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Arboviruses such as dengue, Zika, and chikungunya present similar symptoms in the early stages, which complicates their differential and timely diagnosis. In 2022, the PAHO published a guide to address this challenge. This study proposes a methodological framework that transforms qualitative information into quantitative information, establishing differential weights in relation to symptoms according to the medical evidence and the GRADE scale based on recommendation 1 of the said guide. To achieve this, common variables from the dataset were identified using the PAHO guide, and quality rules were established. A linear interpolation function was then parameterised to assign weights to the symptoms according to the evidence. Machine learning was used to compare the different models, achieving 99% accuracy compared with 79% without the methodology. This proposal represents a significant advancement, allowing the direct application of the PAHO recommendations to the dataset and improving the differential classification of arboviruses. [ABSTRACT FROM AUTHOR]

Political parties's choices of who leads them can have a major bearing on politics. Recent research shows that selection procedures exhibit considerable variation, even among parties in broadly comparable European parliamentary democracies. The most common analytical approach is to focus on the ‘official story’ – that is, what the parties’ statutes say that they do when selecting a leader. This, in turn, implies a heavy emphasis on the final stage of the selection procedure, in which the decision about who will lead the party is made by the ‘selectorate’. Yet this, the ‘official story’, is only a part of the process, and quite often not even the most important part. In this article, we seek to make the classification of selection processes more manageable and meaningful. We propose a typology of the ‘mode’ of selection, in which the emphasis is on the management of competition for the leader's position before the decision reaches the selectorate. We identify five modes of competition: open, enclosed, filtered, enclosed and filtered, and managed.

The magnitude of muscle hypertrophy in response to resistance training (RT) is highly variable between individuals (response heterogeneity). Manipulations in RT variables may modulate RT-related response heterogeneity; yet, this remains to be determined. Using a within-subject unilateral design, we aimed to investigate the effects of RT volume manipulation on whole muscle hypertrophy [quadriceps muscle cross-sectional area (qCSA)] among nonresponders and responders to a low RT dose (single-set). We also investigated the effects of RT volume manipulation on muscle strength in these responsiveness groups. Eighty-five older individuals [41M/44F, age = 68 ± 4 yr; body mass index (BMI) = 26.4 ± 3.7 kg/m²] had one leg randomly allocated to a single (1)-set and the contralateral leg allocated to four sets of unilateral knee-extension RT at 8-15 repetition maximum (RM) for 10-wk 2 days/wk. Pre- and postintervention, participants underwent magnetic resonance imaging (MRI) and unilateral knee-extension 1-RM strength testing. MRI typical error (2× TE = 3.27%) was used to classify individuals according to responsiveness patterns. n = 51 were classified as nonresponders (<2× TE) and n = 34 as responders (>2× TE) based on pre- to postintervention change qCSA following the single-set RT protocol. Nonresponders to single-set training showed a dose response, with significant time × set interactions for qCSA and 1-RM strength, indicating greater gains in response to the higher volume prescription (time × set: P < 0.05 for both outcomes). Responders improved qCSA (time: P < 0.001), with a tendency toward higher benefit from the four sets RT protocol (time × set: P = 0.08); on the other hand, 1-RM increased similarly irrespectively of RT volume prescription (time × set: P > 0.05). Our findings support the use of higher RT volume to mitigate nonresponsiveness among older adults. [ABSTRACT FROM AUTHOR]

Ultrametric spaces are widely used to depict evolutionary times in phylogenetic trees since they assume that every population/species is located at the tips of bifurcating branches of the same length. The discrete branching of ultrametric trees permits the measurement of distances between pairs of individuals that are proportional to their divergence time. Here the traditional ultrametric concept of bifurcating and divergent phylogenetic tree is overturned and a new type of non-ultrametric diagram is introduced. The objective of this study is the description of gene flows in branching species/populations in terms of converging trees instead of bifurcating trees. To provide an operational example, the paleoanthropological issue of the date of Neanderthal genome's introgression in non-African humans is examined. Neanderthals and ancient humans are not anymore two species that exchange chunks of DNA, rather become a single, novel cluster of extant hominins that must be considered by itself. The novel converging, non-ultrametric phylogenetic trees permit the calibration of molecular clocks with a twofold benefit. When the date of the branching of two population/species from a common ancestor is known, the novel approach allows to calculate the time of subsequent introgressions. On the contrary, when the date of the introgression between two population/species is known, the novel approach allows to detect the time of their previous branching from a common ancestor. [ABSTRACT FROM AUTHOR]

The rapid advancements in science and technology have necessitated the adaptation of biology education to enhance students' understanding and critical thinking skills, aligning with the demands of the 21st century. The development of digital modules based on the Science, Environment, Technology, and Society (SETS) framework represents an innovative approach to facilitate students' learning by seamlessly integrating theories from science, environment, technology, and society. This research adopts the Research and Development methodology, employing the ADDIE development model. The digital module's development underwent validation by four experts, comprising two media experts and two material experts. The validation results yielded a 90% agreement from media experts and an 85% concurrence from material experts, indicating the suitability of the digital module on environmental change, grounded in the SETS framework, for educational use. The developed module was subjected to testing using a one-group pretest-posttest design, followed by the analysis of the obtained data through paired sample t -tests. The analysis results indicate a significant improvement in both conceptual understanding and critical thinking skills following the utilization of the module. Hence, this module is recommended for use in biology education, particularly in the context of environmental change materials. [ABSTRACT FROM AUTHOR]

Abstract Complex adaptive systems – such as critical infrastructures (CI) – are defined by their vast, multi-level interactions and emergent behaviors, but this elaborate web of interactions often conceals relationships. For instance, CI is often reduced to technological components, ignoring that social and ecological components are also embedded, leading to unintentional consequences from disturbance events. Analysis of CI as social-ecological-technological systems (SETS) can support integrated decision-making and increase infrastructure’s capacity for resilience to climate change. We assess the impacts of an extreme precipitation event in Phoenix, AZ to identify pathways of disruption and feedback loops across SETS as presented in an illustrative causal loop diagram, developed through semi-structured interviews with researchers and practitioners and cross-validated with a literature review. The causal loop diagram consists of 19 components resulting in hundreds of feedback loops and cascading failures, with surface runoff, infiltration, and water bodies as well as power, water, and transportation infrastructures appearing to have critical roles in maintaining system services. We found that pathways of disruptions highlight potential weak spots within the system that could benefit from climate adaptation, and feedback loops may serve as potential tools to divert failure at the root cause. This method of convergence research shows potential as a useful tool to illustrate a broader perspective of urban systems and address the increasing complexity and uncertainty of the Anthropocene.

Copyright of Módszertani Közlemények is the property of Szeged University 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.)

Purpose: The high potential threat of disasters that will occur in Indonesia requires anticipation from various sectors including education. The concept of natural disasters will be easy to understand if applied in an integrated manner between natural disasters and science, environment, technology, and society. Therefore, it is very important for today's youth that it has a long-term impact and reaches a very wide population so that it is possible to minimize the risk in the event of a disaster. This study aims to 1) analyze the characteristics, 2) analyze the validity of the SETS-based disaster education model in disaster mitigation and resilience 3) analyze the effectiveness of the SETS-based disaster education model in natural disaster mitigation and resilience. Design/Methodology/Approach: Participants in this study were elementary school students. The method used is development research from Borg and Gall. According to professional judgement, this study followed five of the ten procedures outlined by Borg and Gall to develop a viable product. Finding: The results showed that 1) the SETS-based disaster education learning model has six stages; 2) the SETS-based disaster education model in disaster mitigation and resilience is valid and feasible to use; 3) The results of the effectiveness test show that the SETS-based disaster education model is effective in increasing students' fatigue and resilience skills. Conclusion: This research contributes to the body of knowledge by informing the public about the importance of SETS-based disaster education for individuals to improve their mitigation and resilience skills in the event of natural disasters. Furthermore, the research findings are enhanced by the literature on SETS-based disaster education, which is currently understudied. The limitation of this study is that it was only done up till professional validation was done. Therefore, it is necessary to carry out further research with more complete and extensive stages. [ABSTRACT FROM AUTHOR]

Complex adaptive systems – such as critical infrastructures (CI) – are defined by their vast, multi-level interactions and emergent behaviors, but this elaborate web of interactions often conceals relationships. For instance, CI is often reduced to technological components, ignoring that social and ecological components are also embedded, leading to unintentional consequences from disturbance events. Analysis of CI as social-ecological-technological systems (SETS) can support integrated decision-making and increase infrastructure's capacity for resilience to climate change. We assess the impacts of an extreme precipitation event in Phoenix, AZ to identify pathways of disruption and feedback loops across SETS as presented in an illustrative causal loop diagram, developed through semi-structured interviews with researchers and practitioners and cross-validated with a literature review. The causal loop diagram consists of 19 components resulting in hundreds of feedback loops and cascading failures, with surface runoff, infiltration, and water bodies as well as power, water, and transportation infrastructures appearing to have critical roles in maintaining system services. We found that pathways of disruptions highlight potential weak spots within the system that could benefit from climate adaptation, and feedback loops may serve as potential tools to divert failure at the root cause. This method of convergence research shows potential as a useful tool to illustrate a broader perspective of urban systems and address the increasing complexity and uncertainty of the Anthropocene. [ABSTRACT FROM AUTHOR]

The rapid advancements in science and technology have necessitated the adaptation of biology education to enhance students' understanding and critical thinking skills, aligning with the demands of the 21st century. The development of digital modules based on the Science, Environment, Technology, and Society (SETS) framework represents an innovative approach to facilitate students' learning by seamlessly integrating theories from science, environment, technology, and society. This research adopts the Research and Development methodology, employing the ADDIE development model. The digital module's development underwent validation by four experts, comprising two media experts and two material experts. The validation results yielded a 90% agreement from media experts and an 85% concurrence from material experts, indicating the suitability of the digital module on environmental change, grounded in the SETS framework, for educational use. The developed module was subjected to testing using a one-group pretest-posttest design, followed by the analysis of the obtained data through paired sample t-tests. The analysis results indicate a significant improvement in both conceptual understanding and critical thinking skills following the utilization of the module. Hence, this module is recommended for use in biology education, particularly in the context of environmental change materials.

In this work, I analyze a series of discursive units or semiotic groups, such as written, visual or auditory texts and ritual practices, which make visible Andean elements that at a time in the past were inscribed in a social and cultural system. These units connect traditional Andean elements with canonical Western elements and above all with elements of globalization. Methodologically, I review the classical theoretical references of anthropology, sociology, and literary analysis, as well as their limitations, in search of new perspectives that help us to describe what we call "sets", and which de la Cadena calls "partial connections", so we can show nuclei of knowledge and subjectivity that allow their subjects to be "recognized" (Bourdieu, Taylor), while they enrich the western receiver. [ABSTRACT FROM AUTHOR]

Background Long nerve grafts will affect muscle recovery. Aim of this study is to investigate if supercharged end-to-side (SETS) sensory nerve transfer to long nerve graft can enhance functional outcomes in brachial plexus animal model. Methods A reversed long nerve graft (20–23-mm) was interposed between C6 and musculocutaneous nerve (MCN) in 48 SD rats. The sensory nerves adjacent to the proximal and distal coaptation sites of the nerve graft were used for SETS. There were four groups with 12 rats in each: (A) nerve graft alone, (B) proximal SETS sensory transfer, (C) distal SETS sensory transfer, and (D) combined proximal and distal SETS sensory transfers. Grooming test at 4, 8, 12 and 16 weeks, and compound muscle action potentials (CMAP), biceps tetanic muscle contraction force, muscle weight and MCN axon histomorphologic analysis at 16 weeks were assessed. Results Grooming test was significantly better in group C and D at 8 weeks (p = 0.02 and p = 0.04) and still superior at 16 weeks. There was no significant difference in CMAP, tetanic muscle contraction force, or muscle weight. The axon counts showed all experimental arms were significantly higher than the unoperated arms. Although the axon count was lowest in group C and highest in group D (p = 0.02), the nerve morphology tended to be better in group C overall. Conclusion Distal sensory SETS transfer to a long nerve graft showed benefits of functional muscle recovery and better target nerve morphology. Proximal sensory inputs do not benefit the outcomes at all. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Filosóficos is the property of Estudios Filosoficos 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 purpose of the current study is to examine the ways in which preservice middle school mathematics teachers (PMSMT) apply and represent algebraic reasoning in their solution processes for the problems in the concept of sets. This model provides detailed information about the reasoning made through the process of the solution of set problems. The study group of this case study was composed of 20 preservice mathematics teachers. The data were collected through written documents and whole class discussions. Based on the findings of the study, three ways to represent algebraic reasoning in sets emerged; context-based representation of algebraic reasoning, generalization-based representation of algebraic reasoning and formulization-based representation of algebraic reasoning. These ways determined based on the argumentations that they formed. They produced different warrants since they reasoned differently.

The purpose of this study was to develop the electronic student worksheets (E-LKPD), based on the Science, Environment, Technology, and Society (SETS), in improving the learning activities of elementary school students. In this Research and Development (R&D) designed research, the data collection techniques used were the questionnaires, tests, and documentation. The data was analyzed with SETS elements, the e-worksheet validity test was measured by the experts validation, the learning practices were measured using the student and teacher observations lists, the effectiveness of the e-worksheet was tested using the independent sample t-test and the students' cognitive mastery test scores. The results showed that the SETS -based e-worksheet was valid, practical, and effective in increasing students’ learning activities. It can be concluded that: 1) the e-worksheet is valid as the average score from the expert validation resulted 93.5% in a ‘very good’ category and can be used without revision; 2) the e-worksheet is practical, proved by the observation result in the experimental class students that reached 88%, compared to the control class with 72 % score. The results of the students’ responses scored 81% in ‘good’ category and 93% in the experimental class in a ‘very good’ category; 3) the e-worksheet proved to be effective shown by the t-count which was higher than the t-table (2.619 > 1.995), that made the H0 was rejected, that suggested there was a difference in the result of cognitive learning in the experimental (91.4% ) and control class (80%).

This study is a research and development (RD) to compile and develop teaching materials for mathematics an integrated set of Islamic values. The development of teaching materials is motivated by the low learning outcomes of students at the set with one cause, namely the behavior or morals of students in learning and outside learning is not good. The subjects of the study were VII grade students of SMP Muhammadiyah 1 Ambarawa. The research method is development research by adopting the Thiagarajan steps which are known as the 4D development model, namely: Define, Design, Develop and Disseminate. The results of the validation from the experts show that the feasibility level of teaching materials is in the quite feasible category or can be used but it needs to be revised slightly, with the percentage acquisition for material experts at mathematics 84.52%, material experts at Islamic values 80%, experts learning media 77.86%. The results of student responses showed that students gave a positive response to the teaching materials shown by the percentage of acquisition of responses that strongly agreed with the mathematics learning module on the interest indicator 61.59%, material indicator 53.91%, and language indicator 68.11%. In conclusion, the integrated set of mathematics teaching materials of Islamic values is feasible to use with an average percentage of validation results of 80.79% and an average percentage of student positive response results of 61.20%.

Copyright of Revista de la Facultad de Trabajo Social. Universidad Pontificia Bolivariana is the property of Universidad Pontificia Bolivariana 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.)

DEVELOPMENT OF SETS-BASED CHEMISTRY LEARNING E-MODULES (SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY) ON COLLIGATIVE PROPERTIES OF SOLUTIONS Abstract This study aims to produce an e-module for learning chemistry based on SETS (Science, Environment, Technology, Society) on the colligative properties of solutions, and to find out students' responses to the e-module. This study uses a 4-D model (define, design, development, and disseminate) which is limited only to the development stage. The instruments used in this research are needs analysis questionnaire, student analysis questionnaire, module content validation sheet, and student response questionnaire sheet. The validation of the content of the module was carried out by 2 instructional review experts and 1 practitioner. Based on the validator's assessment, a valid and worthy module was produced to be tested. The e-module trial phase was carried out on 35 students of class XII MIPA at SMAN 4, South Tangerang City. Based on the student response questionnaire, obtained a percentage of 82.5% in the SETS-based learning aspect which is included in the very good category. Overall, there was a positive response to the developed e-module with an average percentage of 82.93% which was included in the very good category and was suitable for use as a medium and source of learning in the learning process. Abstrak Penelitian ini bertujuan untuk menghasilkan e-modul pembelajaran kimia berbasis SETS (Science, Environment, Technology, Society) pada materi sifat koligatif larutan, serta mengetahui tanggapan siswa terhadap e-modul tersebut. Penelitian ini menggunakan model 4-D (define, design, development, dan disseminate) yang dibatasi hanya sampai tahap development. Instrumen yang digunakan dalam penelitian ini yaitu angket analisi kebutuhan, angket analisis peserta didik, lembar validasi isi modul, dan lembar angket respon siswa. Validasi isi modul dilakukan oleh 2 orang ahli kajian instruksional dan 1 orang praktisi. Berdasarkan penilaian validator, dihasilkan modul yang valid dan layak untuk diuji coba. Tahap uji coba e-modul dilakukan terhadap 35 orang siswa kelas XII MIPA di SMAN 4 Kota Tangerang Selatan. Berdasarkan angket respon siswa, diperoleh presentase sebesar 82,5% pada aspek pembelajaran berbasis SETS yang termasuk kedalam kategori sangat baik. Secara keseluruhan, diperoleh respon positif terhadap e-modul yang dikembangkan dengan presentase rata-rata sebesar 82,93% yang termasuk dalam kategori sangat baik dan layak digunakan sebagai media dan sumber belajar dalam proses pembelajaran.

The introduction of the Railroad in southeastern Cuba due to the development of the mining and sugar industries in the 19th century has led to the presence of heritage made up of a railway system of cultural value, highlighting its architecture. This paper presents a theoreticalgraphic characterization of the railway sets developed in the region to raise their recognition and stimulate awareness for their conservation. [ABSTRACT FROM AUTHOR]

Copyright of Arte, Individuo y Sociedad is the property of Universidad Complutense de Madrid 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.)

We present GridSet, a novel set visualization for exploring elements, their attributes, intersections, as well as entire sets. In this set visualization, each set representation is composed of glyphs, which represent individual elements and their attributes utilizing different visual encodings. In each set, elements are organized within a grid treemap layout that can provide space-efficient overviews of the elements structured by set intersections across multiple sets. These intersecting elements can be connected among sets through visual links. These visual representations for the individual set, elements, and intersection in GridSet facilitate novel interaction approaches for undertaking analysis tasks by utilizing both macroscopic views of sets, as well as microscopic views of elements and attribute details. In order to perform multiple set operations, GridSet supports a simple and straightforward process for set operations through dragging and dropping set objects. Our use cases involving two large set-typed datasets demonstrate that GridSet facilitates the exploration and identification of meaningful patterns and distributions of elements with respect to attributes and set intersections for solving complex analysis problems in set-typed data. [ABSTRACT FROM AUTHOR]

Lacking in the philosophy of sport is discussion of the gendered numbers of sets played in Grand Slam tennis. We argue that the practice is indefensible. It can be upheld only through false beliefs about women or repressive femininity ideals. It treats male tennis players unfairly in forcing them to play more sets because of their sex. Its ideological consequences are pernicious, since it reinforces the respective identifications of the female and male with physical limitation and heroism. Both sexes have compelling reason to reject the practice. [ABSTRACT FROM AUTHOR]

Tujuan penelitian ini adalah untuk mengembangkan model pembelajaran blended learning bervisi SETS dalam melatih kecerdasan jasmaniah kinestetik, logis matematis, visual spasial dan naturalis mahasiswa. Metode penelitian yang digunakan yaitu R&D (Research and Development) yang terdiri dari tujuh tahapan : 1)Research and Information Collecting, 2) Planning, 3) Develop preliminary form of product, 4) Preliminary field testing, 5) Main product revision, 6) Main Field Testing, 7)Final product revision. Hasil penelitian menunjukan model pembelajaran blended learning bervisi SETS diracang berdasarkan tahapan pembelajaran pengelolaan lingkungan hidup (PLH) secara daring dan luring. Pengembangan model blended learning bervisi SETS efektif dalam melatih kecerdasan majemuk mahasiswa yang terdiri dari kecerdasan jasmaniah kinestetik, logis matematis, visual spasial dan naturalis mahasiswa.

Studies in the field of environmental education need to be continuously promoted in line with the increasing number of environmental problems. The purpose of this systematic literature review (SLR) was to review and compare investigations of researches on articles published by one Indonesian Scopus Indexed journal i.e., Jurnal Pendidikan IPA Indoneia (JPII) so that they are expected to have significant contributions to the topic of environmental education. This systematic literature review adopts five-step guidelines. The study standards that meet the requirements were as follows: (1). The data used were from the 2012-2021 publication year; (2) articles published in English; (3) Full paper can be accessed; (4) related to the theme of environmental education. It can be concluded that JPII is a pro-environment education journal. JPII publishes 26 articles related to the theme of environment education. The most frequently used keywords were environmental education and students. JPII's important contribution in the theme of environmental education is to provide a real example of the implementation of SETS and to emphasize that the success of implementing environmental education depends on the models, methods, techniques, and tools that are continuously developed by experts [ABSTRACT FROM AUTHOR]

Obtaining quantitative survey responses that are both accurate and informative is crucial to a wide range of fields. Traditional and ubiquitous response formats such as Likert and visual analogue scales require condensation of responses into discrete or point values—but sometimes a range of options may better represent the correct answer. In this paper, we propose an efficient interval-valued response mode, whereby responses are made by marking an ellipse along a continuous scale. We discuss its potential to capture and quantify valuable information that would be lost using conventional approaches, while preserving a high degree of response efficiency. The information captured by the response interval may represent a possible response range—i.e., a conjunctive set, such as the real numbers between 3 and 6. Alternatively, it may reflect uncertainty in respect to a distinct response—i.e., a disjunctive set, such as a confidence interval. We then report a validation study, utilizing our recently introduced open-source software (DECSYS), to explore how interval-valued survey responses reflect experimental manipulations of several factors hypothesised to influence interval width, across multiple contexts. Results consistently indicate that respondents used interval widths effectively, and subjective participant feedback was also positive. We present this as initial empirical evidence for the efficacy and value of interval-valued response capture. Interestingly, our results also provide insight into respondents' reasoning about the different aforementioned types of intervals—we replicate a tendency towards overconfidence for those representing epistemic uncertainty (i.e., disjunctive sets), but find intervals representing inherent range (i.e., conjunctive sets) to be well-calibrated. [ABSTRACT FROM AUTHOR]

Abstract PISA test results show that scientific literacy for many countries around the world is categorized as low. SETS is one approach that can improve scientific literacy. However, research for the combination of these two topics is still challenging to find. This article aims to systematically show the scope of scientific literacy research and SETS from 2016-2020. This study uses the SLR (Systematic Literature Review) method that adopts the PRISMA systematic. The study population consisted of all articles on JRST, IJSE, SE, and JPCS and other journals from the ERIC, DOAJ, and Science Direct directories. The sample of this research is 44 articles obtained in these journals. The results of the article analysis show that JPCS, IJERE, and IJSE publish the articles with the highest quantity, where the topic of scientific literacy is the topic with the highest quantity and the combined topic of scientific literacy SETS is the topic with the least quantity. The sub-topic of scientific literacy and SETS articles most studied was the development of learning books related to scientific literacy and SETS. Most of the types of research used are empirical research types. Further research is suggested to look at the effect of SETS on scientific literacy or develop a SETS-based learning media and student learning environment in improving scientific literacy. Abstrak Hasil tes PISA menunjukan literasi sains untuk banyak negera di seluruh dunia dikategorikan rendah. SETS menjadi salah satu pendekatan yang dapat meningkatkan literasi sains. Namun, penelitian untuk gabungan kedua topik ini masih sulit ditemukan. Artikel ini bertujuan untuk menunjukan sistematik cakupan penelitian literasi sains dan SETS dari tahun 2016-2020. Penelitian ini menggunakan metode SLR (Systematic Literature Review) yang mengadopsi sistematik PRISMA. Populasi penelitian terdiri atas seluruh artikel pada JRST, IJSE, SE, dan JPCS, serta pada jurnal lainnya dari direktori ERIC, DOAJ, dan Science Direct. Sampel penelitian ini adalah 44 artikel yang diperoleh pada jurnal-jurnal tersebut. Hasil analisis artikel menunjukan JPCS, IJERE dan IJSE menerbitkan artikel dengan kuantitas terbanyak, di mana topik literasi sains menjadi topik yang kuantitas paling banyak dan topik gabungan literasi sains dan SETS menjadi topik yang kuantitas paling sedikit. Sub-topik artikel literasi sains dan SETS yang paling banyak diteliti adalah pengembangan buku pembelajaran terkait literasi sains dan SETS. Sebagian besar tipe penelitian yang digunakan ialah tipe penelitian empiris. Penelitian lebih lanjut disarankan yaitu melihat pengaruh SETS terhadap literasi sains atau mengembangkan sebuah media pembelajaran berbasis SETS dan lingkungan belajar siswa dalam meningkatkan literasi sains.

Studies in the field of environmental education need to be continuously promoted in line with the increasing number of environmental problems. The purpose of this systematic literature review (SLR) was to review and compare investigations of researches on articles published by one Indonesian Scopus Indexed journal i.e., Jurnal Pendidikan IPA Indoneia (JPII) so that they are expected to have significant contributions to the topic of environmental education. This systematic literature review adopts five-step guidelines. The study standards that meet the requirements were as follows: (1). The data used were from the 2012-2021 publication year; (2) articles published in English; (3) Full paper can be accessed; (4) related to the theme of environmental education. It can be concluded that JPII is a pro-environment education journal. JPII publishes 26 articles related to the theme of environment education. The most frequently used keywords were environmental education and students. JPII's important contribution in the theme of environmental education is to provide a real example of the implementation of SETS and to emphasize that the success of implementing environmental education depends on the models, methods, techniques, and tools that are continuously developed by experts.

The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education. [ABSTRACT FROM AUTHOR]