Implementasi pembelajaran Al-Qur'an metode Iqra' pada mata pelajaran Baca Tulis Al-Qur'an (BTQ) di SD Innovative School Cianjur

Terdapat fenomena yang terjadi di SD Innovative School Cianjur yakni terdapat peserta didik yang belum mampu membaca Iqra’ sesuai dengan kaidah dalam setiap jilid Iqra’, terutama ketika memasuki jilid Iqra’ 4 hingga jilid Iqra’ 6. Di sisi lain, pembelajaran BTQ telah terjadwal dan terlaksana setiap minggunya. Penelitian ini bertujuan untuk mengetahui perencanaan, dan faktor-faktor yang menjadi pendukung dan penghambat pada implementasi metode Iqra’ dalam mata pelajaran baca tulis Al-Qur’an di SD Innovative School Cianjur. Pemikiran dalam penelitian ini berdasarkan pada pemahaman bahwa pembelajaran Al-Qur’an dapat terlaksana dengan baik apabila menggunakan metode yang tepat dan mudah dipahami. Salah satu metode dalam pembelajaran Al-Qur’an adalah metode Iqra’. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif-analisis. Penelitian ini merupakan penelitian lapangan (field research) dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukan bahwa: (1) Perencanaan metode Iqra’ dalam mata pelajaran baca tulis Al-Qur’an (BTQ) di SD Innovative School Cianjur sudah cukup bagus dan mengikuti ketentuan dalam metode Iqra’; (2) Penerapan metode Iqra’ dalam mata pelajaran BTQ di SD Innovative School Cianjur sudah cukup baik, tetapi terdapat kekurangan yaitu tidak adanya kegiatan evaluasi pembelajaran; dan (3) Faktor pendukung pada implementasi metode Iqra’ dalam mata pelajaran baca tulis Al-Qur’an di SD Innovative School Cianjur, meliputi dukungan dari sekolah, metode yang mudah serta efektif, metode yang telah umum digunakan, buku Iqra’ mudah didapatkan, mudah menemukan guru pembimbing metode Iqra’, sarana dan prasarana yang mendukung, serta respon positif peserta didik terkait metode Iqra’. Selanjutnya, faktor penghambat pada implementasi metode Iqra’ dalam mata pelajaran baca tulis Al-Qur’an di SD Innovative School Cianjur, meliputi tidak adanya kriteria khusus guru BTQ, tidak ada pelatihan khusus yang diselenggarakan sekolah terkait metode Iqra’, tidak terdapat rencana pembelajaran yang tertulis dan struktural, keterbatasan pengetahuan guru akan metode pembelajaran Al-Qur’an yang lain, tidak terdapat evaluasi kenaikan jilid Iqra’ maupun kenaikan dari Iqra’ menuju Al-Qur’an, alokasi waktu yang terbatas, kurangnya motivasi dan sulitnya mengondisikan peserta didik, serta kurangnya dukungan orang tua untuk mengulangi pembelajaran di rumah

Deformable 3D Shape Matching to Try on Virtual Clothes via Laplacian-Beltrami Descriptor

Recently, significant attention has been paid to the development of virtual reality systems in several fields such as commerce. Trying on virtual clothes is becoming a solution for the online clothing industry. In this paper, we propose a method for the problem of virtual clothing using 3D point matching of a selected cloth and the customer body. For this purpose, we provide a 3D model of the customer and the selected clothes, put up on the mannequin, using a Kinect camera. As the size of the abdominal part of the customer is different from the mannequin, after pre-processing of the two captured point clouds, the 3D point cloud of the selected clothes is deformed to fit the 3D point cloud of the customer’s body. We use Laplacian-Beltrami curvature as a descriptor to find the abdominal part in the two point clouds. Then, the abdominal part of the mannequin is deformed in 3D space to fit the abdominal part of the customer. Finally, the head and neck of the customer are attached to the mannequin point.The proposed method has two main advantages over the existing methods for virtual clothing. First, no need for an expert to design a 3D model for the customer body and the selected clothes in advanced graphical software such as Unity. Second, there is no restriction for the style of the selected clothes and their texture while existing methods have such restrictions. The experimental results justify the ability of the proposed method for virtual clothing

Required faculty competencies for teaching in higher education institutes in technology era

Background and Objectives: Third Mellenium World is a world that is faced with rapid scientific, cultural, and technological change. Increasing access to education services at higher education levels has resulted in admission of students with personal differences to higher education institutes. The change in the higher education context is associated with a change in the roles and responsibilities of faculty members. Therefore, in order to fulfill their duties and take their responsibilities, it is necessary for faculty members to deploy their understanding, knowledge, and skills in different areas and improve them in accordance with the changes that occur in the society and deploy the teaching-learning approaches to take these differences into consideration. This study is aimed at identifying the qualifications required for becoming a faculty member at higher education institutes on the basis of their roles and responsibilities. Materials: This study is a Basic Qualitative research with a pragmatic and epistemological, interpretive / constructivist approach.  First, the documents related to the teaching qualifications in higher education were collected. Then, in order to understand the views and experiences of the Iranian universities’ faculty members, semi-structured in-depth interviews with 14 faculty members were conducted. The documents were  described  in a qualitative Metasynthesis approach in terms of concepts and themes in a deductive manner within the research context and on the basis of a theoretical framework, and, then,  they were analyzed along with the concepts and themes identified in the interviews in an interpretive (deductive and inductive) manner  and in the last stage, the concepts and themes were inductively integrated and interpreted and line-by-line coding in MAXQDA 10 was used to analyze the documents and interviews. Findings: In this study, 349 semantic units (open codes), 32 categories and 9 themes (competencies) were extracted which are as follows: Competencies related to: futurology (futurism, risk-taking, entreprenuership), professional ethics  ( no abuse of powere, observing students’  boundary, attending with readiness, assuming responsibility for educating the community and observing professionalism), personal competencies (personal identity, ethics and personal behavior, being up-to-date, problem-solving ability and thinking skills), interpersonal-social competencies (cultural identity, effective communication skills, role modeling, patnership and cooperation), organizational competencies (organizational identity, familiarity with objectives and missions of the organization, familiarity with roles including  offering services competencies, research competenceies, education competencies, management competencies (self-management, leadership, occupational management, resource management, teaching-learning management, preparation and learning environment management, research management, education-research guidance,  planning and organization), practical competencies ( the ability to connect science and practice, effectiveness), writing competencies (knowledge of language and academic writing), and competencies related to acceptability in the communities of practice (scientific community approval. Conclusion: Analysis of the findings showed differences between competencies identified among faculty members in Iran and outside Iran. 10 out of 14 interviewees pointed out abuse of others’ scientific abilities and abuse of power by some faculty members in their own professional condition which probably indicates the need to emphasize this principle in the Iranian higher education society whereas foreign documents mostly emphasized technology.  Not mentioning this issue in the interviews by most professors may indicate that some faculty members in Iran are not still amiliar with this concept. The competencies identified in this research can be used to make informed decisions and to determine the required content for the development programs of the candidates intending to cooperate with the higher education institutes as faculty member. ===================================================================================== COPYRIGHTS©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. ====================================================================================

Impaired health-related quality of life in idiopathic inflammatory myopathies: a cross-sectional analysis from the COVAD-2 e-survey

Objectives To investigate health-related quality of life in patients with idiopathic inflammatory myopathies (IIMs) compared with those with non-IIM autoimmune rheumatic diseases (AIRDs), non-rheumatic autoimmune diseases (nrAIDs) and without autoimmune diseases (controls) using Patient-Reported Outcome Measurement Information System (PROMIS) instrument data obtained from the second COVID-19 vaccination in autoimmune disease (COVAD-2) e-survey database. Methods Demographics, diagnosis, comorbidities, disease activity, treatments and PROMIS instrument data were analysed. Primary outcomes were PROMIS Global Physical Health (GPH) and Global Mental Health (GMH) scores. Factors affecting GPH and GMH scores in IIMs were identified using multivariable regression analysis. Results We analysed responses from 1582 IIM, 4700 non-IIM AIRD and 545 nrAID patients and 3675 controls gathered through 23 May 2022. The median GPH scores were the lowest in IIM and non-IIM AIRD patients {13 [interquartile range (IQR) 10–15] IIMs vs 13 [11–15] non-IIM AIRDs vs 15 [13–17] nrAIDs vs 17 [15–18] controls, P < 0.001}. The median GMH scores in IIM patients were also significantly lower compared with those without autoimmune diseases [13 (IQR 10–15) IIMs vs 15 (13–17) controls, P < 0.001]. Inclusion body myositis, comorbidities, active disease and glucocorticoid use were the determinants of lower GPH scores, whereas overlap myositis, interstitial lung disease, depression, active disease, lower PROMIS Physical Function 10a and higher PROMIS Fatigue 4a scores were associated with lower GMH scores in IIM patients. Conclusion Both physical and mental health are significantly impaired in IIM patients, particularly in those with comorbidities and increased fatigue, emphasizing the importance of patient-reported experiences and optimized multidisciplinary care to enhance well-being in people with IIMs

Global, regional, and national burden of disorders affecting the nervous system, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

Background: Disorders affecting the nervous system are diverse and include neurodevelopmental disorders, late-life neurodegeneration, and newly emergent conditions, such as cognitive impairment following COVID-19. Previous publications from the Global Burden of Disease, Injuries, and Risk Factor Study estimated the burden of 15 neurological conditions in 2015 and 2016, but these analyses did not include neurodevelopmental disorders, as defined by the International Classification of Diseases (ICD)-11, or a subset of cases of congenital, neonatal, and infectious conditions that cause neurological damage. Here, we estimate nervous system health loss caused by 37 unique conditions and their associated risk factors globally, regionally, and nationally from 1990 to 2021. Methods: We estimated mortality, prevalence, years lived with disability (YLDs), years of life lost (YLLs), and disability-adjusted life-years (DALYs), with corresponding 95% uncertainty intervals (UIs), by age and sex in 204 countries and territories, from 1990 to 2021. We included morbidity and deaths due to neurological conditions, for which health loss is directly due to damage to the CNS or peripheral nervous system. We also isolated neurological health loss from conditions for which nervous system morbidity is a consequence, but not the primary feature, including a subset of congenital conditions (ie, chromosomal anomalies and congenital birth defects), neonatal conditions (ie, jaundice, preterm birth, and sepsis), infectious diseases (ie, COVID-19, cystic echinococcosis, malaria, syphilis, and Zika virus disease), and diabetic neuropathy. By conducting a sequela-level analysis of the health outcomes for these conditions, only cases where nervous system damage occurred were included, and YLDs were recalculated to isolate the non-fatal burden directly attributable to nervous system health loss. A comorbidity correction was used to calculate total prevalence of all conditions that affect the nervous system combined. Findings: Globally, the 37 conditions affecting the nervous system were collectively ranked as the leading group cause of DALYs in 2021 (443 million, 95% UI 378–521), affecting 3·40 billion (3·20–3·62) individuals (43·1%, 40·5–45·9 of the global population); global DALY counts attributed to these conditions increased by 18·2% (8·7–26·7) between 1990 and 2021. Age-standardised rates of deaths per 100 000 people attributed to these conditions decreased from 1990 to 2021 by 33·6% (27·6–38·8), and age-standardised rates of DALYs attributed to these conditions decreased by 27·0% (21·5–32·4). Age-standardised prevalence was almost stable, with a change of 1·5% (0·7–2·4). The ten conditions with the highest age-standardised DALYs in 2021 were stroke, neonatal encephalopathy, migraine, Alzheimer's disease and other dementias, diabetic neuropathy, meningitis, epilepsy, neurological complications due to preterm birth, autism spectrum disorder, and nervous system cancer. Interpretation: As the leading cause of overall disease burden in the world, with increasing global DALY counts, effective prevention, treatment, and rehabilitation strategies for disorders affecting the nervous system are needed. Funding: Bill & Melinda Gates Foundation