Miracle-dz/UniFAR-FTUs huggingface dataset:
Hubungan Antara Faktor Risiko Individual Dan Komputer Terhadap Kejadian Computer Vision Syndrome

Background : Computer usage could cause health complaints called Computer Vision Syndrome (CVS). This syndrome was influenced by individual and computer risk factors. The objective of the study is to identify and to analyze individual and computer factors of Computer Vision Syndrome (CVS). Method : The study was an observational study by using case control method, which was held on May-June 2012 in RSI Sultan Agung, RSUP dr.Kariadi, and Bank Jateng. The samples were 60 people who were chosen by some certain criteria and they were divided into two groups, case group and control group. This research was accomplished by direct interview based on questionnaire. It was analyzed by Chi Square test, odds ratio (OR) was used to know the risk estimate for each variables and multivariate analysis (logistic regression) was used to know which risk factor had the most influence for CVS. Confidence interval was 95% and the results of this case control were compiled in 2x2 table. Results : Factors which significantly related with Computer Vision Syndrome were sex (p=0,021; OR=10,650; 95% CI=1,429-79,395), duration of focusing in front of the computer (p=0,009; OR=25,898; 95% CI=2,243-299,036), and duration of taking break after using computer (p=0,004; OR=20,294; 95% CI=2,611-157,748). Conclusions : Factors which significantly related with Computer Vision Syndrome were sex, duration of focusing in front of the computer, and duration of taking break after using computer. Key words : individual factors, computer factors, Computer Vision Syndrome (CVS).
Pragmatic Consciousness-Raising in an EFL Context.

Research has underscored the need to develop pragmatic competence in learners of English as a Second Language (ESL). Learners have a target community (native speakers) to both model themselves after and practice with. However, in English-as-a-Foreign-Language (EFL) settings, this is not the case. Most learners will not use pragmatic competence at all, and those who do will use it primarily with other non-native speakers (NNSs), so it is not clear just whose pragmatic system is to serve as a model. Most EFL teachers are NNSs and so do not have the native-speaker (NS) intuitions needed to use the approaches and materials common to ESL settings. It seems most feasible to adopt a pragmatic consciousness-raising approach, which has as its aims the sensitizing of learners to context-based variation in language use and the role of variables that help determine that variation. Such an approach can be adopted by both NS and NNS teachers and has the advantage of providing learners with a foundation in some of the central aspects of pragmatics, which they can then apply in whatever setting they may encounter as their English proficiency develops. Contains 36 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Neural Network Adaptations to Hardware Implementations

In order to take advantage of the massive parallelism offered by artificial neural networks, hardware implementations are essential. However, most standard neural network models are not very suitable for implementation in hardware and adaptations are needed. In this section an overview is given of the various issues that are encountered when mapping an ideal neural network model onto a compact and reliable neural network hardware implementation, like quantization, handling nonuniformities and nonideal responses, and restraining computational complexity. Furthermore, a broad range of hardware-friendly learning rules is presented, which allow for simpler and more reliable hardware implementations. The relevance of these neural network adaptations to hardware is illustrated by their application in existing hardware implementations.
A q-Weibull Autoregressive Conditional Duration Model with an Application to NYSE and HSE Data

This paper generalizes the ACD models of Engle and Russell (1998) using the so-called q-Weibull distribution as the conditional distribution. The new specification allows the hazard function to be non-monotonic. We document that the q-Weibull distribution recently suggested in physics as a generalization of the Weibull distribution is closely related to the much older Burr Type XII distribution in statistics. The nested, more heavy-tailed, q-exponential distribution is also being introduced. Data from the New York and the Helsinki Stock Exchange with different market microstructures and data types show that the q-Weibull specification outperforms the standard specifications used in econometrics and performs as well as the Burr specification of Grammig and Maurer (2000). The more parsimonious q-exponential specification typically provides a reasonable fit, improving the fit over the most commonly applied Weibull specification. We also find that the price threshold used affects the shape of the hazard function and thus the relative success of the models and must be taken into account when modeling price durations.
Memoirs of a Computer Pioneer

Maurice Wilkes was one of the leading scientific explorers in the development of the modern digital computer. He directed the Mathematical Laboratory (later named the Computer Laboratory) at Cambridge University, where he and his team built the EDSAC, the first stored program digital computer to go into service.Wilkes describes in nontechnical detail the growth of EDSAC and its successor, EDSAC 2, his introduction of microprogramming, and the first experiments with time-sharing systems. In the 1950s, when machines were still getting larger rather than smaller, Wilkes was one of the few who foresaw a time when nonspecialists would be using computers almost universally, and he reviews his anticipatory efforts to develop simple programming systems. But his book is more than a history of computing, it also recounts the allied scientific effort when he was one of those scientists and engineers ("boffins" as they were called by the RAF) who were in the thick of it, his electronics skills enlisted in the new and exciting development of radar.In this absorbing autobiography, Wilkes is as concerned with people and places as he is with computer components and programs of development. He deftly sketches his childhood in the English midlands and his student days at Cambridge where he studied mathematical physics, and his boyhood fascination with radio matured. He conveys the excitement of sudden insights and long-sought breakthroughs against life's simpler pleasures and trials. His account brims with assessments and anecdotes of such contemporaries as Turing, Hartree, von Neumann, Aiken, and a dozen others. And with his impressions of America and Germany formed during his scientific journeys.
What Characteristics of College Students Influence Their Decisions to Select Online Courses

The primary goal of this study was to identify a wide range of characteristics of college students that may influence their decisions to select online courses. The motivation underlying this study is the realization that online courses are no longer exclusively being taken by non-traditional students (for undergraduates, that would be students age 25 years and older with career, family, and/or social obligations). In fact, there are recent reports indicating that traditional undergraduate students (on-site students that are age 18-24) are now including online courses in their course curriculum. To accomplish the goal of this study, an ordered logit model was developed in which a Likert scale question asking students how likely/unlikely they were to take an online course was used at the dependent variable. The independent variables were based on a wide range of responses to questions regarding student demographic, experience, and preference information (these are the students’ characteristics). The data for this study is from a 2010 Oklahoma State University campus-wide student survey. The results of the study have identified a number of considerations that may be helpful to administrators wishing to improve and/or expand online course offering, as well as areas that can be further investigated in future studies. For example, undergraduate and graduate students enrolled in business majors were more likely than those in other majors to select online courses. On the other hand, undergraduate students (traditional and non-traditional) enrolled in engineering majors and graduate students enrolled in anatomy, biochemistry, biology, and botany major were the least likely groups of students to select online courses. Freshman and sophomores were found to be more likely than juniors and seniors to select online courses, and were much more likely than graduate students to select online courses. With respect to residency, out-ofstate/non-residents (not including international students) were the most likely to select online courses, while international students were the least likely to select online courses. Finally, a significant and positive relationship was identified between some web 2.0 technologies, such as online social networking (e.g. Facebook) and live video chatting (e.g. Skype), and students’ likelihood of selecting online courses.
The Writing is on the Wall: Using Padlet for Whole-Class Engagement

sions for participatory learning through active learning techniques based on collaboration and peer learning, we do so because we believe some things about creating the best environment for learning. Raymond C. Jones (2008), teacher and educational researcher, articulates four central beliefs held by educators regarding the importance of student participation in the classroom. Those core tenets are:
Models for Nonlinear Elastomers

Abstract : Models involving nonlinear partial differential equations become more and more widespread as theoretical and computational tools for their analysis advance. Well-known (and still partially unsolved) problems include, for example, the Euler and Navier-Stokes equations modeling the motion of a fluid (or air) which is a central problem in aircraft design. New computational tools make possible simulations, predictions, model development through reverse problems and inclusion of nonlinear effects in commercial finite element packages. In many areas new, more refined models are needed as modern applications `outgrow' the traditional linear assumptions. In some cases the need for the accurate prediction of transient phenomena makes the inclusion of nonlinearities imperative.
Instructional technologies in science education: Student´s scientific reasoning in collaborative classroom activities

This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners' reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students' general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles. © 2012 Springer Science+Business Media B.V.
The modulation spectrum in the automatic recognition of speech

The article questions the reliability of the short term spectral envelope as the dominant carrier of the phonetic identity of a given speech instant and suggests the temporal dynamics of components of the spectral envelopes as more reliable means for deriving the linguistic context of the speech message. It shows that analysis of the modulation spectrum offers a means for the systematic evaluation of medium term temporal dynamics of speech features. Such a medium term dynamic has been previously efficiently utilized in the computation of dynamic features and in RASTA processing. We aim for data driven analysis of the modulation spectrum and demonstrate the importance of syllabic rate modulation spectral components for speech communication.
Robust dynamic output feedback control for switched systems

In this paper, robust output feedback control problem for switched discrete time systems is investigated. For linear switched systems we look for a switched dynamic output feedback law which stabilizes the switched closed loop system while satisfying a /spl gamma/-performance condition. Design of such a control law is performed by solving LMI based conditions.
Non-visual programming, perceptual culture and mulsemedia: case studies of five blind computer programmers

This chapter describes an investigation into the premise that blind programmers and web-developers can create modern Graphical User Interfaces (GUI) through perceptions of MulSeMedia, and whether perceptual culture has a role in this understanding. Its purpose it to: 1) investigate whether the understanding of computer interfaces is related to perceptual culture as well as perceptual ability; 2) investigate whether it is possible for a person who has never seen to understand visual concepts in informational technology through non-visual senses and memories; and 3) provoke questions as to the nature of computer interfaces, and whether they can ever be regarded as MulSeMedia style interfaces. Beyond this, it proposes to: 1) inform accessible MulSeMedia interface design; and 2) investigate the boundaries of accessing computer interfaces through non-visual perceptions and memories. In order to address these aims and objectives, this chapter discusses the following two research questions:1) Is the perceptual culture of a blind person as important as physical level of blindness in being able to understand, work with, learn how to use or create and program Graphical User Inerfaces (GUIs)? 2) Can a cultural model of understanding blindness in part explain the difficulties in adapting Windows MulSeMedia applications for blind people? The study found that programmers who had been introduced to, and educated using a range of visual, audio and /or tactile devices, whether early or late blind, could adapt to produce code with GUIs, but programmers who were educated using only tactile and audio devices preferred to shun visual references in their work.
Needs and challenges with respect to establishing a collaboratory within library and information science: Practioners' perspectives

This paper reports on a study that explored the needs and challenges with respect to the creation of a collaboratory for library and information science practitioners. To identify needs and challenges interviews were conducted with practitioners at a variety of institutions. The results suggest that there is a need for a collaboratory to facilitate on-demand, personalized knowledge sharing. The collaboratory should also be well integrated into the everyday practice of library and information science practitioners.
An Improved Award System for Soccer: a (Game-Theoretic) Comment

In “An Improved Award System for Soccer,” published in the winter 2003 issue of CHANCE, Glen Meeden and Eduardo Fernandez-Cantelli modeled goal scoring by independent Poisson distributions, arriving at the conclusion that optimal strategies for two soccer teams are unchanged between a 3–1–0 and a 2–1–0 award system. Additionally, they made empirical observations of goal-scoring rate and number of ties from 10 European soccer leagues before and after the award system transition. These observations showed little (if any) sign of change. Using goal scoring rate and number of ties as proxies for choice of offensive/defensive team strategies as well as a theoretical result of stable optimal strategies between the two award systems, the authors concluded that to obtain the desired effect of improved offensive play, a more radical award system change is needed. Their basic idea was to assign points based on the goal difference, rewarding teams winning with many goals and punishing teams losing with many goals. Modeling matches by random variables representing scoring does not mimic the underlying decision process, which focuses on the match outcome, rather than the score. Trying to infer on optimal strategies of a game without any judgment of equilibrium type may lead to misleading conclusions. It may well be that (as the authors state): “Several researchers have found that distribution of scores obtained by each team can be well approximated by the Poisson distribution. ” However, applying such an approximation to make serious judgments on effects of award systems changes are quite a leap. Tampering with the rules of the ‘beautiful’ game (and definitely the most popular) should be done cautiously and with sound scientific basis. European and South American soccer leagues operate in a promotion/relegation environment, often referred to as an “open league. ” All teams are organized into different subleagues, linked through performance measures. That is, the best teams play in Premier League, the second-best teams play in Division 2, and so on. After each league season, weaker teams are relegated, while stronger teams are promoted. The actual number of teams being promoted/relegated may vary between and within countries, but the basic structure remains. The U.S. system—often referred to as a “closed league”—does not (necessarily) promote/relegate through performance. The number of teams within a league are decided by the league, and other objectives than performance (typically economically motivated) are used in exclusion/inclusion decisions, which may or may not be imposed after each season. This structural difference is important in regarding both strategic choices and competitive balance. For instance, weaker teams in the top league are likely to play for a tie against stronger teams in order to avoid relegation to a lower league.
Tropospheric Delay Effects in Radio Interferometry

A new tropospheric mapping function is derived which is more accurate than previous mapping functions above elevations of 4 degrees. The error due to the given analytic approximation is estimated to be less than 0.02% for elevation angles larger than 6 degrees, (less than 0.4 cm at 6 degrees, and approximately 0.004% or 0.03 cm at 20 degrees). The mathematical expansion used in the derivation is valid for any laterally homogeneous atmospheric model of refractivity. The new mapping function, computer generated ray tracing tables and other mapping functions are compared. The results can be used in correcting for tropospheric delays of radio signals.
Modified output error method with parameter mismatch compensation for improved performance model reference adaptive control

A method for model reference adaptive control (MRAC) with improved transient performance is introduced. It is shown that with this method the zero-state output error can be made arbitrarily small. For the linear system case, the value of the high frequency gain, k/sub p/, of the plant does not have to be known a priori, i.e., some uncertainty on k/sub p/ is allowed. The structure of the proposed controller allows for existing convergence results such as exponential convergence of output and parameter errors in the presence of sufficiently rich reference inputs to remain valid. It is also shown that the proposed controller demonstrates improved robustness in the presence of bounded disturbances and/or modeled dynamics, as well as in the case in which adaptation is switched off. <<ETX>>
Clickers Promote Learning in All Kinds of Classes--Small and Large, Graduate and Undergraduate, Lecture and Lab

Clickers are a popular tool in large science classes. We find that clickers can also be used in small undergraduateand graduate-level science classes, and to some extent also in laboratory classes, to achieve the same purposes as in large classes. Issues that can be addressed using clickers include fully engaging all students, identifying misconceptions, assessing preparedness, gauging the understanding of concepts, eliciting discussion, and identifying students who need additional help. However, much still depends on effective usage of the clickers, which in turn depends on time and effort invested by the instructor in developing effective questions and in working these questions into the class flow in a seamless manner. Clickers Promote Learning in All Kinds of Classes—Small and Large, Graduate and Undergraduate, Lecture and Lab
Implementing the Interactive Response System in a High School Physics Context: Intervention and Reflections.

The interactive response system (IRS) has been widely used to promote student learning since 2003. It is an electronic system connected to handset devices allowing students to transmit their responses by pressing the desired buttons and meanwhile allowing the teacher to monitor and track individual students' answers anonymously and statistically. However, there is limited research examining the challenges teachers may encounter when designing IRS-based questions and providing mediations which may lead them to develop quality questions. The purpose of this study is to address this research gap by investigating one high school teacher's IRS implementation based on both the teacher's and students' teaching/learning experiences as well as presenting an intervention to help the teacher develop higher quality IRS questions. High quality questions denote questions that are able to help students engage in deeper thinking and eventually lead to comprehensive understanding of the concepts learned. The data sources consist of tests, classroom observations, interviews, face-to-face meetings, and email correspondence. The findings disclose that enhancing the teacher's content knowledge and capability of recognizing the students' learning pitfalls is the foundation to developing quality IRS questions. Collaboration established between the teacher and a university physics education expert appears to have effectively helped both participants gain insights and knowledge into designing quality questions aimed at identifying the students' learning bottlenecks.