Passenger Capacity and Safety: Investigating the Likelihood of COVID-19 Transmission in Public Transport Modes within Makurdi Metropolis

Following its outbreak in the Wuhan region of China, the spread of Corona Virus (COVID-19) across the world has threatened national and local authorities or policy makers and transport experts due to its effects on human mobility. This study investigated the transmissibility of COVID-19 among passengers in transit using public transport modes in Makurdi metropolis. Analytical simulation using stochastic search method called Genetic Algorithm (GA) technique was used to simulate the transmissibility of the infectious disease within enclosed spaces of transport modes based on layouts and capacities. The sum of arithmetic sequence was used as the objective function of individual arrivals in each mode, it was minimised to obtain optimum safe capacity. Capacities of public transport modes were subdivided into; Normal, Above Normal and Below Normal (50% of Normal). Findings of the experiments indicated that optimum safe capacity of minibuses, taxies, tricycles and motorcycles used in Makurdi metropolis were at 8, 3, 2 and 1 person respectively. This occurred at 50% capacity which agreed with findings of previous studies. An efficient and sustainable public transport policy framework was designed for policy makers and transport experts to help achieve safe travel and healthier living in Makurdi metropolis during the COVID-19 era. Keywords— COVID-19 transmission, Makurdi Metropolis, Modal Split, Mode capacity, Passenger Safety, Public Transport.

MATHEMATICAL ISSUES IN TWO-DIMENSIONAL ARITHMETIC FOR ANALYZE STUDENTS' METACOGNITION AND CREATIVE THINKING SKILLS

This study aimed to analyze the level of students' metacognition skills and creative thinking in the generalization of a two-dimensional arithmetic sequence. A qualitative descriptive is a scientific approach used in this study. Students' of the Mathematics Education Study Program in Tarbiyah Faculty of Ibrahimy University are subjects in the study. Through this article, the author will describe the results of the research in the combinatorics course. The initial data was collected by assigning open problem-solving assignments to students and conducting documentation studies on students in generating arithmetic generalization patterns based on function formulae. Then, students are assigned to complete the second task, which is to compile a two-dimensional arithmetic sequence based on the multilevel function formula of arranged arithmetic. The analysis model of Miles and Huberman is the analytical methodology used in this study. The collected data indicated that the level of students’ creative thinking skills in combinatorics could be in the category of creative enough (16.67%), creative (50%), and very creative (33.33%). While the other analyzed data showed that the student’s level of metacognitive on level 3 (77.78%) and the remainder on level 4 (22.22%). These analysis results are influenced by several factors such as accuracy in compiling numbers and expanding data, conceptual mastery of arithmetic progression permutation concept, and its application, the tendency of students’ to rely on memorization and imitation of the examples.

Ants Can Expect the Size of the Next Element in a Geometric Sequence of Increasing or Decreasing Shapes, Only If This Sequence Is Present

Having shown that the ant Myrmica sabuleti can expect the following number in an arithmetic sequence of increasing or decreasing numbers, we here investigated on their ability in expecting the size of the following element in an increasing or decreasing geometric sequence of shapes, otherwise identical. We found that the ants could anticipatively correctly increment or decrement a geometric sequence when tested in the presence of the learned sequence, but not without seeing the sequence in its learned sequential order. Such a behavior, i.e. perfectly choosing the next element of a sequence when in presence of that sequence but not otherwise, seems appropriate for the use of encountered cues while foraging and returning to the nest.

Super H -Antimagic Total Covering for Generalized Antiprism and Toroidal Octagonal Map

Let G be a graph and H ⊆ G be subgraph of G . The graph G is said to be a , d - H antimagic total graph if there exists a bijective function f : V H ∪ E H ⟶ 1,2,3 , … , V H + E H such that, for all subgraphs isomorphic to H , the total H weights W H = W H = ∑ x ∈ V H f x + ∑ y ∈ E H f y forms an arithmetic sequence a , a + d , a + 2 d , … , a + n − 1 d , where a and d are positive integers and n is the number of subgraphs isomorphic to H . An a , d - H antimagic total labeling f is said to be super if the vertex labels are from the set 1,2 , … , | V G . In this paper, we discuss super a , d - C 3 -antimagic total labeling for generalized antiprism and a super a , d - C 8 -antimagic total labeling for toroidal octagonal map.

Antisipasi Didaktis dengan Strategi Scaffolding pada Pembelajaran Barisan dan Deret Aritmetika

This study aims to explain didactic anticipation in learning arithmetic sequences and series. The study was conducted using a didactic design study with three stages: prospective analysis, metapedadidactic, and retrospective analysis. Data were collected through tests, interviews, and documentation. Researchers compile HLT based on the analysis of learning constraints for students in learning arithmetic sequences and series. From the HLT, a didactic design was designed. The didactic design is implemented with results showing that there are three didactic events that researchers anticipate didactic with a scaffolding strategy, namely: 1) when determining the value that satisfies the number pattern, the researcher anticipates the didactic by providing directions in the form of directions to solve the given problem; 2) when determining the definition and example of arithmetic sequences, the didactic anticipation by the researcher by providing another example of the form of a number sequence makes students better understand the learning given; 3) when determining the value of the nth term and the sum of the first n terms of an arithmetic sequence and series, the didactic anticipation is given namely with their respective shirts to check their work and make direct interactions. The didactic anticipation that the researchers gave in this study was adjusted to the conditions of the environment around the classroom.

How to Learning Arithmetic Sequences with Project-Based Learning in Terrace Culture?

Integrating mathematics into local culture is a way to enhance students' interest in local wisdom. The concept of mathematics is explored to find out the existence of mathematics in society's culture which has not been seen so far. The Mathematical concept is used to explore the existence of mathematics in terrace culture on the Panyaweuyan terrace of Majalengka city. This study to describe the result of exploratory project-based learning of the Panyaweuyan terrace with this kind of exploratory research. The exploring of the relationship between the terrace culture of panyaweuyan and concept mathematics, especially in the concept of arithmetic sequences is analyzed and described through literature studies, observation, and interviews with 4 informants who are local farmers. The results that there is a relationship between the arithmetic sequence concept with the local culture of Panyaweuyan Majalengka city. The results of the study stated that each mound on each step on the Panyeweuyan terraces was formed through an arithmetic sequence formula. Farmers in Panyaweuyan terraces are naturally able to make terraces according to the arithmetic sequence formula without knowing the basics of mathematics. Therefore, the concept of mathematics is part of local culture which has an important role in preserving the nation's culture.

Ants Can Anticipatively and Correctly Increment the Last Quantity of a Learned Arithmetic Sequence

It has previously been shown that Myrmica sabuleti ant workers trained to an increasing (1 to 4) or decreasing (5 to 2) arithmetic sequence can expect that the next quantity will be larger or smaller. Here we show that they anticipate the exact next quantity by correctly incrementing the last quantity of the learned sequence by +1 or -1 and not by +2 or -2. Correctly anticipating the following quantity in an arithmetic sequence may result from the ants’ ability of acquiring conditioning, of memorizing lived events, and of perceiving the running time.