Improved Wood Species Identification Based On Multi-View Imagery of The Three Anatomical Planes

Background: The identification of tropical African wood species based on microscopic imagery is a challenging problem due to the heterogeneous nature of the composition of wood combined with the vast number of candidate species. Image classification methods that rely on machine learning can facilitate this identification, provided that sufficient training material is available. Despite the fact that the three main anatomical sections contain information that is relevant for species identification, current methods only rely on the transversal section. Additionally, commonly used procedures for evaluating the performance of these methods neglect the fact that multiple images often originate from the same tree, leading to an overly optimistic estimate of the performance. Results: We introduce a new image dataset containing microscopic images of the three main anatomical sections of 77 Congolese wood species. A dedicated multiview image classification method is developed and obtains an accuracy (computed using the naive but common approach) of 95%, outperforming the singleview methods by a large margin. An in-depth analysis shows that naive accuracy estimates can lead to a dramatic over-prediction, of up to 60%, of the accuracy. Conclusions: Additional images from the non-transversal sections can boost the performance of machine-learning-based wood species identification methods. Additionally, care should be taken when evaluating the performance of machine-learningbased wood species identification methods to avoid an overestimation of the performance.

VISUALIZATION OF MATHEMATICAL TRAINING CONTENT FOR FUTURE CAR DRIVERS AS A CONDITION FOR DEVELOPMENT OF COMMUNICATIVE COMPETENCES

Statement of the problem. The rapidly improving, easily accessible, well-designed and reliable digital technology transforms all spheres of life, including educational system. The expected results of the federal project “Modern school” include updating of contents and technologies of teaching general education programmes, including ones in professional educational organizations by the end of 2024. Active use of interactive sheets of mathematical content, contributing to not only intellectual and cognitive activities, but also to development of communicative skills among secondary vocational education students, is relevant. This requires that mathematics teachers should understand better the concepts of visualization of educational content and master new tool programmes for their creation and integration into the educational process. Vizualization tools can be not only maps, scale matrices, presentations, educational films, and printed workbooks, but also interactive, multimedia worksheets created on educational platforms that can be accessed from any smartphone, tablet, and computer at any time if this access is available. This individualizes educational process and develops communicative skills among future mid-level professionals, because the labor market places new demands on graduates with secondary vocational education which imply certain professional competences of future mid-level managers. The purpose of article is to determine the reasons for visualization of mathematical training material, its structure, instruments for its creation and application in the educational process. Methodology of research includes the principle of system quantization and cognitive visualization. Research results. The need to visualize training material used in mathematics classes has been identified and justified; the structure of worksheets has been presented; tools for development and use of interactive worksheets stimulating development of communicative interaction has been proposed. Conclusion. The article defines the technologies of educational content visualization as conditions for development of students’ communication competences in mathematics education. Worksheet structure has been identified and validated, digital tools for their creation and use in face-to-face and distant training in mathematics classes have been tested.

PELATIHAN ENRICHMENT DAPHNIA UNTUK MENINGKATKAN KECERAHAN WARNA IKAN CUPANG (Betta sp.)

ABSTRAKPermasalahan yang dihadapi mitra adalah rendahnya kualitas warna ikan cupang yang mitra peroleh dari agen, sehingga harga jual ikan cupang juga rendah. Setelah mengetahui permasalahan mitra, tim menawarkan solusi yaitu pelatihan enrichment Daphnia untuk memanipulasi pigmen warna ikan cupang. Tujuan dari pengabdian ini adalah memberikan pelatihan kepada pemuda dan para penggiat ikan cupang di Gampong Teungoh, Kota Langsa tentang enrichment Daphnia sebagai pakan ikan cupang yang dapat meninngkatkan kecerahan warna ikan cupang. Metode yang digunakan adalah sosialisasi dan penjaringan mitra, pemberian materi tentang faktor-faktor yang mempengaruhi kecerahan warna ikan cupang serta teknik enrichment pakan ikan cupang dan pelatihan teknik enrichment pakan ikan cupang. Mitra yang mengikuti kegiatan ini adalah pemuda gampong dan penggiat ikan cupang di Gampong Teungoh yang berjumlah 25 orang. Evaluasi keberhasilan pelatihan dihitung berdasarkan kepahaman para peserta terhadap materi pelatihan. Hasil yang dicapai dari pelatihan ini yaitu adanya peningkatan ketrampilan para pemuda dan penggiat ikan cupang dalam meningkatkan warna ikan cupang dan juga adanya peningkatan harga jual ikan yang telah diberikan pakan Daphnia yang telah di enrichment. Kata kunci: astaxhantin; daphnia; ikan cupang; kecerahan warna; pakan alami. ABSTRACTThe problem faced by partners is the low quality of betta fish colors that partners get from agents, so the selling price of betta fish is also low. After knowing the partners' problems, the team offered a solution, namely Daphnia enrichment training to manipulate betta fish color pigments. The purpose of this service is to provide training to youth and betta fish activists in Gampong Teungoh, Langsa City on the enrichment of Daphnia as betta fish food that can increase the brightness of the color of betta fish. The methods used were socialization and partner networking, providing material about the factors that affect the color brightness of betta fish and betta fish feed enrichment techniques and training on betta fish feed enrichment techniques. Partners who participated in this activity were village youth and betta fish activists in Teungoh Village, totaling 25 people. The evaluation of the success of the training is calculated based on the participants' understanding of the training material. The results achieved from this training are an increase in the skills of young people and betta fish activists in increasing the color of betta fish and also an increase in the selling price of fish that have been given enrichment Daphnia feed. Keywords: astaxhantin; daphnia; betta fish; color brightness; natural food

A Pelatihan Aplikasi Perkantoran untuk Meningkatkan Keterampilan Kader Posyandu Anyelir 8 Perumnas Antang Kota Makassar

Posyandu is the center of community activities in the effort to provide health services and family planning. These trained Posyandu cadres are not only seen from the way they handle maternal and child health but also have to be supported by their ability to use computers in administrative management and data processing. The method used in this community service activity is a combination of tutorials, practice, and discussion or question and answer, as well as evaluation to determine the level of absorption of the training material. The office application materials provided are Microsoft word, Microsoft excel, and Microsoft powerpoint. Office application program training activities for cadres of Posyandu Anyelir 8 Block 8 Perumnas Antang were carried out well and improved the skills of Posyandu Anyelir 8 Block 8 Perumnas cadres in the use of information technology.

The effect of computer courses on developing teachers' technological skills from viewpoint of teachers of Southern Jordan Valley schools: أثر الدورات الحاسوبية في تنمية مهارات المعلمين التكنولوجية من وجهة نظر معلمي مدارس الأغوار الجنوبية

This study aimed to uncover the effect of computer courses on developing teachers’ technological skills, and in order to achieve the aim of the study, a descriptive analytical approach was used and a questionnaire was developed to collect data from the study sample, which included (333) teachers from the southern Jordan Valley schools, where (324) questionnaires were retrieved and valid for statistical analysis, with a rate of (97.3%) of the total distributed questionnaires. The results of the study showed that the degree to which teachers of Southern Jordan Valley schools possessed technological skills was of a moderate degree, and there is a statistically significant effect at the level of significance (α≤0.05) for computer courses with all its dimensions (training material, trainer, activities) in developing the skills of technological teachers. In light of the results obtained, the study recommended the necessity of increasing attention to training centers for computer courses in terms of providing them with adequate and modern technological equipment, and using qualified trainers who have extensive experience in the field of computers and technology.

Optimalisasi Kemampuan Guru Melalui Pelatihan Kuis Interaktif Secara Daring Berbasis Teknologi Informasi

The use of technology is very important in learning in the pandemic era. Various efforts were made to equip teachers to optimize the use of learning media. One of these efforts is to organize training on making interactive quizzes based on information technology which is held at SMP Negeri 1 Jaten. This training aims to provide insight related to learning media so that teachers are able to improve their abilities in making interactive quizzes and have a good impact on the future learning process. The method used in this training consists of three stages, namely preparation, implementation and evaluation.This training was conducted on May 6 – May 7, 2021 and was attended by 32 teachers for grades VII, VIII and IX consisting of subject teachers. The result of this training activity is that the teacher understands the training material well so that all the information obtained can be directly put into practice. Teachers get material that is very relevant to the needs in the classroom and can support learning activities. In addition, teachers get new insights related to learning media that can be applied in preparing interactive quizzes creatively and innovatively.

Training gender: Discursive analysis

<p>The aim of this thesis is to examine the discursive practices that have arisen from gender training in peace operations with the following research questions: “how is the discourse of ‘gender-awareness’ constructed through UN gender-training material for peacekeepers? How does this discourse contribute to further shaping representations of gender, violence and security?” To help answer my research questions, I proceed to a discourse analysis of the gender-training package created in 2001 by the United Nations Department of Peacekeeping Operations (UN DPKO) called Gender and Peacekeeping In-Mission Training. The analytical frameworks chosen for this research paper are Michel Foucault’s notion of discourse and Laura Shepherd’s ‘analytical strategies’. Using Foucault’s understanding of discourse, this paper examines the social practices of gender in the military field (peace and security): how are these social practices embedded in knowledge (in what ways are the notions of gender approached? Do they form a universal truth?)? How does this discourse act through and upon subjects (male and female peacekeepers)? Building on Shepherd’s work, this thesis seeks to interrogate and deconstruct the concept of ‘gender-awareness’ in the UN training material around three dominant discursive sites (called Shepherd’s ‘nodal points’): [1] ‘how the relations between women and men are structured’ (gender), [2] ‘how they are affected by violent conflict’ (gender and violence), and [3] ‘how the mere presence of peacekeepers further impacts on those relations’ (gender, violence and security). The literature review first addresses the construction of feminities and masculinities in war and peace. It demonstrates that women are constructed as being ‘peacemakers’ and that their feminity is shaped as being ‘peaceful’ and as ‘mother of the nation’ whilst masculinities are shaped through war. Secondly, it looks at the ways in which gender has been integrated (or mainstreamed) into UN policies: showing gender as a synonym for women. The research discovers that ‘gender-awareness’ as a discourse in the UN gender-training material is composed of: [1] gender that equates ‘sex’ and ‘women’, [2] the dichotomy between women positioned as ‘victims’ and men as ‘heroes’ (expected normal behaviour) and [3] universals such as women’s rights, which ignore cultural contexts in their approach to gender. The paper also further investigates the discourse of ‘gender-awareness training’, which I argue has been established as a ‘tool’ in the military field, but not as a critical concept. This tool seeks to produce understanding (knowledge, i.e. what is produced as truth) of gender, violence and security and to regulate the agents’ (i.e. male peacekeepers’) behaviours. These findings are important as they add to the literature which demonstrates how gender is de-politicised while sex is politicised and how women are excluded from both the realm of peace (security) and the realm of war (violence). It reinforces the idea that discourse is repeated and that for the UN to (re-)think gender in meaningful and creative ways, it becomes necessary to deconstruct the way power structures are shared.</p>

Training gender: Discursive analysis

<p>The aim of this thesis is to examine the discursive practices that have arisen from gender training in peace operations with the following research questions: “how is the discourse of ‘gender-awareness’ constructed through UN gender-training material for peacekeepers? How does this discourse contribute to further shaping representations of gender, violence and security?” To help answer my research questions, I proceed to a discourse analysis of the gender-training package created in 2001 by the United Nations Department of Peacekeeping Operations (UN DPKO) called Gender and Peacekeeping In-Mission Training. The analytical frameworks chosen for this research paper are Michel Foucault’s notion of discourse and Laura Shepherd’s ‘analytical strategies’. Using Foucault’s understanding of discourse, this paper examines the social practices of gender in the military field (peace and security): how are these social practices embedded in knowledge (in what ways are the notions of gender approached? Do they form a universal truth?)? How does this discourse act through and upon subjects (male and female peacekeepers)? Building on Shepherd’s work, this thesis seeks to interrogate and deconstruct the concept of ‘gender-awareness’ in the UN training material around three dominant discursive sites (called Shepherd’s ‘nodal points’): [1] ‘how the relations between women and men are structured’ (gender), [2] ‘how they are affected by violent conflict’ (gender and violence), and [3] ‘how the mere presence of peacekeepers further impacts on those relations’ (gender, violence and security). The literature review first addresses the construction of feminities and masculinities in war and peace. It demonstrates that women are constructed as being ‘peacemakers’ and that their feminity is shaped as being ‘peaceful’ and as ‘mother of the nation’ whilst masculinities are shaped through war. Secondly, it looks at the ways in which gender has been integrated (or mainstreamed) into UN policies: showing gender as a synonym for women. The research discovers that ‘gender-awareness’ as a discourse in the UN gender-training material is composed of: [1] gender that equates ‘sex’ and ‘women’, [2] the dichotomy between women positioned as ‘victims’ and men as ‘heroes’ (expected normal behaviour) and [3] universals such as women’s rights, which ignore cultural contexts in their approach to gender. The paper also further investigates the discourse of ‘gender-awareness training’, which I argue has been established as a ‘tool’ in the military field, but not as a critical concept. This tool seeks to produce understanding (knowledge, i.e. what is produced as truth) of gender, violence and security and to regulate the agents’ (i.e. male peacekeepers’) behaviours. These findings are important as they add to the literature which demonstrates how gender is de-politicised while sex is politicised and how women are excluded from both the realm of peace (security) and the realm of war (violence). It reinforces the idea that discourse is repeated and that for the UN to (re-)think gender in meaningful and creative ways, it becomes necessary to deconstruct the way power structures are shared.</p>

A Toolkit for the Investigation of Greek EFL Teachers’ Assessment Literacy

The role of assessment in a learner-centred environment is considered to be significant for both learners and teachers. Most of the time, however, it is used in traditional ways and ignores learners’ individual needs. Based on the results of a survey conducted in 2019, in which a questionnaire was administered to a hundred and twenty EFL teachers, the present study aims to investigate Greek EFL teachers’ responses to communicative testing techniques and their awareness of assessment methods and principles. The aforementioned survey revealed that the majority of EFL teachers in the Greek educational context use traditional tests to assess their students and, although they are aware of alternative assessment methods and the benefits they offer, they fail to employ them. Thus, a 106-item tool was created in order to help teachers design, develop, and critically evaluate tests, as well as reflect on their assessment techniques to promote the use of alternative assessment and supplement the teachers’ theoretical knowledge and experience. Ninety-three EFL teachers evaluated themselves and rated their practices through the toolkit to find out the type of assessors that they are. The findings revealed that a lot of the participants are aware of the key principles of assessment and try to assess the four skills in a communicative and authentic way to a great extent, but most of them are mainstream assessors. The findings can be used to help design samples of authentic tasks for all skills and assessment-related teacher training material.

Pedagogical conditions of professional readiness formation of future officers to the of the military (ship) economy maintenance in subdivisions of the State border service of Ukraine

The purpose of the article – substantiation of pedagogical conditions of readiness of future officers for conducting military (ship) economy in divisions of the State Penitentiary Service of Ukraine. Methodology. Analysis, conversation, observation, testing, comparison of practical experience and theoretical knowledge, independent characteristics. Results. The article defines and substantiates the pedagogical conditions of future officers to conduct military (ship) economy in the subvisions of the State Border Guard Service of Ukraine. The defined pedagogical conditions are able to provide high-quality preparation of cadets for conducting military (ship) economy in divisions of the State frontier service of Ukraine. The methods of observation, questionnaires, study of pedagogical documentation, independent characteristics were used in the work. Practical implications. Developed and substantiated pedagogical conditions for the formation of professional readiness of future officers for military (ship) economy in the subvisions of the State Border Guard Service of Ukraine create a set of ways to improve the process of training future officers for military (ship) economy. Substantiated pedagogical conditions lay the foundation for improving the training of future officers to conduct military (ship) economy in the units of the State Border Guard Service of Ukraine. Value. The pedagogical conditions of formation of professional readiness of future officers in the subvisions of the State Border Guard Service of Ukraine are defined and substantiated: activation of value-motivational attitude of cadets to studying of features and the organization of military (ship) economy in divisions of the State Border Guard Service of Ukraine; selection and structuring of the content of training material taking into account the current requirements for the military (ship) economy, reforming the organizational and staffing structure of the State Border Guard Service of Ukraine (changes in the structure of disciplines, training, special courses, electives, etc.) taking into account the experience of NATO countries; acquisition of skills and abilities by future officers on the basis of contextual training with the use of the potential of military internship and training practice; professional development/self-development of scientific and pedagogical workers on logistics, as well as – creation of information and educational environment for effective formation of cadets’ necessary skills and abilities for organization and management of military (ship) economy in the State Border Guard Service of Ukraine, motivation of in-depth study logistics of the border department. Key words: organization, military (ship) economy, subdivisions of the State Border Guard Service of Ukraine, pedagogical conditions, provision.