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
Interventional Pulmonology (middletown, de.)
Industrial processes play a key role in the production sector. Production demands have forced the search for strategies such as automatic diagnosis to maintain continuous production with minimized machine failures. An industrial process provides many measured, controlled, and manipulated variables that associate nonlinearities and uncertainties, so it is necessary to monitor them, to acquire information about the behavior of the process. Historical and present information resulting from monitoring is used to implement intelligent monitoring systems. Within the monitoring scheme is the detection of failures, diagnosis, and restoration of operating conditions according to process performance criteria
The objective of this study is to explain the impact of the Web 2.0 on student learning at Universidad Autónoma de San Luis Potosí Middle Zone Multidisciplinary Academic Unit (UAMZM), based on students’ perceptions of teachers’ attitudes, training, and use of the Web 2.0. The study adopted a cross- sectional cause-effect design, using probabilistic sampling by clusters of the seven-degree programs offered at the university, for a total of 207 respondents. Multiple regression analysis was performed. The results show that use and training are the variables that best explain the impact of the Web on the teaching-learning process