Active beamforming network design

This paper describe the design and implementation of multi beam antenna array using active beam forming network for wireless local area networks (WLAN) operating at 2.4 GHz band frequency. In this paper, four beam patterns generated by incorporated a rectangular patch antenna array with active beam forming network using switch line phase shifter. The radiation patterns measurement of multibeam antenna using active beam forming is compared with passive beam forming network using butler matrix. It shows that the multibeam antenna can be produced using this active beam forming network by switching the RF diode towards the required phase shift of the circuit. The comparison between active and passive beamforming have been made and discuss

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school.  Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968 &nbsp

Genetic Algorithm Optimization Model for Central Marches Restoration Flows with Different Water Quality Scenarios

A Genetic Algorithm optimization model is used in this study to find the optimum flow values of the Tigris river branches near Ammara city, which their water is to be used for central marshes restoration after mixing in Maissan River. These tributaries are Al-Areed, AlBittera and Al-Majar Al-Kabeer Rivers. The aim of this model is to enhance the water quality in Maissan River, hence provide acceptable water quality for marsh restoration. The model is applied for different water quality change scenarios ,i.e. , 10%,20% increase in EC,TDS and BOD. The model output are the optimum flow values for the three rivers while, the input data are monthly flows(1994-2011),monthly water requirements and water quality parameters (EC, TDS, BOD, DO and pH).The objective function adopted in the optimization model is in a form the sum of difference in each of the 5 water quality parameters, resulting from the mixing equation of the waters of the rivers, from the accepted limits of these parameters , weighted by a penalty factor assigned for each water quality parameter according to its importance. The adopted acceptable limits are 1500,1000, 6,4 and 7, while the penalty factors are 1,0.8,0.8,0.8,and 0.2 for EC,TDS,BOD,DO,and pH respectively. The constraints adopted on the decision variables which the monthly flows of the three rivers are those that provide the monthly demands downstream each river, and not exceed a maximum monthly flow limits. The maximum flow limits adopted are for three flow cases, wet, average and dry years. For each flow case three scenarios for the monthly water quality parameters were adopted , the average values(scenario 1),the 10% increase in EC,TDS, and BOD (Scenario 2),and the 20% increase in these three water quality parameters (Scenario 3). Hence nine cases are adopted and for each an optimum monthly flows are found for each river. The genetic optimization model adopt a variable number of population of 100 to 1000 in a step of 100,0.8 and 0.2 cross over and mutation rates, and three iterations to reach the stable optimum solutions. The results indicates that the flow analysis shows a significant decrease in the flow values of the three rives after year 2000,hence, the flow values for the period of (1994-1999), are excluded and the only used values are those for (2000-2011). The estimated monthly demands exhibits low variation. The observed optimum monthly flow values decrease in general as the case flow changed from wet to normal and dry cases. The change in Scenarios from S1 to S2 and S3 , do not necessarily increase all the required optimum monthly flow values. The obtained minimum objective functions do not exhibits a certain trend with the change in the flow cases and/or the change in the scenarios

A Comparative Study between Jordanian Overall Heat Transfer Coefficient (U-Value) and International Building Codes, With Thermal Bridges Effect Investigation

Depletion of fossil fuel and the environmental effect associated with the use of it have made the topic of “thermal insulation regulations” a major concern in country Jordan and worldwide. This paper reviews the overall heat transfer coefficient U-value in Jordanian code for the building envelope, which represents how much the building envelope transfer heat to the outside environment. U-value was reviewed with respect to the following factors, heating degree days, the heating load required to achieve thermal comfort. Based on the review a new U-value of 0.65 W/m2.K was proposed and it was found that this value reduces the energy demand almost 50%. Moreover, the thermal bridge effect was investigated and it was found that an obvious increase in the U-value is present when having thermal bridges; this will affect the energy demand, almost 200%

PEMAHAMAN KONSEP MATERI PERKULIAHAN MELALUI KUIS DENGAN APLIKASI GOOGLE FORMS PADA MATA KULIAH BUDAYA MELAYU DI FKIP UNIVERSITAS RIAU

This study aims to describe 1) the ability to write in their own language; 2) The ability to make fragments that show a certain meaning of the material; 3) Ability to assemble material based on the sequence of processes; 4) the ability to write an idea clearly; 5) Ability to make material conclusions; 6) The ability to be able to find the main idea in the material; and (7) The ability to retell in their own language. The study used a descriptive quantitative approach, taking a sample of 40 people using an online questionnaire. The questionnaire has been declared valid and reliable through a trial on 15 students outside the study. Data processing using descriptive statistics. The results of this study found that the majority of students during lectures were outside the city of Pekanbaru, the device used was Android, the network used was data packets, while their internet network was always in moderate condition, but student learning achievement (GPA) was above average, so that it can allow students during lectures to understand the concept of material through online quizzes using google forms. It was found that almost all students could understand the concept of material through online quizzes using google forms, especially on the ability to write in their own language, and the ability to retell in their own language. This is possible because students' abilities are above average even though the internet network they use is weak

Disiplin Belajar Anak Berkebutuhan Khusus di SLB Panam Mulia Kecamatan Tampan Kota Pekanbaru

This study is held back by the discipline of learning on special welfare children, so researchers want to study and formulate the problem vaitu studied how the discipline of the study of special needs children The study Uses a qualitative approach using a descriptive method, in this study its instrument is a person ora human instrument, that the researcher's sending data collection techniques in the study Interviews and documentaries based on data analysis and research findings on the discipline of the study of special-needs children in the new panam district, and asa result, the discipline of the learn of special-needs children in the New York City has been received. The rules, and the discipline used by a democratic type, as children need guidance and direction by teachers, and parental attention.Penelitian ini dilatarbelakangi oleh disiplin belajar pada anak berkebutuhan khusus, sehingga peneliti ingin meneliti dan merumuskan masalah yang diteliti yaitu bagaimana disiplin belajar anakberkebutuhan khusus di SLB Panam Mulia Kecamatan Tampan Kota Pekanbaru? Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan metode deskriptif, dalam penelitian ini instrumennya adalah orang atau human instrument, yaitu peneliti itu sendiri.   Teknik pengumpulan data dalam penelitian ini menggunakan teknik observasi, wawancara dan dokumentasi. Berdasarkan hasil analisis data dan temuan penelitian tentang disiplin belajar anak berkebutuhan khusus di SLB Panam Mulia Kecamatan Tampan Kota Pekanbaru maka didapatkan hasil bahwa disiplin belajar anak berkebutuhan khusus di SLB Panam Mulia cukup baik, dan pola disiplin yang digunakan tampaknya adalah peraturan, serta disiplin yang digunakan bertipe demokratis, karena anak memerlukan bimbingan dan arahan oleh guru, serta perhatian dari orang tua

Segmentation and Classification of Skin Lesions for Disease Diagnosis

In this paper, a novel approach for automatic segmentation and classification of skin lesions is proposed. Initially, skin images are filtered to remove unwanted hairs and noise and then the segmentation process is carried out to extract lesion areas. For segmentation, a region growing method is applied by automatic initialization of seed points. The segmentation performance is measured with different well known measures and the results are appreciable. Subsequently, the extracted lesion areas are represented by color and texture features. SVM and k-NN classifiers are used along with their fusion for the classification using the extracted features. The performance of the system is tested on our own dataset of 726 samples from 141 images consisting of 5 different classes of diseases. The results are very promising with 46.71% and 34% of F-measure using SVM and k-NN classifier respectively and with 61% of F-measure for fusion of SVM and k-NN.Comment: 10 pages, 6 figures, 2 Tables in Elsevier, Proceedia Computer Science, International Conference on Advanced Computing Technologies and Applications (ICACTA-2015

Faktor-Faktor yang Mempengaruhi Minat untuk Melanjutkan Pendidikan Ke Perguruan Tinggi Siswa Kelas XII SMA Negeri 6 Tualang Kampung Maredan Barat Kecamatan Tualang Kabupaten Siak

Tujuan penelitian ini adalah untuk mengetahui faktor apakah yang paling dominan mempengaruhi minat siswa kelas XII SMA Negeri 6 Tualang untuk melanjutkan pendidikan ke Perguruan Tinggi. Permasalahan yang ada dilokasi ialah rata-rata lulusan SMA di Kampung Maredan Barat tidak melanjutkan pendidikan ke Perguruan Tinggi, padahal jarak dari kampung tersebut ke Perguruan Tinggi terdekat tidaklah jauh, hanya sekitar 1 jam 8 menit. Penelitian ini berlokasi di Kampung Maredan Barat Kecamatan Tualang Kabupaten Siak. Metode penelitian ini ialah penelitian deskriptif dengan pendekatan kuantitatif. Pengumpulan data yang digunakan adalah angket. Penelitian ini menggunakan teknik Proportionate Stratified Random Sampling dengan menggunakan rumus slovin, maka sampel 65 siswa kelas XII SMA Negeri 6 Tualang. Hasil penelitian menunjukkan faktor-faktor yang mempengaruhi minat untuk melanjutkan pendidikan ke Perguruan Tinggi siswa kelas XII SMA Negeri 6 Tualang Kampung Maredan Barat Kecamatan Tualang Kabupaten Siak tergolong rendah. Kesimpulan penelitian ini adalah diperoleh faktor internal dengan sub indikator potensi diri dengan persentase 47,08%, ekspektasi masa depan dengan persentase 14,98%. Sedangkan faktor eksternal dengan sub dukungan keluarga dengan persentase 21,42%, dan pengaruh teman dengan persentase 19,39%. Sehingga faktor yang paling dominan ialah faktor internal dengan persentase 62,06% dan tergolong tinggi, sehingga mampu untuk melanjutkan pendidikan ke Perguruan Tinggi