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131I is a fission product produced in a nuclear reactor by irradiating tellurium dioxide, with a half-life of 8.02 day. The most important and widely used method for making 131I is irradiation using a nuclear reactor and post-irradiation followed by dry distillation. The advantage of the dry distillation process is that the process and the equipment are relatively simple, namely TeO2 (m.p. 750 °C), which can withstand heating during reactor irradiation. Based on TeO2 irradiation by neutron following the technique of dry distillation was explained for production of 131I on a large scale. A dry distillation followed the radioisotope production operation using the 30 MW GA Siwabessy nuclear reactor to meet national demand. TeO2 targets are 25 and 50 g irradiated for 87–100 h. The resulting 131I activity is 20.29339–368.50335GBq. According to the requirements imposed on the radionuclide purity of the preparation, the contribution of 131I training in the resulting preparation was not less than 99.9 %

The effect of gamma-irradiation on bacterial cellulose (BC) was investigated in terms of improving its properties as scaffolds for tissue engineering. BC pellicles were exposed to 25, 50, and 75 kGy gamma-ray irradiation, and X-ray diffraction analyses showed that the crystallinity of the BC decreased as stronger irradiation accelerated BC’s degradation. Fourier transform infrared spectroscopy of the irradiated BC revealed the appearance of a new peak at 1724 cm–1, indicating the formation of a new carbonyl group due to the cleavage of glycosidic linkages of the BC. Rat bone marrow stromal cells seeded on the gamma-irradiated BC incubated in an osteogenic medium for 14 days produced calcium, a late marker for osteogenic differentiation, as shown by Alizarin Red S (ARS) staining. Gamma-irradiated BC with higher irradiation doses showed intense ARS staining indicating higher calcium deposition. These findings demonstrate the feasibility of using gamma-irradiated BC as a cytocompatible 3D scaffold for bone tissue regeneration.

The purpose of this study is to develop teaching materials in the form of physics modules containing character values using inquiry models in temperature and heat material, according to the 2013 curriculum material. This study was applied in physics learning activities conducted from April to May 2015 at Al High School. Azhar Syifa Budi Jakarta. The method used in this study is the development method. The initial stage of this research was the analysis of teaching material needs, then made the development of physics modules for class X Science which had been validated by several professional high school physics experts and teachers in Jakarta. The instruments used were a needs analysis questionnaire, a validation sheet for physical matter experts, media experts and professional high school physics teachers in Jakarta and a questionnaire for students after using the developed modules. From the results of the validation by the material experts, the average score of the overall aspects was 81%, indicating that the material suitability aspect, the quality of the contents which included the planting of character values and module competency tests were very good. Validation by media experts obtained a percentage of the average score of all aspects of 89%, indicating that the character values outlined in the module are very good as well as aspects of consistency in the module writing format are very good. The results of validation by professional high school physics teachers in Jakarta obtained an average score of 84%, indicating the direction of learning activities that can foster very well-written characters. This physics module can help develop character values in students and can motivate students to learn independently, because this module displays physics concepts through images and is equipped with sentences that lead students to build their knowledge independently. Keywords: Module Development, Inquiry, Temperature and Heat

Rice nutrition including vitamin and amylose contents become important aspect for many people around the world. Rice with high amylose content (low glycemic index) is good for those with Diabetes mellitus. Tocotrienol, one precursor of Vitamin-E biosynthesis is catalyzed by enzymes encoded HGGT, while amylose biosynthesis is catalyzed by enzymes encoded GBSSI. The objective of this study was to find rice varieties with high tocotrienol and/or amylose content based on the expression of HGGT and GBSSI among eight Banyuwangi local rice varieties. Relative expression of HGGT and GBSSI was measured by qRT-PCR and analyzed using 2ΔCt method. Statistical analysis resulted in the significantly different of HGGT and GBSSI relative expression among samples. Relative expression of HGGT from the highest to the lowest were demonstrated by Hitam Melik, Hitam Pekat, Blambangan A3, Merah Bali, Blambangan A2, Berlian, Janur Kuning, and SOJ A3, respectively; while relative expression of GBSSI from the highest to the lowest were demonstrated by Hitam Melik, Hitam Pekat, SOJ A3, Janur Kuning, Berlian, Merah Bali, Blambangan A3, and Blambangan A2, respectively. Based on this research we conclude that Hitam Melik potentially produces higher tocotrienol and lower glycemic index than other studied varieties.

Depression, anxiety, and sleep disturbance are common among school-age children and can impair functioning. Schools are in a unique position to assess and refer these children for intervention services, but standardized screening is underutilized. One challenge with screening is the lack of psychometrically strong mental health screening tools that can be efficiently and effectively administered in school settings. The Behavioral Health Works program provides a web-based platform and a multidimensional screening tool (the Behavioral Health Screen [BHS]) that can help overcome implementation barriers. Because parents have unique, valuable perspectives on reporting the mental health concerns of their children, a parent report version for younger children was developed. This study examines the psychometric properties of the internalizing and sleep scales of the BHS parent report version for assessing children (BHS-PRC). Participants included 420 parents of children ages 6-12, who completed the BHS-PRC. Results supported evidence of good internal structure, partial measurement equivalence (across race, gender, age, and education groups), discrimination in item response theory analysis, classification accuracy, and convergent and discriminant validity. Overall, the BHS-PRC demonstrates strong psychometric characteristics and has the potential to assist schools' mental health screening as part of a multitiered system of support.

Children with dyslexia may have adequate cognitive abilities but they often show considerable difficulties in reading where they are less accurate in spelling and pronouncing words. Phonological deficit is the main cause of reading disorders in dyslexic children, and hence, developing competence in phonological awareness is important to increase children's sensitivity to the structure of a word. This study aims to develop a web-based assistive technology called Lexiroom for Indonesian dyslexic children to increase their phonological awareness. This includes the aspects of syllable awareness, segmenting words into sounds, and manipulating sounds. As a preliminary study, the proposed learning media is implemented using a single subject design with a research and development approach. The results show that Lexiroom can improve the phonological awareness of a child diagnosed with dyslexia. However, Lexiroom still has limitations in doing speech recognition, so in making the next media it is necessary to consider the structure in speech recognition assets to minimize error answers that are inputted in the form of voice.

Introduction: The sexual and reproductive health of people living with HIV is fundamental for their well-being. Antiretroviral therapy and reproductive technologies have significantly improved quality of life of people living with HIV in developed countries. In sub-Saharan Africa, the epicenter of HIV, the sexual practices and fertility of women infected with HIV have been understudied. Aim: To assess the sexual behavior, fertility intentions, and awareness of preventing mother-to-child transmission of HIV in pregnant women with HIV-negative partners in Yaounde Central Hospital (Yaounde, Cameroon). Methods: A cross-sectional survey using a semistructured, interviewer-administered questionnaire was conducted at the antenatal unit and HIV clinic in 2014. Main Outcome Measures: Ninety-four pregnant women infected with HIV provided consistent information on (i) sociodemographic characteristics, (ii) sexual and fertility patterns, (iii) awareness of preventing mother-to-child transmission of HIV, and (iv) their unmet needs. Results: Although sexual desire had significantly changed since their HIV diagnosis, the women were highly sexually active. Approximately 19% of women had more than one sexual partner and 40% had regular unprotected sex during the 12-month period before the interviews (P < .0001). Twenty-nine percent of women preferred intermittent sexual intercourse and inconsistent condom use to delay pregnancy, but the abortion rate remained high. Age, marital status, and education affected women's awareness of mother-to-child transmission (P < .05); and no association existed between the number of living children and future pregnancies (rs = −0.217; P = .036). Conclusion: HIV-infected women living with HIV-negative partners in Cameroon expressed high sexual and fertility intentions with several unmet needs, including safer sexual practices and conception. Incorporating and supporting safe sexual educational practices and conception services in maternal care can decrease risky sexual behavior and vertical transmission.

Externalizing problems are common in children ages 6-14, can have lifelong consequences, and may pose a particular risk when combined with other risk factors and symptoms (like depression and anxiety). Schools are uniquely positioned to assess and address these types of behavioral health concerns, but many school-based assessments do not focus on mental health distress (partially because they often lack the infrastructure for identification, screening, and referral). To address this gap, the Behavioral Health Works program student mental health software system has integrated teacher training, psychometrically strong assessments, feedback, and referral tools. However, this self-report tool for adolescents needed to be adapted for younger children. Thus, a parent-report version was added as well as new scales for better assessing this age group. The present study examines the psychometric properties of the new parent-report attention-deficit hyperactivity disorder (ADHD) and oppositional defiant/conduct scales within a sample of 440 children referred for school-based assessments. Overall, the new scales demonstrated good structural validity, measurement invariance across most demographic groups, discrimination in item response theory analyses, and evidence of convergent validity and good classification accuracy in relation to a validation battery. These externalizing scales are distinct and precise and show promise for improving the effectiveness of school-based programs for identifying at-risk children.

Institutions increasingly use first-generation categorizations to provide support to students. In this study, we sought to understand how students make meaning of their first-generation status by conducting a series of focus groups with 54 participants. Our findings reveal that students saw first-generation status as an organizational and familial identity rather than social identities. This status was connected to alterity and social distance that was most salient in comparison to continuing-generation peers. Our recommendations include reexamining the role of first-generation-specific programming on campus, creating opportunities for meaning-making, supporting students within changing family dynamics, and exploring the interaction between first-generation status and other marginalized identities.

Schools have the unique opportunity to identify and refer youth at risk for suicide. School-based gatekeeper training programs aim to improve staff's ability to talk to students about mental health concerns and refer them for an assessment. Unfortunately, progress in evaluating the available programs has been limited. In fact, the popular and widely used More Than Sad program has received no rigorous evaluation to date. This study sets out to evaluate the effectiveness of the More Than Sad program in a quasi-experimental, wait-list control design with a large number of school personnel, across geographically diverse communities. Fourteen school districts with over 1475 school personal received the training. A standardized assessment tool was used before and after the training and two months later. Half of the schools served as a wait list control before receiving the treatment. Results. Compared to wait-listed staff, school personal who received the training reported a significant increase in knowledge, preparedness, self-efficacy, and likelihood to refer. Self-reported and actual referral behavior also increased both for those that had made referrals in the past and those that had not. Gains were maintained at 2-month follow-up. More Than Sad can effectively improve suicide literacy and willingness to refer youth at risk for suicide to school mental health resources. With 90% of the training pre-recorded on DVDs, future research should explore implementation feasibility and effectiveness.

There is scant evidence of OER reuse or sharing; OER apologists maintain that reuse is happening in private spaces, but others argue there is no evidence of such 'dark reuse'. The OER lifecycle provides a model of OER engagement, defining five key practices: finding, composing, adapting, reusing and sharing. However, no empirical research has yet investigated whether teachers' engagement with OER follows this model; evidence from OER repository analytics suggests not. This paper draws on an empirical study of engagement with an OER repository by language teachers at a distance university (The Open University UK). Through the applied thematic analysis of data generated through observation of lesson preparations, the paper's contribution is to validate the OER lifecycle model and provide evidence of 'dark reuse'. Qualitative tools, sensitive to the situated nature of OER engagement, are crucial to understanding invisible practices around 'dark reuse', and sophisticated models that embrace the complexity of OER ecosystems are needed.

This research is part of developing study on the Civic education teaching material based on PBL. This research aims to determine the process of developing the teaching material of Civic education based on PBL for the fourth-grade of elementary school in order to improve students' learning outcome. The result of the previous study shows that the teaching material does not currently fulfill the students' need. Method of research used is a descriptive qualitative and quantitative. This research consists of two activities namely the composing of extensive and limited test. In the implementation, the extensive test has a broader scope than limited test. Methods of collecting data in this research are interview, observation, expert assessment and test. The instruments of this research are interview guide, field notes, expert assessment sheet and test sheet of the student learning outcome. Stages in this activity include the preparation of teaching material Civic education based on PBL, experts' validation of Civic education teaching material based on PBL, and field trials. The result of this research is a draft of teaching material of Civic education based on PBL including introduction, content and closing. It is eligible used by nine experts. The student learning outcome that uses the teaching material Civic education based on PBL is improved.

Short distances between the lowest visceral/renal artery and the aortic bifurcation are technically challenging during complex endovascular aortic aneurysm repair (EVAR), particularly after previous infrarenal repair. Traditionally, inverted limb bifurcated devices have been used in addition to fenestrated-branched (FB) endografts, but short overlap, difficult cannulation, and potential crushing of bridging stents are limitations for their use. This study reviews the early experience of patient-specific company manufactured devices (PS-CMDs) with a unibody bifurcated FB design for complex EVAR. Consecutive complex EVAR procedures over a 34-month period with unibody bifurcated FB-devices as part of physician-sponsored investigational device exemption studies at two institutions were reviewed. Unibody bifurcated FB designs included FB bifurcated or fenestrated inverted limb devices. End points included technical success, survival, frequency of type I or III endoleaks, limb occlusion, and secondary interventions. Among 168 patients undergoing complex EVAR, 33 patients (19.6%; 78.7% male; mean age, 77 years) received unibody bifurcated FB PS-CMDs. FB bifurcated and fenestrated inverted limb devices were used in 31 (93.9%) and 2 (6.06%) patients, respectively. The median maximum aneurysm diameter was 61 mm (interquartile range [IQR], 55-69 mm). Prior EVAR was reported by 29 patients (87.9%), of whom 2 (6.06%) had suprarenal stents. A short distance between the lowest renal artery and aortic bifurcation was demonstrated in 30 patients (90.9%), with median distance of 47 mm (IQR, 38-54 mm). Preloaded devices were used in 23 patients (69.7%). A total of 128 fenestrations were planned; 22 (17.2%) were preloaded with guidewires and 5 (3.9%) with catheters. The median operative time was 238 minutes (226-300 minutes), with a median fluoroscopy time of 65.5 minutes (IQR, 56.0-77.7 minutes) and a median dose area product of 147 mGy∗cm2 (IQR, 105-194 mGy∗cm2). Exclusive femoral access was used in 14 procedures (42.4%). Technical success was 100%. Target vessel primary patency was 100% at a median follow-up time of 11.7 months (IQR, 3.5-18.6 months). Two patients (6.06%) required reintervention for iliac occlusion; one patient required stenting and the other a femoral-femoral bypass. No aortic-related deaths occurred after the procedure. During follow-up, 11 type II endoleaks (33.3%) and 1 type Ib endoleak (3.03%) were detected; the latter was treated with leg extension. No type Ia or III endoleaks occurred. Complex EVAR using unibody bifurcated FB-PS-CMDs is a simple, safe, and cost-effective alternative for the treatment of patients with short distances between the renal arteries and the aortic bifurcation. Further studies are required to assess benefits and durability of unibody bifurcated FB devices. [ABSTRACT FROM AUTHOR]

To describe the nurses' use of non-pharmacological pain and stress management (N-PPSM) in pediatric wards and their perceptions of the benefits and perceived barriers that encourage and limited their use of these methods. This was a descriptive cross-sectional study involving 125 nurses working in the pediatric ward of an Indonesian hospital. Data collection utilized modified non-pharmacological method questionnaires, and data analysis involved t-tests and ANOVA. The most widely used N-PPSM by nurses are cognitive methods such as providing education (48%), physical methods by positioning (40%), emotional support (36%), environmental support (45%), and family support (60%). Nurses stated that N-PPSM had few side effects (50.4%), were inexpensive (49.6%), could be performed independently (51.2%), and were easy to use (52.8%). However, during its implementation, there were several obstacles including lack of experience (42.4%), lack of training (48%), lack of equipment (45.6%), nurse belief (36.8%), lack of time (44%), patient unwilling (47.2%), and patient belief (41.6%). Work experience influences the overall utilization of N-PPSM (p -value =.043). The findings from this research emphasize the significance of enhanced training for nurses working in the utilization of N-PPSM in pediatric wards. Findings from this study can enhance nurses' knowledge and competence in using N-PPSM in pediatric wards, thus improving patient care. Hospitals may consider implementing new policies, education, training, and infrastructure to support N-PPSM. Educational institutions can also incorporate these methods into nursing curricula, increasing nurses' awareness and skills in using N-PPSM in pediatric patients. [ABSTRACT FROM AUTHOR]

The fundamental objective of this research is establishing favorable active methods applied to students in laboratory work, taking into account the peculiarities of students and the theme specificity so that they form certain practical skills to sensory and textural analysis of cheese. For the research purposes, students were grouped from one of the specializations in two heterogeneous groups. Taking into account their potential for learning, a different method of teaching and learning was applied separately for both groups of students. These methods are associated with other active methods for the skills training of sensory analysis of cheese and to stimulate the student's creativity. Finally, the same process of assessment is applied to the students and evaluation results of the two groups of students will be compared, by following to determine the effectiveness of the educational process in the case of two different methods, and the measures that are required.

Purpose: Colorectal cancer (CRC) is a global malignancy with 10.2% of cases, ranking third in worldwide cancer cases. According to Indonesia Health Research, CRC's prevalence has risen significantly, reaching 1, 8 per mile in 2018, and reports rising cancer cases in the past 5 years. This study explores the relationship model between smoking, socioeconomics, and CRC, considering cultural moderation. Design/Methodology/Approach: Conducted as a retrospective study with 212 respondents, comprising 172 cases of left-sided colorectal cancer (left CRC ) and 40 cases of right-sided colorectal cancer (right CRC) from three cultural areas. Structural Equation Modeling (SEM) employing Warp-PLS was utilized for data analysis. Finding: A significant positive relationship was found between smoking and CRC prediction (β = 0,081, p-value = 0,040). This pattern also applies to socioeconomic status and CRC prediction (β = 0,311, p-value = <0,001). The influence of culture on both relationships is not the same. The relationship between smoking and CRC prediction is not influenced by culture (p-value = 0,318). Conversely, the relationship between socioeconomic status and CRC prediction is influenced by culture (β = 0,078, p = 0,047). Conclusion: Poor smoking habits and weak economic conditions influence the prediction of CRC negatively in East Java Province. Unfavorable cultural practices further worsen the relationship between weak socioeconomic status and poor CRC prediction in East Java Province. Recommendations suggest that preventing adverse CRC outcomes can be achieved through smoking cessation and improving socioeconomic conditions. Preventive efforts to enhance socioeconomic conditions should consider local cultural nuances. Research limitation: This research is limited to a population group in East Java Province, Indonesia, divided into three cultural areas: Mataraman, Arek, and Pendalungan. [ABSTRACT FROM AUTHOR]

One of the main barriers to the reuse of Open Educational Resources (OER) is language (OLnet, 2009). OER may be available but in a language that users cannot access, so a preliminary step to reuse is their translation or localization. One of the obvious solutions to the vast effort required to translate OER is to crowd-source the translation, as exemplified by Wikipedia (Wikipedia Translation) or TED (Ted Open Translation Project). From October to December 2012 the Department of Languages at the Open University UK ran a MOOC on Open Translation Tools and Practices (OT12). Participants explored a range of online open translation tools (Amara, Transifex, Google Translator Toolkit) that enable and facilitate the crowdsourcing of translation, dubbing and subtitling. For this MOOC, participants collaborated in the translation and subtitling of OER mainly to and from English and Spanish, but also Portuguese, French, Greek, German and Catalan. Forum discussions, synchronous online sessions, recorded podcasts and the tasks themselves were designed to provide input, facilitate discussion and share views not only on the linguistic specificities of translating different languages, but also on issues such as quality assurance in open translation and the ethics and practicalities of openness in education and translation. Data for this paper is drawn from online surveys covering participants' backgrounds and their prior experience as translators; their expectations and motivation for participating in the OT12 MOOC; and their evaluation of the outcomes of the MOOC. We understand MOOCs as events (Cormier, 2010) or, following the principles of connectivism, catalysts for starting conversations within a network (Downes, 2011), and therefore feel that they might be a suitable way of engaging online communities of translators, language teachers and learners, and those interested in the crowdsourcing of translations for OER. This paper attempts to open up a debate on how the world of open education can harness crowdsourcing and existing open translation models to further the openness agenda.