Remembering Oleksandr Pronin: the Stained Glass Art Laboratory of KSADA in 1980–2000s

The material covers the years of creative life of a famous Ukrainian artist-monumentalist, O. Pronin (1934–2002), associated with his leadership of the Department of Monumental Painting of the Kharkiv State Academy of Design and Arts and the development of stained glass as a technique and a form of monumental and decorative art in education. The author focuses on the formation of a school of artistic stained glass in Kharkiv, the founders of which were professors Oleksandr Pronin and his wife Galyna Tishchenko. The article has some features of autobiography and is presented in the form of memoirs about the activities of the stained glass workshop of KSADA – Kharkiv Art and Industry Institute, and life of the author and the main character of the story, O. Pronin, and his students, around this workshop. These are the times of formation of the laboratory, certain stages of gaining experience in the stained glass industry, analysis of works of art and the spread of stained glass art through the work of the head of the department and laboratory and his many followers. Documentary and illustrative materials on the activities of the stained glass workshop, which was created by O. Pronin in 1967 and is still developing thanks to the efforts and activities of the author of the article, who is a direct student and a follower of the master, mention significant for Kharkiv and all Ukraine monumental art projects, behind which O. Pronin stood as the author or leader. The facts and memoirs presented by the author of the article have historical and scientific value, since the author himself took part in the creation of the stained glass laboratory of KSADA as its head. Although the emphasis is made on the 1980–2000s, which was the period of the heyday of the laboratory, the author also cites the modern works of O. Pronin’s and his own students, showing the continuity of the traditions in the Kharkiv school of stained glass.

The Assessment of Attitudes of Students at Medical Schools towards Psychiatry and Psychiatric Patients—A Cross-Sectional Online Survey

The aim of the study was the assessment of the level of stigmatisation of psychiatric patients and psychiatry as a field of study by students at medical schools in Poland and the comparison of students’ attitudes over the years. The study was conducted based on a proprietary questionnaire assessing the stage of tertiary education, sociodemographic status, and MICA-2 psychometric tool that is used for assessing both the attitudes of students at medical schools towards psychiatry as a field of study and patients with mental health disorders. According to the MICA score, those who have higher scores have more negative attitudes towards psychiatry. The survey consisted of two rounds at an interval of 3 years. Results. The first-round survey, conducted in 2017, involved 480 students. The second-round survey, conducted in 2020, involved 573 students. In both cases, women constituted the vast majority of respondents. Women, as well as medical major students, achieved significantly lower scores than men p < 0.001. The said relationship was also observed for individual experience with mental illness. There was no correlation between the MICA-2 total score and the psychiatry course completion—p = 0.105. However, the levels of stigmatisation are still high. The implementation of educational methods to improve the perception of psychiatric patients by students at medical schools should be taken into consideration. An increase in direct student–patient contact, for example, by means of intensive elective classes, could be beneficial.

The Impact of a Metacognitive Intervention using I.M.P.R.O.V.E. Model on Grade 7 Students’ Metacognitive Awareness in Mathematics

This study sought to investigate the impact of a Metacognitive intervention on Grade 7 students’ Metacognitive awareness in Mathematics. Using Concurrent Action Research as the research design of the study, one heterogeneous Grade 7 class from a public high school in Metro Manila underwent a six-week Metacognitive Intervention using a structured Metacognitive instructional model called, I.M.P.R.O.V.E. (Introducing the new concepts; Metacognitive questioning; Practicing; Reviewing and Reducing difficulties; Obtaining mastery; Verification; and Enrichment). The quantitative aspect of the research included the assessment of the Metacognitive Awareness before and after the intervention period using the Jr. Metacognitive Awareness Inventory (Jr. MAI). On the other hand, student interviews, Focus Group Discussions (FGD) with the observers, and learners’ outputs were examined in the qualitative aspect of the research. Results revealed that there were large, and huge significant differences between the pre-test and post-test results of the Jr. MAI. Moreover, the intervention gained affirmative responses from the teacher observers and student participants as a good intervention tool to enhance students’ Metacognitive Awareness in Mathematics. Emergent issues on the utilization of the intervention were discussed such as: Questions that direct student learning; Enrichment of students’ Metacognitive experience; and Use of reflections in Mathematics. Recommendations on improving the model utilization were also discussed which included: selection of topics where the I.M.P.R.O.V.E. is appropriate to be used; and emphasis of objectives as “today’s target” in classrooms

The Women-Historians in F.W. Maitland’s Scientific School: Mary Bateson

Women-historians make up a small part of the scientific school of the outstanding British historian and lawyer F.W. Maitland (1850-1906). The gender profile of F.W. Maitland’s school was not the subject of special study. The women’s coming in the historical science of Great Britain in 1880-1890s was the result of a broad suffragist movement, granting women equal rights with men in higher education in national universities. The formation of “female” medieval studies was influenced by F.W. Maitland as a scholar and a professor of Cambridge University - his methodological approach, relevance with archival records as the main base of the historical studies, his fruitful publishing activities. Three prominent women-medievalists - Mary Bateson (1850-1906), Helen Maud Cam (1885-1968) and Bertha Haven Putnam (1872-1960), specialized in different spheres of the English medieval history, but in line with the teacher’s methodology, represented F.W. Maitland’s scientific school the most clearly. The scientific activity of Mary Bateson, a recognized and direct student of F.W. Maitland, one of the most famous British scientists in the field of medieval studies, is being investigated.

Śāntarakṣita and Kamalaśīla: Life and Teaching

The article details the biography and teachings of Śāntarakṣita (8th century), a famous Buddhist scholar and enlightener, a leading figure in the spread of Buddhism in Tibet and his closest student Kamalaśīla (also 8th century). Śāntarakṣita is the author of several treatises, including Compendium of Entities - Tattvasaṃgraha, a monumental work that can rightfully be called the Buddhist Philosophical Encyclopedia, consisting of 26 sections (the Tibetan translation contains 31 sections), in which all key philosophical schools of India, namely: Mīmāṃsa, Vedānta, Sāṃkhya, Yoga, Nyāya, Vaiśeṣika, Lokāyata, Jainism and Buddhism of other sects) are analyzed and subsequently refuted. Kamalaśīla is a direct student of Śāntarakṣita, the author of a word-to-word commentary on the teacher's Tattvasaṃgraha. The article also dwells on the history of the discovery and study of the Tattvasaṃgraha. The novelty of the study lies in a full-length encyclopedic presentation of the philosophy of Śāntarakṣita and his immediate student Kamalaśīla. A special contribution of the author to the study of the topic is the demonstration that Śāntarakṣita, as a representative of the Yogācāra-Madhyamaka school, worked in the genre of synthesis of the teachings of Yogācāra (Vijānavāda) and Madhyamaka (Śūnyavāda), and in the field of epistemology he continued the theories of Dignāga and Dharmakīrti.

THE INFLUENCE OF THE STUDENT FACILITATOR AND EXPLAINING ON STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOLS

The research objective was to describe the effect of using the Student Facilitator and Explaining model of learning on thematic learning at SDN Balongbesuk, Diwek, Jombang. The experimental method used in this study, and the research design used the Noneequivalent Control Group. Grade IV students were used as subjects in this study. Data were collected by observation, interviews, and tests. The t-test formula is used to analyze the data results. It is shown by the results of the research on learning mechanisms to be more effective by using the Student Facilitator And Explaining learning model, because it participates and engages students directly in the learning mechanism. Make students competent to express ideas or ideas to their friends. The use of the Student Facilitator And Explaining model can increase students' insight while learning, direct student involvement in the learning mechanism, because it can increase student learning outcomes.

Development and Psychometric Properties of the Questionnaire for Assessing Educational Podcasts (QAEP)

The aim of this research was to develop and validate the Questionnaire for Assessing Educational Podcasts (QAEP), an instrument designed to gather students’ views about four dimensions of educational podcasts: access and use, design and structure, content adequacy, and value as an aid to learning. In study 1 we gathered validity evidence based on test content by asking a panel of experts to rate the clarity and relevance of items. Study 2 examined the psychometric properties of the QAEP, including confirmatory factor analysis with cross-validation to test the factor structure of the questionnaire, as well as item and reliability analysis. The results from study 1 showed that the experts considered the items to be clearly worded and relevant in terms of their content. The results from study 2 showed a factor structure consistent with the underlying dimensions, as well as configural and metric invariance across groups. The item analysis and internal consistency for scores on each factor and for total scores were also satisfactory. The scores obtained on the QAEP provide teachers with direct student feedback and highlight those aspects that need to be enhanced in order to improve the teaching/learning process.

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

Background The use of artificial teeth in pre-clinical simulation clinic teaching of post-core techniques has clear educational benefits for students and staff. This study explored the reasons for selection and direct student experiences with artificial teeth in a recently conducted pre-clinical fixed prosthodontics post-core technique teaching program. Methods An online anonymous survey was delivered to fourth year undergraduate dental students who had completed the fixed prosthodontics pre-clinical program seeking information on the choice of artificial or natural teeth and direct experiences. Quantitative data was summarised and qualitative data was clustered into topics. Results A 100% response rate was received. 36% of 70 respondents chose to use one or more artificial teeth for the post-core exercises which was predominantly driven by difficulty in sourcing appropriate natural teeth (59%) rather than educational benefit (13%). 45 (64%) chose not to use artificial teeth largely due to the cost of the teeth (49%). Conclusions Direct student experiences in using the artificial teeth for post-core exercises were positive. In the choice to select artificial or natural teeth for post-core exercises, teaching staff may focus on educational benefits while students focus on the practicalities of sourcing teeth, associated costs and ease of use. As the first known research of its kind, within the limitations of this study artificial teeth provided an appropriate and realistic simulation compared to extracted natural teeth and were easier to source for the post-core exercises of the pre-clinical fixed prosthodontics program. More widespread use of artificial teeth was limited by cost.

PENERAPAN SISTEM FULL DAY SCHOOL DI MI KOTA MALANG

The formation and development of characters from an early age is very necessary, hence the importance of education to direct student to develope positive character in both the scope of religion and nasionalism by practicing character values in daily life. One alternative for the development of students character is by implementing a full day school system which means students are involved in school activities for one full day starting at 06.45 a.m. until 3.00 p.m as has been applied at MI Khadijah Malang. This study used a method with 3 instruments, namely: interview, observation and documentation. This study also aims to discribe: 1). Character of MI Khadijah Malang students, 2). The process of carrying out a full day school in developing character at MI Khadijah, 3). Supporting and inhibiting factors in the process of implementing full day school at MI Khadijah Malang. And the result of this study showed that broadly the character of students in MI Khadijah classified as students who where easily directed and conditioned by the application of full day school, teacher will be ease to supervise and guide students in character development through habituation of activities carried out school regularly.