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In this paper, an integrable shallow water wave equation with timedependent coefficients in (1+1)-dimensions is taken into account. Through employing the generalized three-wave methods, a series of (double) solitary wave solutions and periodic (solitary) wave solutions to the considered equation are presented with the aid of symbolic calculation. Furthermore, by specifying relevant functions and parameters, the localized structures of some resulting solutions are displayed via some figures. These results enrich the diversity of nonlinear waves in physics.

Case method learning as one of the learning methods applied at Nusa Cendana University aims to improve problem-based higher order thinking skills. This learning is generally carried out in the form of face-to-face, but in this study, the case method was applied using LMS. The purpose of this study is to examine how the implementation of case method learning is carried out using LMS media in Electrical Engineering Education students. The research method used in this study is descriptive qualitative using data collected on google form as many as 15 questions using a Likert scale and 5 essay questions that have been validated. The research subjects were 65 students in the Electrical Engineering Education Study Program. The results obtained are 61.15% of respondents know about the case method learning, 60.00% have applied the case method in the course, 50.77% have implemented the case method in over 7 meetings in 1 semester. In LMS all features are available including discussion rooms with clear learning steps in LMS, but still 54.62% of students have difficulty understanding case-based learning methods using LMS, according to respondents the application of LMS is much more effective in the face-to-face form than LMS, where 45.38% of students still have difficulty understanding the material using the LMS-based case method. The conclusions that can be drawn from this research, in terms of the facilities available in the LMS, it is very possible to apply the case method. The case method steps have been systematically arranged in the LMS and even discussions can also be facilitated, but it is not enough to accommodate the needs in problem solving when using the LMS, the application of LMS offline or face to face by respondents is much more effective than LMS, this is because students do not all understand the case method and are not used to learning based on the case method because in one semester the application of the case method is less than 50% of the entire meeting, students have difficulty understand the material using the case method in LMS-based learning because the use of the LMS is less than optimal in building discussions and also the limitations in conducting problem studies through web meetings because even though the lecturer has given the material but still needs a direct explanation, because the learning patterns used are developed so far is face-to-face learning and tends to receive lecturer-centered information and does not train themselves to learn independently. From the results of this study, things that need to be addressed from the application of case method learning when using LMS, communication between student lecturers needs to be maximized, then students need to encourage themselves to study independently and try to develop their learning independence by increasing their learning motivation.

"Superseding DM-12.1, April 1983." ; "15 May 1989." ; Includes bibliographical references. ; Mode of access: Internet.

1 Basic Concepts -- Algorithm -- Programming languages -- Software tools -- Pascal -- Identifiers -- Pascal structure -- Comments -- Examples of bad and good programming -- 2 Scalar Data Type: Constant, Integer, Real. Input-Output -- Constant definition -- Variable declarations -- Integers -- Reals -- Pascal arithmetic -- Arithmetic functions -- Input to a program -- Output from a program -- Formatted output -- A step by step development of simple Pascal programs -- 3 Scalar Data Type: Char, Boolean, Enumerated and Subrange. The Array Data Structure -- Computer character set -- The data type character -- Input and output of character variables -- Standard function identifiers for character -- The data type boolean -- Operator hierarchy -- Standard functions for boolean -- Scalar data type -- Enumerated scalar data type -- Subrange scalar data type -- The array data structure -- 4 Conditional, Repetitive and Goto Statements -- Assignment statement -- Compound statement -- The if statement -- The case statement -- The while-do statement -- The repeat-until statement -- The for-statement -- The goto statement -- 5 Functions and Procedures -- Why use functions and procedures? -- Functions -- Local declarations within functions -- Scope of identifiers and side effects -- Procedures -- Procedures with no formal parameters -- Procedures with value parameters -- Using global variables -- Procedures with variable parameters -- Procedural and functional parameters -- Recursion -- Forward directive -- 6 Structured Data Types: Array, File, Set and Record. The Pointer Data Type -- The array structure -- Arrays as subprogram parameters -- Packed arrays -- Strings -- The file structure -- Standard Pascal procedures for files -- Textfiles and standard procedures -- The set structure -- Set operators -- The record structure -- Variant record -- The pointer data type -- 7 Case Studies -- Network transfer functions -- Transfer function analysis program -- Active filter synthesis -- Active circuit synthesis program -- Linear passive circuits -- Circuit analysis program -- Appendix A Syntax diagrams -- Appendix B Pascal special symbols -- Standard Pascal identifiers -- Description of standard functions -- References.

The COVID-19 pandemic, which began in early 2020, had an impact on all industries, especially education. The government issued an order requiring students to study at home and thus eliminating face-to-face learning. Distance learning or online is a good solution to continue the learning process. This type of learning is referred to as e-learning. The research goal was to see how e-learning with (SYAM-OK) affected the value of learning for English courses at Makassar State University Department of Electronic Engineering Education, Faculty of Engineering. This population study consists of 125 students from the Department of Electronic Engineering Education, Faculty of Engineering, Makassar State University, who are enrolled in the S1, D4, and Vocational Mechatronics Study Programs. The sampling technique was purposive sampling, namely 85 students who programmed even semester English courses. Ex-post facto research with a quantitative descriptive method was used. According to the regression equation y = 14.888 + 0.812x, there is a 0.785 effect of e-learning with (SYAM- OK) on the value of learning results. This correlation value indicates that the two variables have a strong relationship. The calculated f value is 133.560, and the f table value is 3.956 (df1=1; df2=83). The regression correlation analysis revealed that 61.7 % of the influence of the e-learning variable (SYAM-OK) on the value of learning outcomes was influenced by other factors, while 38.3% was influenced by other factors.

Further Electrical and Electronic Principles is a core text for pre-degree courses in electrical and electronic engineering courses. The coverage of this new edition has been brought in line with the specialist unit 'Further Electrical Principles' of the 2007 BTEC National Engineering specification from Edexcel. As the book follows a logical topic progression rather than a particular syllabus, it is also suitable for other Level 3 students on vocational courses such as Vocational AS/A Level, City & Guilds courses and NVQs. More advanced material has also been included, making this text also sui.