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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Prior to the pandemic, one in every six children in the world was not in a formal school environment, with girls and young people facing poverty, living in rural regions, conflict zones, or with impairments outnumbering boys. The pandemic has compounded existing imbalances, as two-thirds of the young learning population--1.3 billion people--do not have dependable access to the internet in their homes, limiting their involvement in distant learning. Faced with growing economic insecurity in their families, millions of young people are being forced into child labour rather than returning to school. In the present work, we tried to address this concern with own innovation NOODLE stands for New Normal Object-Oriented Dynamic Learning Environment (published patent reference no. 202331012519A) (Gupta et al, 2014, Gupta et al. 2023) in which effort has been made to address the very basic need of primary education to the under- privilege children with a motivation of inclusive education. Music has been effectively used to catch the attraction of children viz a viz. addressing their basic need of nutrition and mental health. In the model formulation of the problem, the following facts are taken into consideration. During pandemic, virtual learning emerges with a crude fact that two third of the children don't have the basic ambience like accessibility to the internet. This campaign of digital divide is almost the same as that of World literacy campaign by UN. In terms of productivity, educational stepping stone of Outcome Based Education has been confined to one -third of the World children population. Most of the rest of the children are child labour at premature age. Especially in third-world and developing countries, however not confined to, parents are helpless due to poverty to engage their children and many of the children are identity less orphan. Rehabilitating this large child population is next to impossible, so the proposal is to "Heal the World! Make it better place" i.e. educate them in their present location through alternative available approaches linked to their job role. In the solution process, a Technology Enhanced Educational Learning model LEARN with NOODLE is proposed in which LEARN is acronym for Learn Earn Academic Relaxed Network. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background It is necessary to improve medical students’ legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is crucial in this matter. This study aimed to investigate the impact of teaching, learning, and assessment of medical law on the cognitive, affective, and psychomotor skills of medical students. Methods A systematic review was conducted in PubMed, Embass, and Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. MERSQI checklist was used to assess the quality of the articles, and URSEC (theoretical underpinning of the development, resources required, setting, educational methods employed, and content) used to assess the risk of educational bias. Results Internship courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, legal training courses, PBL, and mind maps have been used to improve the medico-legal knowledge of medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on interdisciplinary education, group discussion, integration, and court-based learning used to improve student attitudes. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education are used to teach psychomotor skills. All studies, except one on knowledge, reported positive effects of legal education on students’ knowledge, attitudes, and legal performance. Written assessments were used for cognitive and affective domains, while performance was assessed by OSCE, simulated court, and evaluation of patient referrals. Conclusion There are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evidence of a gap in this sector. Recognizing that medico-legal problems are prevented through proper education and assessment, it is recommended that this area be considered a research priority and that effective educational policies are adopted.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: It is necessary to improve medical students' legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is crucial in this matter. This study aimed to investigate the impact of teaching, learning, and assessment of medical law on the cognitive, affective, and psychomotor skills of medical students. Methods: A systematic review was conducted in PubMed, Embass, and Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. MERSQI checklist was used to assess the quality of the articles, and URSEC (theoretical underpinning of the development, resources required, setting, educational methods employed, and content) used to assess the risk of educational bias. Results: Internship courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, legal training courses, PBL, and mind maps have been used to improve the medico-legal knowledge of medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on interdisciplinary education, group discussion, integration, and court-based learning used to improve student attitudes. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education are used to teach psychomotor skills. All studies, except one on knowledge, reported positive effects of legal education on students' knowledge, attitudes, and legal performance. Written assessments were used for cognitive and affective domains, while performance was assessed by OSCE, simulated court, and evaluation of patient referrals. Conclusion: There are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evidence of a gap in this sector. Recognizing that medico-legal problems are prevented through proper education and assessment, it is recommended that this area be considered a research priority and that effective educational policies are adopted. [ABSTRACT FROM AUTHOR]

E-learning in education makes it possible to use technological tools and break down physical barriers to learn and teach. For some time, English has been considered the most used language in the world, since it allows you to interact with many people and cultures around the world. This research aims to propose e-learning didactic activities for the teaching and learning of the English language in the Language Center of the Instituto Superior Tecnológico Tena, Ecuador. For this, a non-experimental descriptive investigation was carried out, with a mixed approach and with an emphasis on the quantitative. Surveys were carried out on the students and teachers of the Language Center of the institution. It is concluded that the institution uses the EVA platform as a means of evaluation for educational processes but that it is not enough to determine or promote the teaching-learning of the English language. [ABSTRACT FROM AUTHOR]

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of index cards in class IX UPT SMP Muhammadiyah Cece, Enrekang Regency. This study aims to obtain information about the learning outcomes of Biology students of grade IX UPT SMP Muhammadiyah Cece, Enrekang Regency for the 2021/2022 academic year who are taught using learning media in the form of index cards. The formulation of the problem in this study is whether the use of index cards can improve student learning outcomes in biology science in class IX UPT SMP Muhammadiyah Cece, Enrekang Regency. The variables studied are the understanding of index cards and student Biology learning outcomes, using the type of classroom Action Research. The population in this study was all 25 students of Class IX UPT SMP Muhammadiyah Cece Kab. Enrekang. The research design used is as many as two cycles, each cycle consisting of planning, implementation, observation or observation, and reflection. The research instruments used in data collection are biology learning outcomes tests, student activity observation sheets and questionnaires about student responses. The data analysis techniques used are qualitative analysis and quantitative analysis. The results showed that there was an increase in the learning outcomes of Biology Science students who were taught using index cards. The average score of biology learning outcomes of grade IX students of UPT SMP Muhammadiyah Cece Kab. Enrekang in cycle I through evaluation tests was 60.6% and the average score in cycle II increased to 72.08%. While the completeness of student learning outcomes in cycle I was 52% and in cycle II increased to 88%. so the use of learning media in the form of index cards can improve the learning outcomes of Science-Biology students of grade IX UPT SMP Muhammadiyah Cece, Enrekang Regency. [ABSTRACT FROM AUTHOR]

Teachers are educators, mentors, coaches, and curriculum balancers who can create conditions and a conducive learning atmosphere, such as a fun, interesting learning atmosphere, giving students space to think actively and innovatively in exploring and elaborating their abilities. The teacher's role is very important in improving student learning achievement so they must be more creative in choosing teaching methods. The purpose of this study was to determine the influence of teacher creativity on motivation to learn to read the Koran in students of Madrasah Aliyah Negeri (MAN) 1 Sumbawa. This type of research is ex post facto comparative causal research using a quantitative approach. The research instrument was a questionnaire based on the research procedures used in this study. Data analysis was carried out through research instrument tests which included validity and reliability followed by the classical assumption test. The method used is multiple linear regression analysis. The results of the study show that teacher creativity has a direct effect on learning motivation. Because it has a probability value (0.000)

In the 21st century, skills required higher order thinking skills (HOTS). Therefore the test questions developed are directed towards HOTS based. The purpose of this study was to find a HOTS-based Arabic question model in the national level Arabic questions that could be used as a reference for teachers in developing good and appropriate HOTS-based questions and inspirational. The research approach used in this study is a qualitative and quantitative type of research (RD) research approach. Researchers reveal models of HOTS-based Arabic questions that are in accordance with scientific and modern developments with discussions with Arabic assessment experts, visiting several schools that teach Arabic as a preferred foreign language, discussions with Arabic teachers, interviewing question development officials, and checking national Arabic questions, then discussions with Arabic experts and teachers. The Arabic HOTS question is still understood differently by Arabic teachers and there are still many Arabic questions that have not been categorized as HOTS. Therefore, Arabic teachers need to be given training in developing Arabic HOTS questions but who focus on Arabic questions. So far, the question training is still combined with other materials with speakers who are not experts in developing Arabic questions.

his research is motivated by students who have difficulty in the online learning process is the low learning outcomes obtained from students. This study aims to analyze what factors influence the biology learning difficulties of students in class XI IPA at SMA Negeri 8 Padang during online learning and to determine the relationship between students' learning difficulties in biology through online learning and student biology learning outcomes. This research is descriptive research. The population of this research is class XI IPA which consists of 3 classes totaling 110 students. The research sample amounted to 33 students. The sampling technique is a random sampling technique with a sample proportion of 30%. The research data were analyzed using descriptive analysis and then a t-test to determine the correlation. The results showed that the highest score of the student learning difficulty factor was 2.81, namely the motivation and interest in student learning factors, and the lowest difficulty factor obtained a score of 2.44, namely social interaction. There is a relationship between students' learning difficulties in biology through online learning with biology learning outcomes with a value of r = 0.520; the coefficient of tcount value of 4.642 is greater than ttable of 2.040, so it can be concluded that there is a positive and significant relationship between learning difficulties in biology through online learning and student learning outcomes and there are suggestions for schools to be positive inputs in efforts to build and improve models. online/online learning and is also able to improve student learning and it is hoped that teachers and parents can recognize and observe online learning difficulties experienced by these students.

This article shows how a "dance-curriculum", created from experimentations with dance in the territory of a curriculum in action, reinvented itself and triggered other ways of learning by connecting with a "minor-dance", the one that is in student bodies and it is often marginalized in the "majorcurriculum". "Dancing" was used as a methodology, that is: a composition made of cartography + dance and that is inspired both by the studies of Gilles Deleuze and Félix Guattari and by Nietzsche's "Walker" to bet on a "dancing curriculum". The purpose of this article is to show how a "dance-curriculum" worked when connecting to a "minor-dance" in the territory of a curriculum, following some sounds of hip-hop culture, such as funk, trap dance and k-pop. This "minor-dance", with sensitive teaching on the lookout for gaps to make the movement happen in the midst of authorized subjects taught in schools, made it possible to break, break and subvert the rules, the vision of the body and dance of a "major-curriculum". The article also shows that, through this connection, students learn by following the dancing line of pleasure and joy. The argument developed is that a "dancing-curriculum" has become a space of transgression and creation by connecting to a "minor-dance", enunciating bodies, dance and a curriculum to come. [ABSTRACT FROM AUTHOR]

This article starts from the following question: how does playing enable learning from experiences that children create to escape the routines and prescriptions of the curriculum? To bring problematizations from this question, we developed an ethnographic investigation from a post-critical perspective in a municipal public school. The argument developed here is that children experiment, invent and create ways to play to escape the routine of school curricula, and thus learn by playing and play by learning. Based on the experiences that children themselves are exposed to, we understand that by exposing ourselves to the good affections they allow us to have, we also need, as teachers, to invent other times, intervals, durations, extensions to proliferate learning in school curricula, which escape of the rigidity and control given by the normative prescriptions that constitute many curricula. [ABSTRACT FROM AUTHOR]

Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Tadris: Jurnal Pendidikan Bahasa Arab is the property of IAIN Tulungagung, Arabic Education Department, Faculty of Education & Teachers Training and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: COVID-19 pandemic has increased the risk of mortality among patients with noncommunicable diseases. Maintaining a good metabolic control, lifestyle modification along with improved self-care practices are not only associated with less severe COVID-19 infections but also with a high recovery rate. Objectives: This research article explores the changes in lifestyle habits, self-care practices, and metabolic control among patients enrolled in the HealthRise program. The study compares behavioral changes, before COVID-19 pandemic and during COVID-19 pandemic, between intervention and control arms in Shimla and Udaipur. Methods: A quasi-experimental study design was employed for program implementation in select villages of Shimla district, and Udaipur district. A total of 459 patients from Shimla and 309 patients from Udaipur with diabetes mellitus or hypertension or with both were enrolled and followed for 1 year. Results: Metabolic control in Shimla intervention arm was 2.6 times higher than in control arm (P = 0.001) before COVID-19 pandemic. During COVID-19 pandemic, Odds of metabolic control in Shimla intervention was 1.5 times higher when compared with control arm (P = 0.03). In Udaipur, metabolic control before COVID-19 pandemic was comparable between control and intervention arms. During the pandemic, metabolic control in intervention arm of Udaipur was 5 times higher when compared to the control arm ((P = 0.001). Conclusion: Participants exposed to support, appreciate, learn, and transfer-community life competence process (SALT-CLCP) intervention maintained metabolic control during the COVID-19 pandemic with improved behavioral and self-care practices. Community-based interventions such as SALT-CLCP method bring ownership and empower community in achieving the better health outcomes.

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For decades now, malaria has been an important public health concern in Africa, which bears the greatest burden for the disease, affecting children and adults alike. Although a few countries (Australia, Brunei, Singapore, and Algeria, among others) have previously eliminated malaria, the World Health Organization (WHO), on June 30, 2021, declared China malaria-free. This commentary seeks to explore what China did differently to eliminate malaria and what Africa can learn from China’s experience. First, Africa can use innovative tools and strategies used by China to attain success. Second, Africa can create a multi-sector collaboration among Heads of States in high burden malaria-affected countries by involving all stakeholders such as ministries of health, finance, research, education, development, public security, the army, police, commerce, industry, and information technology, customs, media and tourism to jointly fight malaria in all African countries. Furthermore, African countries could adapt the genetics-based approaches used by China in the elimination of mosquito breeding grounds. Finally, Africa can also adapt a better surveillance system of reporting on malaria daily as China did in their experience. Copyright © 2022 Ngwayu Nkfusai et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License CC BY 4.0.

Copyright of International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current text provides a comprehensive introduction to essential oils, their biosynthesis, naming, analysis, and chemistry. Importantly, this text quickly brings the reader up to a level of competence in the authentication of essential oils and their components. It gives detailed descriptions of enantiomers and other forms of stereoisomers relevant to the study of natural volatiles and essential oils. The text also describes GC-MS work and provides tips on rapid calculation of arithmetic indices, how to interpret suggested names from the NIST mass spectral library, and what additional efforts are required to validate essential oils and defeat sophisticated adulteration tactics. In brief, essential oils are mixtures of volatile organic compounds that were driven out of the raw plant material in distillation, condensed into an oil that is strongly aroma emitting, and collected in a vessel as the top layer (uncommonly bottom layer) of two phase separated liquids: oil and water. Essential oils commonly include components derived from two biosynthetic groups, being terpenes (monoterpenes, sesquiterpenes and their derivatives) and phenylpropanoids (aromatic ring with a propene tail). The current text provides details of how terpenes and phenylpropanoids are further categorised according to their parent skeleton, then recognised by the character of oxidation, which may be from oxygen, nitrogen, or sulphur, or the presence/absence of a double bond. The essential oil's science niche is an epicentre of individuals from diverse backgrounds, such as aromatherapy, pharmacy, synthetic and analytical chemistry, or the hobbyist. To make the science more accessible to the curious student or researcher, it was necessary to write this fundamentals-level introduction to the chemistry of essential oils (i.e., organic chemistry in the context of essential oils), which is herein presented as a comprehensive and accessible overview. Lastly, the current review constitutes the only resource that highlights common errors and explains in simplistic detail how to correctly interpret GC-MS data then accurately present the respective chemical information to the wider scientific audience. Therefore, detailed study of the contents herein will equip the individual with prerequisite knowledge necessary to effectively analyse an essential oil and make qualified judgement on its authenticity. [ABSTRACT FROM AUTHOR]

In recent years, commentators have characterized the disruptive social occurrences and technological changes as dystopic. As we attempt to address and deal with this melee of events with their associated emotions and reactions, this article mines media ecology literature, the work of renowned Brazilian educator, Paulo Freire, and other sources to propose some answers and choices for the path forward. More specifically, this article defines dystopia and describes Freire's Gnostic cycle, which is comprised of active research, learning and teaching as a possible antidote. It highlights media ecology articles complementary to Freire that may be further leveraged. Finally, the article focuses on Freire's Gnostic cycle in offering suggestions regarding future media ecology work to contribute in building a post pandemic world. [ABSTRACT FROM AUTHOR]

Background: The results of interviews of 15 students who have low motivation are because students who are too active in organizations will generally be distracted by organizational activities such as meetings and activities outside of lectures, especially for students who have not been able to manage the time between lectures and the organization so that the consequence is that students One of the reasons for low motivation and learning achievement is that the academic score is not enough, even if it is not passed on time Learning achievement can be influenced by motivation, among others, starting from the stimulus process (stimulation) given to students can be accepted or rejected. If the stimulus is not accepted, it means that the stimulus cannot influence learning achievement. However, if students receive the stimulus well, then there is attention from the student, and the stimulus effectively affects learning achievement. If the stimulus is accepted, students understand this stimulus and proceed to the next process. After that, students process the stimulus so that there is a willingness to learn for the stimulus's sake. Finally, with the support of facilities and encouragement from the environment, the stimulus affects action or changes in student motivation to be more active in learning. Objective: To explore the relationship between learning motivation and learning achievement in students who organize at the Faculty of Health Sciences, University of Muhammadiyah Surabaya (UMSurabaya) the academic year 2014-2015. Methods: Cross-sectional approach to correlational analytic research. Results: The research results of 65 students organized at FIK UMSurabaya academic year 2014-2015 found the right learning motivation, namely as many as 33 (51%). The research results of 65 students organized at FIK UMSurabaya academic year 2014-2015 found outstanding learning achievement, namely 37 (58%). Conclusion: There is a relationship between learning motivation and student learning achievement in organizations at FIK UMSurabaya academic year 2014-2015.

While the Ivorian Ministry of education succeeds somehow in stopping the corporal punishment inflicted on pupils, another act of violence that deserves to draw attention is the systematic use of demeaning or humiliating words in the classroom on learners by teachers. These insults which arise during the learning process deteriorate the peaceful climate which secures the co-construction of knowledge. This article conducts investigations that will allow us to examine and define the roles assigned to these terms that create unconducive learning atmosphere in the classroom.

Language is a critical tool for communication. This article uses the autoethnographic methodology to describe the author’s experience of language acquisition, which has influenced his understanding of multilingualism in incarnational ministry. He belongs to a missional order, InnerCHANGE, that uses an incarnational approach to ministry. InnerCHANGE understands incarnational ministry as a mission to meaningfully identify with people its members live among. InnerCHANGE’s membership is of diverse backgrounds culturally. Multilingualism within the order and in ministry contexts in a way that makes communication smooth is still an ideal rather than a reality. This article asks how multilingualism could positively contribute to InnerCHANGE’s quest for a meaningful incarnational approach. It found out that multilingualism could be a tangible act of equity and justice. It could also be a way to affirm diversity in a world that is constantly on a quest for a lingua franca, a contradiction to the event of Pentecost found in Acts 2. Finally, it could be an act of solidarity towards the valorisation of languages that some people see as inferior. It concludes by stressing that black Africans should be at the forefront of valorising their native languages in proudly using them and producing knowledge that could be shared with fellow Africans and non-Africans. Contribution: This article intends to contribute to the ongoing debate on the relation of the gospel to culture. Its focus is on language, which is one of the components of a culture.

Language is a critical tool for communication. This article uses the autoethnographic methodology to describe the author’s experience of language acquisition, which has influenced his understanding of multilingualism in incarnational ministry. He belongs to a missional order, InnerCHANGE, that uses an incarnational approach to ministry. InnerCHANGE understands incarnational ministry as a mission to meaningfully identify with people its members live among. InnerCHANGE’s membership is of diverse backgrounds culturally. Multilingualism within the order and in ministry contexts in a way that makes communication smooth is still an ideal rather than a reality. This article asks how multilingualism could positively contribute to InnerCHANGE’s quest for a meaningful incarnational approach. It found out that multilingualism could be a tangible act of equity and justice. It could also be a way to affirm diversity in a world that is constantly on a quest for a lingua franca, a contradiction to the event of Pentecost found in Acts 2. Finally, it could be an act of solidarity towards the valorisation of languages that some people see as inferior. It concludes by stressing that black Africans should be at the forefront of valorising their native languages in proudly using them and producing knowledge that could be shared with fellow Africans and non-Africans. Contribution: This article intends to contribute to the ongoing debate on the relation of the gospel to culture. Its focus is on language, which is one of the components of a culture. [ABSTRACT FROM AUTHOR]

Islamic values are something that is valuable for the effort that has been given, which has advantages and can be compared with something else. Islamic values as a driving force that is inherent in a person's soul so that it becomes a way of life. The pattern of human behavior must follow Islamic values accompanied by appreciation in the human being so that certain thoughts, attitudes, and feelings will develop. This study aims to examine more deeply Hasan Langgulung's paradigm of appreciation of Islamic values in education. This research uses library research method with descriptive, conceptual, and psychological approaches. The results of this study indicate: appreciation of Islamic values is a type of human learning process in life, by following the law in the learning process without violating existing rules. The appreciation of Islamic values in oneself is accompanied by a learning process in the presence of a stimulus from humans to practice Islamic values in education and various certain values so that these actions will be rewarded from human practice. If Islamic values have become human guidelines, if the human does not live it in the form of practice, then the human will feel uncomfortable in his life. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to find out how the application of intensive Arabic learning at the Islamic Boarding School for Girls Minhajut Thullab Muncar Banyuwangi. This intensive learning is expected by students to be able to understand four skills in Arabic. Also to identify strengths and weaknesses in intensive Arabic learning. To obtain data, researchers used a qualitative research approach using types of fields, the source of research data was purposive sampling to students at the Islamic Boarding School. While the data collection methods used in this study were observation in the Islamic Boarding School Environment, interviews with Caregivers, the Arabic language teachers in the Islamic Boarding School and documentation during intensive learning took place, for the validity of this study using data triangulation. data sources and theories. The results of this study that 1) implementation of intensive Arabic learning to gain some skills at Islamic Boarding School for Girls Minhajut Thullab Muncar Banyuwangi can improve language skills, 2) strengths and weaknesses in the application of intensive learning. The learning system has the advantage of being able to further enhance some skills, ranging from proficiency in listening, reading, speaking, and writing in Arabic for students, but also has many drawbacks similar to that some Arabic lessons are less able students with good control and the teacher cannot monitor the full implementation of Arabic students in speaking every day.

If a student’s goal is academic achievement and he/she makes an effort to achieve it, he/she will become involved in classroom activities because they are a means for him/her to achieve that goal. Motivation, as an influence that brings about, directs and sustains an activity, is very important for learning. The aim of this paper is to point out the relationship between motivation to learn and academic achievement of deaf and hard of hearing students and to emphasise the importance of appropriate involvement of parents and teachers in the teaching process and the development of motivation in these students. Variables that correlate with academic achievement are presented. Views of the author are stated, which are based on research results and practice, according to which it appears that deaf and hard of hearing students usually have poorer academic achievement than their hearing peers, as well as a lower level of motivation to learn. It can be concluded that the development of interest and motivation to learn is not paid sufficient attention by both deaf and hard of hearing students themselves and their environment (parents and teachers). Where parents and teachers have high expectations of students and take into account all their personal characteristics and other factors, and where parents and teachers are appropriately involved in the teaching process, deaf and hard of hearing students show high levels of interest and motivation to learn and attain better academic achievement.

Abstract Background Most interventions to improve patient safety (Patient Safety Practices (PSPs)), are introduced without engaging front-line professionals. Administrative staff, managers and sometimes a few professionals, representing only one or two disciplines, decide what to change and how. Consequently, PSPs are not fully adapted to the professionals’ needs or to the local context and as a result, adoption is low. To support adoption, two theoretical concepts, Participatory Design and Experiential Learning were combined in a new model: Adaptive Design. The aim was to explore whether Adaptive Design supports adaptation and adoption of PSPs by engaging all professionals and creating time to (re) design, reflect and learn as a team. The Time Out Procedure (TOP) and Debriefing (plus) for improving patient safety in the operating theatre (OT) was used as PSP. Methods Qualitative exploratory multi-site study using participatory action research as a research design. The implementation process consisted of four phases: 1) start-up: providing information by presentations and team meetings, 2) pilot: testing the prototype with 100 surgical procedures, 3) small scale implementation: with one or two surgical disciplines, 4) implementation hospital-wide: including all surgical disciplines. In iterations, teams (re) designed, tested, evaluated, and if necessary adapted TOPplus. Gradually all professionals were included. Adaptations in content, process and layout of TOPplus were measured following each iteration. Adoption was monitored until final implementation in every hospital’s OT. Results 10 Dutch hospitals participated. Adaptations varied per hospital, but all hospitals adapted both procedures. Adaptations concerned the content, process and layout of TOPplus. Both procedures were adopted in all OTs, but user participation and time to include all users varied between hospitals. Ultimately all users were actively involved and TOPplus was implemented in all OTs. Conclusions Engaging all professionals in a structured bottom-up implementation approach with a focus on learning, improves adaptation and adoption of a PSP. As a result, all 10 participating hospitals implemented TOPplus with all surgical disciplines in all OTs. Adaptive Design gives professionals the opportunity to adapt the PSP to their own needs and their specific local context. All hospitals adapted TOPplus, but without compromising the essential features for its effectiveness.

Contemporary scholarship on the topic of discipleship has largely neglected the Old Testament as having any relevance. Yet, many would argue that Jesus extensively used the Old Testament in his teaching and formation of his disciples. What, then, could we say that the Old Testament contributes toward a more holistic concept of Christian discipleship? This study examines the literary structure and several lexical cues in order to discern a concept of discipleship in the book of Deuteronomy. The literary structure of the book of Deuteronomy reveals the book as a covenant manual for Israel's discipleship to YHWH, and a lexical study of use of למד, "to teach/learn," and הלך אחרי, "to walk after" or "to follow" in Deuteronomy yields a view that discipleship in the book of Deuteronomy entails learning YHWH's word so as to maintain exclusive covenant devotion to him. Several of these concepts find a close parallel with Jesus' method of making disciples. Therefore, the best way forward for formal scholarly inquiries into the topic of discipleship to Jesus would do well to glean first from the teachings of YHWH's discipleship of Israel in the Old Testament. [ABSTRACT FROM AUTHOR]