Lecture Hours Research Articles

IMPLEMENTATION OF GENETIC ALGORITHM IN COLLEGE SCHEDULING SYSTEM FTTI UNJANI YOGYAKARTA

Scheduling lectures at academic institutions especially the Faculty of Engineering and Information Technology General Achmad Yani University Yogyakarta is still done semi-manually with the help of Microsoft Excel and takes days to determine the days and space and hours of lectures, while in making schedules must be done optimally and fast because the schedule will be used for lecture activities each semester. In preparing lecture scheduling, it can be done by applying methods that are often used. One of them is using a genetic algorithm which is one of the right algorithms to solve complex search and optimization problems. Genetic algorithms can find the best solution from a broad set of candidates and have many optimum points. In other words, genetic algorithms provide solutions to scheduling problems to minimize collision schedules with coding stages, determine initial population values, determine chromosome values at random, determine fitness values for minimize the broken schedule, then select the roulette wheel, cross-move one-point crossover, then perform value coding mutations. This research is expected to be able to contribute knowledge about the application of genetic algorithms to overcome problems in the scheduling field

Curriculum-Based Course Timetabling with Student Flow, Soft Constraints, and Smoothing Objectives: an Application to a Real Case Study

This paper deals with curriculum-based course timetabling. In particular, we describe the results of a real application at the University of Rome “Tor Vergata.” In this regard, we developed a multi-objective mixed-integer model which attempts to optimize (i) the flow produced by the students enrolled in the lectures, (ii) soft conflicts produced by the possible overlap among compulsory and non-compulsory courses, and (iii) the number of lecture hours per curriculum within the weekdays. The model has been implemented and solved by means of a commercial solver and experiments show that the model is able to provide satisfactory solutions as compared with the real scenario under consideration.

During two years, what is the difference between an exclusive two-day educational program on OA and a program that adds multimodal attention for 6 moths in the treatment of OA?

Purpose: Osteoarthritis (OA) is the leading skeletal cause of years lived in disability. Education/self-management, diet if overweight and exercise are considered core treatment in several guidelines including OARSI’s 2014 and 2019. The aim of this study was to evaluate the effectiveness in reducing body fat and secondarily reducing knee pain, improving function and increasing exercise hours of a six months (20 interventions) educational/multiprofessional care program to a two-day educational program. Methods: Prospective randomized clinical trial with 116 patients with grades II and III K&L knee OA (KOA) and multiple OA were randomized to one of two groups: control (usual care with medical appointments at inclusion, six, 12 and 24 months) and two periods of 5 hours of lectures, two month apart, about OA with a multiprofessional group) and a group with an extended intervention program (same as the control group and seven sessions of collective physical therapy, seven sessions of group physical fitness, two group sessions of discussion about diet with the nutritionist and two about engaging the program with the psychotherapist) along the first six months of the program. Six months after inclusion, patients of the extended interventation group (EIG) were oriented to continue diet and to exercise at local gyms or at home. All patients were evaluated at inclusion, six, 12 and 24 months. VAS, WOMAC, Lequesne, and measures of BMI, percentage of lean and body fat, Body weight, fat weight, lean weight, Hip-waist ratio (HWR), timed up and go (TUG), 30 second chair stand test (30CST), Timed up and down stairs (TUDS), 6-minute walk test (6MWT) and adherence to physical activity (IPAQ) were taken at baseline, six, twelve and 24 months. Results: Tables 1, 2 and 3 summarize the results. Groups were similar at baseline (p>0.05) except for WOMAC stiffness, that in all moments was, in average, 0.68 less in the study group (p=0.019) despite both groups improving progressively throughout the study period (p<0.05). Control group had a higher number of dropouts at one year (15 in total (25%), 13 in the first six months, without dropouts in the second year), whereas seven (12%) abandoned the EIG (six in the first six months and one before one year). At six months evaluation, all parameters were better in the study group (p<0.05) with the exception of HWR, TUG and lean weight. HWR and TUG did not vary during the study. Only the EIG improved pain (VAS) from baseline to all moments (p<0,002), but both groups improved pain by WOMAC pain with similar results at 2 years. Lequesne, TUDS, 6MWT, IPAQ results improved in all moments for both groups without a significant difference between groups. WOMAC function and total and the 30CST improved faster in the EIG with more than 15 points difference in WOMAC at 6 months (At two years, groups presented similar results with loss of the EIG results and continued gain of the CG). Only the EIG reduced body weight (p<0.001), BMI (p=0.002), fat weight (p<0.05) in all moments. Both groups reduced and had similar percentage of body fat at two years follow-up (with gain in body fat percentage of the EIG in the second year and continued loss of the CG during the study period). Conclusions: In patients with multiple OA (and knee OA), both methods improve pain and function. The extended intervention program improves more rapidly pain, adherence to the program and physical activity level, and function when compared to a two-day class only group. Loss of body weight, fat weight and BMI was only achieved by the extended program with partial loss of results probably due to ceasing group interventions after 6 months.View Large Image Figure ViewerDownload Hi-res image Download (PPT)View Large Image Figure ViewerDownload Hi-res image Download (PPT)

Do Medical School Textbooks Accurately Represent Public Health Concerns? Addressing Discrepancies between References in Textbooks and the Actual Prevalence of Five Congenital Disorders

The pre‐clinical years of medical school are designed to give future physicians the foundational knowledge essential to practicing medicine. Characteristically, the curriculum explores vital topics such as anatomy, physiology, biochemistry, pharmacology, immunology, and other basic sciences. In addition to learning about the “typical” function in a healthy patient, medical students are also taught “pathological” conditions they may see in their clinical settings to discuss treatment, prevention, and prognosis. Due to lecture hour time restraints, it is not possible to speak in depth about every relevant condition; therefore, courses usually assign textbooks to provide additional information to students outside the classroom. We sought to explore the relationship between the frequency with which certain congenital differences were identified in textbooks used in medical school courses, and the prevalence of those conditions within patient populations in the United States. A sample of allopathic and osteopathic schools were surveyed to compile a list of 121 textbooks used in years one and two of medical school. These books were examined to evaluate the references to five congenital conditions with teratogenic and/or genetic origins: congenital cytomegalovirus (cCMV), Zika virus, fetal alcohol syndrome, spina bifida, and Down syndrome. Frequency of mentions was defined as the presence or absence of the name of each condition determined by both automated and manual searches of the texts. Prevalence rates were taken from the Centers for Disease Control and Prevention (CDC). Our results indicate that the frequency of mentions of the selected conditions do not accurately reflect the prevalence of these conditions in the United States as identified by the CDC. Most surprisingly, congenital cytomegalovirus was one of the least mentioned conditions in the texts, despite cCMV having the highest relative prevalence. Our results indicate that the foundational education that first and second year medical students receive through textbooks may not accurately represent their future patient populations. It is important to increase the representation of common, preventable teratogens in the basic science years of medical education in order to augment general physician awareness, which may translate to better patient education of common prevention techniques and health outcomes.

Growing Pains: Positive Learning Outcomes but Evaluation Fallouts from Flipping the Embryology Curriculum in an Integrated Medical Gross Anatomy Course

Although embryology lays a strong foundation for understanding gross anatomy, variations, and congenital anomalies, its educational contact hours in the North American medical curricula have become minimal and integrated with other subjects. This poses challenges for students to learn the spatially complex developmental processes, leading many to seek external online resources or resort to rote memorization for the short‐term, neither an ideal solution.To promote effective learning and retention, embryology curriculum was offered in a flipped‐class format in the Fall of 2019 for first‐year medical students. Eleven, 8–16 minute tutorial videos were produced for each hour of embryology lecture in the integrated anatomy course. Before each embryology lecture, students were required to view the tutorial and complete a quiz. The lectures were customized based on pre‐lecture quiz outcomes and in‐class poll to review the difficult concepts, to solve clinical cases, and to complete additional assessments. Before each test in the course, students completed 2 additional hours of active learning sessions, which provided a variety of resources, including more clinical cases, assessment‐based learning, and various visual and physical embryo models. In an IRB‐exempt (#19‐1716), retrospective study, students’ embryology exam performances from the flipped class curriculum were compared with the previous year’s data (2018). The 2018 cohort received nearly identical educational materials, including the learning objectives, active learning sessions, and assessments, but lectures were provided in didactic presentations. The embryology instructor was the same individual in 2018 and 2019.Embryology exam data were analyzed using Item Response Theory, controlled for item difficulty differences. The results reveal that the 2019, flipped‐class cohort (n=184) had higher embryology exam performances in all 4 exams than the 2018, didactic cohort (n=184). T‐Tests revealed that the 2019 cohort performed significantly higher than the 2018 counterparts on embryology in the 2nd exam (p&lt;0.01) and the comprehensive final (p&lt;0.05). Interestingly, in student evaluations, the same embryology instructor was rated significantly lower on educational effectiveness by the 2019 cohort compared to the 2018 cohort. Thematic analysis of the evaluation comments revealed that though 2019 students found the instructor likable and appreciated the resources, efforts, and enthusiasm, the overwhelming majority disliked the flipped classroom model, citing that it did not help them learn, caused more confusion, and lectures felt disorganized.The learning outcomes of this study are consistent with the literature indicating the effectiveness of the flipped classroom in student learning and engagement; however, the negative outcomes of the educator evaluation is alarming and points to the importance of student education about evidence‐based pedagogical practices and student buy‐in.

Art & anatomy: an everlasting relationship creating new insights in teaching surface anatomy.

This article was migrated. The article was marked as recommended. The purpose of this study is to briefly present the unique relationship between art and anatomy and propose the use of art in teaching surface anatomy, evaluating its effectiveness through a randomized control study. The use of art paintings in teaching surface anatomy to undergraduate medical students was investigated. In the "Surface Anatomy" student selected component (SSC), art paintings instead of classic anatomical images were used as an intervention (art group, n=30; control group, n=15) during six hours of revision lectures. Perceptions of students and impact of art paintings on performance were investigated. The vast majority of students considered the use of art paintings as an interesting approach, which made lectures more interesting and improved understanding. No impact on performance was observed since mean examination scores did not differ significantly (Control group:73.9±9.4; Art group:78.8±8.6, p=0.10). Students also stated that the use of art paintings moderately improved their level of art knowledge and proposed a visit to a museum for a live anatomy lesson using paintings and sculptures. In conclusion, the use for art paintings in teaching and learning surface anatomy is highly appreciated by students, seems to improve understanding and makes the educational process more interesting. It should be furtherly investigated to be considered for inclusion in future curricula.

Can stigmatizing attitudes be prevented in psychology students?

Background Stigmatizing attitudes have been found among psychology students in many studies, and they are becoming more common with time. Aims This study examines whether participation in clinical psychology lessons reduces levels of stigmatization in a population of psychology students and whether it leads to any change in stigmatization. Methods The study is a pre/post evaluation of the effectiveness of clinical psychology lessons (63 hours of lectures) as a tool to fight stigma. The presence of stigmatizing attitudes was detected using the Italian version of the Attribution Questionnaire-27 (AQ-27-I). Stigmatization was described before and after the lessons with structured equation modeling (SEM). Results Of a total of 387 students contacted, 302 (78.04%) agreed to be involved in the study, but only 266 (68.73%) completed the questionnaires at both t0 and t1. A statistically significant reduction was seen in all six scales and the total score on the AQ-27-I. The models defined by the SEM (pre- and post-intervention) showed excellent model fit indices and described different dynamics of the phenomenon of stigma. Conclusions A cycle of clinical psychology lessons can be a useful tool for reducing stigmatizing attitudes in a population of students seeking a psychology degree.

Automatic recognition of student emotions from facial expressions during a lecture

Emotions are of great significance in education as in all areas of human life. It is acknowledged that, although the cultures of people, the environment where they live, and the language they use vary, emotions that are evaluated as universal do exist. In this study, we examined the changes in the emotions of 67 students during the lectures of Basic Information Technologies who studied in three different departments in a state university in Mediterranean region. The facial expressions of the students were analyzed and digitalized in terms of the feelings of disgust, sadness, happiness, fear, contempt, anger and surprise by means of a software developed through Microsoft Emotion Recognition API and C # programming language. During the lecture, we studied how student emotions varied and whether this change was statistically significant according to their departments, gender, lecture hours, the location of the computer in the classroom, lecture type and session information. The lesson plan consisted of three stages: introduction, activities and closure. The significance of the difference in emotions and the relationship between emotion change and achievement were examined according to three different stages. The research showed that feelings of contempt, anger, fear and confusion increased, while feelings of happiness, sadness and disgust decreased in the first stage of the lecture. It was determined that the feeling of happiness increased rapidly, whereas all other emotions decreased during the closure section of the lecture. We found that only the feeling of sadness displayed a significant difference according to the departments. It can be suggested that the equipment that provides instant feedback to the lecturer by monitoring the students' emotions automatically throughout the lecture can be made available throughout the educational institutions, thus contributing to the increase in the quality of education.

Redefining Quality in Engineering Education through the Flipped Classroom Model

The students in engineering institutes are expected to be tech-savvy and have an appetite for technology-based learning. Sadly, most of the courses in the current Indian engineering education scenario are taught using straight lectures where students are made to play a passive role while the teacher takes the center stage. The need of the hour is to get the students out of this passive mode of learning and bring them to the forefront in the teaching-learning cycle. Most often than not, teachers utilize the class time teaching technical intricacies that are crucial to solving problems which leave very little time to do anything else. Hence, the onus falls on the students to apply the learning in the class to solve problems on their own outside the classroom which is far from ideal. The flipped class is a model wherein much of the technical content is delivered outside the classroom via a virtual platform which in turn makes the classroom a congenial place for discussions, problem-solving and promoting active learning in the presence of the teacher. Through this paper, a study has been conducted to bring in this modern technology into engineering education. The objective is to analyze the power of technology in teaching courses that require significant work beyond class hours. The flipped classroom model was applied on 32 final year Post Graduate students through the Android Mobile Application Development course. A fundamental topic was chosen that forms the base to build sophisticated Android Apps. Since it was very difficult to grasp the topic at one go, the class was flipped so that the students get ample time to go through the learning resources and come well prepared for the class. To begin with, the students were given the task of going through a lecture video from one of the NPTEL courses on Modern Application Development. However, the video shared was 22 minutes long and to simplify the learning experiences of students, a 3-minute Introductory video on the course content was shot and posted on the course website so that the students could first go through it before going into the actual learning material. During the lecture hour, an active learning strategy based on In-Class Teams was leveraged to drive home learning. Practicing a disruptive tool like the flipped classroom model shifts the focus from the teacher to the students and assists in restoring the balance. By flipping the class, the students are expected to go through learning material employing self-study and then come prepared for the deliberations in the class. As students go through the gist of the course content in advance, it becomes easy for the teacher to turn into a facilitator and assist in students learning during the lecture hours. Through the assessment of student’s interaction, preferences, and performance, the results of this study show that the students learn a whole lot better when technology is harnessed as opposed to the traditional classroom lectures.

Smart monitoring system for teaching and learning process at the university

Teaching and learning activities in the classroom require data collection on student attendance. The process of data collection on student attendance during lecture hours at the Information Technology Department, Politeknik Negeri Malang, is the responsibility of the lecturer. The lecturer calls and records students one by one to be written in an attendance form, then the form will be recapitulated to the system by administrative staff. This causes frequent errors in the recapitulation of student attendance. Errors in the recapitulation of data and a large number of attendance data that must be recapitulated will certainly make the process ineffective and inefficient. This study uses a smart card to facilitate the process of identifying students during teaching and learning activities in the classroom. Students and lecturers use smart cards to record their attendance before and after lecture hours. Every card contains a serial number to be scanned on the Near Field Communication (NFC) Reader. The serial number of the card owned by the student or lecturer will be sent to the server to validate whether or not the data is in the database. The data used includes lecture schedules, courses, classes, lecturers, and students that are stored in the database. The result of a smart monitoring system is the ability to manage data on the system, as well as recording attendance data.

Проблема качества образования в условиях цифровой экономики

Новые компьютерные технологии позволяют радикально модернизировать процесс образования, и эти возможности реализуются на наших глазах. Автор при этом отмечает, что у гуманитариев они вызывают опасения. Школьники и студенты все меньше читают книги и все больше получают ин­формацию в Интернете. На очереди сокращение лекционных часов. Уже очевидно, что эрудиция профессора уступает, например, Википедии. Кроме того, открывается возможность онлайн курсов, которые подготовлены ведущими специалистами и могут восприниматься в любой точке земного шара, где есть доступ в интернет. Экономистов беспокоит тот факт, что затраты на&nbsp;образование не только не снижаются, а наоборот растут. Государство уже не в силах нести это бремя. И цифровизация сегодня открывает новые возможности для повышения производительности, а также расширения доступности, мобильности и преодоления различия между престижными и&nbsp;остальными университетами. Сегодня на рынке образовательных услуг выигрывает тот, кто побеждает в борьбе за рейтинги. Вместе с тем, автор подчеркивает, что вопрос о качестве необходимо обсуждать в более ши­роком контексте, а именно учитывать, что образование – это важнейшая составная часть социального капитала, который обеспечивает успех в международном соперничестве. Поэтому экономия на образовании в долгосрочной перспективе приводит к отставанию и утрате влияния. Менеджмент, основанный на цифровых технологиях, не является панацеей. Используя&nbsp;новые возможности, не следует забывать о традициях.

The Opinion of "Teaching of Vocational Subjects and Practical Training" Students on the Practice Teaching Process

The main goal of this contribution is to present the views of students of pedagogy on the teaching practice, which is organized by the Institute of Lifelong Learning in cooperation with secondary technical schools. This teaching practice is organized by the Institute of Lifelong Learning in cooperation with secondary technical schools that agreed to be the training schools for our students. The teaching practice period lasts 14 days for each student. Students have to shadow their supervisor teacher for a specific number of lecture hours. Then they have to teach a couple of lectures on their own. The sources for this study were teaching practice diaries of students, who took part in this process and the students’ responses to the sentence completion method questionnaire that they completed after the teaching practice period. The method provided a deeper qualitative understanding of the issue. The qualitative analysis revealed four categories: teaching practice as a stressor; barriers in the teaching practice; stress reduction during the teaching practice; creating a personal teaching concept. This paper deals with the first three of these categories. The final part of the paper is a reflection on possible ways how to raise the quality of the teaching practice both for students and participating institutions.

Teaching Method Reform of Inorganic Chemistry under Background of Reduction of the Lecture Hour

Teaching Method Reform of Inorganic Chemistry under Background of Reduction of the Lecture Hour

Підготовка вчителів у 50-60 роки ХХ ст.

In the context of Ukraine’s European integration aspirations, economic and political globalization, the rapid development of science and technology, the sociocultural role of the teacher significantly increases, since he is the guarantor of the future state, preparing new generations for the fulfillment of social responsibilities, and forms the culture of youth. That is why we consider it necessary to study historical experience and adapt the best pedagogical ideas of the past to modern conditions. The aim of the article was to study the experience of teacher training in the 50-60 years of the twentieth century and the definition of ideas that can be applied in modern times. Based on the study of archival materials, we came to the conclusion that the positive ideas that are relevant for our time are: the selection of the best for admission to study at pedagogical universities; the presence of a letter of recommendation from an educational institution, from a place of work or society; when entering a pedagogical university, give preference to those who have practical pedagogical experience. When organizing the educational process, preference was given to education and organization of collective work, which forms the ability to work in a team, and is relevant for our time. One of the directions in the training of teachers was to bring learning closer to the realities of the school. Lectures on the “Pedagogy” course were in large volume – 80 lecture hours. Among the shortcomings in the organization of the pedagogical process that are common for the past and present: the mismatch of the pedagogy program with the requirements of society, the need for continuous improvement of textbooks, methods, forms of work, methods teaching, the lack of a single generally accepted position on the definition of pedagogical concepts. However, problems with the lack of textbooks and methodological support are no longer relevant today due to the creation of the Internet network and electronic resources.

Building capacity to provide innovative interventions for early psychosis in mental health professionals

Abstract Despite international guidelines, cognitive behavioural therapy for early psychosis (CBTep) is still under-used in daily clinical practice, mainly due to the lack of specific skills among mental health professionals. The aim of the study was to evaluate the feasibility and efficacy of a CBTep training course and to investigate the impact of trainees’ variables on the level of skills acquisition. An intensive and graded CBTep training programme consisting of 112 hours of plenary lectures, 30 hours of group supervision and 3 months of practical training was offered to mental health professionals of 65 Italian community Mental Health Centers (CMHCs). CBT expert psychologists were used as the comparison group. Participants underwent pre-planned exams to test the level of skills acquisition and were requested to complete a satisfaction survey. The vast majority of participants (93%) completed the training with medium–high evaluation scores and reported to be highly satisfied with the course. CMHCs staff members achieved high scores in the examinations and no major differences between them and CBT expert psychologists were found in most of the final exam scores. Our results support the feasibility and the efficacy of the training to build specific CBTep capacity in a large cohort of professionals working in Italian Generalist Mental Health Services. Key learning aims (1) To understand the capacity building of a short training programme in CBT for early psychosis dedicated to community mental health professionals. (2) To consider the optimal characteristics of a CBT training programme for early psychosis. (3) To reflect on the feasibility of a CBT training programme for early psychosis in the context of Italian Community Mental Health Services.

The Assesment of Primary School Teachers’ Opinions About Course Supervision of School Principals

‘MEB Rehberlik ve Teftiş Başkanlığı ve Maarif Müfettişleri Başkanlıkları Yönetmeliği’nin 24.05.2014 tarihinde yayımlanarak yürürlüğe girmesi ile ders denetimi görevi müfettişlerden alınarak tamamen müdürlere devredilmiştir. Bu çalışmada öğretmenlerin okul müdürlerinin ders denetimlerine ilişkin görüşleri, ders denetimi görevinin tamamen okul müdürüne devredilmiş olmasını nasıl karşıladıkları ve okul müdürlerinin ders denetimlerini etkili bulup bulmadıkları araştırılmıştır. Çalışmanın, ders denetiminin daha işlevsel hale getirilmesine katkı sunması amaçlanmıştır. Araştırmada olgu bilim deseni kullanılmıştır. Araştırma 2016-2017 eğitim öğretim yılı içerisinde Amasya’da bulunan bir ilkokulda görev yapan sınıf öğretmenleri ile gerçekleştirilmiştir. Çalışma grubunu 10 sınıf öğretmeni oluşturmaktadır. Veriler 12 soruluk yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmadan elde edilen bulgulara göre: Öğretmenlerin %80’i ders denetimlerini okul müdürlerinin yapması gerektiği görüşündedirler. Öğretmenler kendilerini denetleyen kişilerin bir ya da iki ders saati içerisinde kendilerinin öğretmenlik becerileri ile ilgili çıkarımlarda bulunmalarından memnun olmadıklarını okul müdürünün denetleme konusunda daha objektif ve doğru kararlar verdiklerini düşündüklerini ifade etmişlerdir.

ATTENDING UNIVERSITY COURSE AND ISLAMIC BOARDING SCHOOL: THE CASE OF PAI STUDENTS OF IAIN SALATIGA (Study of Motivation and Implications for Adversity Quotient)

&lt;p&gt;The purpose of this research is to find out the motivations of PAI (Islamic Education Department) students at IAIN Salatiga to choose to attend lecture&lt;em&gt; &lt;/em&gt;and&lt;em&gt; nyambi nyantri&lt;/em&gt; (attending Islamic boarding school course) and to reveal their implications for adversity quotient. This study implemented a phenomenological approach and data were obtained through interviews, observations, and documentation. The results of this study indicated that, the motivations of PAI students in IAIN Salatiga choose to &lt;em&gt;nyantri nyambi&lt;/em&gt; lectures namely to fill their free time outside of lecture hours, to study religion more deeply, to continue their Islamic boarding school study, to consider the Islamic boarding school to be in line with the study program taken, to get a mandate from &lt;em&gt;Kyai&lt;/em&gt; (religious authorities preferred by Javanese community) to study while &lt;em&gt;mondok&lt;/em&gt; (living in Islamic boarding school), and their parents do not allow them to continue their study to college if they live in homestay. While the implications for the adversity quotient of PAI students of IAIN (State Islamic Institution) Salatiga are to have great aspirations, shown by the desire to graduate as soon as possible with a cum laude GPA, continuing their study to master degree, be able to read and master &lt;em&gt;kitab kuning&lt;/em&gt; (the traditional Islamic manuscript); be able to face difficulties, demonstrated by being able to go through difficult times of adaptation, be able to overcome economic difficulties; having great self-confidence which is shown by interpreting difficulties as encouragement in achieving goals.&lt;/p&gt;

A study to assess the effectiveness of a structured teaching programme on knowledge and practice of safe insulin administration among nurses in a tertiary care hospital: A pre-post design

Background and objective: Diabetes Mellitus (DM) is not only a health issue but also an economic issue in India. Incorrect insulin injection techniques can lead to side effects such as pain, lipohypertrophy, and poor glycemic control. We designed the present study to assess nurses’ knowledge about safe insulin administration and evaluate the role of a planned teaching programme on knowledge and practices of safe insulin injection techniques in a group of nurses in tertiary care hospital.Methods: This is a pre-post design to study the effectiveness of the structured training programme - one hour of didactic lecture followed by demonstration of safe injection practices. Demographic data and knowledge about safe insulin practices were collected at baseline. We conducted two post training assessments–day one and three months after training. The injection practices were assessed using a check-list. We used the random effects linear regression model to identify factors associated with change in scores over these three observations.Results: The mean (SD) scores for insulin knowledge at baseline was 6.81 (2.28). It significantly increased to 16.85 (1.84) immediately after training (p &lt; .001). These scores reduced significantly after three months compared with post-training scores (14.18 [2.14]; p &lt; .001). A significantly higher proportion of nurses had used re-suspension technique for insulin injection after three months (76.3% vs 52.5%, p = .003) and cleaned the injection site with alcohol swab before injection (93.8% vs. 75.0%, p = .001). On an average, knowledge scores changed by -0.15 (95% CI: -0.29, -0.02; p = .03) with each unit increase in age (years). The average score in nurses with a degree was significantly higher compared with those who had a diploma (1.02, 95% CI: 0.28, 1.76; p = .007).Conclusions: The study demonstrated that insulin injection practices improve with adequate guidance and information. However, there is a need to have a regular training programme to sustain the practices. Certain practices such as site rotation and assessing lipo-hypertrophy, and the relation between these two should be emphasized in these sessions.

PENERAPAN STRATEGI PRACTICE REHEARSAL PAIRS PADA MATA KULIAH SENI TARI DAN DRAMA DI UPGRIS

This study aims to measure student learning outcomes and analyze the character education process in dance and drama courses at UPGRIS PGSD Study Program through practice rehearsal pairs. The research method used is a quantitative-qualitative mixed method. The target of this research is focused on dance and drama lectures in the even semester 2017/2018. The research was conducted at the Elementary School Teacher Education Study Program, Faculty of Education, University of PGRI Semarang. There are 4 data collection techniques used in this study, namely observation, interview, questionnaire and document study. The data validity technique used is triangulation technique and source triangulation. Data analysis techniques use the Gain index formula for quantitative analysis, and analysis of learning concepts and character education for qualitative analysis.The results showed that the application of rehearsal pairs practice strategies can improve student learning outcomes in the appreciation of dance material by bringing Dolalak dance. Measurement of learning outcomes is done by Gain index and get the result of g = 1,02 or g bigger than 0,7 which is included in the high category. Increasing student learning outcomes are influenced by learning materials, learning methods, and student factors themselves. Students become more enthusiastic to practice outside of lecture hours because there are friends who become their study partners. The adoption of pairs of rehearsal practice strategies can also strengthen character education for students, including caring, cooperation, responsibility, and democratic character, which is strengthened through face-to-face lecture processes and independent training tasks.

Face Recognition Based Attendance System

The objective of the attendance system is to provide an alternative means to the traditional attendance system which consumes 10 to 15 minutes of time in 50 minutes of lecture hour. It also aims at eliminating human errors and proxy in recording the attendance of the student. This can be achieved by using face recognition for monitoring the attendance of the students in a class. The face recognition process is carried out by using the Cognitive Face API which follows the Principal Component Analysis (PCA) algorithm. Initially, the dataset of the students in a class are collected. The dataset is collected in a manner that for each student, a set of 25 images in various angles is collected. The features are extracted from the images that are collected by using the cognitive face API and the database is formed. The image of the class in columns is acquired immediately, when the input image is acquired by using a mechanical set up which captures image based on hour, the number of faces in the input image is detected. The detected faces are cropped and then stored in a folder. The features of the cropped faces are also extracted and it is compared and matched with the features in the database. When the feature matches, the attendance is marked for the particular student in the spreadsheet and then the attendance report of the class is being uploaded in the web-page. Thus, the attendance of the student can be recorded in an effective manner. This paper also helps in avoiding human error which is unavoidable.