Basic Instruction Research Articles

Virtual Surgical Skills Training in a High School Summer Program

BackgroundThe COVID-19 pandemic has disrupted components of traditional education with shifts toward virtual platforms. This report describes the virtual approach to basic surgical skills training during a high school program in the summers of 2020 and 2021. MethodsTwo 2-week sessions were held by Zoom (Zoom Video Communications) with 99 students in 2020 and 198 students in 2021. Each student was sent surgical supplies and instruments. Interactive lectures were held each morning, and basic surgical skills instruction was provided each afternoon. After the session, survey links were distributed to students to complete an anonymous 37-item questionnaire regarding surgical skills confidence, simulation kit satisfaction, and technical difficulties. ResultsOf the 297 students, 270 (90.9%) completed the questionnaire, including 91 (91.9%) in 2020 and 179 (90.4%) in 2021. On a scale of 1 (fair) to 5 (excellent), students in 2020 and 2021 reported similar confidence in instrument handling (4-5: 90.0% vs 86.3%; P = .38), suturing skin (4-5: 88.9% vs 82.8%; P = .19), and thoracic aorta suturing (4-5: 73.3% vs 73.6%; P = .97). Students reported greater confidence in 2020 in knot tying (4-5: 98.9% vs 87.9%; P = .002), coronary vessel suturing (4-5: 82.2% vs 65.5%; P < .001), and valve model suturing (4-5: 68.5% vs 50.3%; P = .005) than students in 2021. Students had similar satisfaction rates with the program (extremely or somewhat satisfied: 92.3% vs 86.0%; p = .51) between 2020 and 2021. ConclusionsVirtual education carries the potential for basic surgical skills training for a more widespread audience with less access to direct surgical education. Further research is needed to optimize teaching finer surgical skills.

Iraqi Parents‘ Instructions to Their Teens: A Pragma-Stylistic Approach

Parents are supposed to be responsible for the education of their children. However, other sources of information participate in this challenging mission. Technological advancements, media, friends, and schoolmates have a significant effect on how our sons think or behave. Hence, it becomes crucial for parents to consider how to approach or deal with them. The way parents give instructions to sons concerning their daily routines of educational, moral, and health care practices is of great importance. This paper aims to find out how educated Iraqi parents give instructions to their sons. The study identifies the pragma-stylistic devices that characterize Iraqi parental instructions. It attempts to specify which speech act is most dominant in parental instructions and if politeness strategies are adhered to or not. Twenty Iraqi parents who have a degree in the English language participated in this research work. A questionnaire of ten different scenarios concerning some basic daily instructions that are often likely to be given to sons or daughters who are between the age of 12 to 16 is delivered to those parents. The responses to this questionnaire are scrutinized in terms of the pragma-stylistic perspective following Black (2006) by activating three pragmatic theories, namely; Searle’s (1969) theory of speech acts, Brown and Levinson’s (1987) theory of politeness as well as Culpeper’s (1996) theory of impoliteness. It is found that educated Iraqi parents prefer the indirect way of giving instructions to their teens concerning the daily practices regardless of the importance of these instructions in life. Analysis reveals that most Iraqi parents use the speech act of advising when giving daily instructions to their teens. Direct instructions are rare. If found, they are softened with polite expressions.

Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses

A Review of: Steele, J.E. (2021). The role of the academic librarian in online courses: A case study. Journal of Academic Librarianship, 47(5), 102384. https://doi.org/10.1016/j.acalib.2021.102384 Abstract Objective – To examine the role of academic librarians in online courses in a university setting. Design – Survey questionnaire. Setting – A multi-campus university in the southern United States. Subjects – Students, faculty, and librarians who had taken, taught, or assisted in fully online courses. Methods – Email addresses for potential survey participants were provided by the university office of institutional research. The researchers tailored survey questions weto specific subject groups. The surveys took roughly 15 minutes to complete and were open for 1 week following the original email. Surveys included 12 – 16 questions, depending on the version, and included questions relating to the use of librarians in online courses, the type of assistance they provided, and how assistance was provided (e.g., in person, email, live chat). Question types included yes/no, check-all-that-apply, and open-ended-answer. Main Results – Of the student responders, 23.24% reported asking a librarian for help with research or an assignment. This help included finding resources (34.48%), database searching (28.57%), and searching the library catalog (20.69%). Help was given over email (28.03%), live chat (31.82%), and in person (17.42%), which was reported to be most helpful by several students. Only 10.61% reported using video-conferencing software such as Zoom. Only 5.88% of faculty reported including a librarian for synchronous instruction in online courses, while 19.12% made use of asynchronous tutorials created by a librarian. The majority of respondents (93.1%) had not worked with an embedded librarian in their courses, and many reported not knowing that it was an option. Instead, faculty perceived librarians to be an outside resource. Both faculty members and students reported a desire for more video tutorials from librarians. Several faculty mentioned wanting a library module that could serve as an introduction to the library, library resources, and basic instruction topics such as citation styles. Conclusion – While some students and faculty have worked with librarians in online courses and welcomed their involvement, there is room for improvement in library outreach, including how the library communicates with and supports this growing population.

Car following with an inertia-oriented driving technique: A driving simulator experiment

BackgroundFor many decades, car-following (CF) and congestion models have assumed a basic invariance: drivers’ default driving strategy is to keep the safety distance. The present study questions that Driving to keep Distance (DD) is a traffic invariance and, therefore, that the difference between the time required to accelerate versus decelerate must necessarily determine the observed patterns of traffic oscillations. Previous studies have shown that drivers can adopt alternative CF strategies like Driving to keep Inertia (DI) by following basic instructions. The present work aims to test the effectiveness of a DI course that integrates 4 tutorials and 4 practice sessions in a standard PC computer designed to learn more adaptive driving behaviors in dense traffic. Methods. Sixty-eight drivers were invited to follow a leading car that varied its speed on a driving simulator, then they took a DI course on a PC computer, and finally they followed a fluctuating leader again on the driving simulator. The study adopted a pretest-intervention-posttest design with a control group. The experimental group took the full DI course (tutorials and then simulator practice). The control group had access to the DI simulator but not to the tutorials. Results. All participating drivers adopted DD as the default CF mode on the pre-test, yielding very similar results. But after taking the full DI course, the experimental group showed significantly less accelerations, decelerations, and speed variability than the control group, and required greater CF distance, that was dynamically adjusted, spending less fuel in the post-test. A group of 8 virtual cars adopting DD required less space on the road to follow the drivers that took the DI course.

Technological and Methodological Support of Blended Learning in Higher Education in The Covid-19 Pandemic

The article deals with the peculiarities of technological and methodological support of blended learning in higher education in the COVID-19 pandemic. The main methodological and technological objectives and strategies of blended learning mode from a scientific and practical point of view are pointed out. The basic description of the blended learning at different historical periods is emphasized. The task of the blended learning education in the contemporary COVID-19 circumstances and its role in the implementation of the education challenges which face both teachers and students is presented. The problems of the methodological and technological support in higher educational institutions, the need for new approaches to teaching with limited number of classes is shown. The coordination of the content of educational programs, ensuring constant monitoring of the quality of education, demonstration of individual courses to potential entrants, possible commercialization of educational content ate described. The technological tools implemented by higher educational establishments to provide blended learning in the educational institutions are highlighted. The dependence of the successful implementation of the discipline in a mixed format on the willingness of the teacher to adapt their approach to the presentation of material, teaching methods and understanding of the roles of teachers and students in the educational process is underlined. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is defined. Online-learning environments, namely synchronous and asynchronous ones, essential to provide blended learning, are mentioned. Different ways of interaction involved in blended learning mode are distinguished. The basic peculiarities of blended learning and high-tech instruction are pointed out. The results of the case study of the effectiveness of blended environments towards better English language learning are provided. The analysis of the strategy used in blended learning is assessed. The leading technological and methodological tools for blended environment are presented. The description of the e-learning platforms used in blended learning is provided. The basic instructions for the introduction of blended learning methods and technologies in the educational establishment, which provide and promote the development of the process of education in terms of distance learning, are provided. The creation of the technical conditions for learning, communication and interaction of students during the educational process, unification of means of interaction of subjects of study, their identification in the single virtual learning environment (VLE) are formulated. Future opportunities of the institution in the implementation of blended learning, the necessary resources to support the platform, opportunities for development and improvement are determined.

Robotic Endoscope Control Via Autonomous Instrument Tracking

Many keyhole interventions rely on bi-manual handling of surgical instruments, forcing the main surgeon to rely on a second surgeon to act as a camera assistant. In addition to the burden of excessively involving surgical staff, this may lead to reduced image stability, increased task completion time and sometimes errors due to the monotony of the task. Robotic endoscope holders, controlled by a set of basic instructions, have been proposed as an alternative, but their unnatural handling may increase the cognitive load of the (solo) surgeon, which hinders their clinical acceptance. More seamless integration in the surgical workflow would be achieved if robotic endoscope holders collaborated with the operating surgeon via semantically rich instructions that closely resemble instructions that would otherwise be issued to a human camera assistant, such as “focus on my right-hand instrument.” As a proof of concept, this paper presents a novel system that paves the way towards a synergistic interaction between surgeons and robotic endoscope holders. The proposed platform allows the surgeon to perform a bimanual coordination and navigation task, while a robotic arm autonomously performs the endoscope positioning tasks. Within our system, we propose a novel tooltip localization method based on surgical tool segmentation and a novel visual servoing approach that ensures smooth and appropriate motion of the endoscope camera. We validate our vision pipeline and run a user study of this system. The clinical relevance of the study is ensured through the use of a laparoscopic exercise validated by the European Academy of Gynaecological Surgery which involves bi-manual coordination and navigation. Successful application of our proposed system provides a promising starting point towards broader clinical adoption of robotic endoscope holders.

Establishing Guidelines for the Implementation of Quality Instructional Physical Activity Programs (IPAPS)

ABSTRACT Guidelines for the effective implementation of quality instructional physical activity programs (IPAPs) are essential to optimize both teaching and learning to meet the needs and interests of students in higher education (SHAPE America, 2022). These programs, also known as basic instruction programs, physical activity, and wellness programs, provide academic courses and resources that educate students on physical activity, sport, and fitness skills and knowledge that facilitates healthy, active lifestyles and fosters personal growth. This manuscript is valuable for faculty and administrators in higher education, introducing important new concepts that have emerged in the last decade for IPAPs in higher education and offering essential aspects to consider when evaluating IPAPs, including standards, values, technology, curriculum, and risk management.

Architectural History or a Geography of Small Spaces?

Architectural History or a Geography of Small Spaces?

Alternatif Selective Breeding (Seleksi Induk/Calon Induk Ikan) Untuk Meningkatkan Jumlah Dan Kualitas Induk/Calon Induk Ikan Lele

This study aims to increase the distribution of catfish to the community and groups, increase the number and improve the quality of broodstock/prospective broodstock of catfish through selective breeding. The stages of selective breeding (selection of broodstock/prospective broodstock fish), resulted an increase in the number and quality improvement of broodstock/prospective broodstock catfish through family selection and individual selection, increasing quality catfish, and increasing the distribution of catfish to communities and groups. With the process of selective breeding stages, the availability of basic instructions in brood management for BBIAT Pampang officers, as well as increasing quality broodstock/prospective broodstock so as to increase catfish seed production and can meet the needs of the people of North Kayong Regency.

PKM PENDAMPINGAN DAN PELATIHAN OLAHRAGA RENANG UNTUK ANAK USIA DINI

Promoting swimming from the community, including young people, requires serious attention. Because swimming is not only talking about physical fitness development activities related to improving motor skills but also relating to strengthening national identity in this era of globalization. Without the intervention of the transformation of swimming, the Indonesian nation will be worse off because it is a nation that does not have a strong character. To strengthen the sport of swimming, efforts are made to collect data and standardize swimming from an early age to adulthood. Furthermore, it is necessary to socialize swimming sports through PkM activities. In this context, placing swimming as part of the curriculum for learning swimming in early childhood is an important thing to do. Through various ways in introducing the sport of swimming, it can become part of the life of the Indonesian nation itself and is ready to build the nation towards a nation that has character and has the identity of the Indonesian nation. The formation of early childhood character through swimming. In today's era, many children prefer advanced technology compared to actual sports, this will have an impact on social interaction and character in children. At the time of doing the introduction of swimming with an indirect play approach to instill the values ??of being sporty, honest, tenacious, and patient. PkM aims to 1) Provide Knowledge to partners related to basic swimming techniques in early childhood and the dominant physical component in swimming, 2) Provide partner knowledge in the utilization of science and technology and sports in swimming in early childhood, 3) Provide swimming guidebooks in early childhood so that partners can provide pursuit for the introduction of water in basic swimming techniques in early childhood. Quality and productive, where so far the teachers only do teaching following experience and do not document the development of their learners. The method implemented in this activity is based on the results of discussions between the proposer and partners, Furthermore, the researcher concluded that the priority of the problem agreed to be resolved during the implementation of the PkM program is to provide education and training accompanied by practice to partners making basic swimming instruction modules in early childhood where the content in the guidance on the utilization of the development of sports science and technology is the basic technique of swimming in children. Early age that will facilitate partners by utilizing guidebook products is considered the level of attractiveness, effectiveness, and efficiency of the swimming guidebook developed/modified by the Service team. PkM results can be concluded that swimming assistance and training for early childhood can increase the enthusiasm of students in participating in these activities, this is evidenced by students feeling happy through water games, safety in the water, moving skills through the approach of play

Recommended Adult Immunization Schedule, United States, 2022.

Recommended Adult Immunization Schedule, United States, 2022.

Childhood of the artificer apprentices in Maranhão Empire (1841–1899)

ABSTRACT The article examines the history of Casa dos Educandos Artífices [House of the Artificer Apprentices (1841/1889)] in the Province of Maranhão (Brazil), which received underprivileged boys after the continuous increase of poverty caused by the Rebellion of Balaiada (1839–1841). At the Casa children were taught basic literacy instruction, Christian doctrine, and mechanical work at the War Arsenal, government public works and private workshops. As apprentices learned how to read, write and count, they received grammar, singing and instrumental lessons. Professional training included bricklayer, tailor, joiner, welding and copper. This paper aims to recover the history of this institution, which closed in the Republic Proclamation in 1889, drawing from many sources: manuscripts, letters from the directors to the province presidents, reports from the province presidents themselves, regulations, laws and newspapers that circulated in São Luis (Maranhão) from 1841 to 1889. Based on Norbert Elias’s theoretical contributions, the analysis focuses on the creation and consolidation of the institution, material space, power relations, flow of subjects and management of school schedules and school actors and regulations. This research aims to contribute to understanding the nature of the professional instruction and the characteristics of a peculiar educational establishment in Maranhão in the nineteenth century.

Deep-Sea: A Reconfigurable Accelerator for Classic CNN

To meet the changing real-time edge engineering application requirements of CNN, aiming at the lack of universality and flexibility of CNN hardware acceleration architecture based on ARM+FPGA, a general low-power all pipelined CNN hardware acceleration architecture is proposed to cope with the continuously updated CNN algorithm and accelerate in hardware platforms with different resource constraints. In the framework of the general hardware architecture, a basic instruction set belonging to the architecture is proposed, which can be used to calculate and configure different versions of CNN algorithms. Based on the instruction set, the configurable computing subsystem, memory management subsystem, on-chip cache subsystem, and instruction execution subsystem are designed and implemented. In addition, in the processing of convolution results, the on-chip storage unit is used to preprocess the convolution results, to speed up the activation and pooling calculation process in parallel. Finally, the accelerator is modeled at the RTL level and deployed on the XC7Z100 heterogeneous device. The lightweight networks YOLOv2-tiny and YOLOv3-tiny commonly used in engineering applications are verified on the accelerator. The results show that the peak performance of the accelerator reaches 198.37 GOP/s, the clock frequency reaches 210 MHz, and the power consumption is 4.52 w under 16-bit width.

Knowledge-based program generation approach for robotic manufacturing systems

In recent decades, robotic manufacturing systems have been considered as effective solutions for providing more productive manufacturing processes, but with less cost and risk. However, the programming for robotic manufacturing systems is a time-consuming task, and hinders the implementation of robotic manufacturing systems in today's industry. This paper proposes a knowledge-based program-generation approach for robotic manufacturing systems. The proposed approach provides effective support for the standardization of the rules and knowledge related to manufacturing programs that have proven successful in previous manufacturing cases; this can not only increase the programming efficiency, but can also improve the manufacturing stability and production quality. First, an ontological knowledge model is developed to provide an explicit semantic description of the relevant concepts for the robotic manufacturing system, basic instruction units for the program, and product models of the workpieces. Second, a rule-based reasoning mechanism is established to infer the implicit relationships between the basic instruction units of the manufacturing program. Finally, based on the semantic descriptions and reasoning mechanism of the proposed knowledge model, the basic instruction units of the manufacturing program are instantiated based on data extracted from the product models and integrated according to the relationships inferred by the reasoning mechanism, thereby generating the robotic manufacturing program.

How to Call a Duck

“With this record, you can become a really expert caller in a short time.…It is just as important as your gun.”—Advertisement for Herter’s Famous Calling Records (1956)The use of duck-calling horns and whistles by hunters in North America dates back to the mid–nineteenth century.1 Hand-turned calls were made of wood or cane, with copper, brass, tin, or cane reeds. In the 1930s, factory-produced calls offered options in plastic and hard rubber. In the following decade, call manufacturers and sporting goods companies sought to increase their customer base by circulating instructional pamphlets and training records. These materials standardized both the sounds of the calls and consumer expectations. In doing so, they were part of a longer tradition of manuals and handbooks that articulated protocols for the self-directed mastery of specialized knowledge, training the body in specific actions that, in the case of calling ducks, would enable humans to communicate with nonhuman others.2Traditionally, one learned this form of communication from a master caller. However, postwar manuals sought to replace in-person training with individual self-improvement. Manuals thus fit into a larger ecology of instructional materials that capitalized on the early survivalist and nostalgic back-to-the-land movements of the postwar era. Whether learning to use an axe, make jug wine, or tie a fishing lure, trainees learned self-reliance through repetition, checking their work against images, or, in the case of bird calls, audio tracks on long-play records. Callers repeated the same call, alternating between sounding (one’s own body) and listening (to the recording of a master caller) for weeks.3 Such tedious work drew on a long legacy of using instructional records, not just in animal mimicry, but education generally.4The training records were likely used in tandem with physical manuals and thus followed similar formats.5 Opening tracks offered basic instruction on how to hold and blow one’s call. Then the caller-in-training worked through different types of calls and scenarios for their use. For example, the narrator of Faulk’s Record of Duck and Goose Calling explained that “now as ducks approach the decoys, use a combination of the Feed Call and a single soft ‘quack,’” after which the listener heard the Feed Call, plus the additional soft “quack” and a description of how to make the sounds.6Precision, science, and sensory-perceptual expertise are the watchwords of the manuals, in which textual instruction was supplemented with graphic representations of common calls (see figure 1). These diagrams echoed Western musical notation (presuming familiarity), with pitch on the vertical axis and time on the horizontal. The Herter calling technique emphasized the sound made into the call: a “HOOT” (you don’t just say “quack” into a duck call) and recommended novices practice their “HOOT” bare-mouthed, without the call. The Comeback Call was the same “HOOT” but with more feeling. To make the mumbly “DUGAW” sounds of the Feed Call, the caller should practice rapidly saying “Dugaw-Dugaw-Dugaw” into their call until it runs together into a “Dugawdugawdugawdugaw.”7Compare Herter’s high-ball call to Bert Popowski’s (figure 2), represented explicitly in Western musical notation. This form of representation underscores Popowski’s belief that calling was “mastering a special type of music in which ducks are your severest critics.”8 A related pamphlet, the Olt Hunting Manual, emphasized “talking to” one’s quarry. Here, we find a hint of the other side of such expertise: the ducks themselves. Ironically, the communication encouraged by such manuals is only successful if it ends in a kill; expertise was measured in dead bodies.9But what of the other side of such expertise? Or, to put it another way: who (or what) is the real expert here? Consider, as some of these sources seemed to, that the ducks themselves are the experts—and that their expertise is precisely the problem against which such a manual was written. Anecdotal wisdom referred to “hunter-wise” ducks that, especially toward the end of a migration, required different calls to bring in.10 With the explosion of duck-call training in the first half of the twentieth century, the sounds of the flyway most certainly changed, both with the addition of human callers and the artificial selection of credulous birds. The better callers became, the more ducks were trained to become suspicious of the voices of their kin. Human duck-calling expertise co-developed with ducks’ duck-listening expertise.

Knowledge management in the classroom using Mendeley technology

Research in higher education institutions is present in all courses, and academic instruction in research methodology is vital, with educational technologies being an essential component of this process. With the Covid-19 pandemic, there were changes in teaching, learning, and in performing scientific research in undergraduate courses. Among the technologies, the Mendeley reference management tool has become increasingly helpful in these contexts. Therefore, this manuscript is an account of workshop experiences for the use of the Mendeley tool in the teaching of Research Methodology and Scientific Methodology offered in the distance education modality in undergraduate courses at the Universidade do Contestado, Brazil. After basic instruction on Mendeley, students participating in the workshops were guided to apply the tool using Bardin's content analysis technique. This technique is usually laborious and seldom involved in literature reviews by undergraduate students; Mendeley technology makes it more accessible. From experiences with the 2020 and 2021 workshops, during the COVID-19 pandemic, it is suggested that the content analysis method combined with the Mendeley technology can help students present better literature reviews, especially for final graduation projects such as course completion monographs.

Catechesis and Modern Media: A Focus on Podcasts

Catechesis and Modern Media: A Focus on Podcasts Teofilo Giovan S. Pugeda III (bio) Pope John Paul II described catechesis as an invitation to be in intimate communion with Jesus and, through him, to share in the Trinitarian life.1 Catechesis is, thus, part of the mission of evangelization mandated by Jesus to his apostles. It cultivates faith in the hearts of those who have received and accepted the initial Gospel proclamation in their lives. He added that “catechesis is intimately bound up with the whole of the Church’s life. Not only her geographical extension and numerical increase, but even more, her inner growth and correspondence with God’s plan depend essentially on catechesis.”2 While many people rightly understand catechesis as the education of catechumens on basic Church teachings before their baptism, it can also refer to the lifelong spiritual and intellectual formation of the baptized.3 The Church developed various forms of catechesis according to changes in historical circumstances. By doing so, it used appropriate catechetical tools that delivered the Christian message in a more understandable and accessible manner to those unable to grasp academic explanations of the Church’s doctrines. These catechetical tools also helped integrate the Church’s doctrines into the more concrete realities of people’s lives. Since the ancient period, the Church has used printed works for catechesis. In the contemporary period, it also uses modern media that transmit information through signals. To better understand the relationship between the Church and modern media, this essay [End Page 65] focuses on podcasts by presenting 1) the development of catechesis, 2) Church teachings on modern media, 3) the characteristics of podcasts, and 4) thoughts on using podcasts for catechesis. Although I use the Catholic framework, the insights of this essay may benefit other Christian communities in their catechetical efforts. The Development of Catechesis There was no definitive and regular program of initiation in the first two hundred years of the Church. Christians used faith summaries for the easy socialization of converts into the Church and the legitimation of the faith in the minds of believers.4 By the late second century, a catechumenate institution emerged. The formation process was three years of instruction and conversion from behavior incompatible with the Christian lifestyle, and it culminated with baptism at Easter. The oldest description of this formation process is in the Apostolic Tradition of Hippolytus of Rome. Variations did exist from one locale to another.5 At this time, Alexandria, Antioch, and Jerusalem were major catechetical centers. Early Church fathers provided catechetical foundations to these three cities, with Origen, John Chrysostom, and Cyril of Jerusalem, respectively, giving sermons or lectures there. While in the West, Ambrose of Milan and Augustine of Hippo wrote catechetical works. The early medieval period saw a decline in the catechumenate as fewer adults sought baptism, and the practice of infant baptism grew.6 With the risk of infant mortality, there was greater urgency concerning the reception of baptism. Catechesis gradually shifted from pre-baptism to post-baptism. Parents and godparents would take it upon themselves to educate the children on the faith, assuming they were familiar with Church teachings. Nevertheless, aiding in memorizing the Creed, the Our Father, and the Hail Mary with some basic instruction was often sufficient. The clergy continued to instruct the baptized through [End Page 66] preaching in the liturgy. They sometimes used catechetical handbooks and homilies. Over time, conciliar interventions in the form of ecclesiastical legislation provided organization to the teaching of doctrines and morals. The flourishing of Christian art in the medieval period also played a significant role in communicating the lives of Jesus and the saints to the people. Unfortunately, all these did not prevent the gradual stagnation within the Church. The dire state of the Church at the beginning of the sixteenth century galvanized reformers to re-envision religiosity with greater emphasis on the scriptures.7 This new vision contributed to the emergence of various beliefs. Thanks to the printing innovation of Johannes Gutenberg, reformers like Martin Luther and John Calvin disseminated numerous catechisms to advance their theologies. The Church responded by producing catechisms aligned with Catholic doctrines.8 The Society of Jesus...

Music Assessment Techniques for Evaluating the Students’ Musical Learning and Performance in the Philippine K-12 Basic Education Curriculum

The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners’ knowledge, understanding, and skills are transferred effectively in future contexts.

Convolutional Neural Network Based Traffic Sign Recognition System for Simultaneous Classification of Static and Dynamic Images

Traffic symbols are crucial part of the road infrastructure which are erected at the side of the roads that communicates basic instructions of the road with the help of simple visual graphics which can be understood in no time. As compared to previous decades, traffic congestion is a major issue faced in densely populated cities. Unfortunately, drivers may not notice these traffic signs due to adverse traffic conditions or ignorance which may cause accidents. Therefore, building an intelligent traffic sign recognition model is the need of the time. Besides contributing to the safety and comfort of drivers, traffic symbols recognition has important benefits for autonomous vehicles. In this paper, we have used simple CNN technique to recognize static as well as dynamic traffic symbols on the German Traffic Symbol Recognition Benchmark (GTSRB) dataset which has more than 40 classes of traffic symbols in different orientation and lightning condition. Further, a comparison of performance of CNN on static and dynamic input was done and the efficiency was compared. The experimental results show that the detection rate of the CNN model on static images is 96.15% which significantly higher than that of on dynamic images, which resulted in 95% accurate.

Exploring Posttranslational Modifications with the Plant PTM Viewer.

An increasing numbed anddiversity of protein posttranslational modifications are mapped by proteomics. Knowledge of modified protein sites can be of direct relevance to steer downstream functional studies, but such information can be difficult to distill from the numerous individual studies that often report modified sites in supplementary data files. In this chapter, we provide basic instructions and use cases to browse and collect plant protein modifications from over 100 studies in a user-friendly manner with the Plant PTM Viewer. The Plant PTM Viewer ( https://www.psb.ugent.be/PlantPTMViewer ) is a central resource compilingcurrently 24 modifications types for ten thousands of plant proteins. Next to viewing modifications for a protein of interest, we demonstrate how evolutionary conserved modifications can be retrieved using PTM Blast. In addition, modifications themselves located in a motif or sequence context of interest can be retrieved by PTM search. Altogether, these operations can be performed, are intuitive, and open for non-bioinformatic experts.