THE EFFECTIVE DURATION OF GAS NITRIDING PROCESS OF AISI 316L

The gas nitriding process has been proven as one of the most successful and economical ways to overcome the poor wear resistance and low surface hardness of the stainless steel. The main problem identified is the lack of information on the effective duration of the nitriding process on stainless steel 316L. The objective of this project is to develop an equation to relate the thickness of nitrided layer of AISI 316L to time duration of the nitriding process

Fostering E-Science application in campus grid infrastructure based on gLite middleware

Recently, Grid computing activities in Asia-Pacific have been drawn attention, includes in high learning education institutes in Malaysia. Many university and institute in Malaysia are started to build their campus grid infrastructure. One of the main problems that most institution faced when deploying campus grid is interconnectivity between cluster/grid sites. Thanks to EGEE gLite middleware project which break this barrier. The gLite distribution is an integrated set of components designed to enable resource sharing. The distribution model is to construct different services ('node-types') from these components and then ensure easy installation and configuration on the chosen platforms (currently Scientific Linux versions 4 and 5). It gives flexibity to the grid administrator on how they want to customize their cluster. We present a proposal of deploying a scalable campus grid infrastructure configuration based on gLite middleware concept, focused on typical Malaysian campus grid deployment and its challanges. The main goal of this proposal is to fostering the adoption of E-Science Application widely among Malaysian institute/university

Development of Hybrid PV Wind Harvesting Energy for Electric Vehicles

The technology of electric vehicles (EV) is conventionally using battery to operate the motor. However it has one major disadvantage on energy storage capacity. Basically the battery needs to be recharged every day at the charging station which usually takes hours to fully charged. In this paper, the concept of battery charging using the hybrid PV-Wind for electric vehicles energy source is presented. The prototype of photovoltaic (PV) and wind energy harvesting has been developed to overcome this problem in the most effective way. This prototype will harvest the energy from both PV and wind to recharge the battery in electric vehicles so that the car can travel in longer time and distance. Three experiments have been conducted to analyze the best system namely PV system, wind generator system and hybrid PV wind system. Based on the experiment that has been carried out, it can be concluded that the hybrid PV wind system is the best compared to the other two because the current generated by hybrid PV wind is the highest which is 1A compared to 0.51A by PV system and 0.67A by wind system, respectively. The high current value is significantly means that the time taken to fully charge the battery is faster and this will lead to decrease the time used for the charging process

Development of hybrid PV wind harvesting energy for electric vehicles

The technology of electric vehicles (EV) is conventionally using battery to operate the motor. However it has one major disadvantage on energy storage capacity. Basically the battery needs to be recharged every day at the charging station which usually takes hours to fully charged. In this paper, the concept of battery charging using the hybrid PV-Wind for electric vehicles energy source is presented. The prototype of photovoltaic (PV) and wind energy harvesting has been developed to overcome this problem in the most effective way. This prototype will harvest the energy from both PV and wind to recharge the battery in electric vehicles so that the car can travel in longer time and distance. Three experiments have been conducted to analyze the best system namely PV system, wind generator system and hybrid PV wind system. Based on the experiment that has been carried out, it can be concluded that the hybrid PV wind system is the best compared to the other two because the current generated by hybrid PV wind is the highest which is 1A compared to 0.51A by PV system and 0.67A by wind system, respectively. The high current value is significantly means that the time taken to fully charge the battery is faster and this will lead to decrease the time used for the charging process

Penggunaan buah-buahan dan daun-daunan sebagai bahan pencuci alamiah dalam perubatan tradisional Melayu

Masyarakat Melayu tradisional menggunakan buah-buahan dan daun-daunan sebagai bahan makanan dan perubatan. Dalam perspektif perubatan tradisional Melayu, bahan-bahan alamiah ini digunakan sebagai terapi, detoks dan pemu lihan tubuh pesakit dari dua kategori penyakit iaitu penyakit fizikal dan spiritual. Namun generasi hari ini kurang mengetahui mengenai fungsi bahan-bahan alamiah ini khasnya dari perspektif pengubatan tradisional Melayu. Oleh itu kajian dilakukan dengan tujuan menjelaskan fungsi dan kegunaan buah-buahan dan daun-daunan tempatan dalam dunia pengubatan tradisional Melayu. Kajian ini adalah berbentuk kualitatif menggunakan kaedah perpustakaan dan kajian lapangan. Data perpustakaan membentuk latar belakang kajian dari kajian-kajian lepas berkaitan. Data kajian lapangan diperoleh melalui kaedah temu bual berfokus, pemerhatian dan penglibatan kendiri sebagai perawat. Data kajian ditransliterasi, disaring dan dinterprestasi sesuai teknik bacaan rapi dan analisis kandungan. Konsep peru batan Melayu berasaskan penggunaan herba diaplikasi sepenuhnya dalam analisis di samping tiga elemen pengubatan Melayu yang lain seperti urut, bekam dan jampi jika berkenaan. Hasil kajian menjelaskan dari dua kategori bahan pencuci alamiah; daun-daunan dan buah-buahan tempatan boleh dibahagikan kepada dua fungsi utama iaitu fungsi utama membersihkan dari penyakit fizikal (lahiriah) seperti kayap, gatal-gatal , lapar garam dan busung dan fungsi kedua pula membersihkan dari kotoran spiritual (batiniah) seperti kerasukan oleh pengaruh jin atau sihir. Kaedah penggunaan bahan-bahan ini adalah berdasarkan penyakit yang dialami seperti digunakan dengan cara dibuat makan, minum, mandi dan juga disapu pada tempat yang sakit

Keberkesanan penyampaian kuliah menggunakan teknologi webcast dalam mod yang berbeza

The applications of webcast technology are expanding in both the corporate and broadcasting sectors. However, the use of webcast technology in teaching has not been widely explored, especially in Malaysia. Thus, a study was conducted to determine the effectiveness of the webcast technology in teaching and learning institutions of higher education. In this experimental study, three modes of webcast delivery were exposed to the subjects. The modes were live streaming, prerecorded streaming and video-on-demand (VOD. Subjects in these three modes of delivery were considered as experimental groups, while subjects who followed face-to-face lecture were considered as control group. A set of questionnaires was distributed to subjects in order to obtain information on their perceptions towards the use of webcast technology. Pre-test was at first administered to gauge pre-experimental stage of subjects' academic capabilities. Then after the study, a post-test were conducted to determine whether there were significant difference in academic achievement of students who attended the different modes of webcast delivery. The findings showed that perceptions of subjects were moderate and positive towards the delivery modes using webcast technology, lecture method, learning materials used, and the facilities provided in the webcast modes of delivery. In terms of academic achievement, there was no significant difference between post-test and pre-test for all four modes of delivery. This implies that webcast modes of delivery have the potential to be used on a larger scale to the teaching and learning of both on-campus and off campus programmes

Use of webcasting technology in teaching higher education

Schools and universities all over the world are continuously exploring ways to use the web technology in improving teaching effectiveness. The use of course web pages, discussion groups, bulletin boards, and e-mails have shown impact on teaching and learning in significant ways, across all disciplines. e-Learning has emerged as an alternative to traditional classroom-based education and training, especially for distance learning programs. Thus, this research study was conducted to investigate the effectiveness of the implementation of webcasting technology in teaching in higher education. In this research, three modes of webcasting lectures were experimented on three different groups of students, using the pre test-post test-control group experimental design. The modes are live streaming, pre-recorded streaming and video on demand (VOD). The group that attended the face-to-face lecture acts as the control group. The overall analysis showed that the students who went through the VOD group showed the most gain in the tests

Elements of Effective Teaching in Higher Education: Implication to Anatomy Education

Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ threedimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education

Elements of Effective Teaching in Higher Education : Implication to Anatomy Education

Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ three dimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education

Elements of effective anatomy teaching from the perspective of medical students

Previous research shows that effective anatomy teaching depends on several factors including the teaching approaches and lecturers' behaviour. However, evidence is scarce on effective teaching in anatomical sciences education. Therefore, this study aims to identify the elements of effective anatomy teaching from the perspective of medical students. A qualitative study was conducted by using a focus group discussion involving 52 medical students from one public medical school in Malaysia. The interview data were transcribed, converted into electronic format, and analysed using thematic analysis via the ATLAS.ti software. The analysis produced three themes, namely: (1) lecturer’s attributes and behaviour; (2) teaching approaches and strategies; and (3) teaching support. Each theme overlies several sub-themes that reflect a considerable number of effective teaching elements. In general, there are thirteen effective teaching elements generated, namely, (1) experience teacher; (2) self-confidence; (3) passionate teaching (4) teaching effort; (5) teachers’ character; (6) integrating different approach; (7) group activity task; (8) good lecturing strategies and techniques; (9) teaching and learning through visual modalities; (10) intraclass activity; (11) teaching tools and facilities; and (12) supplementary teaching session; and (13) online related learning. The findings of this study serve as a foundation for producing effective teaching guidelines that can enhance anatomy teaching in the future