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It is crucial for teachers to be awareof newly developedtechnologies and enhance their digital literacy to meet students’ expectations and increase effectiveness of learners’ outcomes both in and out of the classroom. The main features of human beings, such as, invention, creation, and implementation of the flipped classroom has become a significant expansion in recent pedagogy. Due to the new methods of the target model students can benefit in terms offlexibilityas they are able todo research and obtain new knowledge whenever they want. Furthermore, after basic concepts have been practiced in a flipped class model, teachers coordinate seminars making them more interactive and focusedon discussions and analyzing given topics in more details. However, some of the drawbacks also can occur in the process of implementation of the “Flipped Classroom” model. One of the most essential issue which should be considered is challenges of learning provided materials due to the inexistence of either device or net connection.The current article describes both advantages and disadvantages of the model effectiveness, and provides evidence of reliability of model implementation among the students of various majors.

Este artigo tem como objetivo apresentar, analisar e relacionar os modelos que nortearam as aulas de Literatura de educação básica que um licenciando concluinte do curso de Letras vivenciou como aluno, assim como os modelos que ele adota ao lecionar as aulas de Literatura, na sua prática profissional, como professor de Línguas na educação básica. Para isso foi conduzida uma entrevista na qual o participante pôde descrever as aulas de Literatura de que participou como aluno e que lecionou como professor e analisá-las sob a perspectiva do que foi chamado de definidores e demonstradores de modelo de aula: dinâmica de aula, conteúdo, material didático e avaliação. A partir da análise de suas respostas, constatou-se que as aulas de Literatura que frequentou como aluno da educação básica foram norteadas pelo modelo historiográfico, concluindo-se também que, apesar de mostrar-se insatisfeito com esse modelo, o participante, na sua atuação como professor, tende a reproduzir práticas que o caracterizam.

The teaching-learning model that still predominates in higher education is the traditional one, based on the master class taught by the teacher. However, it is necessary to resort to other models of teaching and learning that are more flexible and active for students. For this reason, the main objective of this paper is to apply the flipped classroom teaching-learning model in order to test and compare if the academic results of students with the flipped classroom model improve with respect to the traditional model at different educational levels. In addition, the students' assessment of this teaching-learning model and the use of Information and Communication Technologies is analyzed. This study presents the experience of teaching innovation based on the inverted class model, which has been carried out with 155 students belonging to different educational levels and with six subjects related to the Financial Economics discipline. For this, a descriptive statistical analysis is performed, as well as analysis of contingency tables to detect the degree of association between the educational level and the teaching-learning model applied for the evaluation of the students. Evidence is obtained that university students obtain better academic results with the traditional model, while non-university students achieve better grades with the flipped classroom model. However, the students' assessment of the flipped classroom model has been very positive, regardless of educational level. The results suggest that the flipped classroom model improves the academic results of non-university students because they are more accustomed to the application of new technologies than university students. El modelo de enseñanza-aprendizaje que todavía predomina en la educación superior es el modelo tradicional basado en la clase magistral por parte del profesor. Sin embargo, es necesario recurrir a otros modelos de enseñanza y aprendizaje que sean más flexibles y activos para los estudiantes. Por este motivo, el principal objetivo de este artículo es aplicar el modelo de enseñanza-aprendizaje basado en la clase invertida para contrastar y comparar si mejora los resultados académicos de los estudiantes con respecto al modelo tradicional en diferentes niveles educativos. Además, también se analiza la valoración de los estudiantes sobre este modelo activo de enseñanza-aprendizaje y sobre el uso de las Nuevas Tecnologías de la Información y de la Comunicación. Este estudio presenta la experiencia de innovación docente basada en el modelo de clase invertida, que ha sido llevada a cabo con 155 estudiantes pertenecientes a diferentes niveles educativos y con seis asignaturas relacionadas con la disciplina Economía Financiera. Para ello, se realizan análisis estadísticos descriptivos y análisis de tablas de contingencia para detectar el grado de asociación entre el nivel educativo y la metodología de enseñanza-aprendizaje aplicada para la evaluación de los estudiantes, así como la valoración de los estudiantes sobre esta metodología activa de enseñanza-aprendizaje. Se obtiene evidencia de que los estudiantes universitarios consiguen mejores resultados académicos con la metodología tradicional mientras que los no universitarios logran mejores calificaciones con la metodología basada en la clase invertida. Sin embargo, la valoración de los estudiantes sobre la metodología basada en la clase invertida ha sido muy positiva, independientemente del nivel educativo al que pertenecen. Los resultados sugieren que el modelo basado en la clase invertida mejora los resultados académicos de los estudiantes no universitarios porque ellos están más acostumbrados a la aplicación de nuevas tecnologías que los alumnos universitarios.

Mass spectrometry is essential for large-scale protein identification in proteomics. By database searching of mass spectrometry data, it is possible to identify proteins without the need to interpret MS/MS spectra (de novo sequencing), which is time-consuming and not feasible as a systematic tool in proteomic analysis. Many authors have reported initiatives to teach protein mass spectrometry to undergraduate students, but database searching is usually not emphasized. Here, we propose a class about database searching of mass spectrometry data for protein identification in order to complement a theoretical proteomics course. It includes a presentation about the theory of database searching and a practical, computer-based activity in which students can learn how to perform analysis of mass spectrometry data for proteomics purposes. Our class model fills a widespread gap in the teaching of proteomics and improves students’ understanding of protein identification by mass spectrometry.

Error checking is easy and inexpensive in the initial stages as compared to later stages due to when the development cycle precedes the development cost and efforts also increase. UML class model is a key element of modern software methodologies and creates in the initial stage of software development. Therefore, error detection and rectification of the UML class model may save software development costs and time. This paper presents an overview of UML Class model verification approaches and identifies open issues, current research trends, and other improvement areas. This study uses a systematic literature review as an investigation method with six research questions and assesses 65 papers dated January 1997 to December 2020. From 2124 published research papers, 65 papers are selected and distributed into 7 studies. This work provides an analysis of verification approaches and the automation level of proposed approaches. As a result, it is found that the existing UML class model verification methods provide great efforts to check correctness. However, in some situations (when dealing with large and complex models), they consume a significant amount of time and do not support many important features of the UML class model.

This research aims to describe implementation the management of "Parenting Class" learning at SD Muhammadiyah Dhuri. The research method used is qualitative. Subject of research are parents of students. The object research using management parenting class model. Data analysis techniques used reduction, data presentation, and data verification. The result of this research is the pattern of learning management process "Parenting Class" at SD Muhammadiyah Dhuri which includes the planning, organizing, training and evaluation processes. Based on the results of the analysis, the parents and teachers were satisfied because they got new knowledge and there were changes in the parenting carried out by the parents and there were changes in the children's attitudes after the parents changed the old parenting styles.

يهدف البحث الحالى إلى تنمية مهارات البرمجة لدى تلاميذ المرحلة الإعدادية من خلال استخدام نموذج الفصل المعکوس واستخدم الباحث المنهج شبه التجريبى، وتکونت عينة البحث من تلاميذ المرحلة الإعدادية وعددهم (32) طالب يمثلون المجموعة التجريبية، وتمثلت أدوات البحث في (اختبار تحصيلي، بطاقة ملاحظة)، وطبقت قبليا وبعديا على المجموعة التجريببة وبعد إجراء عملية التحليل الإحصائي للبيانات توصلت نتائج البحث إلى: وجود فرق دال إحصائيا عند مستوى a) ≤ 0.05) بين متوسطي درجات تلاميذ المجموعة التجريبية فى التطبيقين (القبلي – البعدي) للاختبار التحصيلي وبطاقة الملاحظة لمهارات البرمجة لصالح التطبيق البعدي. الکلمات المفتاحية: نموذج الفصل المعکوس – مهارات البرمجة Summary The current research aims to develop the skills of Bringing among middle school students through the use of the flipped class model, and the researcher used the semi-experimental approach, and the research sample consisted of (32) middle school students representing the experimental group, and the research tools were (achievement test, note card) , And applied before and after the experimental group, and after performing the statistical analysis of the data, the results of the research reached: There is a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students in the two applications (pre-post) for the achievement test and the observation card for programming skills in favor of the application Dimensional. Keywords: flipped classroom model - programming skills

Software models describe structures, relationships and features of the software system. Especially, in Model Driven Engineering (MDE), they are considered as first-class elements instead of programming code and all software development activities move around these models. In MDE, programming code is automatically generated by the models and models’ defects can implicitly transfer to the code. These defects can harder to discover and rectify. Model verification is a promising solution to the problem. The Unified Modelling Language (UML) class model is an important part of UML and is used in both analysis and design. However, UML only provides graphical elements without any formal foundation. Therefore, verification of formal properties such as consistency, satisfiability and consequences are not possible in UML. This paper mainly focuses on ontology-based transformation and verification of the UML class model elements which have not been addressed in any existing verification methods e.g. xor association constraint, and dependencies relationships. We validate the scalability and effectiveness of the proposed solution using various UML class models. The empirical study shows that the proposed approach scales in the presence of the large and complex model

The article describes the peculiarities of the implementation of the "flipped class" model in the process of training vocalists in musical universities of the People's Republic of China. The purpose of the article is to identify and characterize the possibilities and prospects of using the "flipped class" model in the context of modernizing the system of higher musical education in China. The novelty of the research results presented in the article lies in the determination of the general pedagogical and methodological features of the "flipped class" model in solving the most common problems that arise when solving the problems of training vocal art specialists and music teachers, identifying the features, possibilities and boundaries of using the inverted classroom model in the process study of vocal disciplines in music universities in China.

본고는 온라인 및 온오프 혼합 수업에 맞추어 고안된 독서토론 수업 모형을 제안함으로써 대면 수업의 학습 과정을 보완 · 대체할 방안을 마련하고자 하였다. 본 수업 모형은 ‘웹 기반을 활용하기’와 ‘통합적으로 읽고 말하기’의 두 측면을 염두에 두고 설계되었다. 본 수업 모형의 연구 대상은 S 대학교의 기초역량 교과목인〈독서토론세미나〉를 수강하는 학습자들이다. 본 수업은 독서토론의 특성 이해, 선정 도서의 쟁점 도출, 다매체 텍스트 검색 및 분석, 선정 도서와 다매체 텍스트의 결합, 아이디어 생성, 웹 기반의 토론 실시, 평가의 과정으로 진행되었다. 학습자들은 동료들과의 상호 작용을 통해 협업의 중요성을 인식하고, 자신만의 고유한 아이디어를 공유함으로써 개인의 관점을 자유롭게 표현할 수 있었다. 본 수업 모형은 웹의 활용 능력과 다매체를 복합적으로 읽어내는 능력이 중요시되는 오늘날의 교육적 필요성과도 맞물린다고 할 수 있다. 이는 COVID-19 로 온라인 수업을 진행하게 되는 경우 수업 체제의 혼란스러운 상황을 극복하는 동시에 일반적으로 진행되는 대면 수업의 일부 아쉬운 점을 보완할 가능성을 모색하기 위한 시도이다.

Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration with faculty can create the dialogic space to move the work of academic literacies development into the classroom. This paper describes three collaborative projects in business, science, and arts disciplines to move instruction in academic literacies from a supplemental, outside of class model to an embedded, in-class delivery. Working towards collaborative projects enhances opportunities for writing centre professionals to impact their institutions while remaining flexible in delivering support in a variety of modes. These collaborative projects enhance the professional development of both teaching faculty and writing centre professionals, allowing both parties to gain insight on the often-implicit processes of thinking, using information, and writing that distinguish disciplines from one another.

An experimental research using the Children Learning In Science (CLIS) model has been conducted to figure out learning outcome of X MIA in SMAN 1 Padang. The research sample involved two classes with different learning model. The first class model used the CLIS model as experimental class while the second class model used the conventional model as a control class. Multiple choice questions were the research instrument to measure students achievement in cognitive aspect. The results showed that the average of the experimental class was 85,29 and the control class was 78,43. This show that the CLIS model has positive and significant influence on the student learning outcomes.

This paper presents a class model for neutral-type bidirectional associative memory (BAM) neural networks (NNS) with infinite distributed delay. The model extends and improves some recent works for...