844 research outputs found
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 â titik tepi (jarak piksel â 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 STUDENTSâ 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 canât 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 studentsâ ability in
writing recount texts was still far from what was expected. From the result of the
studentsâ 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 studentsâ 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:
- âNulisnya sulit, mas. Tulisannya jelek og.â (A.3)
- âNulisnya itu dalam terjemahannya bahasa Indonesia ke bahasa Inggris
gitu. Kosakatanya juga lumayan susah.â (A.7)
- âYa, pokoknya menulis itu sulit. Menulis itu agak-agak gimana gitu.â
(A.18)
- âKosakatanya belum terlalu bisa. Pengembangan paragrafnya sulitâ (A.29)
- âGak bisa nulis og. Kosakatanya kurang.â (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
studentsâ writing ability, the difficulties that the studentsâ 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:
âWriting skill mereka belum terlalu bagus karena terkendala dengan
vocabulary yang mereka punya. Mereka juga kurang begitu aktif dalam menulis
karena lack of vocabularies tadi.â
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:
âSiswa 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.â
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:
âSetelah 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.â 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 studentsâ 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 studentsâ writing product and
she only gave fewer portions for writing whereas writing is a complex activity.
The teacher just demanded the product of the studentsâ 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 studentsâ 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 studentsâ 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 â pictures that show a similar scene
or tell a similar story â 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
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