bluuebunny/crossref_metadata_2025_split huggingface dataset:
PENERAPAN AUGMANTED REALITY SEBAGAI MEDIA PROMOSI WISATA WAEREBO
Authors: Alfayet Edwar 
Published: October 2024

Penerapan Augmented Reality (AR) sebagai media promosi wisata telah menjadi suatu pendekatan inovatif yang bertujuan meningkatkan daya tarik dan interaktivitas dalam mengenalkan destinasi wisata tertentu. Penelitian ini mengusulkan penerapan teknologi Augmented Reality sebagai media promosi wisata Waerebo, sebuah destinasi wisata yang kaya akan tradisi dan keindahan alam di Manggarai. Melalui penggunaan AR, pengunjung dapat mengalami pengenalan yang lebih mendalam terhadap keunikan dan keindahan Waerebo melalui informasi visual 3D dan video animasi yang disajikan secara interaktif. Metode penelitian ini mencakup analisis kebutuhan promosi wisata, penerapan AR dan implementasi teknologi AR dalam aplikasi android. Hasil dari penelitian ini diharapkan dapat memberikan kontribusi dalam meningkatkan efektivitas promosi wisata, menciptakan pengalaman yang lebih menarik bagi pengunjung. Dengan penerapan AR sebagai media promosi, diharapkan destinasi wisata ini dapat semakin dikenal secara luas dan tetap mempertahankan keasliannya dalam menarik minat wisatawan.

The application of Augmented Reality (AR) as a tourism promotion media has become an innovative approach that aims to increase attractiveness and interactivity in introducing certain tourism destinations. This research proposes the application of Augmented Reality technology as a promotional medium for Waerebo tourism, a tourist destination rich in tradition and natural beauty in Manggarai. Through the use of AR, visitors can experience a deeper introduction to the uniqueness and beauty of Waerebo through 3D visual information and animated videos presented interactively. This research method includes analysis of tourism promotion needs, application of AR and implementation of AR technology in Android applications. It is hoped that the results of this research can contribute to increasing the effectiveness of tourism promotions, creating a more interesting experience for visitors. By implementing AR as a promotional media, it is hoped that this tourist destination can become more widely known and still maintain its authenticity in attracting tourism interest.
PERBANDINGAN KINERJA MODEL PEMBELAJARAN MESIN DALAM PREDIKSI BANJIR MENGGUNAKAN KNN, NAIVE BAYES, DAN RANDOM FOREST
Authors: Natzir Sadam Muhammad 
Published: October 2024

Penelitian ini menyajikan analisis komparatif model pembelajaran mesin untuk prediksi banjir menggunakan data historis curah hujan. Tiga model, yaitu K-Nearest Neighbors (KNN), Naive Bayes, dan Random Forest, dievaluasi berdasarkan metrik kinerja mereka. Evaluasi mencakup akurasi, presisi, recall, skor F1, dan ROC AUC. Hasilnya menunjukkan bahwa model Random Forest mengungguli yang lain, mencapai skor sempurna dalam semua metrik. Namun, KNN dan Naive Bayes juga menunjukkan kinerja yang kompetitif, meskipun dengan beberapa trade-off antara presisi dan recall. Temuan ini memberikan wawasan berharga tentang efektivitas berbagai pendekatan pembelajaran mesin untuk prediksi banjir, yang berkontribusi pada pengembangan sistem prediksi banjir yang lebih andal.

This study presents a comparative analysis of machine learning models for flood prediction using historical rainfall data. Three models, namely K-Nearest Neighbors (KNN), Naive Bayes, and Random Forest, are evaluated based on their performance metrics, including accuracy, precision, recall, F1 score, and ROC AUC. The evaluation results show that the Random Forest model consistently outperforms KNN and Naive Bayes. Random Forest achieves a perfect score (100%) on all measured indicators. Meanwhile, KNN and Naive Bayes also demonstrate competitive performance, albeit with some trade-offs between precision and recall. Specifically, for accuracy, precision, recall, F1 score, and ROC AUC, the Random Forest model scores 100%, whereas KNN and Naive Bayes are in the range of 90-95%. Nevertheless, KNN and Naive Bayes still show competitive performance and are worth considering as alternative flood prediction models. These findings provide valuable insights into the effectiveness of various machine learning approaches for flood prediction. The Random Forest model proves to be the superior approach, yet KNN and Naive Bayes also show significant potential. The results of this study contribute to the development of more reliable and accurate flood prediction systems, with important implications for disaster management and flood risk reduction..
IMPLEMENTASI WEB GIS DALAM PENCARIAN KOS KOSAN DI KELURAHAN KAYU PUTIH
Authors: Lanus Chris Eliaser , Belalawe Benyamin Jago , Nubatonis Erna R. 
Published: October 2024

Rumah kos atau kontrakan merupakan salah satu tempat penyedia jasa penginapan atau tempat tinggal sementara yang terdiri dari beberapa kamar dan setiap kamar memiliki beberapa fasilitas kamar yang ditawarkan atau disediakan dan juga memiliki harga yang telah ditentukan oleh pemilik kos atau kontarakan. Teknologi komunikasi saat ini mengalami perkembangan yang sangat pesat sehingga sistem informasi mempunyai dampak yang cukup besar terhadap perkembangan suatu usaha yang dikelola oleh individu itu sendiri. Pertimbangan dalam menentukan kos atau kontrakan yang ideal selain fasilitas, harga kos dan jarak dari kampus juga merupakan salah satu pertimbangan dalam menentukan kos atau kontrakan. Pada umumnya mahasiswa dalam mencari tempat tinggal sementara seperti kos atau kontrakan di kelurahan kayu putih biasanya bertanya kepada teman ataupun bertanya langsung kepada pemilik tempat penginapan tersebut. Hambatan yang terjadi adalah waktu yang dibutuhkan bisa sangat lama karena harus mengunjungi tempat dan membandingkan dengan pilihan yang lain. Untuk itu diperlukan suatu sistem yang dapat membantu pencari kos atau kontrakan dalam proses pemilihan kos-kosan di kelurahan kayu putih dengan lebih efisien dan efektif. Implementasi Web GIS Dalam Pencarian Kos-kosan di Kelurahan Kayu Putih dapat memberikan solusi tersebut dengan menyediakan visualisasi data geografis yang berguna dalam membuat keputusan. GIS berbasis web dapat digunakan untuk menampilkan informasi seperti lokasi kos-kosan.

A boarding house or rented house is a place that provides lodging services or temporary residence consisting of several rooms and each room has several room facilities offered or provided and also has a price that has been determined by the owner of the boarding house or rented house. House. Communication technology is currently experiencing very rapid development so information systems have a considerable impact on the development of a business that is managed by the individual himself. Considerations in determining the ideal boarding house or rented house apart from facilities, boarding prices, and the distance from the campus are also taken into consideration in determining the boarding house or rented house. In general, when students are looking for temporary housing such as boarding houses or rented houses in the Kayu Putih district, they usually ask friends or ask the innkeeper directly. The obstacle that occurs is that it can take a very long time because you have to visit the place and compare it with other options. For this reason, a system is needed that can help tenants or tenants in the process of selecting boarding houses in the Kayu Putih sub-district more efficiently and effectively. GIS Web Implementation in Searching for Boarding Houses in Kayu Putih Village can provide this solution by providing visualization of geographic data that is useful in decision-making. Web-based GIS can be used to display information such as boarding locations.
Design-oriented stress-strain model for short concrete columns wrapped with FRP sheets
Authors: Diboune Nadia , Berradia Mohammed , Sendjasni Sarra 
Published: October 2024

Previous studies have presented models aimed at predicting the axial stress-strain behavior of circular concrete columns wrapped with carbon fiber reinforced polymer (CFRP). The majority of these models were developed based on normal strength concrete (NSC) with strengths below 50 MPa. Moreover, several of these models relied on a limited experimental database. In this study, a large collection of experimental data was gathered, including 310 concrete columns confined with CFRP wraps. This database comprised test results for unconfined concrete with a compressive strength ranging from 19.7 to 169.7 MPa, and a height-to-diameter (H/D) ratio of two. From these data, two new expressions were developed to estimate the ultimate compressive strength and the corresponding strain. To model the stress-strain behavior, new relationship was suggested. A comparison between the proposed model and the experimental results revealed good agreement, outperforming several existing models. Additionally, the expressions for ultimate strength and corresponding strain are simple and accurate, making them easy to apply in design. Furthermore, the proposed model demonstrates superior performance compared to other existing models.
INVESTIGATING THE INHERITANCE PATTERNS AND POTENTIAL ASSOCIATIONS OF SELECTED HUMAN MORPHOGENETIC TRAITS
Authors: AHMED MA , ULLAH MA , AROOSA . , FAROOQ A , ALI Q , ABBAS A , REHMAN AU 
Published: October 2024

This research analyses the distribution, inheritance patterns, and potential associations between various physical characteristics(Handedness, Hand-clasping, Tongue-rolling, tongue folding and Hitchhiker’s thumb, Mid-phalangeal hair, bent little finger, Cleft chin, Widow’s peak, earlobe attachment & Dimpled cheeks) in students from the Faculty of Agriculture Sciences. The Chi-square was used of independence to assess inheritance patterns and potential links. The findings reveal interesting patterns: some recessive traits viz; Mid-phalangeal hair, bent little finger, Cleft chin, Widow’s peak, earlobe attachment & Dimpled cheeks were more common than their dominant counterparts. In contrast, dominant features such as handedness, hand-clasping, tongue-rolling, tongue folding, and hitchhiker's thumb were found more frequently. There is also a significant relationship between morphogenetic features (tongue rolling, mid-phalangeal hair, and widow's peak) and gender. This investigation has implications for several disciplines, including human genetics, forensics, and anthropology. Establishing a baseline for this specific population size group allows for future investigation into human variety and the intriguing realm of inheritance.
Manifesto Redux
Authors: Bayne Siân , Ross Jen 
Published: October 2024

The Manifesto for Teaching Online is a series of short statements first written in 2011 by the Digital Education group at the University of Edinburgh. It was designed to articulate a position about online education that informs the work of the group and the MSc in Digital Education programme it leads. This position was perhaps best summarised by the first of the manifesto statements: Distance is a positive principle, not a deficit. Online can be the privileged mode.
Such a position was (and to an extent still is) at odds with dominant discourses of digital education that described it either in terms of replication of offline practices, or in terms of inadequacy, where online learning is the ‘second best' option when ‘real' (face-to-face) encounters are not possible or practical. We rejected both of these positions, and the instrumental approaches to online education that tend to accompany them.
The manifesto was initially developed over a period of a year, June 2010-May 2011, and it was further shaped and refined during a series of discussions and events among students and colleagues at the University of Edinburgh. Responses to the document ranged from excitement to discomfort, and when the manifesto was launched in early 2012, it was met with considerable interest. It was intended to stimulate ideas about creative online teaching, and to reimagine some of the orthodoxies and unexamined truisms surrounding the field. Each point was deliberately interpretable, and it was made open so that others could remix and rewrite it. In early 2015, the Digital Education group itself began to revisit and reassemble the manifesto, with new points covering emerging issues such as openness and ‘massiveness' in online education, teacher automation, new research on spatiality and temporality, and digital authorship.
This paper discusses the way the manifesto has changed between 2011 and 2015 to reflect shifts in the field of research. In addressing some of the themes and issues informing the 2015 version, it discusses what we believe to be some of the most pressing critical issues facing practitioners of networked and digital education in the current moment.
Social presence and impression management
Authors: Kehrwald Benjamin , Oztok Murat 
Published: October 2024

This theoretical paper focuses on the concept of impression management to explain how networked learners’ presentations of self as part of the establishment, cultivation and use of productive social learning networks. The arguments in this paper connect social presence, which has long been considered an important element of online learning, with social capital, which has been used more recently to describe the way learners use social networks to support their learning. These arguments are situated at the intersection of social connectivity, goal-directed learning activity and learner experience. The broad area of interest is how learners’ goals and intentions affect their activity and behaviour in networked learning environments. More specifically, we are concerned with how learners’ goals related to study and learning affect their intentional activity toward forming and using the social connections that constitute learning networks. In this context, impression management is used to describe and explain how learners intentionally construct presentations of self as part of cultivating their social presence in networked learning and how that presentation of self leads to the establishment and development of connections (or ties) with others and the development of a network of productive connections which support learning. We argue that the constructions of self are not arbitrary; rather, they are seen as intentional efforts by learners to present themselves in ways which are not only socially acceptable, but maximise the extent to which they are views as attractive partners for social learning activity. Learners read the social environment and act intentionally in response to the social context to present themselves in ways that further their goals of productive networked learning activity. By expressing themselves in particular ways and forming impressions of others, individuals are able to establish, cultivate and use social connections and then build social networks constituted of those connections. Those social networks provide learners with the connections they need to generate social capital, that is, to find and use the value (or resources) through connections or relationships that constitute a network. The paper concludes with a the identification of several questions for educators to consider as part of informing their practice of networked learning and supporting goal-directed, technology-mediated social processes and the cultivation of productive learning networks.
Academics' experiences of networked professional learning
Authors: Tusting Karin , McCulloch Sharon , Hamilton Mary 
Published: October 2024

This paper explores academics' writing practices, focusing on the importance of digital platforms in their processes of collaborative learning. It draws on interview data from the first phase of a research project working closely with academics across different disciplines and institutions to explore their writing practices. The project is framed within a social practice perspective on literacy, which sees reading and writing as practices developed and maintained through participation in a social context, shaped by aspects of people's purposes, histories and institutional positionings (Barton & Hamilton, 2000; Barton, 2007).
The role of an academic in higher education is diverse, and almost every aspect of this role involves specialised forms of writing and knowledge creation in a very wide range of genres for many different kinds of audiences (Hyland, 2011). Transformations in the social and institutional structuring of higher education in recent years have changed the nature of the writing demands faced by academics. At the same time, information and communications technologies have proliferated in the higher education setting. As the demands of academic life have changed in recent years, so the writing practices have changed too. Learning how to engage with these new kinds of genres and practices goes on throughout academics' careers, much of it in an informal way, collaborating with other people on particular projects and learning as they go along.
The paper outlines characteristics of academics' ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to intellectual and disciplinary aspects of writing, writing strategies and structures, and using digital platforms. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of 'always-on'-ness, and the different values systems around publishing in different forums.
Laugh with us, not at us
Authors: Sinclair Christine 
Published: October 2024

In keeping with its theme, this paper has a light touch and a serious point. It arose from a concern that networked learning may not be recognisable enough to be parodied. Parody is a pervasive and ubiquitous cultural practice that entails imitation and laughter – features which could perhaps contribute to making networked learning knowable to a wider community. Despite parody’s potential for serious damage, its broadest use supports the recognition, consolidation, development and renewal of a genre or movement. Drawing on Bakhtinian notions of the dialogic and carnival, as well as the light thrown on contemporary discourse through Bakhtin’s literary insights, the paper explores the extent to which networked learning artefacts and practices engage in parody and have been parodied. A thought experiment to parody a networked learning conference paper led to the current paper’s structure. This attempt to parody highlights the difficulties of departing from conventional academic genres even in a field of study that challenges those genres. The study identifies how themes of genre, intertextuality and multimodality combine in papers and events about networked learning to produce texts and practices that are open to renewal, hacking and augmentation, but without the need for the laughter that comes with parody that might have the same results. In papers and book chapters, although there are lively forms of writing, heavy use of citation is the main source of intertextuality. Evidence of parody was found in a symposium, including (self) parody of networked learning conference practices, suggesting that we are more likely to find parody during synchronous events than in peer reviewed academic texts. An almost accidental result of the parodied structure of the paper suggests that networked learning could be developing in a way that parallels Bakhtin’s understanding of the novel, yet without the cultural work that parody has contributed to the novel. This line of reasoning brings into sharper focus one of the key features of this author’s own initial parody of networked learning: its emphasis on boundaries and boundary crossing. It seems that networked learning, like the novel, cannot be parodied as a ‘complete’ form: like the novel it is constantly changing to reflect its contemporary world.
ThreadED: A Networked Learning Initiative
Authors: Kearney Alison , Mentis Mandia , Carvalho Lucila , Hartnett Maggie , Erueti Bevan 
Published: October 2024

ThreadED is a networked learning initiative designed to promote connections between teaching staff, students and digitised resources, as well as to support teaching and learning at Massey University Institute of Education in New Zealand. ThreadED is framed around three strands (and related teacher and student competencies) identified by the Institute as important foci for their programmes: equity, cultural responsivity and digital literacy. Resources and artefacts such as website links, articles, videos and apps are being identified, developed and catalogued at various levels of granularity, and linked to key competencies. A platform to archive and curate artefacts and resources has been developed, incorporating design principles that focus on maintaining autonomy and freedom of access to resources, for all teaching staff. Templates were also developed to provide support and guidelines for the annotation of each resource. These resources and artefacts will be used and curated by teaching staff for different teaching and learning purposes, across courses within the Institute of Education. A number of benefits are anticipated when the initiative begins operation in 2018. These include the adoption of the three key foci across all of the teaching programmes within the Institute of Education; the reduction in work and duplication associated with staff each producing the same content in different courses; staff having a greater awareness of each other’s work and a strengthening of relationships; and the creation of synergies between staff that may lead to other opportunities in teaching and research. Finally, it is anticipated that ThreadED will enable personalised, self-directed and flexible teaching and learning practices by allowing teaching staff to select – from a range of quality learning objects – a resource that best meets individual needs and learning goals of the courses that are taught within the Institute. This paper introduces this initiative, discussing its key underlying principles as well as strategies used to facilitate staff’s participation and contributions to a joint venture of knowledge creation. The initiative aims at reframing isolated academic practices at the Institute of Education towards an evolving participatory learning community, where everyone is able to build on each other’s knowledge and expertizes, sharing resources and practices related to equity, cultural responsivity and digital literacy.