Aluminum nanoparticles are suitable for wiring power grids, such as local power distribution and overhead power transmission lines, because they exhibit high conductivity. These nanoparticles are also among the most utilized materials in electrical field applications. Thus, the present study investigated the impact of magnetic field on 3D crossflow in the streamwise direction with the impacts of Dufour and Soret. In addition, the effects of activation energy and chemical reaction were incorporated. The viscosity and thermal conductivity of nanofluids were premeditated by KKL correlation. Prominent PDEs (Partial Differential Equations) were converted into highly nonlinear ODEs (Ordinary Differential Equations) using the proper similarity technique and then analyzed numerically with the aid of the built-in bvp4c solver in MATLAB. The impact of diverse important variables on temperature and velocity was graphically examined. Additionally, the influences of pertaining parameters on the drag force coefficient, Nusselt number, and Sherwood number were investigated. Inspections revealed that the mass transfer rate decreases, while the heat transport increases with increasing values of the Soret factor. However, the Nusselt and Sherwood numbers validate the differing trend for rising quantities of the Dufour factor.

Abstract-Technological Pedagogical Content Knowledge (TPACK) framework has been to investigate the technological and instructive knowledge of teachers. Many researchers have found this framework a useful tool to explore teachers' awareness regarding TPACK and how do they are relating it in learning and teaching process in different educational settings. During its first generation time period which was from year 2006 to year 2016, TPACK constructs took a decade to get explained and interpreted by researchers. Now, it has entered in its second generation but still contextual aspect yet not being explored in detail. This study addresses two areas; firstly, to measure the TPACK of faculty members of ICT and Education departments of University of Sindh; and secondly, to unfold the impact of four circumstantial/contextual factors (Technological, Culture of Institute, Interpersonal, and Intrapersonal) on the selected faculty members in using TPACK into their own subject domains. The results showed that both faculties are already taking in technology along with their teaching practices instead of limited technological resources. Besides this, they were found collaborative in teaching and open to the technology. This study reports the TPACK framework adaptation among higher education faculty members at University of Sindh. It also helped in understanding the intrapersonal beliefs of faculty members regarding technology integration with pedagogical and content knowledge.

The research aimed to design and evaluate an innovative Web 2.0-based collaborative learning with the Islamic ethical system to support Islamicisation and the practice of Islam as a way of life that is the main goal of Islamic education. This is in response to the lesser amount of focus in Islamic education on the real example of integrating ICT into the collaborative learning process that could support social constructivist learning goals and skills for use of Islamic knowledge in daily life. The most important argument is that the students should be given an appropriate and practical platform where they can practice collaboratively and share their experiences that design science research methodology and Facebook features in this study could support these needs and arguments. Expert review, user testing were conducted and quality, effectiveness and usability of developed Web 2.0-based collaborative learning confirmed.

Representation of Pre-RST information is very useful using visualized elements for realization of benefits of requirement traceability. This improves the practitioner motivation to maintain Pre-RST information during life cycle processes. Few researchers proposed visualization for Post-RST due to which many benefits of requirement traceability cannot be realized. This paper proposed an improved visualization representing Pre-RST information that demonstrates various benefit of requirement traceability. In order to evaluate empirically, an experiment is conducted and textual representation of traceability information is obtained. In order to strengthen our claim a survey is conducted to compare textual representation of traceability information with proposed visualization and results are compiled.

Analyst while transformation, may not capture true representation of user opinion thus creating deviation from actual user needs. Role of stakeholder is primary in both requirement elicitation and validation process. In elicitation stage they are initiator whereas in validation stage they are authenticator of their needs. Invalid requirements if verified may not be a deviation from specified behavior but deviation from user needs. Requirement validation process ensure that requirements should be representing all primary and intermediary artifacts as well a shared opinions of their contributors. This highlights the importance of source artifacts without which requirement validation cannot assured. Researchers didn't propose any framework for requirement validation in context of GDSD in which source artifacts grows exponentially, and stakeholders are located in diversified locations. Due to unstructured nature of source artifacts, they are not electronically indexed and versioned controlled and this makes difficulty in preserving them. Requirement validation is not possible when source artifacts are not available along with their contributors. The major contribution of this paper to address problem of requirement validation in GDSD in absence of stakeholder to make it collocating environment. This paper introduced ontological solution of requirement validation in which target artifacts are validated against source artifact using their semantic relationship. This paper proposed an unstructured source artifact based ontological model for requirement validation in GDSD environment.