonial discourses of “reciprocity” to think about the potentialities embedded in efforts to align forest restoration efforts with indigenous-led environmental justice movements.

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This paper provides invariance theorems that facilitate testing for the existence of an asset price bubble in a market where the price evolves as a Markov diffusion process. The test involves only the properties of the price process’ quadratic variation under the statistical probability. It does not require an estimate of either the equivalent local martingale measure or the asset’s drift. To augment its use, a new family of stochastic volatility price processes is also provided where the processes’ strict local martingale behavior can be characterized.

Risk assessment and risk prediction have become essential in the prevention of cardiovascular disease. Even though risk prediction tools are recommended in the European guidelines, they are not adequately implemented in clinical practice. Risk prediction tools are meant to estimate prognosis in an unbiased and reliable way and to provide objective information on outcome probabilities. They support informed treatment decisions about the initiation or adjustment of preventive medication. Risk prediction tools facilitate risk communication to the patient and their family, and this may increase commitment and motivation to improve their health. Over the years many risk algorithms have been developed to predict 10-year cardiovascular mortality or lifetime risk in different populations, such as in healthy individuals, patients with established cardiovascular disease and patients with diabetes mellitus. Each risk algorithm has its own limitations, so different algorithms should be used in different patient populations. Risk algorithms are made available for use in clinical practice by means of - usually interactive and online available - tools. To help the clinician to choose the right tool for the right patient, a summary of available tools is provided. When choosing a tool, physicians should consider medical history, geographical region, clinical guidelines and additional risk measures among other things. Currently, the website is the only risk prediction tool providing prediction algorithms for all patient categories, and its implementation in clinical practice is suggested/advised by the European Association of Preventive Cardiology. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: this paper was produced within the framework of the ESC Prevention of Cardiovascular Disease Programme which is led by the European Association of Preventive Cardiology (EAPC) in collaboration with the Acute Cardiovascular Care Association (ACCA) and the Association of Cardiovascular Nursing and Allied Professions (ACNAP). The ESC Prevention of Cardiovascular Disease Programme is supported by unrestricted educational grants. The authors received no financial support for the research, authorship, and/or publication of this article. Rossello, X (corresponding author), Ctr Nacl Invest Cardiovasc CNIC Carlos III, Melchor Fernandez Almagro 3, Madrid 28029, Spain. fjrossello@cnic.es

test Fraunhofer Sing working papers

The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in Louvain-la-Neuve, Belgium. These two steps allowed our multidisciplinary research team to analyse the use of the app from the perspective of not only the players but also the creators of the game. Research data was collected throughout the study via questionnaires, observations, and a focus group. A qualitative analysis of the STs’ data allowed us to establish their digital profiles, thereby situating each of them in the digital integration process. The results suggest that integrating technology and content when designing a pedagogical activity is a complex task. Support and guidance from teacher trainers could therefore be recommended in order to propose a pertinent integration of technologies in the language classroom.

We are three teachers of business English in higher education who have developed a project for our second-year management students to co-create their own video document, exploring a business question. Our intention is to determine whether the complexity of our entire teaching sequence, and more specifically the use of Information and Communication Technology (ICT) tools for the co-creation of problem-solving content, allowed our learners to experience positive emotions, i.e. enjoyment – vs. anxiety – in the process of Second Language Acquisition (SLA), and whether they perceived the usefulness of the project for their future personal or professional life. Our project took place over the second semester of the 2018-2019 academic year, after which the students answered a questionnaire in their mother tongue with both Likert-scale and open questions. The current paper uses a mixed-methods approach to analyse the results and report on the emotional effect of the teaching sequence on the students.

While classification is the problem of predicting a discrete class label for an example, regression predictive modeling (or just regression) is the problem of learning the strength of association between independent variables (or features) and continuous dependent variables (or outcomes). A continuous output variable is a real value such as an integer or floating point value often quantified as amounts and sizes.

Now that we have practiced tuning low-dimensional (or simple) data, we are ready to experiment tuning high-dimensional (or complex) data sets. Low-dimensional data consists of a limited number of features, whereas high-dimensional data consists of a very high number of features.

We combine the Anaconda distribution with the popular Scikit-Learn library to demonstrate a wide range of supervised machine learning algorithms supplemented with unsupervised learning algorithms where appropriate. With clear examples, all written in Python, we demonstrate how these algorithms work to solve machine learning problems.

Regression predictive modeling (or just regression) is the problem of learning the strength of association between independent variables (or features) and continuous dependent variables (or outcomes). Tuning regression algorithms is similar to tuning classification algorithms. That is, we adjust a model’s hyperparameters until we arrive at an optimal solution.

Classification from complex data is handled exactly as with simple data. Data is loaded into feature set X and target y. X data is composed of a matrix of vectors where each vector represents a data element and y data is composed of a vector of targets. However, complex data is composed of a high number of features (hundreds to thousands). Such a data set is commonly referred to as one with a high-dimensional feature space. Text data is also complex because each document must be converted into vectors of numerical values suitable for machine learning algorithms.

We show that attractors are semicontinuous for closed relations on compact Hausdorff spaces. Semicontinuity is what guarantees that small changes to a system do not result in massive growth of certain features, notably attractors. That is, there is a certain preservation of structure. When it comes to flows, semiflows, and maps, it is well established that attractors are semicontinuous. In [2], relations were established as a way to generalize maps, and a formal definition of attractors was established. Relations (in the dynamical systems sense) represent discrete time systems, which may lack uniqueness (or existence) in forward time., 8 pages, 3 figures (one with two parts)

Resistance to Massive Open Online Courses (MOOCs) in the US Higher Education System

Mathematics or particularly applied mathematics is widely used in every engineering fields. In this paper, several examples of applications of mathematics in civil, mechanical, electrical and architectural engineering are discussed. The role of mathematics in engineering education is one of these opportunities. There has been much recent debate on what mathematical skills are needed for the engineers of tomorrow, and how and when these might best be acquired. We conclude that the value of mathematics in engineering remains a central problem, and argue that mathematics should be a fundamental concern in the design and practice of engineering. Aye Aye Aung | New Thazin Wai "How Apply Mathematics in Engineering Fields" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27950.pdf

Sajian pada garapan ini merupakan ungkapan ekspresi yang dibalut dengan sebuah sajian musik tradisi dengan mengangkat cerita dari pengalaman pribadi penyaji sebagai tokoh utama. Bentuk penyajian ini tetap dalam nuansa kawih wanda anyar. Namun, terdapat beberapa kreativitas musik pada berbagai pola tabuh kacapi kawih sebagai komponen utama penyaji pada tugas akhir ini. Karya ini berjudul “Leungiteun” judul ini diambil sesuai dengan alur cerita yang dibawakanya itu kehilangan cinta atau kasih sayang seseorang yang dicintai melalui beberapa ornament-ornamen kacapi kawih tertentu. Diantaranya sintreuk toel, dijambret, diranggeum, dan dijeungkalan. Teori yang digunakan pada sajian ini menggunakan kreativitas yang dikemukakan oleh Tardi Ruswandi pada bukunya yang berjudul “Bahan ajar kacapi”. Penyaji menggambil beberapa teori tentang teknik dan tahapan-tahapan pembelajaran kacapi dengan baik dan benar.

Students as Creators, Drivers, Innovators, and Collaborators...i-iii A Study of Authentic Assessment in an Internship Course...65-73 Vignettes of the iGEM Experience: Student Partnerships Toward Authentic Learning...137-143 Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education...87-94 Conversations and Perspectives on Peer Feedback for Problem Solving...81-86 Creative Crossroads: Combining Engineering and Arts for Creative Development...25-31 The Role of Authentic Assessment Tasks in Problem-Based Learning...17-24 Students Empowering Students Through Peer Mentorship: An Untapped Resource...60-64 Participatory Collaboration: Building Partnerships in Curriculum Planning...127-136 Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education...74-80 Transforming a Volunteer Program into a Meaningful Experiential Learning Opportunity....52-59 Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach...44-51 Something to Say: Writing for Publication...9-16 Evolving from Student to Teacher: Insights from the Conversation Café on Doctoral Student Mentorship...120-126 Pathfinders: Realizing Reconciliation Through Lessons Learned...95-102 Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus...38-43 Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community...111-119 Student-Faculty Partnership as a Foundation for Authentic Learning...144-149 Authentic Learning Within the Brave Space Created Through Student-Faculty Partnerships...103-110 An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience...1-8 Critical Assessment: A Student-Centered Approach to Assessment...32-37

The 22nd International conference on Interactive Collaborative Learning (ICL 2019) and the 48th IGIP International Conference on Engineering Pedagogy will be held in Bangkok, Thailand, during 25-28 September 2019. This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.