Mandatory Assignments Research Articles

Analisis Kritis Critical Book Review Buku Ajar Anatomi Fisiologi Karya Heni Puji Wahyuningsih dan Yuni Kusmiyati

Critical book review is one of the mandatory assignments given to students to review a book in the sense of focusing on evaluation (explanation, interpretation, and analysis) of the book's strengths and weaknesses and how the book affects the way of thinking and increases understanding of a field of study. Teaching materials for Physiological Anatomy by Heni Puji Wahyuningsih and Yuni Kusmiyati are a comprehensive learning resource to understand the structure and function of the human body. This book discusses various organ systems in detail, from the cellular to the macroscopic level. Its clear explanations and informative pictures make this book easy for readers to understand. This study aims to find out the discussion of teaching materials in detail. This study uses a literature study method, namely collecting data from various literature or scientific references and physiological anatomy books. The results of the critical analysis of the research are teaching materials discussing the physiological anatomy of the human body, where anatomy is the study of the structure and relationships between body parts of living things, and physiology is the study of the study of the function of body parts

Can Music Reduce Stress and Anxiety in the Operating Room Team? Insights from a Cross-Sectional Study in Northern Italy Healthcare Services.

Music evokes positive emotions and reduces stress and anxiety. Operating room (OR) staff face various challenges which can lead to high levels of stress. The aim of the study is to assess whether listening to music during intraoperative phases improves the work environment by reducing anxiety and stress in the entire surgical team. A prospective observational study was conducted from February to September 2023, involving medical personnel, nursing staff, and nursing students. They were divided into two groups: Group 1 with music during surgical procedures, and Group 2 without music. Participants were administered two validated instruments: the Zung Anxiety Self-Assessment Scale (SAS) to measure anxiety, and the Positive and Negative Affect Schedule to assess emotions generating stress. Additional items were included for demographics, job satisfaction, and the organization method. Music did not impact anxiety, but increased positive emotions while reducing negative ones. Music had an ancillary effect, highlighting the need for significant organizational interventions aimed at increasing operator satisfaction, including offering voluntary instead of mandatory assignments to nursing staff. Music appears to reduce stress in the intraoperative team when supported by a positive work environment in which assigned operators have chosen to work in the OR.

IMPLEMENTATION OF INTERNAL AUDIT FOLLOW-UP OF THE INDONESIAN GOVERNMENT INTERNAL AUDIT STANDARDS VERSION AT INSPECTORATE I OF CHIEF INSPECTORATE OF THE SECRETARIAT GENERAL OF THE HOUSE OF REPRESENTATIVES OF THE REPUBLIC OF INDONESIA

This research aims to determine the implementation of the follow-up internal audit recommendations of the Indonesian Government Internal Audit Standards version at Inspectorate I. Based on Attribution Theory by Fritz Heider (1958), human behavior is deviant and tends to benefit itself due to internal and external factors, so supervision and control are needed to achieve good, clear, and clean governance. This research uses a qualitative approach with data collection methods through interviews and documentation studies. This research concludes that Inspectorate I has implemented some of the follow-up internal audit recommendations according to the Indonesian Government's Internal Audit Standards version. The constraints found in mandatory assignments that have not been captured in the Annual Audit Internal Activities Program, absence of monitoring activities, lack of leadership commitment in completing audit internal recommendations, and lack of awareness from clients to complete audit internal recommendations. Therefore, it is necessary to share the mandatory assignments to Inspectorate II through the authority of The Chief Inspectorate, programming audit internal recommendations monitoring 2 (two) times a year, implement audit communication optimally, and cascade the follow-up of auditor internal recommendations to the clients/units Key Performance Indicators.

Research on an assessment method : student feedback on video-feedback on mandatory assignments

At the Inland Norway University of Applied Sciences, Norway, we have a study programme called Knowledge Management. Here we have tested out video-feedback on mandatory assignments. In order to assess how students perceive this type of feedback. Previous studies show that students value feedback and supervision almost higher than lectures and other learning activities. Feedback and supervision will guide improvement and is thought to support the experienced learning outcome. However, our experiences are that students are mostly concerned whether or not the assignments are approved. Hence, providing targeted feedback may or may not be reflected upon. In order to obtain the students’ attention to the feedback provided, we have tested out video-feedback. The idea is that a video file may make it more personal and thus be perceived as more targeted to their assignment. Through our research we would like to unveil several issues; if it contributes to the students’ learning outcome, if they find it useful, and if they understand how to improve their assignments. In this paper, we will argue for an abductive method towards researching this topic as we will iterate between theory that will enlighten us as we are conducting the study. We chose to view this as a case study and as we are interested in the students’ perceptions, we argue for a qualitative study where we conduct semi-structured interviews, both individually and in groups. We will present the research method in detail as well as our discussion of the appropriateness of this qualitative method.

Do Young People Really Know How to Collaborate for Common Success? Study on Undergraduate Students’ Perception of Collaborative Work in a Spanish University

This paper studies undergraduate student attitudes towards team-based projects, connecting those attitudes to challenges and overall perception of this work. This study was conducted with 220 students in the context of three subjects taught at a Spanish University, that included collaborative projects as mandatory assignments to be developed over the course of the subject. The instrument was a Likert scale-based questionnaire. As a methodology, the Rasch model was used, making it possible to apply indirect measuring of students’ development level of various skills. The findings point to the difficulty in solving specific communication needs and managing students’ involvement and commitment to the project. The results obtained through Differential Item Functioning analysis (DIF) show that gender, year of study, students’ age, academic degrees, and the context of curricular subjects influence significantly the acquisition of skills related to collaborative work, facilitating or hindering their development among university students. These results have practical implications for the design of collaborative projects within higher education academic programs. They also suggest that the way collaborative work is usually planned is not very effective and should be reconsidered.

Mandatory Assignments and Learning Achievement in a Mathematics Service Class

Homework completion and self-regulatory ability have both been extensively studied to examine their impact on learning achievement. Moreover, the reciprocal nature of how these two qualities affect one another is also an area of research. While evidence shows that voluntary completion of assigned homework predicts self-regulation in students, a natural question is whether this can be facilitated with mandatory homework assignments. Research to this extent has been tentative: results are often positive, but issues with experimental design preclude strong conclusions or repeatability of the experiment. This paper aims to quantify the effect of mandatory homework assignments on learning achievement at the tertiary level while improving on the experimental design of existing research.

IMPROVING STUDENT EXCEPTION AND LEARNING OUTCOMES THROUGH A SUMMARY STRATEGY (CHILDREN EDUCATION MATERIALS IN SD)

The final condition expected after the implementation of the research is that as many as 80% of students complete the material as seen from the suitability of the summary results with the aim of tutorial activities, and the average score of students when working on mandatory tutorial 2 and tutorial 3 mandatory assignments has an average increase of more than 3 In the first cycle, the number of students who completed the material was only 6 people or 50%. This means that there are still 50% of students who have not finished the material because the results of the summaries made are not by the learning objectives. In the second cycle, the number of students who completed the material increased to 83.33% or 10 students, which means that there was an increase of 33.33%. In the implementation of the mandatory tutorial assignment (TT2) assessment, class VIII A students obtained sufficient average scores satisfactorily is 82, 07 when compared with the average result of the 3 tutorial compulsory assignment assessment, namely 85.17. Although the average TT3 results are not too high, the difference in value is quite fantastic, namely 3.10, more than 3. This means that student learning outcomes seen from the average value of mandatory tutorial assignments have increased and met the performance indicators set.

Optimization of Threshold Logic Networks with Node Merging and Wire Replacement

In this article, we present an optimization method for threshold logic networks (TLNs) based on observability don’t-care-based node merging. To reduce gate count in a TLN, it iteratively merges two gates that are functionally equivalent or whose differences are never observed at the primary outputs. Furthermore, it is able to identify redundant wires and replace wires for removing more gates. Basically, the proposed method is primarily adapted from an ATPG-based node-merging approach which works for conventional Boolean logic networks. To extend the approach for TLNs, we develop a method for computing mandatory assignments of a stuck-at fault test on a threshold gate and a method for conducting logic implication in a TLN. Additionally, to achieve a better optimization quality, we integrate the proposed method with other optimization methods. The experimental results show that the overall optimization method can save an average of approximately 4.7% threshold gates for a set of TLNs which are generated by using the latest TLN synthesis method. The experimental results also demonstrate the efficiency of the optimization method.

With directed study before a 4-day operating room management course, trust in the content did not change progressively during the classroom time

Study objectiveA 4-day course in operating room (OR) management is sufficient to provide anesthesiologists with the knowledge and problem solving skills needed to participate in projects of the systems-based-practice competency. Anesthesiologists may need to learn fewer topics when the objective is, instead, limited to comprehension of decision-making on the day of surgery, We tested the hypothesis that trust in course content would not increase further after completion of topics related to OR decision-making on the day of surgery. DesignPanel survey. SettingA 4-day 35hour course in OR management. Mandatory assignments before classes were: 1) review of statistics at a level slightly less than required of anesthesiology residents by the American Board of Anesthesiology; and 2) reading of peer-reviewed published articles while learning the scientific vocabulary. SubjectsN=31 course participants who each attended 1 of 4 identical courses. MeasurementsAt the end of each of the 4days, course participants completed a 9-item scale assessing trust in the course content, namely, its quality, usefulness, and reliability. Main resultsCronbach alpha for the 1 to 7 trust scale was 0.94. The means±SD of scores were 5.86±0.80 after day #1, 5.81±0.76 after day #2, 5.80±0.77 after day #3, and 5.97±0.76 after day #4. Multiple methods of statistical analysis all found that there was no significant effect of the number of days of the course on trust in the content (all P≥0.30). ConclusionsTrust in the course content did not increase after the end of the 1st day. Therefore, statistics review, reading, and the 1st day of the course appear sufficient when the objective of teaching OR management is not that participants will learn how to make the decisions, but will comprehend them and trust in the information underlying knowledgeable decision-making.

Students’ Redesign of Mandatory Assignments in Teacher Education

This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students’ learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students’ academic development and the possible transfer of certain literacy practices to their occupational lives.

Digital collaboration inside and outside educational systems

This article takes its outset in findings from an ongoing research project investigating the use of digital and multimodal resources in teacher education (TE) in Norway. The material studied is mandatory assignments in different courses in TE, asking how teacher students collaborate through digital media in their production of texts for learning, and how the design of these literacy practices can be influenced through the teachers’ design of the assignments. In focus group interviews the researchers found that the students preferred organizing collaborative processes through Facebook groups rather than through the university’s learning management system. This created a space between formal and informal learning, often mediated by “power users” performing a curatorial function on behalf of the group. Furthermore, the quality of the processes seemed to depend on how the assignments were designed for different modes and for individual or group work. The tasks that inspired genuine collaborative learning were characterized by a certain complexity in terms of multimodality and technology, or professional knowledge combining academic and practical experience. In other cases tasks to be performed in groups were split between the students, and probably did not add the same value to individual learning. This is discussed as an encounter between the teachers’ design of the assignments and the students’ design of their learning processes. When teacher students tell us how they work with assignments, they at the same time explain how their knowledge is designed through social and textual practices. Reflections on these practices are relevant to developing their awareness of didactic design in their future profession as teachers.

Implementing evidence based health skills in practice through higher education

The promotion of a sustainable evidence-based health care practice requires multiple efforts. Since master’s level courses in health sciences in Sweden target practicing professionals, integrating knowledge and skills related to evidence-based practice into higher education is one way of reaching this goal. Here we describe the implementation of the course Evidence Based Practice, 7.5 ECTS at the Master of Medical Sciences program at Lund University, Sweden. The course is elective and enrolls registered nurses, physiotherapists and occupational therapists, i.e. the main fields. It is internet based, with five seminars on campus. The learning activities are interprofessional, with each student taking a bearing on their main field. The mode of teaching applied is Targeting Specific Skills of Evidence Based Practice [1]. Examples of learning outcomes are: Independently identify, explain and discuss methods for developing evidence-based practice; independently identify problem areas and formulate appropriate clinical questions (CQ); identify, critically review and discuss evidence-based knowledge in healthcare. Besides lectures and seminars the students have four mandatory assignments: 1. Define 3-4 relevant CQ for the course. 2. Review the literature related to the CQ above, and classify two papers according to the PICO map [1]. 3. A clinical guideline is critically reviewed and summarized according to a checklist [2]. 4. A web-site focusing on health information for lay people is critically reviewed and summarized. Teacher feedback is given throughout. The examination is an individual paper. Following the PICO map CQs are identified and formulated. The literature is systematically reviewed and the five papers with the highest evidence are critically appraised and summarized, including a popular science abstract. At the final seminar the students present and defend the paper orally, including an opposition on another student’s paper. In their evaluations the students express above all that they search and review scientific papers more systematically and critically. They state that they now know how to frame CQs and that they apply the acquired knowledge and skills in professional practice. The implementation of this type of course into higher education is a feasible way to enhance the use of evidence based knowledge and skills in health care practice.

Cooperative learning in a Soil Mechanics course at undergraduate level

The implementation of the Bologna Process enforced a significant change on traditional learning models, which were focused mainly on the transmission of knowledge. The results obtained in a first attempt at implementation of a cooperative learning model in the Soil Mechanics I course of the Department of Civil Engineering of the University of Aveiro, Portugal, are presented and discussed. The students were confronted with situations recreating a professional atmosphere in Geotechnics. Mandatory project team assignments to be prepared in groups were implemented, where each student had to fulfil specific and rotational roles, namely, laboratory/informatics technician, analyst, reporter and coordinator. To assess the implemented model, several strategies were used: students’ feedback; marks monitoring; questionnaires.

Symposium 11: Learners' experiences of blended learning environments in a practice context

This project focuses on students studying courses with a work-based learning element. Such courses may require students to do a number of days of practice learning as a compulsory and assessed part of the course. Others develop practical skills as the content of the course or focus on the work practice experience of students. Seven courses have been identified, drawn from Health and Social Care, Mathematics, Computing and Technology, and the Business School. The project focuses on the key research aims of the JISC elearning programme, and constitutes a distinctive context in adding the work and practice dimension to what is to be explored. Issues of skills development and reflecting on practice are central to these courses. Students are also studying part-time and many are older than 25. The project aims: to investigate: the student experience in terms of learners' choices, the critical moments in their evolving practice, and their personalisation of tools and systems; the impact of institutional policies and systems the impact of course-level pedagogic practices and learning outcomes the experience of highly skilled communicators and networkers. A case study on each of the seven courses involved is in the process of development, prior to data collection from students. Interviews with course designers and tutors are being used to surface key issues, some of which can be taken forward into the interviews with students. Issues of student orientation and the design of courses incorporating significant ICT elements are already generating interesting and inter-related issues at this stage in the research process. Students' orientation to technology differs and this creates different kinds of challenge for course providers. For example, students recruited to courses in Health and Social Care include many who are not enthusiastic technology users. Finding themselves studying a course where ICT exercises are assessed and compulsory is described as a'culture shock' by tutors. By contrast, students on a second level Technology course are described as self-selecting and computer literate. ICT integration into course teaching however has required new kinds of design solutions to be devised. A Business School post-graduate course teaches the required ICT skills in an initial tutorial and subsequently summarises this in a wiki. Health and Social Care'front loads' ICT into the first of three courses in the Social Work degree and integrates assessment of key activities into the mandatory assignments and end of course assessed component. The blended aspect of some courses also creates a particular challenge in designing online forums. These can be heavily used in a course where students have to collaborate to generate wiki pages. In a more traditional course context, where the forums are meant for a discursive, group seminar approach, participation has been of good quality from a core in the tutor group, but others have taken part in a more perfunctory fashion - doing just what is stipulated and engaging no further. This project is using a combination of qualitative and quantitative research. Interviews (face to face and telephone) will be analysed using nVIVO. Survey data will use well-established OU processes for online delivery and analysis. These will give us a framework setting a benchmark for how a representative sample of students on the courses use ICT for study, against which we can compare and contrast our qualitative data about particular students. We are also working with a number of Centres of Excellence in Teaching and Learning with shared interests in practice learning. These early findings will be expanded upon at the symposium, with a wealth of new data from the intervening months' work.

Breaking the Time Barrier

This study addresses issues related to mandatory versus optional service-learning assignments and presents findings from a study of an option-based service-learning program. Using qualitative data collected from students over two semesters, this study examines one of the biggest barriers students cite to successful participation in service-learning options-“not having enough time.” Typically, time constraints manifest themselves in one of two ways: first is students who elect not to participate in the service-learning option because they do not see the required time commitment as feasible; a second concern is the small percentage of students who have difficulty completing the hours for which they have signed up. With the majority of students employed part- or even full-time in addition to their school work, these time barriers are not surprising. A variety of strategies to help students “find the time” to do service-learning are explored.

Circuit optimization by rewiring

Presents a very efficient optimization method suitable for multi-level combinational circuits. The optimization is based on incremental restructuring of a circuit through a sequence of additions and removals of redundant wires. Our algorithm applies the techniques of automatic test pattern generation (ATPG), which can efficiently detect redundancies. During the ATPG process, certain nodes in the circuit must have particular logic assignments for a test to exist. Based on the properties of these mandatory assignments, we have developed theorems to eliminate unnecessary wire redundancy checking. This results in a significant performance improvement. The fast run time and the excellent scaling to large circuits make our Boolean optimization method practical for industrial applications.

A Functional Decomposition Method for Redundancy Identification and Test Generation

We present a new combinational circuit automatic test-pattern generation (ATPG) acceleration method called EST that detects equivalent search states, which are saved for later use. The search space is learned and characterized using E-frontiers, which are circuit cut-sets induced by the implication stack contents. The search space is reduced by matching the current search state against previously-encountered search states (possibly from prior faults), and this reduces the length of the search. A second contribution is a calculus of redundant faults, which enables EST to make many more mandatory assignments before search than is possible by prior algorithms, by effectively using its knowledge of prior faults proven to be redundant. This accelerates ATPG for subsequent faults. These methods accelerate the TOPS algorithm 33.3 times for the hard-to-test faults in the ISCAS ‘85 benchmarks, and the SOCRATES algorithm 5.6 times for the same hard-to-test faults, with little memory overhead.

School Integration Impacts on Residential Change: Evaluation and Tests

The assertions of links between school segregation and segregation in housing are evaluated in a case study of housing patterns and school integration in part of the Los Angeles metropolitan region. The indices of separation/segregation show that although schools in many instances were integrated with voluntary and then mandatory pupil assignments, the housing patterns changed little. However, there was a substantial increase in private school enrollment. This latter response is consistent with the residential choice literature which indicates significant white flight when there is intervention in school systems.