Needs Assessment Survey Identifying Research Processes Which may be Improved by Automation or Artificial Intelligence: ICU Community Modeling and Artificial Intelligence to Improve Efficiency (ICU-Comma)

Background Critical care research in Canada is conducted primarily in academically-affiliated intensive care units with established research infrastructure, including research coordinators (RCs). Recently, efforts have been made to engage community hospital ICUs in research albeit with barriers. Automation or artificial intelligence (AI) could aid the performance of routine research tasks. It is unclear which research study processes might be improved through AI automation. Methods We conducted a cross-sectional survey of Canadian ICU research personnel. The survey contained items characterizing opinions regarding research processes that may be amenable to AI automation. We distributed the questionnaire via email distribution lists of 3 Canadian research societies. Open-ended questions were analyzed using a thematic content analysis approach. Results A total of 49 survey responses were received (response rate: 8%). Tasks that respondents felt were time-consuming/tedious/tiresome included: screening for potentially eligible patients (74%), inputting data into case report forms (65%), and preparing internal tracking logs (53%). Tasks that respondents felt could be performed by AI automation included: screening for eligible patients (59%), inputting data into case report forms (55%), preparing internal tracking logs (51%), and randomizing patients into studies (45%). Open-ended questions identified enthusiasm for AI automation to improve information accuracy and efficiency while freeing up RCs to perform tasks that require human interaction. This enthusiasm was tempered by the need for proper AI education and oversight. Conclusions There were balanced supportive (increased efficiency and re-allocation of tasks) and challenges (informational accuracy and oversight) with regards to AI automation in ICU research.

CONTEXTUAL TEACHING AND LEARNING DALAM PENDIDIKAN AGAMA ISLAM

This paper aims to pay attention to the development of Islamic education based on Contextual Teaching and Learning (CTL) theory as a solution to the crisis experienced by Islamic education. In fact, Islamic education is sidelined in public schools because it uses conventional learning methods that are boring and do not provide a significant educational product. Previous research found that the accuracy of lecture-based conventional learning only gave 11% level of meaning for students. This fact is in contrast to the theory of CTL or contextual learning and teaching which emphasizes the contextualization of knowledge. In the end, this study found that CTL learning emphasizes the process of involving students in finding the material being studied and connecting it to real-life situations. This learning model encourages students to be able to apply it in everyday life. There are six characteristics of CTL learning, namely: meaningful learning, application of knowledge, higher order thinking, curriculum which is symbolized by standards, responsiveness to culture, and authentic assessment. In addition, CTL has seven principles that underlie the implementation of the learning process using the CTL learning model, namely: constructivism, inquiry, questioning, learning community, modeling, reflection, and real assessment. CTL learning is very necessary, especially in efforts to develop Islamic education, because it invites students to be more active in learning. ABSTRAKMakalah ini bertujuan memberi perhatian kepada pengembangan Pendidikan Agama Islam berbasis teori Contextual Teaching and Learning (CTL) sebagai solusi dari krisis yang dialami Pendidikan Agama Islam. Kenyataannya, Pendidikan Agama Islam dikesampingkan di sekolah umum karena menggunakan metode pembelajaran konvensional yang membosankan dan tidak memberi produk pendidikan yang signifikan. Penelitian sebelumnya menemukan bahwa akurasi pembelajaran konvensional berbasis ceramah hanya memberi 11% tingkat kebermaknaan bagi siswa. Kenyataan ini berbanding terbalik dengan teori CTL atau pembelajaran dan pengajaran kontekstual yang menekankan kontekstualisasi pengetahuan. Pada akhirnya, penelitian ini menemukan pembelajaran CTL menekankan kepada proses keterlibatan peserta didik untuk menemukan materi yang dipelajari dan menghubungkan dengan situasi kehidupan nyata. Model pembelajaran ini mendorong peserta didik untuk dapat menerapkannya dalam kehidupan sehari-sehari. Terdapat enam karakteristik pembelajaran CTL, yaitu: pembelajaran bermakna, penerapan pengetahuan, berpikir tingkat tinggi, kurikulum yang dilambangkan berdasarkan standar, reponsif terhadap kebudayaan, dan penilaian autentik. Selain itu, CTL memiliki tujuh asas yang melandasi pelaksanaan proses pembelajaran menggunakan model pembelajaran CTL, yaitu: konstruktivisisme, inquiry, bertanya, masyarakat belajar, modelling, refleksi, dan penilaian nyata. Pembelajaran CTL sangat diperlukan terutama dalam upaya pengembangan pendidikan agama Islam, karena bersifat mengajak peserta didik lebih aktif dalam pembelajaran.

NeuroML-DB: Sharing and characterizing data-driven neuroscience models described in NeuroML

As researchers develop computational models of neural systems with increasing sophistication and scale, it is often the case that fully de novo model development is impractical and inefficient. Thus arises a critical need to quickly find, evaluate, re-use, and build upon models and model components developed by other researchers. We introduce the NeuroML Database (NeuroML-DB.org), which has been developed to address this need and to complement other model sharing resources. NeuroML-DB stores over 1,500 previously published models of ion channels, cells, and networks that have been translated to the modular NeuroML model description language. The database also provides reciprocal links to other neuroscience model databases (ModelDB, Open Source Brain) as well as access to the original model publications (PubMed). These links along with Neuroscience Information Framework (NIF) search functionality provide deep integration with other neuroscience community modeling resources and greatly facilitate the task of finding suitable models for reuse. Serving as an intermediate language, NeuroML and its tooling ecosystem enable efficient translation of models to other popular simulator formats. The modular nature also enables efficient analysis of a large number of models and inspection of their properties. Search capabilities of the database, together with web-based, programmable online interfaces, allow the community of researchers to rapidly assess stored model electrophysiology, morphology, and computational complexity properties. We use these capabilities to perform a database-scale analysis of neuron and ion channel models and describe a novel tetrahedral structure formed by cell model clusters in the space of model properties and features.

Eggs With Trilobite Larvae in a Cambrian Community. Modeling the Hydrodynamics

Background: Reproductive behaviors include mating, pregnancy, birth, and ulterior brood care. Fossil records (eggs, nests, etc.) provide a glimpse into the reproductive sequences of ancient animals. Here, we show putative trilobite egg clusters from the middle Cambrian (Miaolingian, Wuliuan Stage) that were found in the Kaili Formation, South China. The arrangement of these egg clusters would ensure efficient oxygen diffusion from the water into cells.Results: We applied a computational fluid mechanics simulation method to understand the behavior of Kaili trilobite eggs in Cambrian seawater under different flow patterns. The drag force and lift force load on the eggs increased rapidly when current speeds exceeded 0.2 m/s. Moreover, the drag coefficient of the single egg model was 1.8–2 times larger than that of each egg in the egg cluster model. The trilobite larva within the egg cluster (ca. 0.5 mm in size) are smaller than the eggs (ca. 0.6 mm), which indicates that they had recently hatched.Conclusions: We suggest that not all trilobites had an unmineralized preliminary stage in their ontogeny and that some protaspis shield may have been formed before hatching. Moreover, we hypothesize that aquatic animals can use egg clustering to effectively reduce the effects of drag and lift forces from the surrounding water.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIA SMA NEGERI 27 MALUKU TENGAH DENGAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI SISTEM PERSAMAAN LINIER TIGA VARIABEL

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menggunakan pendekatan Contextual Teaching and Learning (CTL) pada materi sistem persamaan linier tiga variabel di kelas X MIA SMA Negeri 27 Maluku Tengah. Pendekatan Contextual Teaching and Learning dengan tujuh komponen utama (contructivisme, inquiry, questioning, learing community, modeling, dan authentic assesment) merupakan pembelajaran yang mengaitkan materi pelajaran dengan kehidupan nyata. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang berlangsung selama 2 siklus. Subjek dalam penelitian ini adalah siswa kelas X MIA1 SMA Negeri 27 Maluku Tengah yang berjumlah 27 orang. Pengumpulan data dilakukan menggunakan observasi dan tes akhir pada setiap siklus. Teknik analisis data yang digunakan adalah teknik analisis data kualitatitif dan kuantitatif. Pada siklus I terdapat 13 orang yang mencapai nilai kriteria Ketuntasan Minimal (KKM) yaitu ≥70 atau dengan persentase ketuntasan 48,14%, Sedangkan pada siklus II, terdapat 23 orang (85,18%) yang mencapai KKM. Dengan demikian, dapat disimpulkan bahwa pembelajaran dengan menggunakan pendekatan Contextual Teaching and Learning (CTL) dapat meningkatkan hasil belajar siswa kelas X MIA SMA 27 Maluku pada materi sistem persamaan linier tiga variabel

Implementasi Pembelajaran Kontekstual pada Mata Pelajaran Fikih di MTsN 7 Kepung Kediri

This article discusses the implementation of contextual learning in fiqh subjects at MTsN 7 Kepung Kediri. This research is a qualitative research with a phenomenological approach that focuses on implementation, evaluation models, contextual learning outcomes in fiqh subjects. The results of the study, (1) The implementation of contextual learning in fiqh subjects was carried out in several stages, namely, constructing, inquiry, questionnaire, creating a learning community, modeling, reflection and authentic assessment; (2) The evaluation model uses the Stake's Countenance Model; (3) The learning outcomes of the study, namely, students can understand the principles of Islamic laws in detail regarding food and drink, and gain meaningful knowledge in fiqh learning, inculcate Islamic legal values such as the formation of spiritual values and skills, students can distinguish between halal and haram food and beverages, formed a strong learning motivation, become a student who is responsible, tolerant, and disciplined, and fosters honest, polite, and self-confident.

STRATEGI GURU DALAM PENERAPAN PEMBELAJARAN KONTEKSTUL ABAD 21 DI MA DDI TAKKALASI

This study aims to describe the 21st Century Contextual Learning Application Strategy at MA DDI Takkalasi. This type of research is qualitative with a descriptive approach. The number of informants as many as 11 people who were selected by purposive sampling technique. Data collection techniques using observation, interview, and documentation methods. Checking the validity of the data using the member check technique. Data analysis techniques include data reduction, data presentation and drawing conclusions. The results show that: The results of this study indicate that (1) The application of 21st century contextual learning at MA DDI Takkalasi Barru Regency has been seen in the indicators of implementing the seven components that underlie the implementation of contextual learning, namely constructivism, inquiry, questioning, the learning community, modeling, reflection, and authentic assessment.The factor that hinders the teacher in the contextual learning process is that it comes from the students themselves and the inadequate facilities and infrastructure at school which results in the learning process being constrained.