Reviewerly/exHarmony huggingface dataset:
Integrating multiperiodic functions along the periodic characteristics of the diagonal differentiation operator

In this paper, trajectory of time changing along a helical line is represented by parametric equations in Cartesian coordinates of Euclidean space. On the basis of a cycloidal sweep of a cylindrical surface onto a plane, analytical form of a helix is determined. On its basis, integral surface is determined, which is called the periodic characteristic of the diagonal diﬀerentiation operator and its connection with its linear characteristic is established. a) elements of new approach related to the periodic characteristic of diagonal diﬀerentiation operator are proposed, b) method for reducing integral along the periodic characteristic to an integral with linear characteristic, c) conditions establishing structure of the integral as sum of linear and multiperiodic functions. Some consequences of these results and recommendations of an algorithmic nature for further expansion of research in this direction are given.
THE IMPLEMENTATION OF GAME BASED LEARNING (GBL) METHOD TO IMPROVE EFL STUDENTS’ VOCABULARY MASTERY

This study was aimed to evaluate the implementation of Game-Based Learning (GBL) method to improve EFL students vocabulary mastery at SMPN Satu Atap 1 Katingan Hilir. The researcher chose class VII students totaling 23 as the subjects, and the informant was one English teacher. The research method employed was qualitative descriptive, enabling the researcher to gain in-depth insights into the effectiveness of GBL in improving the English vocabulary mastery of the students. Data was collected through observation, questionnaires, and interviews with English teachers involved in the teaching process. This data was used to evaluate the implementation of GBL in three phases: pre-teaching, while teaching, and post-teaching. The finding indicated that the implementation of Game-Based Learning (GBL) methods was effective in improving English vocabulary mastery EFL students at SMPN Satu Atap 1 Katingan Hilir. This indicated that a more interactive and enjoyable approach to learning addressed the previous weakness in English vocabulary mastery. The data analysis results demonstrated a substantial improvement in students' vocabulary mastery after they participated in learning sessions using the GBL method. Presenting learning material in the form of engaging games had the capability to improve students' learning interest, thus motivating them to actively participate and interact within the learning environment. Therefore, method GBL could be regarded as an effective alternative in designing enjoyable and efficient teaching strategies to improve EFL students' vocabulary mastery.
THE PHONEMIC AWARENESS AND READING COMPREHENSION OF THE SECOND GRADERS

English literacy has been taught to students as a foreign language due to globalization. Learning English reading literacy begins at a young age and starts by learning words. Phonemic awareness aids the students in learning words in-depth and acts as the platform to identify a reading failure. The current research aims to find whether phonemic awareness and reading comprehension are related. The data for measuring phonemic awareness and reading comprehension was collected using a test and analyzed using IBM SPSS 25.0. The current study revealed that phonemic awareness is related positively to reading comprehension. Moreover, the students are revealed to understand learned words well. This research brings significance to teaching phonemes to young children to aid them in learning reading English. For future research, phonemic awareness should be paid attention to in learning reading comprehension by giving the students various English word reading exercises
Professional IT Staff Use These Tools. Why Shouldn't We? Leveraging vSphere, vCenter, ESXi, and PowerCLI to Deploy Student “Corporate” Networks in a Foundational Cybersecurity Engineering Course

This paper outlines a method to streamline the setup and support of an introductory cybersecurity engineering course that uses experiential learning laboratory exercises. Experiential learning requires students to get direct, hands-on experience with real-world problems and solutions. The course under discussion is the first course in a series of three core cybersecurity engineering classes at a large Midwestern university that has earned ABET accreditation and the NSA Center for Academic Excellence in Cyber Defense (CAE-CD) designation. Course topics include networking, computer virtualization, secure configuration, and troubleshooting. During the 16-week semester students in the course build their own “corporate” network inside the ISELab virtual laboratory. They configure and secure services such as DNS, email, web, directory,firewalls, and VPN. Using a set of vSphere products including vCenter and ESXi, as well as the PowerCLI command line tool, a set of scripts were developed that allow us to rapidly deploy, modify, and delete multiple machines in each student's “corporate” network. The novelty of this contribution is the incorporation of industry standard tools into the administration of the course. The utilization of these tools significantly reduced setup and management time, enabled us to focus and enhance topics and lab activities, and made it easier to share the materials with other faculty members.
Increasing Accessibility to Problem-Solving: A Skills-Focused Curriculum for High School Students

Problem-solving is one of the most important skills to develop in today's globally competitive workforce and remains an essential aspect to a diversity of professions and disciplines. Building on the rich literature found on problem-solving, this paper reports on the implementation of a curriculum that applies known strategies and heuristics to develop broadly applicable problem-solving skills in high school students. The curriculum covers existing problem identification and solution development tools including Izakawa fishbone diagrams, Duncker diagrams, statement restatement, vertical thinking, cross fertilization, Kepner-Tregoe analysis, and more. Our pedagogical approach blends active learning frameworks (hands-on projects, case studies, exercises) with self-regulated learning environments (via scaffolding, metacognition). We have successfully deployed the full curriculum in eleven classrooms across five high schools. Students apply their problem-solving abilities through hands-on projects embedded throughout the curriculum. Results from 254 student surveys showed interest and engagement with the course content. Overall, this paper provides a skills-focused approach to outreach, preparation, and participation of students towards engineering and technical fields with the goal of meeting the skill requirements and labor demands of the global workforce.
Evaluating Students' Learning Expectations and Concerns in a University Course on Digital Transformations in the Framework of Learning Objective Taxonomies

This study examines the “Digital Transformations” course at the University of Vienna, which is designed for a broad audience and focuses on various aspects of digitalization. It incorporates didactic methods and aims to meet students assumed higher-order thinking learning expectations. The research investigates students' expectations and concerns, as well as their alignment with existing taxonomies of learning objectives within the course context. Data was collected with pre- and post-tests in a mixed methods design. The study utilizes qualitative open-coding analysis and quantitative descriptive analysis methods. The results indicate that students primarily expect to acquire knowledge and understanding, rather than to engage in higher-order thinking. Their expectations revolve around content related to different themes, including understanding of digitalization, practical application, ethical and social implications, digital competencies, multidisciplinary approaches, critical thinking, interactivity, and engagement. Specifically, students had concerns about the course content's theoretical focus, uninteresting content, lack of coherence, information depth, assignments overload, fear of being overwhelmed, time pressure, fear of missing out, lack of prior knowledge, understanding of the topic, lack of interaction, technological challenges, practical relevance, and psychological and physical effects of digitalization. The post-test results show a high level of student satisfaction, particularly in terms of delivery of the expected content.
The Evaluation of the Problem-Based Approach with Think-Pair-Share Method for Teaching in Electronics Engineering Technology Program

When teaching a fundamental course in Electronics, new concepts are introduced to students, and they are required to learn and apply new mathematical formulas while being shown many examples. However, these new concepts and ideas can be challenging and hard to comprehend. In order to stimulate students' eagerness to learn new concepts further and to reinforce a clear and solid understanding of the new topics, a problem-based approach with the Think-Pair-Share method is incorporated in the classroom. By adopting this approach, students are encouraged to actively engage in problem-solving activities, which enhances their critical thinking skills and ability to apply concepts learned in class. The Think-Pair-Share method allows students to collaborate in pairs or small groups to analyze problems and share their insights with the class. A student-centered learning environment is promoted through this approach, allowing them to develop their problem-solving skills and learn from their peers' experiences. Furthermore, it has been confirmed by the students' survey results that the implementation of these teaching methods in Electronics is balanced with the class time. Additionally, a significant number of students have recommended that the TPS and problem-solving methods be continued by the instructor(s) in this class or other future Electronics classes. The results of this study demonstrate the effectiveness of this approach in teaching relatively challenging electronics topics to students.
The potential role of AI-based Chatbots in Engineering Education. Experiences from a teaching perspective

The irruption of Artificial Intelligence (AI) based chatbot tools is undoubtedly at the frontiers of education. AI chatbots in education has emerged as a promising solution to enhance the quality of education and to improve learning outcomes. As all new technology does, it has begun to generate news about prohibition, ethical aspects, anti-plagiarism detection tools, and a series of policies from different educational systems. However, we should not deny the positive aspects of these tools if they are well used. AI-based chatbots have interesting potential to help both teachers and students, who must learn to use them well for their own benefit. This article provides an overview of AI-based chatbots, particularly ChatGPT, an artificial intelligence language model developed by OpenAI. GPT, or “Generative Pre-Training Transformer” is a neural network trained to generate “human-like text” by predicting the next word in a sequence given a large dataset of examples. ChatGPT uses the neural network model and is used to generate responses to students' questions in real time, in the sense of a personal teacher assistant. Chatbots are designed to be able to carryon a natural conversation by understanding the context of the conversation, generating appropriate responses, and engaging in active interaction. Nowadays, this type of tool can generate more than just text; for example, the use of LaTeX code (using TeXGPT) or tools for coding and debugging programming exercises. This work explores the potential role that AI-based chatbots can have in engineering education, by examining the answers of a group of teachers' about how the use of AI-based chatbots can improve the learning process of the students in engineering education. The questions that teachers had to answer, from a pedagogical and technological perspective, are related to how chatbots can be integrated into the curriculum to enhance the efficiency of engineering education, their potential impact on the learning process, and actual examples of possible learning activities using AI-based chatbots in their courses.
Workshop: Using Personas as Holistic, Subjective Assessment Rubrics

Rubrics are a useful tool for translating performance criteria to an overall rating of quality. In areas where there is not one correct solution but a range of acceptable and difficult-to-express responses, rubrics can be difficult to develop and use. This method uses personas, a technique found in human-centered design, to develop a holistic rubric that is particularly useful in areas where the performance rating is highly subjective. Examples include scholarship applications (e.g. NSF S-STEM grant programs), competitive positions (e.g. REU programs), and classroom performances (e.g. design presentations), among others.
Digital Competences of Industrial Systems and Technologies Engineering Graduates in a Central Mexico Institution

This research is focused on determining components of the Digital Competences of higher education students to strengthen the graduation profile with application at work and educational training. Being its main focus the harnessing the potential of the new information and communication technologies to face the realities of future environments with a focus on social Constructivism; to have concretes scopes making use of the qualitative and quantitative (mixed) research methodology, with 4 phases of development. It will be implemented in educational engineering programs of a Higher Education Institution in central Mexico; They consist of Phase 1.- Surveys and interviews, Phase 2.- Data analysis, Phase 3.- Definition of Digital Competences and their development, and Phase 4.- Reporting and dissemination of results.
Why Re-Focus on IoT in Education? Evidence of the PARADIGM Project

The proliferation of Internet of Things (IoT) devices has created a growing demand for integrating IoT technologies in educational settings. While technical expertise in IoT engineering is essential for developing IoT skills, it is equally crucial for educators to possess pedagogical skills that enable them to effectively teach their students about the diverse range of available IoT systems, hardware, and software components, through properly designed STEM activities early on during secondary education. However, recent studies suggest that most IoT engineering curricula need specifically adapted and properly designed pedagogical frameworks. This paper presents an experimental research study conducted as part of the evaluation stage of the PARADIGM project, a European-funded collaborative initiative under the auspices of the Erasmus+ programme. The project aims to design an e-learning course on pedagogical issues, develop an IoT environmental observatory to provide hands-on experience and establish a citizen science platform as the PARADIGM Virtual Maker Space and Repository. The specific research objective is to assess the impact of PARADIGM tools on educators' pedagogical and technical knowledge of IoT. Fifty educators from secondary schools in Greece, Spain, and Cyprus participated in the study. Pre-and posttest were conducted to measure differences in mean scores, and t-tests were used to analyze these differences. Despite the relatively small sample size, it is noteworthy that this study was part of a larger collaborative initiative involving multiple institutions and stakeholders, which increased the generalizability and external validity of the study and reduced the potential for bias or confounding factors. The results indicate that the use of PARADIGM tools significantly improved educators' knowledge scores in IoT. Furthermore, the findings reveal a statistically significant correlation between educators' knowledge of IoT devices and their hands-on experiences using the PARADIGM observatory IoT devices. These results highlight the need for further research on IoT education programs to enhance educators' skills in IoT devices. In conclusion, this paper contributes to advancing knowledge on IoT education by emphasizing the potential of PARADIGM tools to enhance educators' pedagogical and technical understanding of IoT. The study recommends integrating PARADIGM tools into IoT curricula to equip educators with the necessary skills to teach their students about IoT effectively.
Advancing Cybersecurity Through Knowledge Conversion: Industry-Academia Interchange in a Doctoral Program

The origins of the cybersecurity field were highly practice-oriented, often from an individual Community of Practice (CoP), such as the military. In many cases, emergent cybersecurity academic programs relied on these practitioners as adjunct faculty to transfer and impart knowledge to students. However, this approach proved insufficient to develop an overall academic discipline of cybersecurity with effective educational programs to meet the growing and changing need for cybersecurity professionals. To address this gap, the authors designed and developed a Doctor of Science (D.Sc.) program focusing on applied research with knowledge conversion from multiple individual CoPs and a strong workforce academia interchange. The program leverages Nonaka's knowledge conversion model and Wenger's communities of practice (CoP) theory to catalyze innovation and cultivate an integrated community of cybersecurity practices. Doctoral students conduct in-depth research in a specific cybersecurity area of their choice, developing cybersecurity products, frameworks, tools, and solutions for their CoP and often for a wider audience. Faculty gain knowledge of advancements in the current practices of cybersecurity through integrating individual CoPs that they can then use in developing their cybersecurity academic programs at the undergraduate and graduate levels. The chosen research method for this work-in-progress paper is a qualitative thematic analysis through open-ended questionnaires. The research sample will consist of doctoral students currently in the program or recently graduated and faculty teaching the courses in the D.Sc. program. The study aims to explore the knowledge interchange and learning experiences within the CoP regarding research scholarship, dissertation development, and cybersecurity innovation. The insights and lessons learned from this program can serve as a model for other academic institutions seeking to enhance the practicality and innovation within their cybersecurity programs while contributing to developing a much-needed, more robust, and secure cyber ecosystem.
Introducing Quantum Computing in a Sophomore Signals and Systems Course

This Innovative Practice Work in Progress Paper describes the development and assessment of a web-based simulation lab exercise introducing basic quantum computing concepts in a sophomore signals and systems course. Specifically, students make the connection between quantum computing and signals and systems theory through a comparative study of using Quantum Fourier Transforms and Fast Fourier Transforms for a speech analysis-synthesis application. In addition, quantum noise models are introduced and simulated to show their effect on computation performance. Statistics from pre/post quizzes show that there is significant knowledge improvement by completing the lab exercise.
Digital Leader And Digital Leadership For Digital Transformation

Critical importance of contributions of a leader for attaining success in any teamwork at any walk of life need not be emphasised. Qualities, traits, nuances, features, styles. etc. of a leader and leadership also impact performance of any group. Digital transformation, being a teamwork, is no exception to these. Earlier a leader and team members had to depend on own capabilities, power of mind, creative thinking and cerebral judgement for data analyses, interpretations, inferences, and crafting strategies. In contemporary digital era technologies help in these. Duties and responsibilities of a business leader are also evolving with evolution of digital technologies. Effective change management has by itself become a changing phenomenon and a critical success factor. Right to make mistakes and abiding by digital ethics have assumed primacy for meeting success with innovation. This article deals with all these newer dimensions of digital leadership and the tasks and deliverables of a distinctly identified digital leader.
Introduction Internet of Things Design for Students in SMKs Darul Ulum Layoa Bantaeng

Abstract. IoT (Internet of Things) technology is currently experiencing very rapid development. Several innovative and creative applications, most IoT-based, have been found. IoT underlies the existence of smart home technology. One of the advantages of smart home technology is that homeowners can control conditions and monitor home security using only one device. Unfortunately, at SMKs Darul Ulum Layoa, Bantaeng, Sulawesi Selatan (South Sulawesi), learning about IoT still needs to be improved. It becomes the basis for why we hold a community service activity. This activity provided understanding and training on the Internet of Things, which 40 teachers and students attended. Pretest and posttest methods are used to determine the activity's success level. Both results were processed using the SPSS (Statistical Package for the Social Sciences) method. SPSS is a statistical software used to perform data analysis, including descriptive and inferential analysis. By utilizing the Wilcoxon Signed Rank Test, an analysis of the data revealed a Z value of -5.026 and a p-value of 0.000. These findings indicate a significant difference between the pretest and posttest groups or a significant increase in scores between the pretest and posttest. Therefore, the intervention had a positive effect on the outcome being measured.
Training in Fundamentals of Standard Technical Drawing at SMK Muhammadiyah Tirtayasa

Abstract. A training program is conducted to address the need for fundamental skills in Engineering Drawing. The partner school for this program is SMK Muhammadiyah Tirtayasa, located in the Serang Regency. The training focuses on basic technical drawing techniques. A total of 14 participants, including students and teachers, take part in the training. The training began with an explanation of the theoretical foundations of technical drawing, followed by three practical exercises. The participants' progress was evaluated based on the quality of their technical drawings. The results indicated that the participants had a good overall understanding and ability to apply the fundamental principles of line drawing, object projections, and dimensioning. The average scores across the three exercises were relatively high. Furthermore, the analysis revealed that male participants achieved higher scores compared to their female counterparts. To enhance the professionalism of the participants, it is recommended to incorporate computer-aided drawing tools to enhance their knowledge and skills in applying technical drawing concepts. In conclusion, the training program successfully provides participants with essential skills in Engineering Drawing. The findings highlight the potential benefits of integrating computer-based applications to further enhance their proficiency in this field.