Types Of Courses Research Articles

Beyond the Curriculum: A Study of Awareness Regarding Research Work and Its Importance among Medical and Allied Undergraduate Students.

Background: Participating in undergraduate research in research-focused countries enhances students' critical evaluation, innovation, and contribution skills. Medical research is essential for undergraduates as it develops their critical thinking and analytical skills for innovation and aids in their professional growth. Many Indian students might be unaware of research opportunities because of insufficient exposure and guidance within their academic programs and restricted access to research facilities and mentorship at their educational institutions. Hence, this study aimed to check the awareness of medical and allied undergraduate students regarding research work. Methodology: Four hundred twenty-six valid responses were collected through an online Google form using snowball sampling from various healthcare disciplines, such as medicine, dental, nursing, Ayurveda, and physiotherapy. Data was collected from all over Maharashtra. The questionnaire had two sections: the first was regarding sociodemographics, and the other was an awareness tool, prepared and scored. Statistical analysis was done using Statistical Package for the Social Sciences (SPSS) 22. Results: Most students (82.6%) supported making research a compulsory part of their education. Medical students showed greater interest (69.2%) than paramedical students (64.2%). Non-English-medium and government institute students had significantly higher awareness scores (p < 0.001). The type of course and a lower socioeconomic status were strong predictors of awareness (β = 16.809, -2.365, respectively; p < 0.001). Conclusion: Over 80% of medical students supported mandatory research in their curriculum. The specific course type and lower socioeconomic status were the best predictors of research awareness.

The Problem of Grade Inflation: Measurement and Analysis

The article includes qualitative and quantitative analysis of the undergraduate student assessment system features in one of the universities in Russia in order to define presence of grade inflation. Grade inflation is understood as assignment of higher grades irrespective of improvement in student academic performance. Three types of grade inflation are considered: static, dynamic and differential. The authors offer interpretation of these types and suggest their methods for measurement. The authors use specially collected grade data base of grades for compulsory and elective courses received by several cohorts of students admitted to a public research University. Statistical and econometric methods are used for quantitative analysis. The authors propose course ranking based on the degree of grade distribution shift that can be interpreted as a relative measure of grade inflation that is similar to Pearson asymmetry coefficient. Distribution of grades for elective courses show signes of static grade inflation. Dynamic and differential grade inflation were not detected in the sample analyzed. The paper explores grade inflation control policy options that were part of the consultations with various groups of academic staff. These include: normative regulation of grade distribution; equalizing of grade distribution for different types of courses; stricter regulation of student course selection by types of courses. The paper could be useful for academic managers and higher education administrators and experts that study systemic issues in university education and assessment systems performance in particular.

The Tech Core Curriculum: Teaching Technology as a Core Competence

This panel addresses the ALISE Call for Proposals’ “questions of mutual interest” about integrating professional competences into pedagogy by providing interpretations and strategies for including information and communications technology (ICT) core competences into teaching and curriculum at ALA-accredited programs of Library and Information Science. Through an informal roundtable discussion followed by semi-structured and open audience solicitation, four faculty members who teach courses and modules in information technology from two ALA-accredited programs that have recently undergone curricular audits will provide an overview of technology core competences from the American Library Association and the Society of American Archivists (SAA). Discussions will include… Interpretations and interpretive problems with the ALA technology competence and sub-competences. A comparative interpretation of the Graduate Program in Archival Studies (GPAS) Curriculum’s technology competence from the SAA. How instructors have adapted these competences in courses and curriculum. How instructors have addressed student skill gaps and technophobia. A survey of which ALA-accredited programs do and do not have a technology core requirement as well as the types of courses that count for such a requirement. The pros and cons of a technology core requirement for ALA-accredited programs. Strategies for intentionally embedding technology competences in other required courses. A technology competence for programs that prepare information professionals of the twenty-first century appears at once essential and assumed. Previous studies show that graduate programs in library and information science have cut ICT core requirements in favor of embedding technology instruction in other requirements that principally satisfy other competences. Partly this is a solution to economizing core requirements in order to facilitate flexible course paths for students, and partly this is a solution to the vagaries set forth in standardized core competences, which remain media-agnostic.That is, the principles set forth in ALA core competences do not specify the types of technologies to address in any one competence, including the technology competence, making ‘technology’ an overly fungible term that can be applied to almost any instruction or practice. While theoretically media-agnosticism creates continuity with past and present analog means of information practices, all means of information practices are, of course, mediated. The majority of programs seem to make the assumption that ICT competence necessarily implies digital mediation. For larger, digitally focused programs in the iSchool movement, the assumption that ICT competence means digital competence further means that demonstrations and assessments of that competence are already embedded in the majority of courses. Compounding the assumption that digital practice satisfies ICT competence is an assumption of student digital nativity. While research has dispelled the myth of the ‘digital native,’ such a mythos persists in programs’ imaginations of their own graduate students who must de facto navigate sophisticated digital environments in order to participate in graduate programs of the twenty-first century knowledge economy. This roundtable aims at the outset to lay bare the tenuous relationship between standardized competences’ media-agnosticism and curricular assumptions of media-embeddedness. Then, participants will address strategies for curricular demonstrations of technology competence that are intentional, media-situated, student-focused, and strategic. Intentional: Rather than assume technological competence from demonstrated digital, information practices, instructors and programs should produce Stated Learning Objectives (SLO) and aligned assessment mechanisms that ask students to do more than demonstrate technology use. Media-situated: Students should understand that barriers to information access vary not just according to social vectors like race, gender, and income, but also by medium of access, which requires on the part of the student or information professional a media-comparative approach to ICT. Student-focused: Instructors should not assume student digital nativity or proficiency and should instead meet students where they are within a multi-dimensional matrix of technological practices and attitudes. In addition to being good pedagogy, a student-relational approach to technology also models exemplary user services. Strategic: Moving from the myth of the ‘tech savvy librarian’ of the early 00s, which largely relied on assumptions of generational digital nativity, instructors and programs should refocus on a model of the ‘tech strategic librarian,’ one who is not necessarily a coding-multilingual early adopter, but one who understands the stakes and intersections of technocapitalism, information capitalism, library resources, and community users. The highly interactive 90-minute roundtable will begin with a ten-minute introduction from the chair followed by three five-minute, informal statements from the panelists touching on the above topics. Semi-structured discussion from the panel will proceed for the second 25-minute block followed by open-room discussion and audience solicitation for fifteen minutes. This will leave a final 25-minute block for guided audience small-group discussion and reporting mediated by panelists. In small groups, audience members will be asked to generate Stated Learning Outcomes and assessment mechanisms based on the ALA’s technology sub-competences.

Selection of Outstanding Course Participants for Award Recipients Using the Topsis Method of Case Studies of Multilogic Course Institutions

A course institution is an organization or institution that provides educational or training programs in various fields. This institution aims to improve the skills, knowledge, and competencies of course participants. Course institutions can operate formally or informally and offer different types of courses, ranging from short-term courses to more intensive programs. Examples of course institutions include vocational training centers, language schools, computer centers, and other professional educational institutions. In this study, the author wants to explain the determination of outstanding course participants by applying the TOPSIS method to get alternative students who are close to positive ideals and far from negative ideals, based on data on participant values, among others, course certificate assessment criteria, course average scores, skills, final project scores and attendance, the value of giving awards to participants in order to further improve the quality of participant achievement so that the participants are more enthusiasm in learning. The purpose of selecting outstanding students to give awards is to appreciate and recognize the efforts, abilities, and outstanding achievements shown by students. This award aims to motivate students to continue to excel, increase their enthusiasm for learning, and encourage healthy competition among participants. In addition, this award also serves as an inspiration for other students to strive to achieve the best results in their field of pursuit. After doing the preference value of each alternative, the largest score is owned by alternative V14 (Dwi Intan Sari) with a value of 0.801. It can be concluded that the recipient of the award for the outstanding participant in Multi Logika is Dwi Intan Sari.

Teaching accounting in the era of ChatGPT – The student perspective

This study examines students’ perceived usefulness, intended future and current use of ChatGPT in a study context. Since the release of ChatGPT to the public, its potential impact on education, both positive and negative, has been heavily debated, but there is limited research on the students’ perception and use of ChatGPT. We find that students’ perceived usefulness of ChatGPT is increasing with variables such as general enthusiasm about new technology, ease of use, trustworthiness, and social influence from friends. The intention to use ChatGPT in a study context in the future is increasing with the same variables except for trustworthiness. Students who have previously used ChatGPT find it more likely that they will use it in a study context in the future. Several students seem to be aware that the answers from ChatGPT cannot always be trusted, but few mention that using ChatGPT in a study context can also have other negative effect on learning outcomes (i.e., if ChatGPT does much of the work instead of the student). The use of ChatGPT seems to depend upon type of course, and the students are more likely to use ChatGPT in other courses than accounting courses. We also find that students are most likely to use ChatGPT to answer course specific questions, and least likely to use it on exams.

Practice and Exploration of Integrating Ordinary Differential Equations into Course Ideology and Politics

Currently, ordinary differential equation courses in various universities in China generally emphasize the teaching of mathematical fundamentals, while neglecting the infiltration and application of ideological and political elements. With the active development of ideological and political education in university courses, universities should deeply explore the ideological and political elements contained in different types of courses, and the same applies to ordinary and differentiated courses. Based on this, this article discusses the importance of integrating ideological and political education into ordinary differential equation courses, and proposes two practical methods for developing courses: mathematical thinking and practical life integration, in order to provide reference and assistance for integrating ideological and political education into ordinary differential equation courses.

Personalized therapy and its side effects in patients with multiple sclerosis with depressive disorders

Depressive disorders in multiple sclerosis are the leading syndrome, but they have not been sufficiently studied. The clinical recommendations contain only a list of medications that were previously prescribed to patients with depression. To date, there is no description of the preferred groups of drugs for the treatment of depressive disorders, the starting dosage and timing of use, as well as possible adverse reactions when prescribing therapy to multiple sclerosis patients with depression. The purpose of this study is to search for optimal therapy for the relief of depressive disorders in patients with multiple sclerosis. Patients and methods: The study involved 203 patients with a confirmed diagnosis of multiple sclerosis (MS). The age of the patients at the time of examination ranged from 15 to 60 years, with the mean age of 39.7±10.91 years. Taking into account the type of course of the disease, MS patients were distributed as follows: 179 patients with relapsing remitting multiple sclerosis (RRMS) and 24 patients with secondary progressive multiple sclerosis (SPMS). The mean age of the examined patients with RRMS was 38±10 years; the duration of the disease was on average 8.23±6.57. The mean age of the onset of the disease was 30.2±10.5. The average disability index was EDSS 2.30±1.40. The age of the examined patients with SPMS was 46±9.00 years. The average age of onset of the disease was 33.33±8.02 years, and the level of disability was EDSS 5.70±0.30. All participants received multiple sclerosis disease modifying drugs (DMDs) and signed informed consent before being included in the study. The Beck's Depression Inventory was used to identify depression. The diagnosis of depressive disorder was established in accordance with the criteria of ICD-10 by a psychiatrist. Results and discussion: The choice of an antidepressant was made taking into account the type and degree of depression. Preference was given to the group of selective serotonin reuptake inhibitors (SSRIs), since MS patients poorly tolerate drugs with a strong sedative effect. Escitalopram was more often prescribed for anxiety depression, agomelatine for melancholic and hypochondriac depression, sertraline for asthenic depression, and fluvoxamine for adynamic depression. The starting dosage of the antidepressant in MS patients was almost twice as different from the dosage in the clinical recommendations for the treatment of depressive disorder. Due to the severity of neurological disorders, in a number of MS patients with the introduction of the starting dosage of an antidepressant, signs of sensitive ataxia, increased anxiety, and headaches were noted, therefore, the administration of an antidepressant was performed with slow titration. The association of side effects with periventricular foci in the frontal and parietal lobes of the brain has been revealed, which must be taken into account when prescribing therapy. Conclusion: Starting from the period of diagnosis of multiple sclerosis, patients need to be diagnosed for affective disorders, and risk factors that can cause depression need to be identified. When prescribing antidepressant therapy, it is necessary to take into account the type of depressive disorder, as well as the dosage of the drug, in order to exclude undesirable side effects.

STUDY OF SOMATIC AND GERMINAL MUTATIONS IN ARTERIOVENOUS MALFORMATIONS OF THE BRAIN USING WHOLE EXOME SEQUENCING

Rare vascular lesions known as brain arteriovenous malformations (bAVMs) are caused by shunts between cerebral arteries and veins that do not involve the capillary bed. The majority of bAVMs do not cause any symptoms, however some can be controlled by seizures and result in potentially fatal brain hemorrhages. Over the past ten years, significant advancements in our understanding of bAVM pathogenesis have been accomplished, primarily through the use of genome sequencing and biomolecular analysis. An autosomal dominant vascular disorder called Hereditary Hemorrhagic Telangiectasia (HHT, also known as Rendu-Osler-Weber Syndrome) affects about 1 in 5000 people globally and is associated with about 5% of brain AVMs, while the remaining 95% are due to sporadic mutations. The major aim of the project is to investigate genetic causes of sporadic forms of AVMs in the brain by means of whole-exome sequencing of tissues with AVM lesions and blood samples. Analysis of somatic mutations will broaden the understanding of AVM pathogenesis. This study was carried out in accordance with the Declaration of Helsinki's tenets and approved by the National Center of Biotechnology 's ethics committee (№9, 7 November 2023, ) Astana). Based on clinical data, the age range of the patients at the onset of the disease also encompassed 25 to 40 years. To confirm the diagnosis, MRI and CAG data were used to validate the diagnosis. Each patient completed a specially designed questionnaire with medical information (such as age of debut and type of course) and demographic data (such as age, gender, and nationality). Three patients were classified as having a Spetzler-Martin grade II, while one patient was categorized as grade III. The sizes of arteriovenous malformations (AVMs) varied from 0 to 3 mm in one patient (grade II) to 3 to 6 mm in three patients (grades II-III). AVM tissue specimens were obtained during clinically necessary procedures. Brain AVM tissues were collected during surgery, which involved trepanation and excision of the AVM. Blood samples were also collected from these patients. Both DNA and RNA were isolated from these tissue and blood samples for subsequent exome sequencing an. Qubit 2.0 fluorometer was employed for more precise determination of DNA concentration, given that the nucleic acids will be utilized in future whole exome sequencing analysis. Whole exome sequencing was performed on six samples (blood and tissue) by Novaseq 6000 (Illumina). The annotated results were analyzed for the presence of single-nucleotide polymorphisms (SNP) and insertion-deletion mutations (Indels) between DNAs from the AVM tissue sample and blood. The GATK workflow was used for the analysis and annotation of the raw data, and vcf files were generated. Then, the variants were filtered for a quality ≥ 30 in Excel 1st blood 117554, 1st tissue 114715; 2nd blood 112972, 2nd tissue 116022; 3rd blood 112859, 3rd tissue 117168 and genotype differences between tissue and blood DNA samples 1st blood 114512, 1st tissue 111682; 2nd blood 110614, 2nd tissue 111982; 3rd blood 110564, 3rd tissue 112805. After selecting only non-synonymous, frameshift insertions and deletions variants with different genotypes in the blood and tissue samples, 1st blood 279, 1st tissue 277; 2nd blood 279, 2nd tissue 271; 3rd blood 275, 3rd tissue 268 variations were observed. Analysis of whole-exome data continues.

FC50: Development of a novel psychoeducational intervention promoting mental health in older adults: survey collection and curriculum design

Objectives: 1) To evaluate interest, logistics, and content for a curriculum to promote well-being in older adults by gathering data through surveys of nursing home populations. 2) To design a curriculum syllabus that can be carried out and shared by analyzing our survey data and combining it with evidence-based practices from the literature including positive psychiatry approaches and elements of different psychotherapies.Methods: Long-term and short-term care patients from Budd Terrace and A.G. Rhodes nursing homes were recruited to participate in a survey. Categorical frequency calculations were used to evaluate participant interest and logistical preferences. Ranked scores and distribution columns were used to evaluate course content.Results: 100 participants completed the survey. 55.1% expressed interest in attending this type of course. For class length, frequency, duration, and size, average preference was for 30 minutes, once a week, 2– 4 weeks, and 6–10 people, respectively. Between pillars, in order of priority, preferences were: meaning in life (ranked score 215), mindfulness (198), and social connection (157). Within the meaning in life pillar, preferences in order of priority were: gratitude for life lived (268), life priorities (249), sources of meaning (235), and goals (188). Within the mindfulness pillar, preferences in order of priority were: emotional stability (272), focusing awareness on the present moment (261), acknowledging and accepting thoughts and feelings (240), and self-compassion (187). Within the social connection pillar, preferences in order of priority were: increasing opportunities for social connections (266), enhancing social support (245), improving social skills (240), and addressing worries about social situations (169).Conclusions: By combining logistical and content preferences from our population sample with evidence-based practices from the literature, we have developed a psychoeducational course to promote mental health in older adults, centered around three pillars: meaning in life, mindfulness, and social connection. A curriculum syllabus complete with course description, learning Objectives, weekly topics/timelines, materials needed, notes, and handouts will be included with the final manuscript. The handouts can also be selected and distributed outside of a course context, such as outpatient clinics or inpatients settings, and curriculum elements can be incorporated into group or individual therapy.

Evaluation of education initiatives to increase delivery of age-friendly care in retail clinics.

The Age-Friendly Health Systems model, encompassing four key elements (4Ms)-What Matters, Medication, Mentation, Mobility-is integral to delivering high-quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits. Educational modules were provided to nurse practitioners and physician associates to complete in a self-directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M-Score) using descriptive statistics and a generalized linear mixed-effects model. Over 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36-1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose-response relationship with rate ratios between 1.77 (1.74-1.80, p < 0.001) for 1-2 modules beyond orientation, up to 2.94 (2.90-2.99, p < 0.001) for eight or more modules. The self-directed learning environment (e.g., providers self-select the number and type of courses) reflects real-world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives.

Effectiveness of compressed online undergraduate courses

AbstractAs universities seek to innovate to meet the needs of students, compressed courses are becoming more prevalent. This study compares a compressed‐format course to a traditional format course in economics that were each taught in the summer. Results indicate that student performance in a compressed course differs in meaningful ways. Effort‐based assessments show that students in a compressed course perform just as well and, perhaps, better than students in a traditional‐length course. However, assessments measuring mastery of course material indicate performance declines in compressed courses. Student ratings also indicate that students may perceive their experience in a compressed course as being worse than in a traditional format. This article analyzes the differential performance between the two types of courses and provides a discussion regarding possibilities for future compressed course design.

Exploring Perceived Stress Among Clinical &amp; Non-clinical Students in Mumbai: A Cross-Sectional Study from India

Objective: Mental health has become a global concern. Therefore, this study aimed to assess perceived stress among students from Mumbai, India and to explore its association with socioeconomic, demographic, lifestyle, academic and work-related factors. Methods: A cross-sectional study was conducted among college students from various co-ed colleges in Mumbai from March 2023 to June 2023. The Perceived Stress Scale (PSS-10) questionnaire was used to measure the perceived stress. Descriptive statistics, chi-square tests, t-tests, and multivariable linear regression analyses were performed to analyze the data. P-values &lt; 0.05 were considered significant. Results: A total of 1230 students enrolled in the study, with a mean age of 20.24 ± 2.39 years. The mean PSS score was 21.51 ± 5.73. Gender, residence, health problems, sleep duration, and non-practice of meditation were significantly associated with higher perceived stress scores, whereas, the type of course pursued did not show a significant association. Conclusion: This study highlights the prevalence of moderate perceived stress among college students in Mumbai, India. This emphasizes the need for interventions such as promoting healthy lifestyle habits, encouraging participation in extracurricular activities, organizing yoga and meditation sessions and conducting regular screenings for timely identification and management of stress and related conditions.

Hyperreflective focuses as a biomarker of multiple sclerosis progression

Purpose: to identify the intraretinal hyperreflective foci (HRF), their specific characteristics, localization features and correlations with the duration of the disease, type of course and previous episodes of optic neuritis (ON) in multiple sclerosis (MS) patients using a high-resolution OCT scanning protocol. Materials and methods. The study included 160 patients (318 eyes) divided into 8 groups, i.e. Group 1: 44 eyes (13.84 %) — MS onset without a history of ON; Group 2: 30 eyes (9.43 %) — debut of MS with ON; Group 3: 56 eyes (17.61 %) — relapsing-remitting MS (RRMS) lasting ≤ 10 years without ON; Group 4: 38 eyes (11.95 %) — RRMS lasting ≤ 10 years with ON; Group 5: 49 eyes (15.41 %) — RRMS lasting ˃ 10 years without ON; Group 6: 37 eyes (11.63 %) — RRMS lasting ˃ 10 years with ON; Group 7: 34 eyes (10.69 %) — secondary progressive MS (SPMS) without ON; Group 8: 30 eyes (9.43 %) — SPMS with ON. Results. HRF were identified in all groups, at the levels of both the outer nuclear layer (ONL) and the inner nuclear layer (INL). Their number increased depending on the duration, type of course, and the presence of ON history. The thickness of the inner layers of the retina corresponded to the average normative indicators in the group with the onset of MS without ON. In the SPMS group after ON, a decrease in the total thickness of ganglions retinal cells layer (GCL) and the inner plexiform layer (IPL) was noted, showing minimal values of both avGCL + IPL (65.83 ± 8.27 μm) and avRNFL (76.37 ± 6.94 μm). High inverse correlations were revealed between avGCL + IPL and the amount of GRF at the levels of ONL and INL (-0.82 and -0.85, respectively, p = 0.01). Conclusions. The presence and quantity of HRF can be considered as a prognostic non-invasive biomarker associated with the duration of MS and the history of ON, allowing one to visualize the penetration of microglia activated by immune cells into the unmyelinated part of the central nervous system, helpful in elucidating their role in the pathogenesis and progression of the disease.

Self-Directed Online Training for LSP Teachers: Challenges and Solutions in the LSP-Teoc.Pro Project

The use of new technologies is one the main characteristics of 21st century educational systems. In this regard, the implementation of online courses became even more significant during the COVID-19 pandemic, as online tools can enhance an interactive experience even in circumstances where attending traditional classes is impossible or inconvenient. This paper describes the project LSP-TEOC.Pro, which is based on the development of a self‐directed online course for the training of LSP teachers in tertiary education. The course aims to fill an important educational gap, in that LSP teachers rarely receive specific training and this issue seems to emerge at a global level. The course is freely available worldwide and the discussion presented in this paper focuses on the main advantages, limitations, and potential developments of this type of course. In particular, it is shown that computer self-efficacy and motivation are key constructs in online self-directed learning, and simple strategies can be implemented to favor their enhancement.

An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices

AbstractThis study uses structural equation modeling to investigate the relationships between pre-service teachers’ (PSTs’) course-taking history, beliefs about mathematics, beliefs about students’ mathematical ability, and opinions about (1) how student errors should be addressed when they occur and (2) how much emphasis should be given to various forms of assessment. The results indicate that some types of courses are strongly associated with beliefs about the nature of mathematics. Specifically, PSTs who have taken more mathematics courses are more likely to see mathematics as a set of rules. PSTs’ views about mathematics strongly predict their beliefs about who can do high-level mathematics, how they think student errors should be addressed, and which forms of assessment they think are most appropriate. Implications for teacher preparation programs are discussed.

Эволюция транспупиллярной лазерной коагуляции сетчатки в лечении активной ретинопатии недоношенных: от режима одиночного импульса до навигационного сопровождения

Abstract Evolution of transpupillary laser coagulation of the retina in the treatment of active retinopathy of prematurity: from single pulse mode to navigational support A.V. Tereshchenko, I.G. Trifanenkova, Yu.A. Sidorova, V.V. Firsova, V.V. Shaulov S. Fyodorov Eye Microsurgery Federal State Institution, Kaluga branch, Kaluga, Russian Federation K.E. Tsiolkovski Kaluga State University, Kaluga, Russian Federation Purpose. To present the development stages and results of 18 years of experience in laser technologies application for the treatment of premature infants with active ROP in the Kaluga branch of S. Fyodorov Eye Microsurgery Federal State Institution. Material and methods. Transpupillary laser coagulation of the retina (LCR) was performed in 1583 children (2537 eyes) with active ROP for the period from 2004 to 2021. LCR was carried out with various stationary laser ophthalmocoagulators. Stages 2 and 3 of active ROP with an unfavorable disease course, stage of early clinical manifestations, manifestation of aggressive posterior ROP were indications for laser treatment. Results. Transpupillary LCR began to be performed for children with active ROP with a stationary ophthalmic coagulator for the first time in Kaluga branch of the S. Fyodorov Eye Microsurgery in 2004. The technology of patterned LCR in active ROP was applied for the first time at domestic and international clinical practice, in the Kaluga branch of Eye Microsurgery in 2009. Pattern LCR began to be performed on the Integre Pro Scan device in 2016. Pattern with the most dense and uniform arrangement of laser applications – hexagonal – was identified. In 2021 transpupillary LCR of the avascular zone of the retina was performed in automatic mode with navigation support on the Navilas 577s laser system. It was possible to perform LCR of the avascular zone of the retina up to the dentate line in all cases. Regression of disease was achieved in 100% of cases. Conclusion. Evolution of laser technologies and the experience of their use demonstrate the high efficacy, safety and predictability of the results of laser treatment of active ROP. Modern pattern laser techniques are highly effective, safe, dosed and tissue-saving, which can serve as the basis for standardization of retinal laser coagulation technology in the treatment of active ROP. Key words: retinopathy of prematurity, unfavorable type of course, laser coagulation of the retina, hexagonal pattern, navigation system

Construction and Practice of First-Class Courses on Virtual Simulation Experimental Teaching of Urban Overpasses

Virtual simulation experiment, as a new way to promote the digital transformation of education, has a broad development prospect and application value. The civil engineering experimental volume and space are huge, it has a long construction period, is highly dangerous, and is difficult to experiment with. In order to solve the contradiction between the traditional theory teaching of civil engineering and the engineering training of students, the construction of virtual simulation experimental teaching courses with a high degree of realism, intuition, and accuracy can be used as a useful supplement and innovation of experimental and practical teaching. This paper takes the virtual simulation experimental teaching course of urban overpasses as an example, introduces the necessity and practicability of the course construction, and describes the experimental principle structure of the course, the simulation scene design, the experimental teaching process, the experimental method, etc. The course has achieved good application results, and it has been recognized as the first-class virtual simulation teaching course of the Chongqing Municipal Government, which provides certain references to the construction of the same type of courses in the civil engineering profession.

Grades for glory? The impact of grade appeasement on business school teacher evaluations

Educational institutions have had the pending task of knowing what really happens in their classrooms, which professors make a real difference, which students would need help to improve their performance, and even more importantly, how to manage the enormous amount of information gathered each year. To address this problem, in this paper we propose the use of retrospective data from 210 undergraduate courses in Spain, which equals 1,320 European credits, 10,500 students, and four complete academic years (18/19, 19/20, 20/21, 21/22) to generate a monitoring tool or automatic dashboard with which to try to optimize the operation of such institutions and help them to make (even more) optimal decisions. To do this, all courses were grouped into ten typologies or categories: (1) if they were 'soft skills'/'hard skills' courses, (2) if they were taught in the 1st, 2nd, 3rd or 4th academic year, (3) if the professor was male or female, (4) whether the course was taught in English or not, (5) whether the professor was internal and permanent staff of the university or an associate professor with a temporary contractual relationship with the institution, (6) whether his/her main professional activity was teaching, therefore being more academic-oriented or this was rather a hobby and a complementary professional activity, therefore being more practical-oriented, (7) their age, (8) if several professors shared the course or only one taught it, (9) if it was a semester or annual course, (10) and if it was taught during the Covid-19 period or outside of it. Our results show that, despite the existence of numerous types of methodologies to achieve the desired student motivation, there would only be one category that would generate significant differences in the grades of the students: if they were ‘soft skills’/’hard skills’ courses. However, on the contrary, there would be much more types of courses (and professors) which would affect the preferences and valuation of the student to the teaching received (and effectively paid by him/her). That is, despite reaching the same academic results, students do value one type of professors better than others. Likewise, through this work it is intended to demonstrate the non-existence of the "false belief" that better evaluations received by professors are since they give higher grades to their students, regardless of its dispersion. In this way, it is intended to prevent possible atypical behaviors by professors. Thus, this paper gives light to (re)consider which variables should actually matter in educational institutions, analyzing its teaching-learning processes, management and even the retention of its key players.

High School Teachers' Opinions on Homework

The research aims to examine the opinions of high school teachers about homework. The researchers designed the study as a phenomenology design, a qualitative research method. The researchers developed a semi-structured interview form as a data collection tool in the study. Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in the research using the maximum diversity sampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibits profound differences among teachers and students. These differences encompass a broad spectrum, spanning from the type of school to the type of course, encompassing how homework is implemented and the approaches students take towards it. Furthermore, the researchers have identified that the primary motivation for completing homework in high school either stems from anxiety about receiving grades or arises from the preference of senior students for a single type of homework (question-solving) as they strive to prepare for university exams.

Onboarding new talent to Child–Computer Interaction research: Teaching a tasting menu of CCI as an elective research subject

We present a case study in which we seek to investigate what motivates interaction design students to take a small elective course in Child–Computer Interaction (CCI) and what we can offer as a ‘tasting menu’, a small sample of emerging research specialties, to awaken their interest for CCI. The study clarifies what motivated students to take the elective course and what their learning expectations were before the start of the course. We then prototyped and piloted a research-based ‘tasting menu’ type of course and conducted a formative and summative evaluation with the students. The contribution of this paper is a set of recommendations for onboarding new talent to the research field by teaching CCI in a modular fashion to interaction design students, based on students’ and teachers’ experiences.