Miracle-dz/UniFAR-FTUs huggingface dataset:
ANALISIS FAKTOR-FAKTOR YANG MEMENGARUHI PERILAKU PEMBELIAN ONLINE PADA MAHASISWA YOGYAKARTA

Penelitian ini bertujuan untuk menganalisis faktor-faktor yang memengaruhi perilaku pembelian online pada mahasiswa Yogyakarta. Faktor-faktor tersebut adalah persepsi manfaat, persepsi risiko, motivasi hedonik, faktor psikologis dan desain website. Penelitian ini dikategorikan sebagai penelitian survei, dimana instrumen penelitian ini berupa kuesioner. Populasi dalam penelitian ini adalah mahasiswa Yogyakarta yang pernah melakukan pembelian online. Sampel dalam penelitian ini sebanyak 190 responden yang ditentukan dengan teknik purposive sampling. Teknik analisis data dalam penelitian ini menggunakan teknik analisis deskriptif dan regresi linier berganda. Hasil penelitian menunjukkan bahwa: (1) Persepsi manfaat berpengaruh positif terhadap perilaku pembelian online pada mahasiswa Yogyakarta dengan nilai t hitung sebesar 4,845 dengan nilai signifikansi 0,000 dan koefisien regresi mempunyai nilai positif. (2) Persepsi risiko berpengaruh negatif terhadap perilaku pembelian online pada mahasiswa Yogyakarta dengan nilai t hitung sebesar - 5,595 dengan nilai signifikansi 0,000 dan koefisien regresi mempunyai nilai negatif. (3) Motivasi hedonik berpengaruh positif terhadap perilaku pembelian online pada mahasiswa Yogyakarta dengan nilai t hitung sebesar 1,655 dengan nilai signifikansi 0,100 dan koefisien regresi mempunyai nilai positif. (4) Faktor psikologis berpengaruh positif terhadap perilaku pembelian online pada mahasiswa Yogyakarta dengan nilai t hitung sebesar 1,780 dengan nilai signifikansi 0,077 dan koefisien regresi mempunyai nilai positif. (5) Desain website berpengaruh positif terhadap perilaku pembelian online pada mahasiswa Yogyakarta dengan nilai t hitung sebesar 4,109 dengan nilai signifikansi 0,000 dan koefisien regresi mempunyai nilai positif. (6) Persepsi manfaat, persepsi risiko, motivasi hedonik, faktor psikologis, dan desain website secara simultan berpengaruh terhadap perilaku pembelian online. (7) Nilai Adjusted R2 sebesar 49,1% menunjukkan bahwa persepsi manfaat, persepsi risiko, motivasi hedonik, faktor psikologis dan desain website mampu menjelaskan variabel perilaku pembelian online sebesar 49,1% sedangkan 50,9% dijelaskan oleh variabel lain diluar variabel penelitian.
Intake , Nutrient Digestibility and Nitrogen Balance of

Small ruminants are almost as ubiquitous as poultry, though not so numerous. In Nigeria, Adu and Ngere (1979) estimated a population of 7.2 to 8.2 millions sheep. ILCA (1979) gives a figure of 7.6 million sheep and 22 million goats. Reported about 29 million goats and that the number of sheep, i.e. approximately 9 millions, which was equal to the number of cattle. National survey estimated a total of 56.6 million heads throughout the country (34500000 goats and 22100000 sheep), with goats outnumbering sheep by three to two. Although, some seasonal movement of pastoral sheep does take place, the great majority of small ruminants are sedentary village livestock and their patterns of distribution mirror those of human settlement (FDLPCS, 1992). The major constraint to small ruminant production is that of availability and quality of the natural pastures and crop residues, which become very low in nutritive value particularly during the dry season in the Sahelian Regions of Africa (Njoya et al. 2005; Savadogo, 2000). Foliage from fodder trees, legumes and shrubs have high protein content, ranging from 14% to 25%. The protein content in fodder trees and legumes consists of both soluble The study was conducted to compare the effects of feeding Acacia auriculata (AA), Gmelina arborea (GA), Albizia lebbeck (AL) and Butryospermum parkii (BP) tree forages as a sole feed for Nigerian goats. Four goats (Yankasa) averaging one year and weighing 11.7±1.8 kg were used to measure the feed intake, digestibility and nitrogen balance. The leaves were offered ad libitum. Dry matter (DM) intakes were significantly different (P<0.05), with the highest on AL and GA (456.72 and 478.79 g/d respectively) and lowest on AA (155.01 g/d) with intermediate values for BP (207.65 g/d). Total intakes of N were significantly different among the browse plants (P<0.05). Significantly higher intake was observed on BP (125.41 g/d), while statistically similar intake was recorded on AL and GA and least on AA. The lower N intake of 31.54 g/d was observed in AA. The result of the nutrients digestibility showed a significant difference in the nutrients digestibility (P<0.05). BP, GA and AL (80.56, 86.67 and 89.70 respectively) had significantly high digestibility, while AA had significantly lower DM digestibility (75.76). Also, the digestibility of organic matter (OM), crude protein (CP) and crude fiber (CF) followed similar pattern. Nitrogen balance showed significant difference (P<0.05) in fecal N output, AA had higher fecal N (16.76), followed by BP (12.42) and AL and GA had 9.95 and 7.70, respectively. Gmelina arborea, Albizia lebbeck and Butryospermum parkii have potential as protein supplement for Yankasa goats.
Power and performance optimized NoC based Systems Design Flow

Nowadays the transaction level modeling is widely referred to in system level design literature, by using SystemC emerging as a new paradigm, Since the rise of complexity; size and heterogeneity of modern embedded systems have raised the level of abstraction above RTL. Also because of time-to-market pressures it helps designer to hide unnecessary details of communication and computation in at transaction level model that may add details later. TLMs speed up simulation and allow exploring and validating design alternatives at the higher level of abstraction. In this paper a power/performance optimized design flow has been presented for NOC-based system using transaction level SystemC model. We estimate power and performance of the whole system based on packet switched routers and a customized mesh topology. Our method leads to design a system with better power and performance.
Perception and production of English /r/-/l/ by adult Japanese speakers

This dissertation examines perception and production of English /r/-/l/ by adult Japanese speakers. This programme of research is organized into three sections, termed Study 1, Study2, and Study 3. The first study examined whether category assimilation between English /r/-/l/ and Japanese /ɾ/ was predictive of /r/-/l/ identification accuracy using an individual difference approach. Japanese speakers were assessed in terms of /r/-/l/ identification and assimilation of English /r/-/l/ into Japanese /ɾ/, /r/-/l/ production, and perceptual best exemplars for /r/, /l/, and /ɾ/. The results demonstrated that, although Japanese speakers strongly assimilated /l/ to /ɾ/, category assimilation was not predictive of English /r/-/l/ identification accuracy, and that only Japanese speaker’s representations for F3 in /r/ and /l/ was predictive of /r/-/l/ identification ability. The second study similarly took an individual difference approach and examined whether there is a relationship between perception and production of /r/-/l/ measuring perception accuracies (i.e., identification, discrimination, and perceptual best exemplars) and production accuracies (i.e., acoustic measurements, and recognition accuracy by English speakers). The results demonstrated that perception and production of /r/-/l/ were moderately related. However, not all aspects of /r/-/l/ perception were incorporated into /r/-/l/ production. The third study examined whether one-to-one pronunciation training leads to improvement in production and perception of English /r/-/l/ using a multipronged approach (i.e., explicit instructions, real-time spectrograms, and feedback with signal-processed versions of their own productions). The results demonstrated that Japanese speakers could be trained to produce native-like English /r/-/l/, improving to the point that they approached a 100% accuracy ceiling in terms of how well native speakers could identify their productions. However, the training did not improve their English /r/-/l/ perception at all.
1-Chloro­methyl-4-aza-1-azoniabi­cyclo­[2.2.2]­octane tetra­fluoro­borate deutero­chloro­form solvate

The title structure, C7H14ClN2+·BF4−·CDCl3, comprises 1-chloro­methyl-4-aza-1-azoniabi­cyclo­[2.2. 2]­octane cations, BF4− anions and CDCl3 solvent mol­ecules, each having Cs crystallographic symmetry. The cation has a staggered conformation and the anion and solvent mol­ecule are connected via a C—D⋯F interaction.
DAMPAK GAYA KEPEMIMPINAN DAN SEMANGAT KERJA TERHADAP KINERJA KARYAWAN PADA PT. BALI OCEAN MAGIC (WATERBOM BALI) DI KUTA, BADUNG

Kinerja karyawan merupakan salah satu kondisi yang mendukung tercapainya tujuan instansi secara efektif dan efisien. Adanya kinerja karyawan yang tinggi timbul dari meningkatnya kepedulian karyawan tehadap perusahaan yang bersangkutan. Penelitian ini dilakukan dengantujuan untuk mengetahui dampak gaya kepemimpinan dan semangat kerja terhadap kinerja karyawan pada PT. Bali Ocean Magic. Teknik analisisyang digunakan yaitu analisis regresi berganda, uji hipotesis menggunakan t-test dan F-test.Berdasarkan hasil analisis regresi berganda diperoleh bahwa gaya kepemimpinan dominan terhadap kinerja karyawan pada PT. Bali Ocean Magic. Uji T menunjukkan bahwa ada dampak signifikan secara parsial antara gaya kepemimpinan maupun semangat kerja terhadap kinerja karyawan. Dari hasil analisis F-test diketahui bahwa gaya kepemimpinan dan semangat kerja berdampak signifikan secara simultan terhadap kinerja karyawan. Berdasarkan analisis data maka dapat dikemukakan saran, agarpimpinan menjalankan hubungan/komunikasiyang lebih harmonis dan pemberian pujian kepada karyawan yang berprestasi serta senantiasa menjaga kerja sama agar tercapainya hasil kerja yang maksimal.
Improving proof comprehension in undergraduate mathematics

When studying for a mathematics degree, it has been shown students have great difficulty working with proof (Moore, 1994). Yet, to date, there has been surprisingly little research into how we could improve the way students study mathematical proofs. Furthermore, there is relatively less research on students' proof comprehension skills when compared with that of their proof construction skills (Ramos and Inglis, 2009). The aim of this thesis was therefore to build upon the existing proof comprehension literature to determine methods of improving undergraduate proof comprehension. Previously, text based manipulations (e.g. Leron, 1985; Rowland, 2001; Alcock, 2009a) have been tested as a way of improving proof comprehension but these have often not been as successful as we would have liked. However, an alternative method, called self-explanation training, has been shown to be successful at improving comprehension of texts in other fields (Chi et al., 1989; Wong et al., 2002; Rittle-Johnson, 2006; Ainsworth and Burcham, 2007). This thesis reports three studies that investigate the effects of self-explanation training on proof comprehension. The first study confirmed the findings of previous self-explanation training research in other fields. Students in the study who received the self-explanation training showed a significantly greater understanding of the proof text compared to that of a control group. Study 2 used eye-tracking analysis to show that self-explanation training actually changed the way students in the study read proofs; they concentrated harder on the proof (as measured by mean fixation durations), and made more between-line transitions. The final study revealed that self-explanation training can be implemented into a genuine pedagogical setting with relative ease and also showed the positive effects on proof comprehension last for a longer term of three weeks. From the findings of the research reported in this thesis it can be concluded that many students who participated in these studies appeared to have the knowledge required to understand proofs, it is perhaps they just needed some guidance on how to apply their knowledge. Self-explanation training appears to do this as it significantly improved proof comprehension in the short-term as well as offering longer-term benefits. More research will be needed to confirm these findings, given that the studies here involved participants from only one UK university on what would be considered as typical mathematics degree courses for the UK. However, these findings are promising and provide the foundation for improvements in undergraduate proof comprehension.
What Functions Explain: Functional Explanation and Self-Reproducing Systems

Acknowledgements Part I. Functions and Intentions: 1. Introduction 2. The problem of teleology 3. Intentions and the functions of artifacts Part II. The Analysis of Functional Explanation: 4. Basic positions in philosophy of science: Hempel and Nagel 5. The etiological view 6. The dispositional view Part III. Self-Reproducing Systems: 7. Artifacts and organisms 8. Feedback mechanisms and their beneficiaries 9. Having a good 10. What functions explain Notes Bibliography Index.
Multilingualism & Interference: The More Languages We Speak, the More Interference We Experience?

The current study investigates whether interference among languages is related to the number of languages learned. The hypothesis being examined is: The more languages one speaks, the more interference one experiences among the languages. This hypothesis was tested on 44 subjects who participated in the Stroop color-word test. The subjects consisted of 15 monolinguals, 14 bilinguals, and 15 multilinguals. The results suggest that the number of languages one speaks fluently has no effect on that person's response speed. The data suggest that fluency is the key to quickness in the Stroop test. In addition, female subjects responded significantly more quickly than male. Therefore, gender may also be a main factor in one's performance
Language and mathematics education : multiple perspectives and directions for research

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University Marketing description: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues. "
Input enhancement : from theory and research to the classroom

Chapter 1 - From Grammar Translation to Input Enhancement: A Historical Overview of Grammar Instruction Chapter 2 - Second Language Acquisition Theory, Research, and Real-World Teaching Chapter 3 - Input and Input Enhancement Chapter 4 - Input Flood Chapter 5 - Textual Enhancement Chapter 6 - Structured Input Activities Chapter 7 - Grammar Consciousness-Raising Tasks Chapter 8 - Some Final Considerations Appendix - Sample Materials
Students’ Acceptance of E-Learning Technologies: Combining the Technology Acceptance Model with the Didactic Circle

Despite their advantages, e-learning technologies are relatively underutilized. Attitudes towards learning methods, which are gained during school years, shape learners’ corresponding life-long attitudes. Hence, we believe that it is important to influence students’ Attitude toward Using e-learning technologies during classes, in order to increase their acceptance of these technologies throughout their lives. Consequently, we seek to identify potential influence factors of students’ Attitude toward Using elearning technologies that can be addressed by teachers during class. To this effect, we combine the Didactic Circle with the Technology Acceptance Model (TAM). More specifically, we postulate that five Didactic Circle-based constructs — Instructor’s Attitude towards E-Learning Technologies, Instructor’s Computer Competence, Presence of Games, Working in Groups, and Availability of Required ITInfrastructure — have a positive influence on the antecedents of TAM’s Attitude towards Using, i.e., Perceived Ease of Use, Perceived Enjoyment, and Perceived Usefulness.
Robust texture classification based on machine learning

Texture classification has been widely applied in many different areas such as content-based image retrieval, medical image analysis, automation and quality control in manufacturing industry, and remote sensing. This thesis investigates three challenging problems of texture classification that have not been well addressed in previous literatures: scale invariant texture classification without scale invariant feature extraction, robust texture classification from a small number of training images, and developing texture classification methods that can be adapted to different datasets. Several important properties of the textural images are explored and a number of novel methods based on machine learning are proposed to address these problems. This thesis first addresses scale invariant texture classification without extracting scale invariant features by extending a conventional sparse representation technique to model the multi-scale representations of textures. It is demonstrated that the multi-scale representations of a texture span a low dimensional linear subspace and the sparse representation could not only model the subspace but also collaborate the multi-scale representations of a texture to effectively classify the textures acquired in various scales. A Gaussian pyramid is utilized to retrieve multi-scale features from each textural image, and then a dictionary for sparse representation is learnt from the multi-scale features of all the training images which are captured from a limited number of scales. Finally a modified sparse representation based classification method is proposed to classify test images in various different scales. Experimental results show that the proposed method achieves superior results to the state-of-theart approaches in the classification of textures with different scales, and obtains fairly good classification accuracies even if there is only one scale of images for training. Another real-world problem of texture classification from a small number of training images is then investigated. As each texture could be regarded as a periodical repeat of patterns in space, a scale and spatial pyramid is adopted to divide a textural image into several subimages where each subimage is used as a new training sample.
Gençliğin Değer Algısı: Konya Örneği

Bu makale degerlerin toplumumuzun genclik kesiminde (Konya orneginde) nasil algilandigina iliskin 1999 yilinda yaptigimiz "Gencligin Sosyal ve Dini Degerleri" adini tasiyan ve durum tespitini amaclayan bir calismaya dayanmaktadir. Burada degerler kendi icinde genel "sosyal" ve ozel "dini/Islâmi" olmak uzere iki ana sinifa, ayrica genel sosyal degerler -goreceli de olsa- "modern" ve "geleneksel"; dini/Islâmi degerler ise "kurumsal" ve "eylemsel" alt sinisarina ayrilmistir. Boylece degisim surecinin hangi eksenlerde, nasil ve ne gibi bir tempoda degisip gelistigi tespit edilmeye calisilmistir. Onun icin de test edilen bir hipotez kullanilmamistir.Arastirma uc ana bolumden olusmaktadir; kavramsal cerceveye iliskin birinci bolumde degerler tartisilmakta, kuramsal cerceveye iliskin ikinci bolumde bu calismaya ozgu sorunlar ve yontemler ortaya konmakta, ucuncu bolumde ise alan verileri degerlendirilmektedir. Bu yazida birinci ve ikinci bolumler ozet olarak ele alinirken ucuncu bolum makalemizde deger kategorilerinden birisi olan "modern degerler" uzerinden orneklendirilip, yontem ve uygulama gosterilmeye calisilmis, diger deger kategorilerine ise deginilmemistir. Bulgulara gore toplumumuzda degerler, genel kaninin aksine, her hâliyle modernden geleneksele bir degisim gecirmiyor, bir toplumsal secicilik dogrultusunda gelisiyor. Hatta bu acidan geleneksel- modern ikilemi bile anlamli gozukmuyor.
Some Examples of Cognitive Task Analysis with Instructional Implications

Abstract : Analyses are described of knowledge structures used to understand and solve problems in high school geometry and in primary-grade arithmetic word problems. Analysis of geometry problem solving has clarified the nature of strategic knowledge needed by students and raises the question whether more explicit training in strategies would be beneficial in school instruction. Analysis of semantic knowledge needed to understand word problems raises questions about relationships between students' learning of computational procedures and their understanding of general types of quantitative relationships.
Precedence and Arrow Networking Techniques for Construction

Introduction. Project Breakdown. Basic Arrow Diagraming. Basic Precedence Diagraming. Establishing Activity Durations. Scheduling Computations for Arrow Networks. Scheduling Computations for Precedence Networks. Communicating the Schedule. Project Control. Time-Cost Adjustments. Resource Leveling. Program Evaluation and Review Technique (PERT). Overlapping Networks. Index.