Fabrication and characterization of nanostructured fluorine doped tin oxide thin film for dssc by hydrothermal method

Nanostructured Fluorine Doped Tin Oxide (FTO) thin film has been successfully synthesized on top of bare FTO layer substrates using hydrothermal method. The performance of FTO thin film including conductivity and transparency depend on the surface morphology and the properties of the material. Hydrothermal method has proven to be a very good method for the fabrication of novel metal oxides. Thus, a new nanostructured FTO thin film like nanorice has been fabricated using one step hydrothermal method. FTO nanorice thin films were obtained from the reaction of tin (iv) chloride (SnCl4), ammonium fluoride (NH4F), acetone, deionized water and hydrochloric acid (HCl). The compound was prepared in an autoclave at 150°C hydrothermal temperature for different reaction times of 5 hours, 10 hours, 15 hours, and 20 hours. FESEM studies on the surface morphologies of all the samples showed that nanorice structure had formed to fully cover the bare FTO substrate. Then, to further the optimization of FTO nanorice thin film, this research focused on studying the effect of hydrothermal temperature on FTO nanorice thin films. The experiments were conducted at 130°C, 140°C, 150°C, 160°C, and 170°C of hydrothermal temperature in constant reaction time of 10 hours. Basically, there were six properties studied; surface morphology, structural, element composition, thickness measurement, electrical and optical properties. At the end of this research, homogeneous FTO thin film has been successfully prepared. By controlling the reaction time and hydrothermal temperature, a transparent FTO film with beyond 85% percentage of transmittance was developed. The FTO thin film produced at 10 hour reaction time and 150°C of hydrothermal temperature time gave the low sheet resistance of 0.012 Ohm/sq with high transparency. The DSSC fabricated using the optimized FTO film gave higher efficiency of 2.77% compared to commercial FTO of 1.93%

Development of an Effective Drying System to Improve the Fuel Quality of Poultry Waste Material Using FLUENT Simulation

Indubitably, the world today is in a state of dependent towards energy for developments. It is no riddle today that world is heavily reliant on oil as the primary source of fuel for energy and oil is known to be a finite source of fuel, thus with the increasing need and usage, the source itself is depleting. Scientists and developers are ever in desperation to seek a new source of energy to prepare for the inevitable day when oil is completely depleted. Biomass provides an ample alternative for a renewable energy source. Nevertheless, extracting energy from poultry waste is not as simple as combusting fuel oil. Poultry waste is far more distinguished compare to oil. Although the step of recovering energy is somewhat similar to oil, that is by combusting the poultry waste, it is not as simple as throwing the poultry waste into a combustor and hope for the best. Poultry waste is known to have a high moist content, thus recovering energy using Fluidized Bed Combustor is a problem as it is not as efficient. Moreover, the high content of water in poultry waste will lead to a waste of energy as it is being use to dry up the moisture.A drying technique is required to ensure the moist content of poultry waste is lowered and possibly purge completely. A spraying technique is developed as one of the technique to be used for drying up the poultry waste. Simulation using FLUENT 6.3 will be conducted to analyze the effectiveness of droplets in drying mechanism. Success in developing this spraying technique will ensure the optimum energy recovery from poultry waste and reduction of cost

The Comparison of Different Types of Chemicals as Fluid Loss Control Additives in Synthetic Base Mud

In drilling fluids, there are a few components that need to be taken care of in order to produce desired drilling fluids. One of the main components in the drilling fluids is fluid loss control additives. This additives help in reducing and controlling fluid loss from the drilling fluids. It can be severe if the fluid loss is not being controlled. There are many types of chemicals that can be used in order to help in fluid loss control. In this project, four (4) fluid loss additives that will be tested are gilsonite, sodium asphalt sulfonate, sulphonated asphalt and organophilic lignite. All of these chemicals have different ability in order to control fluid loss. Some of them also have different ability and usage in drilling fluids. For instance, sodium asphalt sulfonate can be used as shale control inhibitor in the drilling fluids system. Above-mentioned chemicals are widely used and known. Most of them are compatible with the synthetic base muds system. Therefore, in this project, all of the chemicals will be tested in synthetic base mud system. Since all of the chemicals have different ability, therefore the mud properties will be specified and tested as follows condition: 10 lb/gal mud weight, 75:25 oil water ratio and 25% Wt CaCl2. In order to make the data more relevant, there will be two conditions whereas the chemicals will be tested which is in contaminated muds and also in non-contaminated muds. Contaminated muds means that the muds will be added with some solids and cuttings and the non-contaminated muds are fresh muds which it will not be added with solids. All of the conditions also will be tested using three different types of base oil which are SARALINE 185V, SARAPAR 147 and ESCAID 110. This is to ensure the data is valid and the comparison can be done. At the end of the experiment, gilsonite tend to be the most efficient fluid loss reducer agent based on the initial condition of the test. The SARALINE 185V base oil also gives the best result while compared to SARAPAR 147 and ESCAID 110 as base oil in this test

HUBUNGAN RIWAYAT EFEK SAMPING, AKSES PELAYANAN DAN TOKOH PANUTAN DENGAN KEIKUTSERTAAN SEBAGAI AKSEPTOR KONTRASEPSI TUBEKTOMI DI KELURAHAN MANGUNSARI KOTA SALATIGA

Tubektomi atau MOW (metode operasi wanita) adalah salah satu metode kontrasepsi yang masih sedikit keikutsertaannya. Pada tahun 2012 persentase penggunaan tubektomi masih rendah sebesar 3,2% di Indonesia. Jumlah akseptor kontrasepsi tubektomi di Kelurahan Mangunsari paling tinggi sebesar 41,89% dari total akseptor tubektomi di Kecamatan Sidomukti Kota Salatiga. Tingginya akseptor kontrasepsi tubektomi dari studi pendahuluan dipengaruhi efek samping menggunakan KB sebelumnya, ajakan teman dan kepraktisan dalam akses kontrasepsi. Tujuan dari penelitian ini untuk menganalisis hubungan faktor riwayat efek samping kontrasepsi, akses pelayanan KB dan tokoh panutan dengan keikutsertaan sebagai akseptor kontrasepsi tubektomi. Penelitian ini merupakan penelitian explanatory research dengan pendekatan case control study. Populasi dalam penelitian ini adalah wanita pasangan usia subur yang tercatat di Bapermas dan KB Kota Salatiga dengan populasi sebanyak 137 kasus dan 1433 untuk kontrol dan sampel sebanyak 72 responden (36 kasus dan 36 kontrol) tahun 2013. Penelitian dilakukan di Kelurahan Mangunsari Kecamatan Sidomukti Kota Salatiga. Data dianalisis secara deskriptif dan analitik menggunakan Chi Square (X2) dengan taraf signifikansi 95% dan untuk mengetahui besarnya risiko menggunakan, odds ratio (OR). Hasil penelitian menunjukkan bahwa tidak ada hubungan yang bermakna antara riwayat efek samping kontrasepsi dengan keikutsertaan akseptor kontrasepsi tubektomi dengan OR=1,1; nilai p=1,000; 95%CI=0,442-2,828; antara akses pelayanan KB dengan keikutsertaan akseptor kontrasepsi Tubektomi dengan OR=1,6; nilai p=0,453; 95%CI=0,165-4,455 dan ada hubungan yang bermakna tokoh panutan dengan keikutsertaan akseptor kontrasepsi tubektomi dengan OR=14; nilai p=0,0001; 95%CI=4,325-45,909 dari hasil penelitian disarankan bahwa untuk memberikan motivasi dan pengarahan bagi akseptor kontrasepsi yang belum terlibat menggunakan kontrasepsi tubektomi. Hal ini dapat dilakukan dengan memberdayakan tokoh panutan di wilayah Kelurahan Mangunsari Kata Kunci: Tubektomi, efek samping , akses , tokoh panuta

ANALISIS PENYEBAB KETEGANGAN HUBUNGAN BILATERAL ANTARA IRAN DAN AZERBAIJAN DI TAHUN 2021-2022

Iran and Azerbaijan are countries that have quite good bilateral relations for almost 30 years since 1992. However, there has been an increase in tension between Iran and Azerbaijan at the beginning of 2021 where relations between the two countries have been involving the military until 2022. This research aims to analyze factors which triggered increasing tensions in the midst of bilateral relations between Iran and Azerbaijan is already quite well connected. This research uses a method approach explanatory qualitative which aims to provide an explanation regarding What (what?) The reason why bilateral relations between Iran and Azerbaijan experienced an increase in tension 2021-2022. Iran conducted its first military drills on the Iran-Azerbaijan border as a rationale for protecting national sovereignty and Iran's response to the conflict Nagorno-Karabakh occurred in 2020, but Azerbaijan had another response against military exercises conducted by Iran. This research uses theory Securitization in analyzing the causes of increasing tension between Iran and Azerbaijan behind Iran's military exercises on the borde

METODE CAMEL SEBAGAI ALAT ANALISIS TINGKAT KESEHATAN BANK PADA PT. BANK MUAMALAT INDONESIA

Dalam penelitian ini bertujuan untuk memperoleh gambaran yang lebih jelas tentang ukuran tingkat kesehatan bank, adapun kategorinya adalah sehat, cukup sehat, kurang sehat, dan tidak sehat. Penelitian ini dilakukan pada Bank Muamalat Indonesia. Data yang dikumpulkan berupa laporan neraca dan laporan rugi dan laba pada tahun 2005 sampai dengan 2009. Sistem pelaksanaan penilaian kesehatan bank berdasarkan surat keputusan direksi Bank Indonesia No. 30/12/kep/DIR/2002 menggunakan metode CAMEL. CAMEL merupakan penilaian tingkat kesehatan yang didasarkan pada 5 faktor, yaitu Capital, Assets, Management, Earning, dan Liquidity. Tetapi dalam penelitian ini faktor yang digunakan adalah CAEL, yaitu Capital, Assets, Earning dan Liquidity. Sistem penilaian ini menggunakan pendekatan kualitatif atas berbagi aspek yang berpengaruh terhadap kondisi dan perkembangan bank. Sedangkan perhitungan masing-masing faktor menggunakan pendekatan kuantitatif, yaitu dengan mengkuantifikasikan komponen-komponen yang termasuk dalam masing-masing faktor sehingga diperoleh nilai atau angka tertentu. Berdasarkan hasil perhitungan rasio permodalan selama lima tahun, yaitu tahun 2005 sampai dengan 2009, Bank Muamalat Indonesia memperoleh rasio CAR (Capital Adequecy Ratio) sebesar 16,33%, 14,56%, 10,79%, 11,41% dan 11,15% ≥ 8%, sehingga dapat dikatakan sehat. Rasio KAP (kualitas aktiva produktif) selama lima tahun sebesar 1,79%, 1,70%, 2,34%, 1,42% dan 1,38% ≤ 10,35% sehingga dapat dikatakan sehat. Rasio Penyisihan Penghapusan Aktiva Produktif (PPAP) selama lima tahun sebesar 100,00%, 117,08%, 100,07%, 106,00% dan 108,32% ≥ 81%, sehingga dapat dikatakan sehat. Rasio Return On Assets (ROA) pada tahun 2005 sampai dengan 2008 sebesar 2,10%, 1,92%, 2,00% dan 2,39% ≥ 1,5%, sehingga dapat dikatakan sehat, sedangkan pada tahun 2009 sebesar 0,40% ≤ 1,5%, sehingga dikatakan tidak sehat, hal ini disebabkan karena bank belum mampu untuk menghasilkan keuntungan secara relatif yang dibandingkan dengan nilai total asetnya.. Rasio biaya operasional dengan pendapatan operasional (BOPO) selama lima tahun 66,93%, 69,41%, 71,72%, 67,55% dan 91,60% ≤ 93,52%, sehingga dapat dikatakan sehat. Nilai cash ratio selama lima tahun sebesar 53,95%, 29,33%, 41,82%, 84,36% dan 116,71%≥ 4,05%, sehingga dapat dikatakan sehat. Rasio Loan to Deposit Ratio (LDR) selama lima tahun sebesar 46,02%, 47,28%, 48,08%, 49,61% dan 44,89%≤ 94,75%, sehingga dikatakan sehat

Pengenalan Pola Plat Nomor Kendaraan Berbasis Chain Code

Program aplikasi sistem parkir merupakan sebuah aplikasi perangkat lunak yang digunakan untuk mengelola transaksi parkir baik di pintu masuk maupun pintu keluar. Jumlah transaksi atau jumlah kendaraan yang keluar masuk area parkir tidak sedikit sehingga memungkinkan terjadinya kesalahan transaksi yang akan merugikan pengelola parkir dengan nilai rupiah yang tidak sedikit. Merujuk pada penelitian yang dilakukan oleh Ottopianus Mellolo dengan judul Pengenalan Plat Nomor Polisi Kendaraan Bermotor, perangkat lunak yang digunakan untuk mengenali plat nomor polisi yang terdapat dalam citra kendaraan menggunakan deteksi tepi operator Sobel. Penulis mencoba untuk melakukan pengembangan menggunakan operator Canny ini agar dapat mendeteksi tepi yang lebih optimal. Algoritma ini memberikan tingkat kesalahan rendah, melokalisasi titik – titik tepi (jarak piksel – piksel tepi yang ditemukan deteksi dan tepi yang sesungguhnya sangat pendek), dan hanya memberikan satu tanggapan untuk satu tepi. Keberhasilan dalam mengenali pola citra plat nomor kendaraan dipengaruhi oleh tingkat deteksi garis tepi yang baik. Kemampuan untuk meletakkan dan menandai semua tepi yang ada sesuai dengan pemilihan parameter ­ parameter konvolusi yang dilakukan. Sekaligus juga memberikan fleksibilitas yang sangat tinggi dalam hal menentukan tingkat deteksi ketebalan tepi yang sesuai. Aplikasi mengenali pola citra plat nomor kendaraan berdasarkan factor deteksi tepi yang memiliki kinerja yang bagus, dimana pengenalan pada citra plat nomor kendaraan mencapai tingkat keberhasilan pengenalan yang baik terhadap data uji

THE USE OF PICTURE SERIES TO IMPROVE STUDENTS’ ABILITY IN WRITING RECOUNT TEXTS (A Classroom Action Research on the Eight Grade of SMP N 3 Kartasura in 2009/2010 Academic Year)

Writing is as a means of communication. Writing involves transferring a message from our thoughts using language in the written form and it is a communicative competence. According to Brown (1994: 227), communicative competence is relative, not absolute, and depends on the cooperation of all the participants. Communicative competence enables one to convey and interpret messages and to negotiate meanings interpersonally within specific context. In addition, Canale and Swain (in Brown, 1994: 227) state that communicative competence consists of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. The grammatical competence and discourse competence reflect the use of linguistic system itself. The sociolinguistic competence and strategic competence reflect the functional aspects of communication. By acquiring communicative competence, the students are expected to have knowledge of grammar and vocabulary of the language; to have knowledge of rules of writing and to be able to apply it in real communication appropriately. Writing is a productive skill. It is very useful for students because it can convey their message through their minds in the written form. It is placed on the last stage among the four skills. Writing is the production of the written word in the form of text and it must be read and comprehended in order to communicate to take place. In other words, in writing, a writer communicates his/her ideas by considering a known or unknown reader who will get their ideas and their meanings in the form of correct written text. To write well, people must have good writing capabilities too. Moreover, someone who wants to write essay or story must know in writing process and the aspects of writing skills. The people must be able to organize the idea, to construct sentences, to use the spelling and punctuation well. Besides, they must be able to arrange their writings into cohesive and coherent paragraphs and texts. According to Scott and Ytreberg (1998: 69), writing is a good thing. Even if there are difficulties in writing in the foreign language, it is still useful, essential, integral and enjoyable part of the foreign language lesson. Writing can add another physical dimension to the learning process; it lets pupils express their personalities; it helps to consolidate learning in the other skill areas; it allows for conscious development of language; and it is valuable in itself. Writing is not a natural skill because one can’t acquire this ability automatically and easily. Writing skill differs from others skill like speaking and listening. The two other skills can be gained through natural processes. Since one was born, he has got considerable experiences of listening and speaking. In writing, he must recognize and understand new symbols. It is in schools that he gets knowledge of new symbols in the written form when beginning to understand the significance of letter on paper. Writing is therefore a sophisticated skill combining a numbers of different elements that must be grammatically connected. Writing is considered the most difficult to be learned and mastered because it involves some language components (spelling, language use, vocabulary, and punctuation). Writing requires the rules of English grammar and mechanics such as the correct use of verbs and pronouns, as well as commas and other marks of punctuation and it also involves many aspects such as paragraph development, organization of content and it demands standard form of grammar, syntax, and vocabulary. In writing, the relationships between sentences operate at several levels. There needs to be thematic unity; there need also to be a logical progression, often made clear by the use of conjunctions which express on the surface an underlying logic in the propositions of the text; there needs also to be grammatical linkage between sentences (Harris, 1993: 6). According to Hadfield (2004: v), there are some difficulties related to the writing. Firstly, there is psychological difficulty in which the writer has to decide what the information the reader needs and how best to express this. Secondly, there is linguistic difficulty in that the language used in written language is different from that used in speech. Thirdly, there is cognitive difficulty in which that the students have to organize their thought on paper. That is why writing is regarded as the most difficult language skill to learn for a language learner. The students of class VIII-E SMP N 3 Kartasura also faced some problems above. Based on the observation conducted, it was found that the students’ ability in writing recount texts was still far from what was expected. From the result of the students’ writing, the average score of the students was 52.65. This score was computed from the average score of the element of writing. The first element depends on the content that was 16.66. The average score of organization was 10.76 and followed by the average of vocabulary, 10.51. The last two elements of writing were grammar and mechanic which had the average score 11.13 and 3.57. From the writing score, there were only 3 students who got writing score above 67.5. It means they could fulfil the passing grade of writing skill in English lesson. While the others 32 students got score under 67.5. It means that they still failed to write English well. The scores of the students showed that the worst element of writing is on content. Then, it was followed by grammar, vocabulary, organization, and mechanic. Most of their writing consists of ungrammatical sentences; their ideas moved away from focus and sometimes did not have any supporting details. They also had incorrect spelling and punctuation errors. It could be concluded that they still could not write English well. These evidences were also supported by the result of interview. The interview was conducted to know the students’ perception toward writing skill. When the students were asked about writing, most of them reacted that writing is difficult. It could be seen from quotations of the following result of interview: - “Nulisnya sulit, mas. Tulisannya jelek og.” (A.3) - “Nulisnya itu dalam terjemahannya bahasa Indonesia ke bahasa Inggris gitu. Kosakatanya juga lumayan susah.” (A.7) - “Ya, pokoknya menulis itu sulit. Menulis itu agak-agak gimana gitu.” (A.18) - “Kosakatanya belum terlalu bisa. Pengembangan paragrafnya sulit” (A.29) - “Gak bisa nulis og. Kosakatanya kurang.” (A.30) It means that students still regarded writing as a difficult skill. Most of them found difficulties in developing paragraph and finding appropriate vocabulary. Some of them did not know the correct spelling of some certain words. It means that they did not revise what they had written. The interview was also conducted to the teacher in order to know the condition of the students of class VIII-E. The questions of interview were related to the students’ writing ability, the difficulties that the students’ faced in writing, and the teaching writing in class. The teacher said that the students of VIII-E SMP N 3 Kartasura have low ability in writing. As stated by the English teacher of class VIIIE: “Writing skill mereka belum terlalu bagus karena terkendala dengan vocabulary yang mereka punya. Mereka juga kurang begitu aktif dalam menulis karena lack of vocabularies tadi.” She also stated that the students got difficulties in developing paragraph, using correct tense, and finding appropriate vocabulary which could be seen from the result of interview as follows: “Siswa pasif karena terkendala dalam mengembangkan kalimat. Mereka juga masih lack of vocabularies atau kurang dalam kosakata. Mereka juga masih lemah dalam comprehension begitu pula dengan past verb mereka juga masih sangat lemah.” The teacher seldom taught writing to the students through writing process. She just explained the patterns and gave the example of the text, and then she asked the students to write a certain topic without any guidance, as what she said in the interview: “Setelah saya ajarkan mereka tentang ciri-ciri dan contoh dari teks tersebut kemudian saya suruh mereka untuk menulis paragraph berdasarkan teks yang dimaksud dan saya juga jarang menyuruh mereka untuk menulis teks jadi mereka juga agak kurang dalam menulis.” From the result of interview, it could be concluded that the students still have low ability in writing. They faced problems in writing, especially in making correct grammatical sentences, developing paragraph and finding appropriate vocabulary. In addition, the teacher seldom taught writing to the students through writing process which only gave the students to write in a certain topic without any guidance. She only demanded the product of students’ writing. The result of questionnaire also showed that 73.5 % of students felt that writing is difficult. They did not like when the teacher asked them to write. Most of them, 61.8 %, felt that the time given for writing is not enough. 55.9 % students got difficulties in starting to write and 52.9 % seldom paid attention to choose appropriate vocabulary even 20.6 % did not do that. 52.9 % students did not arrange the outline or draft before writing. From the preliminary observation then, the researcher concluded that there were two main causes: from teacher and student. Firstly, the teacher did not apply writing process in teaching writing. She just explained the characteristics and the examples of the texts. Then, she only demanded the students’ writing product and she only gave fewer portions for writing whereas writing is a complex activity. The teacher just demanded the product of the students’ writing that must fulfil the written language rules. Moreover, she did not give enough attention to teach students how to write in English correctly. Writing class generally ignored the writing process. The teacher asked the students to write in a certain topic. The time given by the teacher was limited. The teacher did not consider that writing is a complex activity in which it needs more time for revising the content, grammar and conducting consultation. Secondly, the students still did not master on writing skill. Their ideas were not coherent. They sometimes lost their ideas and stuck. So, they could not continue their writing. They did not also use tense in the right context, because they were still confused to use tense correctly. They were lack of vocabulary and their understanding of mechanic was low. They seldom read their writing after they finished writing. That was why, their writing were not coherent. They also thought that time for writing was limited. Because of these they got difficulties in writing and the result of their writing were still far from what were expected. Based on the evidences above, the writer conducted a classroom action research in order to improve the students' writing ability. The classroom action research focused on the improving students’ writing ability especially in the form of recount text. This was done for the reason that this kind of writing form was suggested in the syllabus used in SMP that is KTSP. Usually in the writing class, the teacher did not use a media to improve students’ writing ability yet. The teacher only used handbook and students worksheet. In this research, the researcher used picture series to improve students writing ability, especially in writing recount text. Picture in writing is one way to solve the problems in writing. Picture is categorized as one of aids in language teaching. Visual aids are a situation where the learner can see what is named by the word to be learned (Allen, 1983: 33). Pictures are not just as aspect of method but through their representation of places, objects, and people they are essential part of the overall experiences we must help our students to cope with (Wright, 1997: 2). In addition, he mentions that pictures can be used by teacher and students whatever emphasis of the syllabus they are following. Furthermore, he states pictures make particularly powerful contribution to both the content and the process of language learning. Using picture series in writing recount texts has many advantages. Raimes (1983: 36) says that a picture sequence, such as comic strip, provides the subject matter for writing narrative and for speculating about the story beyond the pictures in the strip. A set of parallel picture – pictures that show a similar scene or tell a similar story – provides material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter. On the other hand, picture sequences in which there is ambiguity and the opportunity for widely divergent interpretations are an excellent basis for stimulating individual response and a variety of written outcomes. Besides, the students usually have other perceptions and interpretations to the provided picture. The students just want to see and focus to the one object from the provided picture. In this study, the writer tries to apply picture series during the writing process because hopefully it can give students an interest and motivation in learning. By providing it, the students will not be bored again to the writing and they can develop and share their ideas in written form. It also makes a sense of the context of a language for the students since writing needs more vocabularies that must be mastered by the students. It also has a specific point or stimulus to the students in process writing where it can also express their ideas and it can develop the content of writing. It can lead students to have new experience of real writing activity and will give them understanding that writing is a means of communication. It also gives students enough time to write since writing is a process of expressing ideas in written form. It will provide information whether the students are already successful in the running cycle or not

Peningkatan Akurasi dan Kecepatan Pelacakan Bola Sepak Dengan Menggunakan Metode Camshift

The robot is an automatic control tool to help human work. Types of robots that can be applied such as in military, health, and the like. One type that can be applied is a robot to track an object. Object tracking requires unique and varied characteristics and characteristics. For example object color, shape texture, and size. With these many features and characteristics, robots are required to be able to identify and track an object quickly and accurately just like humans. Based on the problems experienced, there is one solution to solve tracking quickly and accurately, namely by implementing the CAMSHIFT algorithm or method. This method can overcome several features and characteristics of an image in a varied way because of its adaptability to its environment. In this research, this method is applied to track an object, namely a soccer ball. This soccer ball has a characteristic orange color, with several patterns surrounding it. The results obtained after applying this method, the robot can perform fast-tracking of spherical objects up to 0.0857 seconds per frame. Further testing was carried out by setting the ball reach distance to 10 meters. The results of this distance test show that the robot can track the ball over the entire distance with 100% accuracy.Robot adalah alat kendali otomatis untuk membantu pekerjaan manusia. Jenis robot yang dapat diaplikasikan seperti pada militer, kesehatan, dan sejenisnya. Salah satu jenis yang dapat diterapkan adalah robot untuk pelacak suatu objek. Pelacakan objek membutuhkan ciri dan karakteristik yang unik dan bervariatif. Sebagai contoh objek warna, tekstur bentuk, dan ukurannya. Dengan banyaknya ciri dan karakteristik ini, robot diharuskan dapat mengidentifikasi dan melacak suatu objek dengan cepat dan akurat seperti halnya manusia. Berdasarkan permasalahan yang dialami, terdapat salah satu solusi untuk mengatasi pelacakan dengan cepat dan akurat yaitu dengan menerapkan algoritma atau metode CAMSHIFT. Metode ini dapat mengatasi beberapa ciri dan karakteristik dari suatu citra secara variatif karena sifatnya yang dapat beradaptasi terhadap lingkungannya. Pada penelitian ini, metode ini diterapkan untuk melacak suatu objek yaitu bola sepak. Bola sepak ini mempunyai ciri warna jingga, dengan beberapa corak yang mengelilinginya. Hasil yang diperoleh setelah menerapkan metode ini, robot dapat melakukan pelacakan objek bola dengan cepat hingga 0,0857 detik per bingkai. Pengujian lanjut dilakukan dengan menetapkan jarak jangkauan bola hingga 10 meter. Hasil uji jarak ini menunjukkan bahwa robot dapat melacak bola pada keseluruhan jarak dengan akurasi 100%

Graphic Symbol Recognition using Graph Based Signature and Bayesian Network Classifier

We present a new approach for recognition of complex graphic symbols in technical documents. Graphic symbol recognition is a well known challenge in the field of document image analysis and is at heart of most graphic recognition systems. Our method uses structural approach for symbol representation and statistical classifier for symbol recognition. In our system we represent symbols by their graph based signatures: a graphic symbol is vectorized and is converted to an attributed relational graph, which is used for computing a feature vector for the symbol. This signature corresponds to geometry and topology of the symbol. We learn a Bayesian network to encode joint probability distribution of symbol signatures and use it in a supervised learning scenario for graphic symbol recognition. We have evaluated our method on synthetically deformed and degraded images of pre-segmented 2D architectural and electronic symbols from GREC databases and have obtained encouraging recognition rates.Comment: 5 pages, 8 figures, Tenth International Conference on Document Analysis and Recognition (ICDAR), IEEE Computer Society, 2009, volume 10, 1325-132