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:
Nakayasu synthetic unit hydrograph is one method that is widely used in the analysis of design flood discharge in Indonesia. The Nakayasu synthetic unit hydrograph method requires relatively little data and the results still need to be tested in order to fit the reality. Following the various studies related to α parameter that have been carried out, these parameters are still not optimal and only valid in certain locations, so the formulation is needed to determine the value of α parameter which is adjusted to the physical watershed characteristics in Java. This research aims to develop a model α parameter that is related to the characteristics of the watershed in Java. The physical parameters of the watershed are shape factor (E), watershed slope (S), the distance from the outlet to a point on the stream nearest the centroid of the watershed area (T), watershed length (I), perimeter (W) and watershed area (A). The α parameter developed is generated from statistical analysis for several watershed characteristic variables that have a significant effect. The results of the model development α parameter are with R2 = 0.8768 and R = 0.9364
Supplemental instruction (SI) is one of the academic support programmers in the College of Agriculture, Engineering and Science at the University of KwaZulu-Natal, South Africa. Supplemental instruction is based on the concepts of collaborative peer-learning principles, integrating academic learning and critical thinking skills with module content, ultimately developing higher-order thinking and the desired technical competence. This study explored the relationship between student attendance at SI sessions and their academic performance in their respective modules across two schools; School of Life Sciences (SLS) and School of Mathematics, Statistics and Computer Science (SMSCS). Data were collected from first and second year modules offering SI by these schools during the first semesters of 2016 and 2017. A general trend in SI attendance was seen across the modules with more students attending SI in the beginning of semester, before a test or exam. Overall, the pass rates of SI attendees were higher than that of the non-SI attendees. Importantly, among the regular SI attendees, there was not only a noticeable improvement in the pass rate but also of the academic performance in terms of their average marks. In addition to the number of SI sessions attended, the relative effects of other variables such as ethnicity, gender and matric score were also focused on; SI attendance and matric scores were found to be good predictors of the average marks obtained by the students. The results of this study supports the use of SI as an effective academic support programme in these schools.
