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:
This paper presents the internet of things (IoT) and cloud computing (CC) combination in the medicine and health check up system. The fast growth of computer science and cloud computing techniques bring to researchers thinking the importance of combine the cloud computing and IoT in the health and medical supporting environments when the urgently was required. The researchers' priority has been focus on person and independent expansion of solitary methods with quit less developer on the tracking the medical field. The service of managing application in the health systems has been carried out. The analysis and examination of the internet of things and cloud computing in the environment of medical field is investigated in this work. In the hospitality, the combination of two types of management and monitoring techniques in data collection system remotely. In the first place, the remotely monitor platform of cloud design model has been set up in health information. This design has been analyzed by effective algorithms in eventual hospital data service cloud and monitoring system applications. The results shows that the suggested algorithms perform the future state of tracking system with further possibility of researches area are argued
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
