Formal Course Research Articles

Effects of a social network enhancement intervention for older adults: a feasibility study

BackgroundSocial networks play a critical role in the mental health of older adults. This pilot study investigates the feasibility of a newly developed intervention to enhance older adults’ social networks. This intervention was designed on the Theory of Mind’s foundation and aimed to enhance older adults’ social interaction motivation through theoretical explanations. Furthermore, the courses fostered more social opportunities for the participants through group-based sessions.MethodsThe feasibility of this intervention was tested using a double-blind, two-arm, non-randomized grouping approach. Older individuals residing in two separate residential buildings (n = 31, mean age = 66.81, 48% women) were divided into an intervention group (n = 15) and a control group (n = 16). They attended daily group sessions at a designated location and completed homework assignments. The primary outcomes of this pilot study were the feasibility of the intervention, and secondary outcomes included Theory of Mind levels and social network indicators. Additional outcomes encompassed levels of global mental health and depression.ResultsAll participants completed the pilot intervention and completed assessments. The primary outcomes indicated that the intervention had excellent feasibility, including compliance (attendance and homework completion rates met the standards) and satisfaction (average ratings for all items ranged from 4.47 to 5.00 on a 5-point scale). Interview results revealed that participants in the intervention group found the intervention beneficial for their daily lives and expressed a desire to participate in a formal intervention. Regarding secondary and additional outcomes, compared to the control group, the intervention group exhibited a significant improvement in emotional recognition performance of Theory of Mind. There was a significant increase in the whole network density in the intervention group. There were no significant differences in other social network indicators, global mental health, and depression levels in the intervention group compared to the control group.ConclusionsThe social network enhancement intervention for older adults is feasible. This pilot study has identified several improvements in the courses and tests. It is necessary to carry out a formal course to examine the effectiveness of the intervention on social networks in older adults.Trial registrationRegistration number: ChiCTR2100053779; Reg Date: 29/11/2021.

A roadmap for developing higher permafrost education in Norden

We perform a first permafrost higher education curriculum survey in Norden. Permafrost is part of the education within both bio- and geosciences and engineering, and the variation in educational activities reflect this. Five permafrost-specific geoscience and engineering permafrost courses exist, whereas there are 23 bachelor and 25 master courses with a permafrost content ranging from 1% to 50 %. The is large potential and clear needs for closer permafrost teaching collaboration. This could focus on permafrost course development, teaching methods, sharing practical experiences including fieldwork and further developing the educational offer. Such collaboration could establish: 1) An online, joint Nordic specific course on permafrost, sharing the special permafrost competences existing across the universities using digital teaching tools, 2) Nordic collaboration on developing joint, both general but also specific, PhD courses on permafrost, 3) Lifelong education in permafrost, and 4) Internships a part of active permafrost education to better meet the future employers and society’s needs. The Nordic region might also gain largely from establishing an overview-providing interdisciplinary joint Nordic course aiming to characterize the region and its diversity broadly including both natural and social sciences, and naturally covering different topics including permafrost and seasonally frozen ground. The mapping done for this paper will function as a first overall roadmap catalogue providing an overview of all offered courses on permafrost. The overall outcome of our survey shows large potential for increased and deeper inter-university collaboration for further developing joint permafrost higher education both in the form of courses and other educational activities between institutions across Norden, and potentially with ambitions for joint permafrost degrees between several institutions. Based on the presented results and the mapped different future plans for permafrost education across Norden, we discuss the implications of our results, specifically concerning the potential for increased collaboration in Nordic permafrost education. These focus on permafrost course development, teaching methods, sharing practical experiences including fieldwork and further developing the educational offer. In more detail increased collaboration could establish: 1) An online, joint Nordic-specific course on permafrost, sharing the special permafrost competences existing across the universities using digital teaching tools, 2) Nordic collaboration on developing joint PhD courses on permafrost, 3) Lifelong education in permafrost, and 4) Internships as part of active permafrost education to better meet the needs of future employers and society. The Nordic region might also gain largely from establishing an interdisciplinary joint Nordic course, aiming to characterize the region and its diversity broadly and including both natural and social sciences, and naturally covering different topics including permafrost and seasonally frozen ground.

Enhancing Subjective Well-Being in Taiwanese University Students Through an Eight-Week Mindfulness-Based Program: A Pilot Study

While mindfulness has demonstrated extensive benefits across diverse populations, research on its integration as a formal course and its effects on subjective well-being (SWB), particularly among Taiwanese university students, remains limited. This pilot study examined changes in SWB among 85 Taiwanese university students (61 males, 24 females) following an 8-week Mindfulness-Based Cognitive Therapy for Life (MBCT-L) course. Participants included 38 lower-grade (pre-internship) and 47 senior (post-internship) students. SWB was measured using the 29-item Oxford Happiness Questionnaire (OHQ), rated on a 6-point Likert scale, and administered before and after the intervention. Results revealed a significant increase in students’ overall SWB scores from 3.69 to 3.92 post-intervention. Although females initially exhibited higher baseline SWB compared to males, no significant sex differences were observed after the course. Score discrepancies between pre- and post-test stages varied across sex and internship status, indicating differential impacts of the MBCT-L course on distinct demographic groups. Additionally, this study validated the reliability of the short version of the OHQ (8 items) for use in similar research contexts. By conducting a formal MBCT-L course for Taiwanese university students, this study provides valuable empirical evidence, contributing to the cross-cultural understanding of mindfulness-based interventions and their effects on SWB.

Artificial Intelligence: The Doers, the Don’t-ers, and the continuum between

ABSTRACT Session 1: Make My Syllabus Nicer: Exploring Generative AI for Inclusivity and Accessibility in LIS Instruction Rebecca J.Morris (University, of Pittsburgh, School of Computing and Information, US) Though certainly not a magic formula, LIS instructors’ use of generative AI tools can support accessibility and inclusivity in design and adaptation of course materials and communications. LIS faculty may likely know and implement accommodations such as Universal Design for Learning to some extent, but perhaps find it challenging to integrate methods more thoroughly for reasons such as time, number of courses or varied formats of courses, and number of disability accommodations. This session includes teaching tasks: making tone and content of syllabi and assignment instructions more transparent and student-friendly generating performance criteria, checklists, and rubrics for differentiated assignments integrating principles of Universal Design for Learning into course design elements, such as o creating text outlines of lectures to provide multiple means of representation o personalizing assessment options to offer multiple means of action and expression A Community Conversation: The Context, Complexities, Contradictions and Critical Concerns of Artificial Intelligence: Parts I & II This dual presentation offers perspectives on the complexities, contradictions, and critical issues concerning Artificial Intelligence (AI). The IP SIG combines presentations with interactive audience engagement, providing an opportunity for ALISE members and attendees to forge cross-disciplinary ties around the conference themes of “[t]he ways in which information is created, disseminated, and altered” in the current education landscape Session 2: Part 1- The Context, Considerations and Complexities Rhiannon Bettivia (Simmons University School of Library and Information Science, US) Co-Moderator Warren Crichlow (Emerita, York University, US) Anthony W. Dunbar, (Dominican University - School of Information Studies, US) Co-Moderator Theodora Kourkoulou (University of Illinois at Urbana-Champaign, US) Cameron McCarthy (Emerita, University of Illinois at Urbana-Champaign, US) The panel centers innovation as a necessity and change agent in the area of digital and technological literacy. Thus, offering a brief historical discussion of technological developments and their deployment in classrooms, grounding a discussion of AI. Then discusses the dichotomy that AI is either the ultimate positive technological contribution to society or it will move society from a state of techno determinism to techno fatalism. This discussion centers the nuances between the pollyannic and fatalist propositions. Consisting of submissions from LIS educators and practitioners eager to share their experiences using (or not) AI in the classroom, this conversation further shapes approaches to AI and contributes to developing policies and practices at institutional and disciplinary levels. Session 3: Panel 2 - The Contradictions and Critical Concerns Rhiannon Bettivia (Simmons University School of Library and Information Science, US) Moderator Warren Crichlow (Emerita, York University, US) Panelist Theodora Kourkoulou (University of Illinois at Urbana-Champaign, US) Panelist Cameron McCarthy (Emerita, University of Illinois at Urbana-Champaign, US) Panelist Part 2 dives deeper into the pedagogical Contradictions and related Critical Concerns that LIS scholars, instructors, and practitioners are grappling with as AI interrupts and, in many instances, disrupts LIS learning spaces. This session offers an interdisciplinary sensibility.

Health data science course for clinicians: Time to bridge the skills gap?

Data science skills are highly relevant for clinicians working in an era of big data in healthcare. However, these skills are not routinely taught, representing a growing unmet educational need. This education report presents a structured short course that was run to teach clinicians data science and the lessons learnt. A 1-day introductory course was conducted within a tertiary hospital in London. It consisted of lectures followed by facilitated pair programming exercises in R, an object-oriented programming language. Feedback was collated and participant responses were graded using a Likert scale. The course was attended by 20 participants. The majority of participants (69%) were in higher speciality cardiology training. While more than half of the participants (56%) received prior training in statistics either through formal taught programmes (e.g., a Master's degree) or online courses, the participants reported several barriers to expanding their skills in data science due to limited programming skills, lack of dedicated time, training opportunities and awareness. After the short course, there was a significant increase in participants' self-rated confidence in using R for data analysis (mean response; before the course: 1.69 ± 1.0, after the course: 3.2 ± 0.9, p = .0005) and awareness of the capabilities of R (mean response; before the course: 2.1 ± 0.9, after the course: 3.6 ± 0.7, p = .0001, on a 5-point Likert scale). This proof-of-concept study demonstrates that a structured short course can effectively introduce data science skills to clinicians and supports future educational initiatives to integrate data science teaching into medical education.

Basic Surgical Skill Training before a Vascular Course Improves the Quality of Vascular Anastomoses: A Randomized Controlled Trial

ObjectivesDuring the past decade simulation has become standard in most surgical training programs, but objective evaluation of the performance has been a challenge. The optimal components of open surgery's simulation have also been questioned. The goal of this study was to evaluate the benefit of adding a hands-on exercise prior to a formal vascular training course. The participants’ performance was objectively evaluated using Computional Fluid Dynamics (CFD) assessment of vascular anastomoses. MethodsIn this study 51 residents participated in an on-line surgical hands-on training course, performing six end-to-side anastomoses. The residents were randomly divided into two groups. Group 1. also underwent basic surgical skill training (BSST) before starting the vascular course. The groups were compared based on CFD assessment of vascular anastomoses, combined with on-line personalized feedback. ResultsAmong measured parameters of functional assessment, the mean of six anastomoses showed significantly better results in Group 1. when compared with control Group 2 (Oscillatory Shear Index: 0,022 vs. 0,025 p=0,002; Maximum pressure: 7939 vs. 7971 p=0,00037; Velocity: 0,12 vs. 0,12 p=0,0000; Helicity: 297 vs. 393 p=0,0065; Vorticity: 5258 vs. 6628 p=0,0019; Wall Shear Stress: 1,83 vs. 1,97 p= 0,000047). These results showed no significant correlation between participants' experience level, specialization, and workplace. ConclusionsBSST before a formal vascular simulation course positively affects the anastomosis quality, independent of experience level, specialization, and workplace. BSST is suggested before a vascular course to improve performance and progress. Further studies are needed to analyse the impact of this combined simulation training on performing anastomoses.

Formal Methods in Industry

Formal methods encompass a wide choice of techniques and tools for the specification, development, analysis, and verification of software and hardware systems. Formal methods are widely applied in industry, in activities ranging from the elicitation of requirements and the early design phases all the way to the deployment, configuration, and runtime monitoring of actual systems. Formal methods allow one to precisely specify the environment in which a system operates, the requirements and properties that the system should satisfy, the models of the system used during the various design steps, and the code embedded in the final implementation, as well as to express conformance relations between these specifications. We present a broad scope of successful applications of formal methods in industry, not limited to the well-known success stories from the safety-critical domain, like railways and other transportation systems, but also covering other areas such as lithography manufacturing and cloud security in e-commerce, to name but a few. We also report testimonies from a number of representatives from industry who, either directly or indirectly, use or have used formal methods in their industrial project endeavours. These persons are spread geographically, including Europe, Asia, North and South America, and the involved projects witness the large coverage of applications of formal methods, not limited to the safety-critical domain. We thus make a case for the importance of formal methods, and in particular of the capacity to abstract and mathematical reasoning that are taught as part of any formal methods course. These are fundamental Computer Science skills that graduates should profit from when working as computer scientists in industry, as confirmed by industry representatives.

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

LINGUISTIC ERRORS IN LEGAL TEXTS

The language of the law encompasses lexical, syntactic, and stylistic elements that shape the text of a law or other normative legal act. Requirements for the language of the law are considered during the drafting of a bill. However, in the process of legislative work, complete elimination of linguistic errors from the text is not always achievable. Such errors often include lexical and stylistic inaccuracies. The subject of the article is certain legal texts analyzed from a linguistic standpoint as part of fundamental and applied research on the topic "Monitoring Compliance with Content and Style Requirements in the Laws of the Republic of Kazakhstan." The relevance of the article lies in identifying and rectifying errors in the text of current legislation, determining gaps that lead to a distortion of the meaning of the main legal norms, and exploring ways to prevent such distortions. The author presents specific examples of typical linguistic errors of lexical, grammatical, and stylistic nature, as well as others found in the texts of current legislation. An analysis is conducted of regulatory proposals and legal norms to assess their conformity with the norms and rules of modern Kazakh literary language. While examining the texts of current laws, the author believes it is necessary to conduct comprehensive monitoring of current legislation to ensure high-quality content of legal acts; to develop a compendium of rules for the use of legal terminology to standardize terms; to create conditions for the development of research on legal technology across various legal domains; and to introduce into the educational process of universities the study of relevant legal and linguistic disciplines such as "Language and Law" and "Legislative Technique" in the form of courses or specialized courses.

LINGUISTIC ERRORS IN LEGAL TEXTSNurkiz Arysbekovna Nurbayeva

The language of the law encompasses lexical, syntactic, and stylistic elements that shape the text of a law or other normative legal act. Requirements for the language of the law are considered during the drafting of a bill. However, in the process of legislative work, complete elimination of linguistic errors from the text is not always achievable. Such errors often include lexical and stylistic inaccuracies. The subject of the article is certain legal texts analyzed from a linguistic standpoint as part of fundamental and applied research on the topic "Monitoring Compliance with Content and Style Requirements in the Laws of the Republic of Kazakhstan." The relevance of the article lies in identifying and rectifying errors in the text of current legislation, determining gaps that lead to a distortion of the meaning of the main legal norms, and exploring ways to prevent such distortions. The author presents specific examples of typical linguistic errors of lexical, grammatical, and stylistic nature, as well as others found in the texts of current legislation. An analysis is conducted of regulatory proposals and legal norms to assess their conformity with the norms and rules of modern Kazakh literary language. While examining the texts of current laws, the author believes it is necessary to conduct comprehensive monitoring of current legislation to ensure high-quality content of legal acts; to develop a compendium of rules for the use of legal terminology to standardize terms; to create conditions for the development of research on legal technology across various legal domains; and to introduce into the educational process of universities the study of relevant legal and linguistic disciplines such as "Language and Law" and "Legislative Technique" in the form of courses or specialized courses.

A Culture of Early Mobilization in Adult Intensive Care Units: Perspective and Competency of Physicians.

Early mobility (EM) is vital in the intensive care unit (ICU) to counteract immobility-related effects. A multidisciplinary approach is key, as it requires precise initiation knowledge. However, physicians' understanding of EM in adult ICU settings remains unexplored. This study was conducted to investigate the knowledge and clinical competency of physicians working in adult ICUs toward EM. This cross-sectional study enrolled 236 physicians to assess their knowledge of EM. A rigorously designed survey comprising 30 questions across the demographic, theoretical, and clinical domains was employed. The criteria for knowledge and competency were aligned with the minimum passing score (70%) stipulated for physician licensure by the medical regulatory authority in Saudi Arabia. Nearly 40% of the respondents had more than 5 years of experience. One-third of the respondents received theoretical knowledge about EM as part of their residency training, and only 4% of the respondents attended formal courses to enhance their knowledge. Almost all the respondents (95%) stated their awareness of EM benefits and its indications and contraindications and considered it safe to mobilize patients on mechanical ventilators. However, 62.3% of the respondents did not support EM for critically ill patients on mechanical ventilators until weaning. In contrast, 51.7% of respondents advised EM for agitated patients with RASS > 2. Only 113 (47.9%) physicians were competent in determining the suitability of ICU patients for EM. For critically ill patients who should be mobilized, nearly 60% of physicians refused to initiate EM. This study underscores insufficient practical knowledge of ICU physicians about EM criteria, which leads to suboptimal decisions, particularly in complex ICU cases. These findings emphasize the need for enhanced training and education of physicians working in adult ICU settings to optimize patient care and outcomes in critical care settings.

Fostering A Teaching And Learning Opportunity: Toward Equity In Student Feedback Of Teaching

Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students.

Use of High-Fidelity Simulation as an Adjunct to Basic Life Support Training To Promote Team-Based Resuscitation Skills: A Mixed-Methods Pilot Study.

Introduction The 2020 American Heart Association's (AHA) Basic Life Support (BLS) curriculum focuses on cardiac arrest resuscitation with one or two rescuers, providing only limited opportunities to develop higher-level skills such as leadership, communication, and debriefing. This mixed-methods pilot study evaluated whether supplementing the traditional Heartcode BLS course with a high-fidelity teamwork simulation session improved mastery of these higher-level skills. Methods Twenty-four first-year medical students completed the pilot training during sessions offered in February and May of 2023. The program included the traditional AHA Heartcode BLS course, which ranges from two to four hours, and includes both online and in-person skills components. This was followed by a 90-minute high-fidelity simulation session consisting of two simulated resuscitationsseparated by a student-led plus/delta debriefing. Facilitators then debriefed the entire activity. Students completed an anonymous online survey that used a 0-10 slider scale to attribute their perceived proficiency for specific skills to the initial BLS course or the teamwork simulations and provided qualitative feedback. Results Twenty-one students (87.5%) completed the follow-up survey. Students credited their proficiency in technical skills (e.g., "Chest Compressions") to both sessions equally, but proficiency in higher-level skills, such as leadership, communication, and teamwork, was predominantly credited to the simulation. Additionally, students reported that the teamwork simulation promoted realism and increased self-efficacy. Conclusion Team-based resuscitation simulations using high-fidelity equipment augmented the AHA BLS course by promoting perceived competence in team dynamics domains and increasing students' self-efficacy for participating in real hospital-based resuscitations. Studies with larger sample sizes and objective data should be performed, and the use of similar resuscitation simulations or the development of a formal team-based BLS certification course should be considered.

Are Non-formal Activities a Strategy to Improve Students’ Academic Performance?

Abstract At the academic level, teaching and learning are mainly focused on formal curriculum, structured on courses, seminars and speciality practice, all of them finalizing with exams. Students have to treat very seriously this formal curriculum if they want to achieve good results and, at the end of the licence cycle, to occupy a good job for which they prepared. The reserach aims to analyze if, by organizing non-formal activities with students from all three years of study, their academic performances are improving. This is also our reserach hypothesys – if students are involved in extracurricular activities, their perception about learging is enriched and their performances will improve. Reserach is mixed: qualitative and quantitative. The students investigated are matriculated in all three years of license study. The hypothesis is confirmed, after analyzing and interpreting the findings. Research findings: even if, at the beginning, from various reasons, students are reticent at participating at non-formal activities, gradually they get involved more and their perception about learning the formal courses is enriched, their cultural horyzon is widened and consequently their academic results get better.

A pilot study evaluating exercise intervention and body composition changes in patients with breast cancer and survivors.

e12527 Background: In breast cancer patients and survivors, higher weight and adipose tissue levels have been associated with cardiovascular disease, diabetes, osteoporosis, and cancer recurrence. Additionally, various breast cancer treatments can increase body weight, adipose tissue, and inflammatory markers, raising multiple health concerns for breast cancer patients. Recent studies have found exercise programs alongside breast cancer treatment decreased adipose tissue; however, the weight loss and lifestyle results were not maintained following the exercise program. It remains unclear what strategies are effective in implementing long term lifestyle changes. Methods: In this pilot study, breast cancer patients and survivors (N=24, individual=12, group=12) followed an exercise program for 6 months, followed by 6 months of follow up. Participants ranged from ages 36 to75. Participants were randomized into group and individual exercise sections. Anthropometric measurements were taken at baseline, 3 months and 1 year. One-year measures were used to indicate continued lifestyle changes. Results: Significant differences in fat % body composition were found between baseline and 3 months in both group and individual with an average change of 1.12% (5.9% max) and 1.32% (5.4% max) respectively (P=0.0090). In addition, the baseline and 1-year average change of both group 2.8% (8.8% max) and individual 1.5% (9.6% max) sections was also seen and statistically significant (P=0.0040). Patients in individual and group exercise sections had up to 9.6% and 8.8% decrease in adipose tissue over 1 year, respectively.However, no significant difference was found between the individual and group exercise sections (P=0.3244). Conclusions: Patients from both the individual and group exercise sections continued to decrease adipose tissue composition throughout the 1-year study period, including after formal exercise course cessation at 6 months. This indicates that both group and individual exercise courses may offer similar health benefits to breast cancer survivors. We are continuing long term data collection to evaluate sustainability of the intervention benefits and to monitor breast cancer recurrence rates. Clinical trial information: NCT04013568 . [Table: see text]

Teaching Research Methods through a Community-Based Research Project: Connecting Theory and Practice to Make it “Real” for Students

This paper describes the experience of teaching an undergraduate research methods course through a qualitative community-based research project and the impact of that approach on student learning. Course composition and design are outlined, followed by the community-based research project’s impetus, focal research questions, and implementation protocol. Evidence of the impact on learning for the fifteen students in the course is drawn from three sources: reflection papers, student comments on formal course evaluations, and pre and post-test (survey) self-assessments of student knowledge. Collectively, the data suggest student learning was supported in several ways: by enhancing their ability to connect theory with practice, increasing appreciation of the scope and rigor of social science research procedures, viewing research as a vehicle to develop empathy, and recognizing the utility of research skills to job-readiness. Challenges and critiques related to implementing this type of project are also discussed.

Playing Victim Dalam Perspektif Hadis Dan Kontekstual Dalam Kehidupan Sosial

In modern times, new terms such as "playing the victim" have emerged. This study aims to discuss sacrificial play from the perspective of hadith. This research method uses the qualitative thematic method. Material objects play the victim. A formal course of morals and ethics in social life. The results of the research are summarized in the form of a hadith on victimhood. The discussion of this study explains that victimhood is independent of Islamic values ​​related to morals and ethics in social life, such as honesty, responsibility, etc., which protect the honor of one's fellowmen. The conclusion of this study on victimhood is that victimization is behavior that produces negative effects, is contrary to moral ethics in social life, and does not conform to the second guideline of Islam, the Hadith. be. Because we know that today's social life lacks morals and ethics, but as a social being who cannot live alone and needs other people, it is necessary to behave appropriately. Because there is.

Teaching Family? Care/Work Policy in Selected Family Courses in Canada's Research-Intensive Universities.

To what degree is explicit care/work policy taught in family courses in Canada's leading research-intensive universities? We analyze family courses in sociology departments and in political studies and women's/gender studies programs in Canada's 15 R1 universities to make a contribution to the scholarship of teaching and learning. This national scan marks a methodological innovation from curriculum studies that generally adopt a single-program or single-site focus. From a Canadian universe of 74 family courses, we identify 15 whose formal course calendar description explicitly addresses care/work family policy (measures to reconcile caring for young children with employment, through early learning and childcare, parental leaves, and child benefits). Sociology predominates among courses where family policy is taught, yet care/work policy content is not common. Given growing concerns about the care crisis and the care deficit in Canada, the low profile of care/work family policy content in family courses is significant. This study sheds light on the value of national postsecondary education curricular reviews and suggests that family curriculum renewal is warranted.

Uncovering how in-service teachers are learning about technology in language teaching and learning

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.