Nose Tip Elongation and Elevation: A Novel Filler Injection Technique

Background Filler injection for nose tip improvement remains a difficult subject due to efficacy and safety issues. Objectives To better the techniques and safety for nose tip improvement with a filler. Methods Patients seeking nose tip improvement were recruited regardless of their pre-treatment conditions. A hyaluronic acid filler is injected through the skin behind the nose tip into the potential septal space. To achieve tip elevation, the filler is retro injected from the anterior nasal spine, stopping at the mid-level of medial crura. To elongate the nose, the filler is deposited just in front of the caudal septal cartilage. The tip extends in the sagittal plane, causing the nose tip to move either caudally (tip elongation) or anteriorly (tip elevation), or both, as directed by the surgeon. Results Depending on the patients, the nose could be elongated by 2 to 6mm, and the tip could be elevated by 2 to 8 mm. Additionally, stronger columellar support, finer tip structures, and improved nasolabial angle are observed. Interestingly, the upper lip appears shorter. The nostril shapes and the alar widths are also improved. A total of 1288 cases are reported. Only two patients expressed dissatisfaction. Conclusions This technique is easy and safe to perform and, the results are natural and comparable to those from rhinoplasty surgeries. Further, this report of filler nose lengthening may be the first large series in the world. Finally, this technique works well in all populations.

Death Reminders

Discussing school shootings as current or historical events in social studies classrooms can be a difficult endeavour, as it requires confronting death and making sense of violent human behaviour. This chapter asserts that existential anxiety plays a role in helping us better understand these tragedies. Terror management theory (TMT) accounts for existential anxiety as a driver of human behaviour and can be a powerful conceptual tool to help students and teachers unpack the difficult subject matter of school shootings, as well as provide insight for behavioural responses that may emerge in the classroom in response to these discussions. As a result, TMT contributes a classroom of care that fosters a sense of student agency for which to imagine a preferable future.

Difficult Topics in the Chemistry Curriculum – Bulgarian Students‘ View

Chemistry is often considered a difficult subject, and the way students perceive learning affects their achievements. The research aims to identify: the topics in the secondary Chemistry curriculum perceived as difficult and as interesting by the Bulgarian students, the reasons for students’ difficulties and ways to overcome it. An inquiry was conducted with 321 students aged 16 – 17 years. According to them, the most difficult topics are Organic Chemistry and Chemical calculations (abstract and requiring specific skills). The most interesting topics are Organic Chemistry and Theory of Electrolytic Dissociation. Acids and bases. There is no significant correlation between levels of perceived difficulty and interest. Students relate difficulties to: information overload, emphasis on memorization, and lack of connections to everyday life. More lab activities and the practical application of the knowledge are recommended. Our research results can help improve Chemistry curricula and teaching practice.

The implementation of SETS approach towards students achievement on the solubility material based on KKNI

The low students’ achievement, lack of variety of teaching methods on Basic Chemistry, lack of students’ engagement on teaching and learning process, misconception of Chemistry is difficult subject, and the changes of curriculum into KKNI on Industrial Revolution 4.0 that demand for the students are on the level 6 on the output based on the government legislation are the problems that need to be done on this study. This study aimed to find out the students’ achievement and response during the learning process on Basic Chemistry-Solubility and Solubility Product-class by using SETS approach based on KKNI. This is a quasi experiemental study through the distance learning. The technique of collecting the data was documentation and research instruments that consist of course outlines (RPS), students’ activity (observation sheet), and students’ work sheets that describe the activity with SETS method, pretest and post test, and the student’s questionnaire. The results showed that the implementation of SETS approach affects the students achievement thus there is enhancement on students achievement for the control and experimental class for 51.92% and the students response on the methods are 88%. The Concluded that there is an effect of Using SETS to improve student achievement and increasing student responses to learning.

Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Mathematical physics is often considered a very difficult subject to study, one of the reasons that makes this happen is the lack of learning media that supports students. In addition, most of the existing media are in foreign languages, so in this case we need an Indonesian language learning media, namely the mathematical physics e-module on dual integral material. This study aims to see the level of students' perceptions of the mathematics physics e-module on the dual integral material that has been made. The approach of this study uses a mixed method with an explanatory model. The sampling technique in this research was purposive sampling with 68 research subjects active physics education students who contracted Mathematics Physics courses. The instrument used in this study was a student perception questionnaire with 15 questions and an interview sheet with 10 questions.. The data analysis used in this research is descriptive statistics. The results of physics education students' perceptions of the mathematics physics e-module of multiple internal material were categorized as good with a percentage of 66.17% and in the very good category with a percentage of 33.83%. From the results it can be seen that the mathematical physics e-module on dual integral material can support the learning process and increase student motivation.

Pelatihan Maple untuk Kalkulus Bagi Guru-Guru Matematika Sekolah Candle Tree Serpong Utara Tangerang Selatan Banten dan Sekitarnya

Abstrak: Pelajaran matematika merupakan pelajaran yang cukup sulit bahkan mungkin membosankan bagi sebagian siswa. Untuk itu diperlukan sebuah cara pembelajaran yang menarik dan mudah dipahami. Suatu bahan ajar yang menarik dan interaktif akan sangat mendukung proses pembelajaran menjadi lebih baik. Dari hasil diskusi penulis dengan beberapa guru dari sekolah Candle Tree Serpong Utara Tangerang Selatan Banten yang kemudian menjadi Mitra program pengabdian kepada masyarakat disepakati bahwa perlu diadakan pelatihan perangkat lunak Maple bagi guru-guru tersebut. Tujuan dari Pelatihan ini agar guru mengenal perangkat lunak Maple dan dapat menggunakannya dalam proses pembelajaran matematika di sekolahnya. Disebabkan pandemi COVID-19 yang masih terjadi, maka pelatihan dilaksanakan secara daring dengan zoom meeting. Diawali dengan penyampaian teori Kalkulus dilanjutkan dengan pengenalan perangkat lunak Maple dan terakhir dengan demo pembuatan program sederhana untuk Kalkulus dan menggambar grafik animasi. Uji awal dan uji paska tentang Maple dilakukan untuk mengetahui hasil dari pelatihan ini. Hasil menunjukkan kenaikkan yaitu dari 5,6% yang menjawab benar saat sebelum pelatihan dan menjadi 7,3% yang menjawab benar setelah pelatihan. Adapun evaluasi dari pelaksanaan pelatihan berdasarkan jawaban kuesioner yang diberikan memberikan pernyataan 80% menyatakan pelatihan sangat baik. Dampak dari pelatihan ini beberapa guru sudah dapat membuat grafik menggunakan Maple dalam materi bahan ajarnya.Abstract: Mathematics is fairly a difficult subject that may be boring for some studens. We need a way of learning that is interesting and easy to understand. An interesting and interactive teaching material will support the learning processfor the better. The result of the author’s discussion with several teachers from Candle Tree School, Serpong Utara,Tangerang, South Banten. They were agreed that Maple software training should be held for these teachers. The purpose of this training is for teachers to be familiar with Maple software and be able to use it. Due to the ongoing Covid-19 pandemic, the training was carried out online with a zoom meeting. Beginning with the presentation of the theory of Calculus followed by an introduction to the Maple software and finally with a demonstration of making a simple program for Calculus and drawing animated graphics. Pre-test and pos-test on Maple were conducted to find out results of this training. The results showed an increase from 5.6% who answered correctly before the training and to 7.3% who answered correctly after the training. The evaluation of the implementation of the training based on the answers to the questionnaire given, 80% stated that the training was very good. The impact of this training is that some teachers have been able to create graphs using Maple in their.

Assessing Knowledge of Pharmacokinetics in an Integrated Medical Curriculum

Pharmacokinetics is the branch of pharmacology that describes how the body processes drugs. As most physicians will prescribe drugs during their career, knowledge of pharmacokinetics is indispensable for medical students. Students, however, experience pharmacokinetics as difficult, probably due to its abstract and mathematical nature. In many medical curricula, pharmacokinetic topics are taught and examined as a part of integrated medical courses. As pharmacokinetics is a relatively small subject, unit examinations contain only few questions on the topic. The combination of a difficult subject and a few questions has raised concerns that students could perform poorly in pharmacokinetics and still pass the examinations and, hence, end up with insufficient knowledge of pharmacokinetics. In this study, we investigate this issue by contrasting students’ performance on pharmacokinetics questions with their performance on the rest of the examinations (all non-pharmacokinetics questions lumped together). The results expressed as pass-fail scores showed that students failed more often on the pharmacokinetics part of the test than on the other questions, in two consecutive academic years. Despite the suboptimal knowledge in pharmacokinetics, students can still acquire their bachelor’s degree. These results show that poor knowledge in pharmacokinetics could be a side effect of curricular integration. Attention should therefore be paid to provide insight into one’s own performance in individual disciplines. This would avoid knowledge deficiency and incompetence in the future.

A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities

Mathematics is a particularly important component in our daily life and many students find it as an exceedingly difficult subject to be learned. The similar problem is being faced by special needs students such as those with learning disabilities (LD). This paper provides a current and thorough literature review of the empirical evidence on students with mathematics learning disabilities. The authors conducted the review of literature from the year 2016 to 2020 using Education Resources Information Center (ERIC) as the database. A total of 31 articles were found. Multiple mathematics learning disabilities were identified and the educational interventions that were used vary accordingly. Finding shows that most of the studies focused on technology-based interventions to help students with intellectual disability which includes problem solving and creative thinking. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate educational interventions to meet the needs of students with learning disabilities and maximize their mathematics learning outcomes in schools.

An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

Official documents in several educational systems reflect the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) and consider project-based learning (PBL) as a way of integrating such disciplines in the classroom. Although STEAM-PBL has been characterized and evaluated in different ways, its impact on school mathematics teaching remains unclear. Mathematics is recognized as the fundamental basis of other disciplines; however, many students still perceive it as a difficult subject and abandon it. To analyze STEAM-PBL classroom implementation from a school mathematics standpoint, we examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field mathematics teachers), who participated in a STEAM training program for more than 4 years. To frame this study, Thibaut et al.’s (J STEM Educ 3(1):02, 2018) and Schoenfeld’s (Educ Res 43(8):404–412, 2014) characterizations of well-designed and implemented projects, respectively, were employed. The results showed that in-field mathematics teachers avoided transdisciplinary projects in which school mathematics is difficult to address, while out-of-field teachers tended to overlook the mathematics in interdisciplinary projects. Unlike out-of-field teachers, mathematics teachers often eluded design-based learning processes for deeply exploiting school mathematics. The latter teachers promoted high cognitive demands and positive perceptions about mathematics in projects where formative environments were generated through discussion and a meaningful feedback loop.

Meningkatkan Hasil Belajar Ekonomi Menggunakan Model STAD

Classroom Action Research (CAR) entitled "Improving Economic Learning Outcomes Using the STAD Model for Class XII IPS 4 Even Semester Students of SMA Negeri 1 Singkep for the Academic Year 2019 / 2020" is one of the efforts to improve the quality of education, especially increasing the value of students in understanding Financial statements. This is done because many students consider accounting a difficult subject, so that in some accounting materials the number of students who reach the Minimum Completeness Criteria (KKM) is still low. The aim of this research is to improve the accounting learning outcomes of students in class XII Social Sciences 4 Even Semester SMA Negeri 1 Singkep by using the STAD model. This research was conducted at SMA Negeri I Singkep, Singkep District, Lingga Regency, class XII IPS 4. The research was conducted in the second semester of the 2019/2020 school year. The research design used is an action research design with the following flow: making action plans, implementing actions in learning, observing the implementation of actions, and reflecting on the implementation of actions. The results of these reflections are used to make decisions for the next cycle. Research data in the form of planning documentation, results of observations (observations), and results of writing. The main data collection instrument is the researcher, while the supporting instruments are lesson plans, observation sheets, documentation, and analysis of evaluation results. The results showed that improving learning outcomes in the Financial Statements material, this was indicated by an increase which reached the KKM in the first cycle of 52.17% increased to 91.30% in the second cycle.