Technology Reports of Kansai University (ISSN: 04532198) is a monthly peer-reviewed and open-access international Journal. It was first built in 1959 and officially in 1975 till now by kansai university, japan. The journal covers all sort of engineering topic, mathematics and physics. Technology Reports of Kansai University (TRKU) was closed access journal until 2017. After that TRKU became open access journal. TRKU is a scopus indexed journal and directly run by faculty of engineering, kansai university.
Technology Reports of Kansai University (ISSN: 04532198) is a peer-reviewed journal. The journal covers all sort of engineering topic as well as mathematics and physics. the journal's scopes are
in the following fields but not limited to:
Zhonghua er bi yan hou tou jing wai ke za zhi = Chinese journal of otorhinolaryngology head and neck surgery
This study of Protozoa has been carried out at three investigated sites on the Euphrates River. Samples of water and Protozoa were collected monthly for the period from April 2017 to November 2017. Some chemical and physical factors of water were studied and the results showed that the water temperature was ranged from 17 to 35 °C, Total Dissolved Solids (TDS) ranged from 400 to 779 mg.l-¹, turbidity ranged from 2-7 NTU, Magnesium (Mg2+) ranged from 50 to 299 mg .l-¹, and Chloride (Cl-2) were ranged from 100 to 203 mg.l-¹ while Sodium ranged from 44-87 mg.l-¹. Concerning the Protozoa, 25 taxa were identified which belonged to two Classes: Ciliata and Sarcodina. According to the Shanon-Weiner index, species diversity for Protozoa were ranged from 0 to 0,9 bits/individual. Jaccard’s similarity index among months showed that the highest similarity was recorded between April and June with 0.83 %
This study investigated teachers’ perceptions of teaching learners with attention deficit disorder (ADD) in one of the full-service schools in the Lusikisiki Education District. With policies such as Inclusive Education and papers on inclusivity as well as Education for All (EFL) and universal primary education (UPE), all children throughout the world should be allowed access to quality education. In a country such as South Africa where an Inclusive Education policy has been implemented, the reality is that many schools do not have the capacity to implement it effectively. This paper investigates the perceptions of teachers teaching learners with ADD as informal discussions with teachers in a rural school in Lusikisiki Education district of the Eastern Cape revealed that they faced many challenges teaching an inclusive class. A qualitative research approach guided the case study design which was deemed appropriate to provide detailed information about the participants’ perceptions on the phenomenon being investigated in terms of their beliefs, opinions, emotions and relationship with learners with ADD. Purpose sampling resulted in 18 participants from the 21 teachers at one full-service school situated in the Lusikisiki education district of the Eastern Cape. Openended questionnaires were used to collect data from sampled teachers of selected school. Pilot testing validated the questionnaire. In the case of data analysis, content analysis was done. The findings of the study showed that teachers’ perceptions were predominantly negative with the teaching of learners with ADD as they face many challenges which could be overcome with support from the Department and various stakeholders. However, knowledge about the disorder is not sufficient; teachers need to be trained and experienced in order for inclusive education to work effectively