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:
The variability of recession behavior on the upper watersheds has been investigated on the different decades and soil types in the Java Island of Indonesia. A comparison of decade variations in retardation behavior indicates that decade II (1990-1999) has the smallest variability. This situation shows that there is a significant role for evapotranspiration in influencing the rate of depletion of water from the soil layers in the driest season of the decade. Since the dry season retardation behavior and the long-term average of retardation were not significantly different, the use of baseflow recession in a relatively dry decade could be used as an alternative approach to determine the real watershed retardation. Finally, the retardation factor was linked to soil, and classification according to soil type units showed only slight variations. The Typic Dystrudepts and Typic Eutrudepts are soil types that can control water retention slightly lower compared to other soil types
The grade 12 pass rate in mathematics is of national concern in South Africa. This pass rate is influenced by the quality of teachers with which the learners are faced. In this paper we report on the level of understanding of content by grade 12 mathematics teachers. We specifically studied their performance in grade 12 assessment tasks in trigonometry, functions and calculus. The sample (n=28) of teachers was selected by the mathematics subject advisor of a district in KwaZulu-Natal, South Africa. The teachers were informed that on the fifth day after the first session they would write a test based on grade 12 mathematics examination type questions on functions, trigonometry and calculus. That test of one-hour duration was set and marked by the subject advisor. The results for the overall test and for each of the three sections were analysed to determine the mean, standard deviation, minimum score, range, first and third quartiles and to produce histograms. We found that fifty percent of the teachers attained scores of less than 57% in assessment tasks based on trigonometry, functions and calculus. We argued that these low scores of the teachers who are expected to teach the relevant content, could be a contributing factor to the low pass rates by grade 12 learners in the National Senior Certificate Examinations