Compared Heritability of Chronotype Instruments in a Single Population Sample

It is well established that the oldest chronotype questionnaire, the morningness-eveningness questionnaire (MEQ), has significant heritability, and several associations have been reported between MEQ score and polymorphisms in candidate clock genes, a number of them reproducibly across populations. By contrast, there are no reports of heritability and genetic associations for the Munich chronotype questionnaire (MCTQ). Recent genome-wide association studies (GWAS) from large cohorts have reported multiple associations with chronotype as assessed by a single self-evaluation question. We have taken advantage of the availability of data from all these instruments from a single sample of 597 participants from the Brazilian Baependi Heart Study. The family-based design of the cohort allowed us to calculate the heritability (h2) for these measures. Heritability values for the best-fitted models were 0.37 for MEQ, 0.32 for MCTQ, and 0.28 for single-question chronotype (MEQ Question 19). We also calculated the heritability for the two major factors recently derived from MEQ, “Dissipation of sleep pressure” (0.32) and “Build-up of sleep pressure” (0.28). This first heritability comparison of the major chronotype instruments in current use provides the first quantification of the genetic component of MCTQ score, supporting its future use in genetic analysis. Our findings also suggest that the single chronotype question that has been used for large GWAS analyses captures a larger proportion of the dimensions of chronotype than previously thought.

Aceh Besar تحليل بناء بنود الإختبار لمادة اللغة العربية بمعهد روح الإسلام أناك بنجسا

So far, the making of evaluation question for Arabic language lessons at MAS Ruhul Islam Anak Bangsa Aceh Besar has not been conducted in-depth qualitative research according to competency standards, especially in item construction, before being tested on students. The teacher designs the items only based on the difficulty level of the questions without looking at other aspects. Therefore, the aim of this research is to describe the accuracy of the construction of multiple choice items in Arabic lessons in class XI MAS 2019/2020 using descriptive statistical analysis methods. This type of research is qualitative research, the population in this research is 50 multiple choice questions in Arabic that designed by the teacher for class XI MAS Ruhul Islam Anak Bangsa 2019/2020. The sample of this research is 25 questions from the population and the sampling uses simple random sampling technique. Data collection techniques of this research are documentation. Qualitative analysis techniques was carried out using a format (table) designed by the researcher. The results of this study were based on samples, there were 16 questions in accordance with the research aspect of the accuracy of the construction of multiple choice items, while 9 other questions were not in accordance with the aspects of the accuracy of the construction of multiple choice items. When viewed from the aspect of construction accuracy in the total sample size, it is found that 8 aspects have been dominantly owned by all samples and 4 other aspects are not owned by the sample. And it is known that the 50 questions designed by the teacher belong to the types of distracters questions.

Use of a Realist Evaluation to Understand what works when Delivering Healthcare in an Alternative Setting

Evaluation Aims This thesis outlines the Realist Evaluation of Swansea University’s Health and Wellbeing Academy, answering the evaluation question of, ‘Does the Health and Wellbeing Academy work, for whom does it work, in what ways and why?’ Methods The evaluation was split into three components including a Stakeholder Perspective Exploration, and Realist Evaluations of two programmes. Mixed methods were used to collect data from a range of stakeholders including programme users and facilitators, outlining the conditions in which the academy works, for whom and why. Findings and Recommendations Findings indicate the academy ‘works’ and is progressing towards its value of focusing on population needs by complementing the NHS, its mission of enhancing student placement opportunities, and its aim of providing holistic, person-centred care. Findings reveal that utilising the unique skill set of stakeholders affiliated with its university context (e.g., academic health care staff) are beneficial in achieving aims, values, and missions. Findings indicate the Academy facilitates internal, ‘home-grown’ programmes more so than external programmes, and that external programmes would benefit from a dedicated champion/manager to ensure the programmes longevity. Findings indicated that offering evidence-based programmes are successful at improving service user outcomes within this setting and again, suggest that unique contextual factors of the Academy (e.g., skillset of academics) facilitate the development of valuable programmes for Academy provision. Further, findings indicate the Academy offers a service in-line with visions outlined in core Welsh healthcare policy and is well-placed to contribute to the transformation of the Welsh NHS. Recommendations for the Academy to progress towards other aims include utilising the skillset of internal stakeholders to develop a research and evaluation framework, clarifying its aims, and outlining practical steps towards achieving these, by developing a logic model of the Academy, to ensure join-up between service areas, ensuring that programmes are operating in consistent and measurable way.

Principles-focused evaluation for agroecology

This article offers a framework for evaluating agroecological principles, practices, and claims. Advocates of agroecology offer principles for sustainable, productive, and efficient agricultural systems. The evaluation question that immediately and inevitably arises in the face of such claims is: Does agroecology work? Thus do 2 fields of inquiry intersect: evaluation and agroecology. But there are many approaches to and models of evaluation. The challenge is to match the evaluation framework to the nature of agroecology. Because agroecology is based on principles, the appropriate evaluation approach is principles-focused evaluation. This article (1) elucidates principles-focused evaluation and demonstrates its relevance to evaluating agroecological practices and claims, (2) offers a principles-focused evaluation framework for monitoring agroecological transition and intensification within a particular context, and (3) concludes with lessons about principles-focused evaluation from agroecology.

ANATES ببرنامج Aceh Besar تحليل توثيق بنود الاختبار لمادة اللغة العربية بمعهد روح الإسلام أناك بنجسا

So far, the making of evaluation question for Arabic language lessons at MAS Ruhul Islam Anak Bangsa Aceh Besar has not been conducted in-depth qualitative research. The questions that tested to students were never through the maximum qualitative review stage. Thus, making of Arabic evaluation question in MAS Ruhul Islam Anak Bangsa Aceh Besar only relies on estimation and uniformity. So, the quality produced is unknown. Teher for, the aim of this research is to determine of the quality of the question based on the level of validity in term of evaluating Arabic lessons in MAS Ruhul Islam Anak Bangsa Aceh Besar. The question that was examined was made by Arabic Teacher in MAS Ruhul Islam Anak Bangsa Aceh Besar with 50 items. This research is quantitative research with evaluation research method. Data collection techniques used are documentation techniques, and interview techniques. The data analysis techniques used is descriptive statistical techniques with using the Anates V4.09 program. The result of this research in term of item validity show that the evaluation question on Arabic Subject in MAS Ruhul Islam Anak Bangsa Aceh Besar have 25 valid item (50%) with details of 20 items have very good signicance (very significant), 5 items have good significance (significant), 24 items have bad significance, and 1 item NaN or undefined.

ANALISIS KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL HIGH ORDER THINKING DITINJAU DARI KEMAMPUAN AWAL MATEMATIS SISWA

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh kemampuan awal matematis siswa terhadap penyelesaian soal-soal high order thinking ditinjau dari soal analisis, soal evaluasi, soal mencipta dan secara umum. Penelitian ini pun bertujuan untuk mengetahui kemampuan siswa dalam menyelesaikan soal-soal high order thinking serta untuk mengetahui faktor-faktor yang menyebabkan siswa keliru dalam menyelesaikan soal-soal high order thinking. Metode penelitian yang digunakan adalah metode campuran dengan jenis embedded concurrent. Dari hasil penelitian diperoleh terdapat pengaruh kemampuan awal matematis siswa terhadap penyelesaian soal high order thinking dalam segala aspek. Siswa dikategorikan mampu menyelesaikan soal-soal high order thinking. Faktor-faktor yang menyebabkan siswa keliru dalam menyelesaikan soal-soal high order thinking diantaranya adalah kurang teliti dalam proses pengerjaan soal, kemampuan awal matematis siswa yang rendah, proses yang dilalui selama pembelajaran tidak maksimal, kurangnya pemahaman siswa terhadap soal, ketidaklengkapan dalam membaca soal dan kurangnya perhatian dari orang tua.Kata Kunci: Analisis, Soal High Order Thinking, Kemampuan Awal.AbstractThis research aims to know the effect of prior mathematical students ability to solve on high order thinking questions looked by analysis question, evaluation question, creating question and genera question.This research also aims to know about students ability in solving high order thinking question and to know about the factors that cause students to be wrong in solving high order thinking questions. The research method that used is mixed method with embedded concurrent type. From the result of the research, it is gotten there is an effect of prior mathematical students ability to solve high order thinking question in all aspects. Students are categorized able to solve high order thinking questions. The factors that cause student to be wrong in solving high order thinking question are less careful in the process of solving the question, the prior mathematical students ability is low, the process traversed during learning is not maximal, the lack students understanding to the question, incompleteness in reading the questions and the lack of attention of their parents. Keywords: Analysis, High Order Thinking Question, Prior Ability

What role should Randomised Control Trials play in providing the evidence base underpinning conservation?

There is general agreement that conservation decision-making should be evidence-informed, but many evaluations of intervention effectiveness do not attempt to account for confounding variables and so provide weak evidence. Randomised Control Trials (RCTs), in which experimental units are randomly allocated to treatment or control groups, offer an intuitive means of calculating the effect size of an intervention through establishing a reliable counterfactual and avoid the pitfalls of alternative quasi-experimental approaches. However, RCTs may not be the most appropriate way to answer some kinds of evaluation question, are not feasible in all circumstances, and factors such as spillover and behavioural effects risk prejudicing their quality. Some of these challenges may be greater in situations where the intervention aims to influence ecological outcomes through changing human behaviour (socio-ecological interventions). The external validity – the extent to which findings are generalizable – of RCT impact evaluation has also been questioned. We offer guidance and a series of criteria for deciding when RCTs may be a useful approach for evaluating the impact of conservation interventions, and what must be considered to ensure an RCT is of high quality. We illustrate this with examples from one of the few RCTs of a socio-ecological intervention – an incentive-based conservation program in the Bolivian Andes. Those who care about evidence-informed environmental management should aim to avoid a re-run of the polarized debate surrounding RCTs’ use in fields such as development economics and take a pragmatic approach to impact evaluation, while also actively integrating learning from these fields. If this can be achieved, they will have a useful role to play in robust impact evaluation.

What role should Randomised Control Trials play in providing the evidence base underpinning conservation?

There is general agreement that conservation decision-making should be evidence-informed, but many evaluations of intervention effectiveness do not attempt to account for confounding variables and so provide weak evidence. Randomised Control Trials (RCTs), in which experimental units are randomly allocated to treatment or control groups, offer an intuitive means of calculating the effect size of an intervention through establishing a reliable counterfactual and avoid the pitfalls of alternative quasi-experimental approaches. However, RCTs may not be the most appropriate way to answer some kinds of evaluation question, are not feasible in all circumstances, and factors such as spillover and behavioural effects risk prejudicing their quality. Some of these challenges may be greater in situations where the intervention aims to influence ecological outcomes through changing human behaviour (socio-ecological interventions). The external validity – the extent to which findings are generalizable – of RCT impact evaluation has also been questioned. We offer guidance and a series of criteria for deciding when RCTs may be a useful approach for evaluating the impact of conservation interventions, and what must be considered to ensure an RCT is of high quality. We illustrate this with examples from one of the few RCTs of a socio-ecological intervention – an incentive-based conservation program in the Bolivian Andes. Those who care about evidence-informed environmental management should aim to avoid a re-run of the polarized debate surrounding RCTs’ use in fields such as development economics and take a pragmatic approach to impact evaluation, while also actively integrating learning from these fields. If this can be achieved, they will have a useful role to play in robust impact evaluation.

Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK). Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice questions and learning with directed directions from the teacher. The research method developed is research and development. The output products are learning plan, KBK evaluation question, flash-based interactive e-book multimedia, and quasi experiment to see media effectiveness to KBK. The results showed that e-book multimedia is able to significantly increase the KBK of high school students in economic learning.