Pembentukan Generasi Qur’ani dengan Akhlāq al-Karīmah di Pondok Pesantren Al-Haris Makassar

Real Work Lecture (KKN) STIBA Makassar aims to take a role in helping the government of Tamalate Subdistrict, Makassar City, South Sulawesi Province, in realizing the mission of mental and spiritual development between religious communities by carrying out obligations and “Tri Dharma Perguruan Tinggi” on the pillars of community service. This program begins with the method of analyzing the problems and needs of the community using SOAR analysis techniques. The results of the analysis established the program in the form of stimulation of akhlāq al-karīmah in the form of activities of Daurah Ilmiyah, Taḥsīn and Taḥfīẓ Qur'an, Watch Islamic Films, Lecture Competitions, and Devotional Work. Sharing the variety of activities carried out gives results in the form of increased spirit of learning and akhlāq al-karīmah from the students of Pesantren Al Haris.

Evaluation of the Review Models and Approval Timelines of Countries Participating in the Southern African Development Community: Alignment and Strategies for Moving Forward

Introduction: Regulatory reliance, harmonization and work sharing have grown over the last few years, resulting in greater sharing of work and information among regulators, enabling efficient use of limited resources and preventing duplication of work. Various initiatives on the African continent include ZaZiBoNa, the Southern African Development Community (SADC) collaborative medicines registration initiative. ZaZiBoNa has resulted in great savings in time and resources; however, identified challenges include lack of clear information regarding the participating countries registration processes and requirements as well as lengthy registration times. The aim of this study, therefore, was to compare the data requirements and review models employed in the assessment of applications for registration, the target timelines for key milestones and the metrics of applications received and approved in 2019 and 2020 by Mozambique, Namibia, South Africa, Tanzania, Zambia, and Zimbabwe.Methods: A senior member of the division responsible for issuing marketing authorisations completed an established and validated questionnaire, which standardizes the review process, allowing key milestones, activities and practices of the six regulatory authorities to be identified and compared. The completed questionnaires were validated by the heads of the respective agencies.Results: The majority of applications received and approved by all six agencies in 2019 and 2020 were for generics. The mean approval times for generics varied across the countries, with ranges of 218–890 calendar days in 2019 and 158–696 calendar days in 2020. All three types of scientific assessment review models were used by the six agencies and data requirements and extent of scientific assessment were similar for five countries, while one conducted full reviews for new active substances. A large variation was observed in the targets set by the six agencies for the different milestones as well as overall approval times.Conclusions: The study identified the strengths of the countries as well as opportunities for improvement and alignment. Implementation of the recommendations made as in this study will enhance the countries' individual systems, enabling them to efficiently support the ZaZiBoNa initiative.

Web Enhanced Flipped Learning: A Case Study

This research study is a technology-enhanced flipped learning pilot to observe the students’ engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers’ College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms.

Factors influencing the detection of treatable epileptogenic lesions on MRI. A randomized prospective study

Background To prospectively analyze factors associated with detecting epileptogenic lesions on MRI within the work-sharing process of neurologists, epileptologists, radiologists and neuroradiologists. Methods We assembled four sets of six MRI scans, each set representing five typical epileptogenic lesions (hippocampal sclerosis or limbic encephalitis; focal cortical dysplasias; periventricular nodular or other heterotopias; long-term epilepsy associated tumors; gliotic scar, hemosiderin or cavernoma), and non - lesional epilepsy. At professional conferences, we invited neurologists, epileptologists, radiologists, and neuroradiologists to read two out of four MRI sets, one of which was presented with a clinical focus hypothesis. Participants were randomly assigned to MRI sets. Effects of examiners’ specialty, duration of training and professional experience on detection rate of epileptogenic lesions were investigated. Results Fourty-eight neurologists, 22 epileptologists, 20 radiologists and 21 neuroradiologists read 1323 MRI scans. Overall, 613 of 1101 (55.7%) epileptogenic lesions were detected. Long-term epilepsy associated tumors (182/221, 82.4%) were found more frequently than gliotic scar, hemosiderin or cavernoma (157/220, 71.4%), hippocampal sclerosis or limbic encephalitis (141/220, 64.1%), nodular heterotopia (68/220, 30.9%) and focal cortical dysplasias (65/220, 29.5%, p < 0.001). Provision of a focus hypothesis improved the detection of hippocampal sclerosis or limbic encephalitis (86/110, 78.2% vs 55/110, 50%, p < 0.001) and focal cortical dysplasias (40/110, 36.4% vs 25/110, 22.7%, p = 0.037). Neuroradiologists and epileptologists were more likely than radiologists and neurologists to be amongst the most successful readers. In multivariable analysis, type of epileptogenic lesion, specialty of MRI reader, and provision of focus hypothesis predicted correct identification of epileptogenic lesions. Conclusions Epileptogenic lesions are often not recognized on MRI even by expert readers. Their detection can be improved by providing a focus hypothesis. These results stress the need for training in the MRI characteristics of epilepsy - specific pathology, and, most importantly, interdisciplinary communication between neurologists/epileptologists and (neuro)radiologists to improve detection of epileptogenic lesions.

An Efficient Universal Generating Function-Based Analyzing Approach for Multistate System with Imperfect Coverage Failure

A system with more than two states is called a multistate system (MSS), and such systems have already become a general trend in the arena of complex industrial products and/or systems. Fault-tolerant technology often plays a very important role in improving the reliability of an MSS. However, the existence of imperfect coverage failure (ICF) in a work-sharing group (WSG) decreases the reliability of MSS. A method is proposed to assess the reliability and sensitivity of an MSS with ICF. The components in a WSG can cooperate so as to improve overall efficiency by increasing performance levels. Using the technique of the universal generating function (UGF), a component’s UGF expression with ICF can be incorporated in two steps. During the computation of the system’s UGF, an algorithm based on matrix (ABM) is developed to reduce the computational complexity. Consequently, indices of reliability can be easily calculated based on the UGF expression of an MSS. Sensitivity analysis can help engineers judge which WSG should be eliminated first under various resource limitations. Examples illustrate and validate this method.

Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study

Background Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

Educator Perspectives on Teacher Attrition and Retention in Private Early Childhood Schools in India

Teacher attrition is a challenge in many countries. This qualitative case study explored the perspectives of teachers and school leaders in India regarding how teacher attrition in private early childhood schools influences the students, teachers, parents, school leaders, and schools and the factors that stakeholders identify as important to retain teachers. Themes related to compensation for increased workloads, positive workplace relationships, schedule flexibility, teaching autonomy and rewards/recognition for work. Sharing these experiences and suggestions of educators on teacher attrition can help education leaders possibly lessen teacher attrition and retention in India.