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The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students’ achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects’ initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers’ performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model.

The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students' achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects' initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers' performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model. [ABSTRACT FROM AUTHOR]

Abstract: The science of learning health systems borrows and adapts models from many fields. One in particular is implementation science which has been experiencing a flourishing of new theories, models, and frameworks, some of which are generating sufficient evidence as to their effectiveness and applicability to emerge as candidates for wide adoption as useful tools for the field. In reviewing these, a common paradigm can be described which is a synthesis of those elements regularly cited by health systems implementing successful transformational change activities. As a paradigm, it offers a practical bridge to these models, concepts, and frameworks that are often hard to operationalize and are used with varying degrees of completeness. These elements can be arranged in a memorable acronym—LADDERS—Leadership, Alignment, Data, Demonstration, Evaluation, Replication, and Sustainability. LADDERS identifies the multiple elements and dimensions recognized by persons involved in leading health system change activities. It provides a simple, useful way to assess progress by health systems in planning, implementing, evaluating, and sustaining change. There is ample organizational and systems change literature to fully describe the actual LADDERS elements individually; therefore, this article describes characteristics and functions of each element and the dynamics represented in a DNA image to reflect that in learning health systems change is recursive, constant, and happens in complex environments that are always readjusting to new stimuli and directions, and this is often not accounted for in a framework, model, or theory. It concludes with several examples of application of the LADDERS paradigm and suggests how it is a complementary approach to accomplishing Institute of Medicine Learning Health Systems goals. [ABSTRACT FROM AUTHOR]

FEM simulation is known for its ability to simulate various cutting conditions in machining process and hence significantly reduce the number experimental trial to achieve the actual optimum cutting condition. This paper presents the capability of dynamic and non-dynamic cutting tool options that are available in the Third Wave AdvantEdge FEM software. The dynamic option was utilised for identifying the turning parameters for dimple structure fabrication and analysis of machining response such as cutting force and cutting temperature generated. The selected ranges of frequency which can be set in the dynamic assisted tooling for turning (DATT) along with other cutting parameters were simulated using dynamic cutting tool option resulted in stable wave shape that suitable for dimple fabrication. Furthermore, the simulation result also shows that cutting temperature and cutting force generated are smaller with a dynamic cutting tool than the non-dynamic cutting tool option. The dynamic cutting tool option in the Third Wave AdvantEdge was found to be very helpful and effective in determining a suitable range of cutting conditions and therefore, reducing the number of experiments for producing a dimple structure using the turning process. [ABSTRACT FROM AUTHOR]