A new eliminating EOG artifacts technique using combined decomposition methods with CCA and H.P.F. techniques

Normally, the collected EEG signals from the human scalp cortex by using the non-invasive EEG collection methods were contaminated with artifacts, like an eye electrical activity, leading to increases in the challenges in analyzing the electroencephalogram for obtaining useful clinical information. In this paper, we do a comparison of using two decomposing methods (DWT and EMD) with CCA technique or High Pass Filter, for the elimination of eye artifacts from EEG. The eye artifacts (EOG) signals were extracted from the un-cleaned or raw EEG signals by DWT and EMD with CCA approach or H.P.F. The root means square error ratio of the uncontaminated EEG signal to the contaminated EEG signal with eye artifacts were the performance indicators for both elimination methods, which indicate that the combined CCA method outperforms the combined H.P.F method in the elimination of eye blinking contamination artifact from the EEG signal

Evaluating the Geotechnical Properties of the Fatha Formation Clays in Al-Anbar Governorate, Western Iraq for Ceramic Industries

This research aims to study of geotechnical for clays of the Fatha formation which are exposed in western Iraq, Al-Anbar Governorate to industries of ceramic by comparing the Physical , chemical, engineering results with the standard specifications. many mixtures and four burning temperature were used to show the best mixture and burning temperature that lead to results close to standards specifications. the physical examinations results range between , Linear shrinkage -1.1–2.8, Apparent porosity 12–37.1, efflorescence (small to nil), compressive strength 10.6 – 39.) nt./mm2. The results of engineering examinations (Atterberg limit) shows that clays of study area can be form and take on a plasticity suitable for ceramic industries . The chemical analysis for clays of study area showed that the main oxides are range between , SiO2 44.27–48.07%, Al2O3 11.25–14.99 %, CaO 6.33–8.56 %, Fe2O3 6.48–9.57%, TiO2 0.61–0.88 %, K2O 2.55–3.48%, Na2O 0.48–7.08%, SO3 0.13–10.66% and Cl 0.03–4.17%. The best temperature of burning is 950

Technology-Enhanced and Personalised Laboratory Learning Experience for Undergraduate Electrical Engineering and Electronics Students

Teaching large and multicultural cohorts in lecture theatres is often a challenging task, and it becomes more challenging when it comes to laboratory teaching where students carry out practical work is involved. Students often complain about the quality of delivery with regards to the support they get from teaching assistants and technicians, and the lack of meaningful and personalised feedback they receive afterwards. Taking into consideration the fact that cohort sizes are often caused to increase from year to year, a serious sustainability issue therefore arises. Students in such cohorts may eventually disengage from their studies as a result of their perception of a lack of personalised learning experience. This often combines with other compounding factors into a downward spiral of disillusionment and demotivation that further jeopardises their studies and makes subsequent re-engagement less likely. Furthermore, the physical capacity restrictions of the laboratories and resources impose a further limit on how work is organised, and with constant budget cuts and increasing expectations and workloads, some form of crisis may seem inevitable.&#x0D; This paper portrays how such a crisis was averted by implementing a package of transformational change delivered in a planned, incremental fashion over a period of 5 years to bring a notable improvement in the overall laboratory and practical coursework provision to second year Electrical Engineering and Electronics students, by employing a number of innovative approaches to enhance student experience. Moreover, the incorporation of tools such as instructional videos, online pre-lab and post-lab questions, blogs for student projects, weekly FAQs and Twitter feeds were particularly innovative and effective in their deployment, and resulted in a win-win situation in which both students and staff were able to communicate instantly and asynchronously in a manner that was hitherto not possible. This is particularly timely as the continuous increase in student numbers means that such techniques will be used increasingly. As a result, student satisfaction has improved in a steady and quantifiable manner, with a 29% increase over three academic years.</jats:p