Assimilation of IoT sensors for Data Visualization in a Smart Campus Environment

Recently, various indoor based sensors that were formerly separated from the digital world, are now intertwined with it. The data visualization may aid in the comprehension of large amounts of information. Building on current server-based models, this study intends to display real environmental data acquired by IoT agents in the interior environment. Sensors attached to Arduino microcontrollers are used to collect environmental data for the smart campus environment, including air temperature, light intensity, and humidity. This proposed framework uses the system's server and stores sensor readings, which are subsequently shown in real time on the server platform and in the environment application. However, most current IoT installations do not make use of the enhanced digital representations of the server and its graphical display capabilities in order to improve interior safety and comfort conditions. The storage of such real-time data in a standard and organized way is still being examined even though sensor data integration with storing capacity server-based models has been studied in academics.

Intrinsic and Extrinsic Factors Affecting Student Motivation in Completing Thesis

This study aims to determine the intrinsic and extrinsic factors that influence students' motivation to complete their thesis by using self-efficacy variables, the need for achievement, campus environment, and lecturer learning methods to the motivation to complete their thesis at the Indonesian College of Economics. This research method is a questionnaire survey method. The population in this study were morning regular students and evening regular students of the Indonesian College of Economics who graduated in 2019 by 311 people and the study sample was 164 people. The analysis used is SEM- PLS and SmartPLS 3.0 software. The results of this study indicate 3 variables that affect regular morning students: (1) Self-efficacy affects the motivation to complete a thesis of 29.1%. (2) The need for achievement influences the motivation to complete the thesis by 31.9%. (3) Campus environment towards motivation to complete the thesis is 37.5%. And there are 2 variables that affect regular night students: (1) The need for achievement influences the motivation to complete the thesis by 55.5%. (2) The campus environment influences the motivation to complete the thesis by 40.3%.

Analysis of Micro-Climate and Thermal Comfort in Campus Area (A Case Study: Unissula Campus, Kaligawe Semarang)

The dynamics of air temperature cause thermal comfort to be unstable in the context of an urban micro-climate. One of the places affected by the urban micro-climate is the campus of Unissula. It lies on the main transportation route of the north coast of Central Java. To create a comfortable space in the campus environment, a local scale air temperature control method is required, one of which is the provision of green open spaces (GOS). Scenarios for providing green open space based on micro-climate dynamics must be developed to create thermal comfort. This study aimed to identify and analyze the correlation between micro-climate and thermal comfort based on the existing parameters. The research methodology employed a rationalistic quantitative deductive approach with micro-climate and thermal comfort variables, as well as rationalistic descriptive analysis technique. According to the findings of this study, the comfort of Unissula campus meets the criteria for morning air temperature of 25.42°C, daytime 31.35 °C, evening 29.92 °C. The morning humidity is relatively 73.92%, the daytime is 51.50%, and the evening is 60.57%. The thermal comfort level is moderately partly comfortable.

School Shootings, Locked-Down Campuses, and Fear

This chapter is first focused on how schools have become “locked-down” campuses because of the fear of school shootings and the impact of zero tolerance crime and student control policies that greatly expanded the use of school police (resource) officers and other related security measures. Next is a review of newer school management approaches using rehabilitative paradigms – to see how they impact students, school climate, and the campus environment. There are a significant number of approaches using evidence-based trauma-informed care and mental health programming (for post-traumatic stress disorder, anxiety, and depression problems) that can be used. Continuing to move toward rehabilitative campus approaches along with these primary, secondary, and tertiary trauma and mental health supports could help address today's “culture of fear” that is being increasingly recognized to impact many students in our schools.

Escape Path Obstacle-Based Mobility Model (EPOM) for Campus Delay-Tolerant Network

In Delay-Tolerant Networks (DTNs), humans are the main carriers of mobile devices, signifying that human mobility can be exploited by extracting nodes’ interests, social behavior, and spatiotemporal features for the performance evaluation of DTNs protocols. This paper presents a new mobility model that describes students’ daily activities in a campus environment. Unlike the conventional random walk models, which use a free space environment, our model includes a collision-avoidance technique that generates an escape path upon encountering obstacles of different shapes and sizes that obstruct pedestrian movement. We evaluate the model’s usefulness by comparing the distributions of its synthetic traces with realistic traces in terms of spatial, temporal, and connectivity features of human mobility. Similarly, we analyze the concept of dynamic movement clusters observed on the location-based trajectories of the studied real traces. The model synthetically generates traces with the distribution of the intercluster travel distance, intracluster travel distance, direction of movement, contact duration, intercontact time, and pause time similar to the distribution of real traces.

Religious Radicalism and Islamic Universities in Aceh: Between Campus, Environment and Family

This paper discusses how Islam is understood, taught, and practiced at the State Islamic Religious Higher Education Institution (PTKIN) in Aceh, whether the contextual approach and tolerance towards difference approach are used, whether there is any indication of the development of religious radicalism, how PTKIN in Aceh positions itself towards this problem, and also, how the environment and family play their roles on this issue. This qualitative study collected data by means of observation, in-depth interview, documentation, and focus group discussion. The data were then analyzed in the following steps: data reduction, data display, verification, and conclusion drawing. The PTKIN selected as research sites consisted of Universitas Islam Negeri Ar-Raniry Banda Aceh, Institut Agama Islam Negeri Zawiyah Cot Kala Langsa, and Sekolah Tinggi Agama Islam Negeri Gajah Putih Takengon. In general, the findings revealed that PTKIN in Aceh has been relatively free from religious radicalism. The teaching of Islamic studies at PTKIN in Aceh still adheres to the Qur’an, Hadith and authoritative references from various sources and time periods, from classical to contemporary books, and from moderate to contextual approaches that respect differences in understanding. The small potential and threat of religious radicalism at PTKIN in Aceh, in addition to the academic system built within PTKIN itself, are influenced by the socio-cultural and political environment in Aceh which is quite accommodating to the aspirations of Islamic law. Islam in Aceh today is relatively compatible with the state because the state has given the Acehnese peoplethe right to exercise Islamic law, not only in the private sphere, but also in the public sphere. However, there is one potential threat that needs to be aware of, which is the way to commute between home and campus; and, this particular space needs to be bridged properly so that students will not be recruited by exclusive Islamic groups without the knowledge of the campus and their families.

Improving the Business Performance of Entrepreneurial Students in Pamulang University Through the Digital Business Ecosystem

Students as an educated community group have a higher success rate in doing business. But they must be good at managing their time between running a business and studying. This research will focus on students who do business and the external factors that influence it. The object of research is students majoring in Accounting and Management, Faculty of Economics, Pamulang University who run a business. This study has several objectives, namely 1. to obtain a profile of these students in running their business. 2. get information on whether the campus environment can encourage their business development. This research is a qualitative research. Researchers used a questionnaire to collect information and data. The questionnaire is distributed online to students who have businesses. From the questionnaire, information was obtained that 47% of students sold their own products, more than 50% had been doing business for less than 1 year and more than 60% were micro entrepreneurs. Students use social media to market their products but they also need digital marketing training, on the other hand they agree that the marketplace can be a means to market products among the Pamulang University academic community. The conclusion is that Pamulang University, which has more than 70,000 students (source pddikti.kemendikbud.go.id), is a large market for students to sell their products and therefore needs to be supported by technology and a business ecosystem so that all of them can connected each others. Campus can cooperate with other parties to utilize technology such as marketplace.

Older Student Experiences: A Critical Examination of Aging on Campus

There is overwhelming evidence that the number of older learners on college campuses has been steadily increasing since the 1970s. The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university and provide structure to evaluate programs and practices and to enhance inclusion and diversity based upon age. This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A regression analysis found that older learners who felt more welcomed by faculty (p=.001), administration (p=.002),and student organizations (p=.026) were more likely to feel connected to campus, and younger-older students (p=.031) and those who did not feel their job was a barrier to attending school (p=.037) were more likely to feel satisfied with their level of engagement on campus. Additionally, older learners felt the AFU principles were demonstrated by their university. Discussion The experiences of older learners are important as we continue to see higher numbers of students over the age of 40. Our results demonstrate the need to engage older learners as part of diversity and inclusion efforts to facilitate connection to the campus community.

The Intersection of Older Students and Disability: How Age-Friendly Universities Can Boost Visibility and Accessibility

The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university. Older learners face various barriers to education including balancing schoolwork with responsibilities and accessibility of campus resources (Silverstein et al., 2001). This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A t-test analysis explored differences in motivation, barriers and challenges, and connection to campus between students who identified as having a disability and those who did not. Findings: We found there were significant differences between the groups in how health impacted their education (p=.001), being able to physically access campus (p=.014), the availability of online classes (p=.047), and the hours of operation of student support services (p=.045). There were also differences between groups in how connected they felt to campus based on feeling welcomed by faculty (p = .033) and feeling satisfied with their level of engagement at the university (p = .002). Discussion Our results demonstrate the need to fully engage older learners with a disability as part of diversity and inclusion efforts to facilitate connection to the campus community.