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Journal articles on the topic 'Weebly'

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Published: 4 June 2025
Last updated: 23 June 2025

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1

Delina, Mutia, and Bambang Heru Iswanto. "Pelatihan Pengembangan Website Pembelajaran Berbasis Weebly Untuk Guru Sagusaku IGI." Mitra Teras: Jurnal Terapan Pengabdian Masyarakat 1, no. 1 (2022): 23–28. http://dx.doi.org/10.58797/teras.0101.04.

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Abstract One of the ways to prevent transmission of the Corona Virus (COVID-19) is to optimize the use of ICT by developing a website on physics learning for SMA in ISAGU IGI. Methods in website development activities will be carried out in two sessions, and the first session is to introduce Weebly and how to create a website using Weebly. The second session is to evaluate the website that has been made. The output of this activity is that each participant can create a website using Weebly for physics learning. The results of the PPM activities are videos on YouTube, and the learning module gets IPR. It can conclude that this learning website training is helpful during Distance Learning (PJJ) activities to help students understand the subject matter. Abstrak Salah satu cara mencegah penularan Virus Corona (COVID-19), yaitu melakukan optimalisasi pemanfaatan ICT dengan mengembangkan website dalam pembelajaran fisika untuk SMA di ISAGU IGI. Metode dalam kegiatan pengembangan website akan dilaksanakan dalam dua sesi, sesi pertama adalah memperkenalkan weebly dan cara membuat website dengan menggunakan weebly, dan sesi kedua adalah mengevaluasi website yang telah dibuat. Luaran dari kegiatan ini adalah setiap peserta mampu membuat website dengan menggunakan weebly untuk pembelajaran fisika. Hasil kegiatan PPM di videokan ke youtube, dan modul pembelajaran mendapatkan HAKI. Dapat disimpulkan bahwa, pelatihan website pembelajaran ini sangat berguna selama kegiatan Pembelajaran Jarak Jauh (PJJ) untuk membantu siswa memahami materi pelajaran.
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2

Parkes, Summer, Katie McClintic, and Melissa Stamer-Peterson. "Using Weebly to Create E-Portfolios." Issues in Language Instruction 3 (January 10, 2018): 5. http://dx.doi.org/10.17161/ili.v3i0.6989.

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In an effort to engage in Computer Assisted Language Learning in the classroom, Katie McClintic and Summer Peixoto were inspired to use digital portfolios, or ePortfolios, while taking classes for TESOL certification in online teaching from TESOL, Inc. Katie went through the ePortfolio creation process for the online course and is now using the same principles with her KAUST class this semester as a culminating project for their college prep year experience at KU. Similarly, last year Summer created a blended learning online hybrid course centered on portfolio building for Kansai students to illustrate their learning experiences over the course of 2013. Throughout this six-week course, Melissa Stamer-Peterson’s role was to assist in the classroom and give feedback on student portfolios. As members of the LEO team, Summer, Melissa, and Katie are attempting to lead by example by incorporating technology into their courses and pursuing professional development opportunities that include the use of CALL in daily instruction and special programs.
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Parkes, Summer, Katie McClintic, and Melissa Stamer-Peterson. "Using Weebly to Create E-Portfolios." Issues in Language Instruction 3, no. 2 (2018): 5. http://dx.doi.org/10.17161/ili.v3i2.6989.

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In an effort to engage in Computer Assisted Language Learning in the classroom, Katie McClintic and Summer Peixoto were inspired to use digital portfolios, or ePortfolios, while taking classes for TESOL certification in online teaching from TESOL, Inc. Katie went through the ePortfolio creation process for the online course and is now using the same principles with her KAUST class this semester as a culminating project for their college prep year experience at KU. Similarly, last year Summer created a blended learning online hybrid course centered on portfolio building for Kansai students to illustrate their learning experiences over the course of 2013. Throughout this six-week course, Melissa Stamer-Peterson’s role was to assist in the classroom and give feedback on student portfolios. As members of the LEO team, Summer, Melissa, and Katie are attempting to lead by example by incorporating technology into their courses and pursuing professional development opportunities that include the use of CALL in daily instruction and special programs.
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Hasanah, Zidni Ulfi, Erlinda Simanungkalit, Masta Marselina Sembiring, and Dilla Handayani. "PENGEMBANGAN BAHAN AJAR TEMATIK BERBASIS WEB MENGGUNAKAN WEEBLY PADA TEMA 8 SUBTEMA 1 KELAS IV SEKOLAH DASAR." Jurnal Guru Kita PGSD 7, no. 4 (2023): 690. http://dx.doi.org/10.24114/jgk.v7i4.49416.

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Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan bahan ajar web berbasis Weebly pada tema 8 subtema 1 kelas IV SD Negeri 065000 Medan Marelan layak dan efektif. Hasil penelitian dan pengembangan ini, yang mengacu pada model penelitian dan pengembangan ADDIE, menunjukkan bahwa bahan ajar berbasis web yang dikembangkan menggunakan Weebly memperoleh presentase kelayakan dari ahli media sebesar 75% dan dinyatakan "layak", presentase kelayakan dari ahli materi sebesar 85,71% dan dinyatakan "sangat layak", dan presentase kelayakan dari praktisi pendidikan sebesar 97,3% dan dinyatakan "sangat layak". Hasil dari tahap uji coba lapangan menunjukkan bahwa bahan ajar berbasis web weebly memenuhi kriteria keefektifan dengan nilai sekitar 85,71% pada post-test dari 21 peserta didik. Dengan demikian, bahan ajar berbasis web ini dianggap layak digunakan dalam proses belajar dan mengajar.
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Ashnam, M., S. Sunaryo, and M. Delina. "Development of Problem-Based Learning E-Modules on Renewable Energy Subjects for Distance Learning." Journal of Physics: Conference Series 2377, no. 1 (2022): 012081. http://dx.doi.org/10.1088/1742-6596/2377/1/012081.

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Understanding renewable energy in physics learning is imperative for students. This study aims to produce an E-Module learning media based on Problem Based Learning to support distance learning on the topic of renewable energy (renewable energy) using Weebly. Students are introduced to discoveries in renewable energy to support human life today and in the future. The research method used is the development of R&D with the ADDIE model. ADDIE model consists of Analyse, Design, Develop, Implementation, and Evaluation. The N-Gain method tests the increase in students’ knowledge after learning to use e-module with Weebly in renewable energy topics. The results showed that the e-module could be used as a medium for learning physics in schools. The test results illustrate that students who use e-module with Weebly experience an increase in scores from pre-test to post-test by 0,58 in the medium interpretation.
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Irnawati, Irnawati, and Setia Rahmawan. "Development of Weebly-Based Website Learning Media Containing Ethnochemical Acid-Base Material." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 12, no. 2 (2024): 316. http://dx.doi.org/10.33394/j-ps.v12i2.10279.

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Technological disruption causes relatively rapid and even uncontrollable social change, while the pace of education moves at a super slow speed. Weebly is an alternative media technology that can be used as a learning medium. This research aims to produce Weebly-based learning media that contains ethnochemistry that is valid and suitable for use in the learning process and as a student learning resource. Weebly-based learning media is an innovation that teachers can use to facilitate the learning process through presenting culture related to chemistry on the website. This research uses an R&D approach with the ADDIE model. The instruments used in this research were validation sheets and product assessment sheets. The product was validated by one material expert and one media expert and assessed by three chemistry teachers and thirty high school students. The expert validation results show that the learning media is very valid in terms of material and media. The results of the learning media assessment by three chemistry teachers obtained an average score of 110.3 with a percentage of 91.9% in the very good category. Student responses to the learning website were also positive with an ideal percentage of 96.7% in the very good category. The results of expert validation, teacher assessments, and student responses show that the website is valid to use as a chemistry learning medium and as a learning resource.
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Rezkhikha, Rayindayu Dwi. "THE IMPACT OF PROJECT BASED LEARNING ‘WEEBLY BLOG’ ON STUDENTS’ ABILITY OF OFFERING OPINION IN SOCIAL SCIENCE LEARNING." International Journal Pedagogy of Social Studies 4, no. 1 (2019): 33–40. http://dx.doi.org/10.17509/ijposs.v4i1.15960.

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This study was motivated by the low skill of expressing opinions in class VIII SMP Negeri 5 Bandung because students tend to participate less actively in in expressing opinions. The methods used in this research was quasi-experimental using the Nonequivalent Control Group Design. The purpose of this study were to know the impact of the project based learning Weebly Blog on the offering opinion skill in experimental class and control class. This study sample was taken with purposive sampling technique. Data collection techniques used in this study were essay tests and questionnaires. The researcher employed Kolmogorov-Smirnov test of normality as an analysis technique and hypothesis testing with t-test. The results showed that there was no significant difference between the results of the study in the experimental class and the control class. It is known based on the acquisition of sig. (2-tailed), the average value of the experimental class pre-test of 57.6, while the control class is 64.7. After being given treatment, both of them get 68. Based on the statistical data processing, the average value of the experimental class was not able to achieve greater acquisition of the control class. That is, the implementation of Weebly Blog project-based learning is not effective in improving opinion skills compared to the application of portfolio-based project learning.Keywords: Project Based Learning, Weebly Blog, Offering Opinion Skill.
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Lebyana Norma Belinda, Yunus Abidin, Dede Trie Kurniawan, and Harmawati. "Website-Based Learning Media Using Weebly Water Cycle Material for Elementary School Teachers." Jurnal Imiah Pendidikan dan Pembelajaran 8, no. 1 (2024): 18–26. https://doi.org/10.23887/jipp.v8i1.63237.

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21st-century learning activities: Students quickly get bored with monotonous learning. The learning media used is still traditional, so it needs to keep up with the times. This research analyzes website-based learning media for elementary school teachers using Weebly water cycle material. The type of research used is survey research with quantitative research methods. The subjects in this research were 100 elementary school teachers. The data collection technique used in this research is a questionnaire. The data analysis technique used is structural equation modeling-partial least square (SEM-PLS) with software using the SmartPLS 4.0 application. The research results show that Facilitating Conditions (FC) positively and significantly influence Behavior Intention (BI) in elementary school teachers' use of website-based learning media. Hedonic motivation (HM) positively and considerably influences elementary school teachers' behavior intention (BI) using website-based learning media. Social Influence (SI) positively and considerably influences behavior Intention (BI) in using website-based learning media for elementary school teachers. The research concludes that website-based learning media, using Weebly, positively influences elementary school teachers. This research implies that website learning media can adapt to different student learning styles because various media types are appropriate for student needs.
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Giannopoulos, Dimitrios. "Italian Presence in the Dodecanese 1912–1943: Teaching a History Topic in Weebly Environment." Procedia Computer Science 65 (2015): 176–81. http://dx.doi.org/10.1016/j.procs.2015.09.106.

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10

Stewart, Olivia G. "Analyzing High School Students’ Mulitmodal Compositions with Digital Media Platforms Using Metafunctions." Language and Literacy 26, no. 1 (2024): 79–103. http://dx.doi.org/10.20360/langandlit29608.

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This study explores how diverse high school English students designed open-ended, multimodal projects across digital platforms (Weebly, blogs, and Instagram). Framed by metafunctions, emergent and axial coding of each student’s website homepage shows a broad range of how they designed in digital spaces and to what rhetorical effects. Additional coding of two focal students’ designs across each of the digital platforms highlights how students created complex, multimodal compositions that would have otherwise not been possible with the typical more formal, rigid forms of discourse. By designing multimodally, students showcased interests, humor, emotions, and culture not often seen in this classroom
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11

Asrifaturofingah, Asrifaturofingah, and Muhammad Zamhari*. "Development of Weebly-Based Learning Media Utilizing Flipped Classroom and Team Games Tournament Approaches for Petroleum Topics." Jurnal IPA & Pembelajaran IPA 8, no. 4 (2024): 367–91. https://doi.org/10.24815/jipi.v8i4.41943.

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The national curriculum seeks to create engaging, student-focused learning experiences. Despite this, chemistry education, particularly on petroleum topics, often relies on traditional methods such as lectures and printed materials, which fail to foster active student involvement. Consequently, there is a need to develop learning strategies that align with the curriculum's goals. This study focuses on creating and assessing the quality of Weebly learning media, utilizing a flipped classroom approach and teams games tournament for teaching petroleum content. The method applied in this study is Research and Development, by using the ADDIE (analysis, design, development, implementatio, evaluation) model. However, in this study the implementation stage was not carried out. The study's participants included three peer reviewers, a material expert validator, a media expert validator, five chemistry teachers from high schools, and thirteen high school students. Data was gathered using a questionnaire, which an instrument specialist had validated. The data obtained were analyzed descriptively qualitatively and descriptively quantitatively. The results of this study showed positive results with a material expert assessment score of 94.11% (very good), a media expert assessment of 85.96% (very good), a reviewer score of 94.56% (very good) and a respondent score of 94.87%. This study demonstrates that the developed learning media is of high quality and effectively supports chemistry education in schools, particularly on petroleum topics.
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Melisa, Melisa, Andi Asrafiani Arafah, Sukriadi Sukriadi, Rosita Putri Rahmi, Iksam Iksam, and Tri Wahyuningsih. "Pengembangan WEBANGDA sebagai Media Pembelajaran Digital berbasis Weebly dan Wordwall Materi Bangun Datar Kelas IV Sekolah Dasar." JURNAL PENDIDIKAN MIPA 14, no. 2 (2024): 567–75. http://dx.doi.org/10.37630/jpm.v14i2.1618.

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Penelitian ini dilatarbelakangi oleh masalah yang dihadapi peserta didik selama pembelajaran yaitu dalam memahami materi bangun datar yang memiliki berbagai macam bentuk bangun datar dan juga dikarenakan minimnya penggunaan media pembelajaran yang menarik dan bervariasi tentunya pada penggunaan media pembelajaran berbasis teknologi. Oleh karena itu guru, membutuhkan media pembelajaran digital yang mudah digunakan peserta didik dalam memahami materi pembelajaran seperti dapat diakses di mana saja dan kapan saja dengan memanfaatkan media pembelajaran berbasis website seperti platform weebly dan wordwall. Media pembelajaran tersebut adalah Webangda. Tujuan penelitian ini adalah untuk mengetahui proses pengembangan, tingkat kevalidan dan tingkat kepraktisan media pembelajaran Webangda (Website Bangun Datar). Metode penelitian yang digunakan yaitu Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian ini adalah siswa dan guru kelas IV-A SDN 007 Samarinda Ulu. Hasil yang diperoleh dari penelitian ini masuk kedalam kategori “sangat valid” yaitu sebesar 88% dari ahli bahasa, 88% dari ahli materi dan 94% dari ahli bahasa. Selanjutnya hasil yang diperoleh dari hasil respon guru dan siswa yang masuk kedalam kategori “sangat praktis”, hasil respon guru sebesar 98%, 91% dari respon siswa skala kecil, dan 88% dari hasil respon siswa skala besar. Dengan demikian dapat disimpulkan bahwa media Webangda yang dikembangkan valid dan praktis digunakan dalam proses pembelajaran.
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Terrazas Vásquez, Melvi. "FLIPPED CLASSROOM O CLASE INVERTIDA Y TIC COMO ALTERNATIVA PARA MEJORAR HABILIDADES COGNITIVAS, CONSTRUCTIVISTA Y CONECTIVISTAS EN EL AULA." Orbis Tertius - UPAL 3, no. 6 (2019): 11–33. http://dx.doi.org/10.59748/ot.v3i6.18.

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El modelo educativo en su constante dinamismo demanda que el Docente universitario promueva las nuevas pedagogías emergentes, con esta experiencia se quiere mejorar el rendimiento académico aplicando Flipped Classroom o Clase invertida junto a las TIC (Tecnologías de Información y Comunicación) incluyendo en el proceso la plataforma virtual de Weebly, las MiniQuest para resolver casos clínicos, Screencast-O-Matic para las videoclases, Quizizz para la evaluación entre otras, frente a la necesidad de los estudiantes en busca de procesos de Enseñanza Aprendizaje interactivos, con estas estrategias se buscó y se logró fomentar el trabajo colaborativo, clases más centra- das en la realidad profesional, mejorar el razonamiento clínico además impulsar el trabajo autónomo y la autorregulación, se evidencio la mejora cognitiva con las notas y la mejora de sus competencias que es evidenciada en la satisfacción del estudiante en el llenado de un pequeño formulario de evaluación.Fecha de recepción: 23/07/2019 ¦¦ Fecha de aprobación: 25/10/2019
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Huda, Irkham Abdaul, and Suhandi Astuti Astuti. "PENGEMBANGAN BAHAN AJAR MATEMATIKA DARING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (2021): 48–60. http://dx.doi.org/10.31316/j.derivat.v8i1.1679.

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The objectives of this study were (1) to develop online-based mathematics teaching materials for distance learning in the pandemic era, and (2) to determine the level of validation of the development of online-based mathematics teaching materials based on expert validation tests. This R&D research uses the ADDIE model which consists of analysis, design, development, implementation, and evaluation. The subjects of this study were class teachers and 5th grade students of SD Negeri Plumutan, Bancak, Semarang Regency. The results of this study are (1) there are five stages in the development of online-based mathematics teaching materials, namely making indicators, making learning objectives, collecting mathematics learning materials for cube and block volume materials, compiling materials in the form of LKPD, making Weebly Websites, and preparing lesson plans. (2) based on the validation test which includes material experts get a percentage of 85% with the criteria of "very good", teaching materials experts get a percentage of 90% with the criteria of "very good", and material experts get a percentage of 75% with the criteria of "good".
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Suryaningrat, Irvan Suryaningrat, and Otong Rukmana. "Rancang Bangun Sistem Informasi Website Menggunakan Metode Prototype pada UMKM Jasa Maklun Kaos Sablon dengan Infrastruktur Multi Platform Gratis." Bandung Conference Series: Industrial Engineering Science 2, no. 2 (2022): 302–10. http://dx.doi.org/10.29313/bcsies.v2i2.3874.

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Abstract. SMEs maklun screen printing t-shirt services are MSMEs that provide services for the production of screen printing t-shirts. The emergence of changes in current business conditions on the part of MSMEs and problems with the ordering information service system complicate the running of the business and can even make the business not get a good system value, of course there must be improvements to lead to an effective and efficient system. the problem is formulated "What kind of Information System Design is needed with the use of a free platform on the service of ordering information and services at SMEs on screen printing shirts". Researchers use the prototype method because the testing phase is very suitable for the design model of this method. This method has four main stages, the first stage of planning (planning) identification with system requests and feasibility studies. The second stage is analysis (analysis) to analyze business processes and identify system requirements as well as logical modeling of system and user interactions, as well as data modeling. The third (design) doing physical data modeling and physical process models. The fourth stage is (implementation) building a system using multiple platforms. The results of the study explain the concept of business processes in the process, interaction and data are easier to access, systematic exchange of information, connected data storage facilitates data management, reduces direct information exchange activities or information exchange without any data records, consumer trial phase using database Free platforms have also been met, namely caspio, weebly, Zapier, Spreadsheet, Canva, tawk.to and Google data studio dashboards.
 Abstrak. UMKM jasa maklun kaos sablon merupakan umkm penyedia layanan jasa pembuatan produksi kaos sablon. Munculnya perubahan keadaan bisnis saat ini di pihak umkm dan permasalahan pada sistem pelayanan informasi pemesanan mempersulit berjalannya bisnis bahkan dapat membuat binis tidak mendapatkan nilai sitem yang baik tentunya harus ada perbaikan untuk mengarah ke sistem yang efektif dan efisien. Berdasarkan fenomena tersebut, maka permasalahan yang dirumuskan “Perancangan Sitem Informasi seperti apa yang dibutuhkan dengan pemanfaatan platform gratis pada pelayanan pemesanan jasa maklun di UMKM kaos sablon”. Peneliti menggunakan metode prototype karena tahap pengujian sangat cocok digunakan untuk model perancangan metode ini. Metode ini memiliki empat tahapan utama yaitu Tahap pertama perencanaan (planning) melakukan identifikasi dengan system request dan studi kelayakan. Tahap kedua yaitu analisis (analysis) melakukan analisis terhadap proses bisnis dan identifikasi kebutuhan sistem serta pemodelan logis interaksi sistem dan penggunanya, serta pemodelan data. Tahap ketiga yaitu perancangan (design) melakukan pemodelan data fisik dan model proses fisik. Tahap keempat yaitu (implementation) membangun sistem menggunakan multi platform. Hasil penelitian menjelaskan konsep proses bisnis dalam proses, interaksi dan data lebih dipermudah dalam pengaksesan, pertukan informasi yang sistematis, penyimpanan data yang terhubung mempermudah pengelolaan data, mengurangi aktivitas pertukaran informasi secara langsung atau pertukaran informasi tanpa ada record data, tahap uji coba konsumen menggunakan basis platform gratis juga telah terpenuhi yaitu caspio, weebly, Zapier, Spreadsheet, Canva, tawk.to dan Google data studio sebagai dashboard infografis.
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Khalid, Fariza. "Students’ Identities and its Relationships with their Engagement in an Online Learning Community." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (2019): 4. http://dx.doi.org/10.3991/ijet.v14i05.8196.

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Abstract—Communities of practice’ approaches have been proven to be effective in enhancing students’ learning as well as helping them to cultivate inter-personal skills, especially within the higher education system. An important development in relation to participation in communities of practice is members’ identities. This study was conducted with the aim of understanding students’ identities in relation to their participation in an online community and how the dimensions of their identities correlated to each other. The research par-ticipants were 123 first-year students who were involved in collaborative sharing activities via an online community, using Weebly. Data was collected using a set of questionnaires that discussed four main dimen-sions of identities: personal, professional, as learners, and as members of communities. Data was analysed using SPSS version 22. The overall findings offer a detailed description of students’ identities. A high posi-tive correlation was found between students’ prior knowledge and their motivation, commitment and beliefs with regard to the benefits of online communities. The only dimension of students’ identities that lacked cor-relation with other dimensions was students’ openness. The findings highlight the importance of understand-ing different aspects of identities and how this helps to enhance engagement in online communities. The findings are significant in terms of establishing a deeper understanding on learning process within a social learning theory.
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Mantilla Parra, Carlos, and Evelyn Adriana Terán Molina. "Entorno virtual de aprendizaje como recurso para capacitación sobre temas de educación ambiental." Revista Científica de Ciencias Humanas y Sociales RECIHYS 1, no. 2 (2023): 23–32. http://dx.doi.org/10.24133/recihys.v1i2.319.

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The present study aims to design a virtual learning environment as a training resource on environmental education issues, considering that the purpose of environmental education is that individuals and communities understand the complexity of the environment, both natural and artificial. Therefore, the article presented is aimed at the community in general, so that through a virtual learning environment it is possible to access the information inherent to the subject and give a message of sensitization to visitors, a sense of environmental awareness, as well as having updated material available. Within the methodological mechanisms, the Weebly platform, YouTube, image design and other applications were used to strengthen the development of the web page. In the methodological field, the research was framed within the quantitative paradigm and a Google form was used for the diagnosis, which allowed determining through the survey technique aspects concerning the results of the summative evaluation of the participants of the study, in addition, interviews were applied to expert professionals, to obtain experiences regarding environmental education and their valuable contribution to enrich the knowledge of the students. The data were tabulated and presented for the generation of conclusions. At the end of the virtual teaching and learning environment, 96,8% of the students surveyed were satisfied with the results. It was concluded that the visitors obtained information and consolidated current knowledge of great importance, facilitating their downloading, visualization and comparison of the topics.
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Abdul Basir, B., and A. R. Abdul Rasam. "EVALUATING POTENTIAL FREE SOFTWARE FOR WEB-BASED MULTIMEDIA CARTOGRAPHY." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W16 (September 30, 2019): 3–9. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w16-3-2019.

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Abstract. Most universities students depend on the use of proprietary software as it has prominent capabilities to meet their needs. Although the proprietary software such as Adobe Flash Professional has a high capability to create a web-based multimedia system, budget constraints become the main reason why free software will be used as an alternative to proprietary software. This study is carried out to evaluate the potential free software for developing a web-based multimedia in cartography projects specifically for students in developing countries. Wix and Weebly are the two software that has been potentially explored among the ten selected software in the market. The current commercial software (Adobe Flash Professional) was also applied as a benchmark to the selected free software. This three software were individually utilised to design and develop a web-based multimedia of e-sport system and their technical capabilities were comparatively assessed according to elements of a common multimedia, website and other mapping assessment aspects. The finding showed that each of the software has unique characteristics and has successfully generated the end products according to the standard web-based multimedia title. Although these free software could produce a better looking, more flexible and time saving mapping platform than the end product created from the Adobe Flash Professional, they have limitation in creating menu function. This exploratory and cases study has also demonstrated that the alternative free software has potentials to replace the current proprietary software, while Wix is the best among the two selected software.
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Bielovetska, L. E. "СУЧАСНІ НАУКОВІ ПІДХОДИ ДО ОЦІНЮВАННЯ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ПІД ЧАС ДИСТАНЦІЙНОГО НАВЧАННЯ". Visnik Zaporiz kogo naciohai nogo universitetu Pedagogicni nauki 2, № 1 (2021): 93–98. http://dx.doi.org/10.26661/2522-4360-2021-1-2-14.

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У статті висвітлено проблеми оцінювання іншомовної компетентності студентів вищих навчальних закладів; надано результати аналізу та характеристика основних інструментів для об’єктивного оцінювання рівня володіння англійською мовою студентами закладів вищої освіти. Сьогодні науковий та технічний прогрес вимагає впровадження нових сучасних технологій у всіх сферах, включаючи освіту. Для визначення ефективності оцінювання рівня знань студентів з іноземних мов охарактеризовано такі інструменти для дистанційного навчання, як Google forms, Google Docs, Quizlet, Socrative, Kahoot, SurveyMonkey, PollEverywhere, Screencast-o-matic, TrainingCheck, CloudApp, Dropbox, Weebly, що дають змогу перевіряти засвоєний студентами матеріал новими і творчими способами. Ці інструменти є зручними у процесах викладання англійської мови та навчання мові, оскільки забезпечують такі функції: викладачеві – зручну швидку перевірку рівня володіння студентом англійською мовою, можливість переглянути типові помилки та обговорити їх зі студентами для корегування їхнього подальшого плану навчання, можливість підвищити рівень викладання іноземної мови. З’ясовано, що використання онлайн-інструментів для контролю знань викладачем та самостійного оцінювання рівня володіння англійською мовою студентами забезпечує вдосконалення їхніх знань з граматики і лексики, покращення навичок володіння письмом, та надає студентам можливість відчути швидкий зворотній зв’язок, що позитивно впливає на їхню мотивацію виконувати онлайн-завдання та вивчати іноземну мову, допомагає підтримувати самонавчання. Поєднання застосування згаданих засобів у викладанні іноземної мови з використанням сучасних інформаційних технологій – це один із шляхів підвищення мотивації студентів. Основна увага в навчальному процесі приділяється підвищенню активності студентів та використанню підходів та сучасних інструментів навчання, що підвищують активність на занятті. В умовах глобалізації викладачі іноземних мов постійно відчувають необхідність удосконалення вмінь і навичок роботи з інтернет-інструментами, застосування яких позитивно впливає на якість навчання та розвиток іншомовної компетентності студентів у закладах вищої освіти.
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ПАВЛЕНКО, ЛІЛІЯ, та МАКСИМ ПАВЛЕНКО. "ПОРТФОЛІО, ЯК ЗАСІБ ФІКСАЦІЇ ТА НАКОПИЧЕННЯ ОСВІТНІХ ДОСЯГНЕНЬ СТУДЕНТА". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (2019): 251–59. http://dx.doi.org/10.31494/2412-9208-2019-1-2-251-259.

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У статті розглядається проблема створення особистого портфоліо як засобу фіксації та накопичення освітніх досягнень здобувача вищої освіти й технології їх оцінювання в форматі компетенцій. Визначено, що в Україні існує значний попит на фахівців у галузі комп’ютерних та інформаційних технологій. Працедавці здійснюють відбір претендентів на посаду, починаючи з розгляду та аналізу резюме й портфоліо. Студент, навчаючись в університеті, має всі можливості для створення якісного портфоліо. На початковому етапі воно виступає як освітня технологія для мотивації до самоосвіти, розвитку самостійності, відповідальності та ініціативності. По завершенні навчання портфоліо як портфель досягнень студента дозволяє працедавцям оцінити рівень сформованості професійних компетенцій випускника ЗВО. Портфоліо здобувача вищої освіти дозволяє досліджувати процес формування особистісних компетенцій у процесі реалізації студентами певного виду діяльності та її фіксації в елементах портфоліо. Визначено, що портфоліо виконує три основні завдання: моніторинг різних видів діяльності студента; моніторинг розвитку загальних та професійних компетентностей; стимулювання освітньої активності студента. У дослідженні визначенні п’ять принципів, яким мають відповідати портфоліо студента для вирішення поставлених завдань. У дослідженні визначені організаційно-педагогічні умови впровадження портфоліо в освітній процес, відповідно до яких розроблено головні компоненти в структурі портфоліо здобувача вищої освіти: презентаційний компонент, змістовий компонент, оціночний компонент. Запропоновано використовувати спеціалізовані інформаційні системи для створення електронного портфоліо студента з метою його використання в освітньому процесі та при працевлаштуванні. До таких інформаційних систем належать FolioSpaces, LiveBinders, PortfolioVillage, WIX, Weebly та ін. Портфоліо сучасного здобувача вищої освіти є індивідуальним, персонально підібраним пакетом матеріалів, які у вигляді конкретного продукту представляють освітні та професійні результати й досягнення студента, характеризують способи аналізу і планування його освітньої діяльності та професійної кар’єри, дозволять оцінити рівень сформованості його професійних компетенцій. Ключові слова: електронне портфоліо, освітні досягнення студентів, завдання портфоліо, інформаційні систем для створення портфоліо.
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List, Sarah S., Jane Warland, and Colleen Smith. "The challenges of creating an online undergraduate community of practice." Journal of Applied Research in Higher Education 7, no. 1 (2015): 99–112. http://dx.doi.org/10.1108/jarhe-03-2014-0043.

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Purpose – With less time spent on campus, students are increasingly forming peer friendship and study groups either face to face or online. Communities of practice (CoP) with academic support in the wings could benefit students, but little is known in the about their use in the undergraduate space, or how best they may be structured and facilitated (Andrew et al., 2008). The purpose of this paper is to discuss these issues. Design/methodology/approach – An online CoP was created in partnership with undergraduate bachelor of midwifery students at the University of South Australia using an action research model. This provided an ongoing ability to continuously plan, act, observe and evaluate all aspects of the community created, so that adjustments could be made during the two cycles of the study. Findings – The time paucity of the cohort impacted on their ability to participate fully as partners in the project, and in the community itself. The Facebook community received more visitation than the Weebly community. The student panel reported that despite the online CoP fitting better with their schedules, they would prefer more opportunities to interact face to face with their peers. Research limitations/implications – Students who spend limited time on campus may prefer more real life social contact and support, despite the convenience of an online community. A larger cohort, drawing from a non-professional degree would have allowed greater membership and community participation for a prospective study such as this. Practical implications – Remote study is a growing phenomenon, and students need to feel socially connected and supported to remain enroled and engaged. Social implications – There has been much discussion around the amount of time individuals spend online, and whether support groups formed by students on social media support student learning, or encourage unprofessional behaviours without academic support present. Originality/value – This study reports that online communities are not always a logical solution to time poor students, and they may prefer face to face interactions to build their social and professional relationship.
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Mikhail, Nasser. "Once weekly semaglutide for treatment of obesity." Journal of Clinical and Laboratory Research 2, no. 3 (2021): 01–04. http://dx.doi.org/10.31579/2768-0487/015.

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Background: Once weekly (OW) semaglutide 0.5-1.0 mg is a glucagon-like type-1 receptor agonist (GLR-1 RA) approved for treatment of type 2 diabetes and is currently under evaluation for treatment of obesity at a higher dose of 2.4 mg OW. Objective: to provide an appraisal of WO semaglutide 2.4 mg for treatment of obesity. Methods: Pubmed research up to March 22. Randomized trials, pertinent animal studies, and reviews are included. Search terms were glucagon-like type 1 receptor agonists, weight loss, obesity, semaglutide, safety, efficacy. Results: WO semaglutide 2.4 mg was evaluated as a weight loss agent in 3 well-designed clinical trials of 68 week-duration. In one trial including patients with type 2 diabetes, the difference in weight loss from baseline to week 68 between OW semaglutide and placebo was - 6.2 percentage points (95% CI, -7.3 to -5.2; P<0.0001). In the other 2 studies that excluded patients with diabetes, the difference in weight loss between OW semaglutide and placebo ranged between -10.3% and -12.4%. A significantly higher proportion of participants in the semaglutide groups vs placebo groups achieved at least 5% of weight loss. The most common adverse effects of semaglutide were related to the gastrointestinal (GI) system. Across these 3 trials, premature discontinuation of OW semaglutide occurred in 6-7% vs 3% in placebo groups. Conclusions: OW semaglutide may be a promising agent for treatment of obesity irrespective of presence of type 2 diabetes. Further studies are needed to establish its long-term safety and efficacy.
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Chase, Carlene A., Rosalie L. Koenig, Jeffery E. Pack, and Clinton C. Warren. "PURPLE NUTSEDGE MANAGEMENT FOR ORGANIC VEGETABLE PRODUCTION." HortScience 41, no. 3 (2006): 505A—505. http://dx.doi.org/10.21273/hortsci.41.3.505a.

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Weed management is a major constraint of organic vegetable production and perennial weeds such as purple nutsedge (Cyperus rotundus) are particularly difficult to control. A study was initiated in 2005 to determine how summer fallow techniques impact purple nutsedge population density, tuber number and tuber viability; and to evaluate the impact of the treatments on the yields of two fall crops differing in canopy size and rate of development. Clean fallow treatments accomplished with weekly tillage or weekly flaming were conducted for 12 weeks. Two sets of summer cover crop treatments of sunn hemp (Crotalaria juncea) were established by broadcasting 40 lb of seed per acre and were undercut at 13 weeks after seeding. Cover crop residue was either incorporated before transplanting or retained on the surface as mulch for the fall crops of lettuce and broccoli. Soil solarization was initiated on 2 July and the transparent solarization film was maintained in place until mid-October. A weedy fallow treatment was included as a control, which was tilled before establishing the fall crops. Before the initiation of the summer fallow treatments, no difference in viable tubers or nutsedge shoot density was observed. After fallow, flaming had the highest number of viable tubers, with all other treatments similar to the weedy control. Nutsedge shoot density was suppressed by all fallow treatments to lower levels than with the weedy control, but solarization was the least effective. Leaf-cutting insects eliminated the crops in the sunn hemp mulch treatment within days of being transplanted. Lettuce stands with all other treatments were similar and greater than with the weedy control. Highest broccoli stands were obtained with flaming, solarization, and tillage; but broccoli stand with incorporated sunn hemp was similar to the weedy control. Highest lettuce yields occurred with incorporated sunn hemp, solarization, and weekly tillage. However, lettuce yields with flaming and the weedy control did not differ statistically. Broccoli yields were greatest with flaming, solarization, and tillage. Broccoli development was delayed with the weedy control and incorporated sunn hemp treatments and no significant yield was obtained.
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Everett, Spencer. "Weekly Recurrence." Critical Quarterly 56, no. 2 (2014): 99–101. http://dx.doi.org/10.1111/criq.12123.

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Martin, M. "Weekly paclitaxel." Critical Reviews in Oncology/Hematology 44 (December 2002): 1–2. http://dx.doi.org/10.1016/s1040-8428(02)00106-3.

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Highland, Esther H. "Computer weekly." Computers & Security 7, no. 3 (1988): 323. http://dx.doi.org/10.1016/0167-4048(88)90066-1.

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Tulchin, Allan A. "Weekly Enlightenment." French Historical Studies 42, no. 2 (2019): 175–202. http://dx.doi.org/10.1215/00161071-7300027.

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Çukurbaşı, Barış, and Mübin Kıyıcı. "Öğretmen Adaylarının Elektronik Portfolyoya Yönelik Görüşlerinin İncelenmesi: Weebly Örneği." İnönü Üniversitesi Eğitim Fakültesi Dergisi 19, no. 1 (2018). http://dx.doi.org/10.17679/inuefd.288198.

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Rupak, Chakravarty, and Sharma Jyoti. "DESIGNING AND DEVELOPING BIOPHYSICS LIBRARY WEBSITES: A PRACTICAL APPROACH USING WEB 2.0 SERVICE." January 26, 2021. https://doi.org/10.5958/2249-3182.2014.00004.5.

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In this paper the authors have tried to document the process of designing a library website using web 2.0 services. For this, Weebly has been selected using which the authors have developed the website of Department of Biophysics of Panjab University, Chandigarh, India. Weebly is a web based solutions to create websites. It provides free as well as paid account/ options for creating websites. The library website developed by using the free account aims to provides single window access to e-resources subscribed by Biophysics department along with easy access to UGC-INFONET Digital Library Consortium e-resources in the subject Biophysics. It also provides information about library collections and services, library rules, etc. Users can also make use of inbuilt Books Recommendation Form, library Feedback Form, No Dues Form. The authors have also attempted to consolidate additional scholarly open access e-resources in the field of Biophysics. The website can be accessed from http://bphlibrary.weebly.com/. 
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"The Most and the Least Enhanced Speaking Skill ( Fluency, Accuracy of Grammar, and Accuracy of Vocabulary) by a Web 2.0 -Enhanced Project-Based Learning Instructional Program of the Jordanian EFL Female Eleventh Grade Students." مجلة الجامعة الإسلامية للدراسات التربوية والنفسية 29, no. 1 (2021). http://dx.doi.org/10.33976/iugjeps.29.1/2021/25.

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The present study attempts to find out the most and the least speaking skill (Viz. Fluency, accuracy of grammar, and accuracy of vocabulary) that was enhanced by a web 2.0-enhanced project-based learning instructional program. The study followed the experimental design pre-post test. The participants of the study were (21) female Jordanian eleventh grade students who studied English language as foreign language (EFL). They were purposefully selected from a school in Jordan. The instructional program was designed based on the use of project-based learning procedures that were enhanced by the use of web 2.0 tools specifically a weebly website, a Facebook messaging group, some YouTube videos, Wikipedia, some blogs and related websites. Students were asked to create and develop websites on the Internet using weebly. Through the website development process, the students worked in groups to discuss topics and also to present the web pages of the websites orally after developing them as the final products of the project. After that, the students were tested using the speaking post-test to find out the development for each speaking skill. After the appropriate statistical analysis, it was found that the three speaking skills were developed, and the most speaking skill enhanced by the instructional program was vocabulary followed by fluency, and the least enhanced skill was grammar.
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"The Most and the Least Enhanced Speaking Skill ( Fluency, Accuracy of Grammar, and Accuracy of Vocabulary) by a Web 2.0 -Enhanced Project-Based Learning Instructional Program of the Jordanian EFL Female Eleventh Grade Students." مجلة الجامعة الإسلامية للدراسات التربوية والنفسية 29, no. 1 (2021). http://dx.doi.org/10.33976/iugjeps.29.1/2021/25.

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The present study attempts to find out the most and the least speaking skill (Viz. Fluency, accuracy of grammar, and accuracy of vocabulary) that was enhanced by a web 2.0-enhanced project-based learning instructional program. The study followed the experimental design pre-post test. The participants of the study were (21) female Jordanian eleventh grade students who studied English language as foreign language (EFL). They were purposefully selected from a school in Jordan. The instructional program was designed based on the use of project-based learning procedures that were enhanced by the use of web 2.0 tools specifically a weebly website, a Facebook messaging group, some YouTube videos, Wikipedia, some blogs and related websites. Students were asked to create and develop websites on the Internet using weebly. Through the website development process, the students worked in groups to discuss topics and also to present the web pages of the websites orally after developing them as the final products of the project. After that, the students were tested using the speaking post-test to find out the development for each speaking skill. After the appropriate statistical analysis, it was found that the three speaking skills were developed, and the most speaking skill enhanced by the instructional program was vocabulary followed by fluency, and the least enhanced skill was grammar.
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Marjune, M. Nepaya. "PROJECT SKEW (STUDENTS' KNOW-HOW IN ACCESSING EDUCATIONAL WEBSITES): EFFECTS ON THE ACADEMIC PERFORMANCE IN PRECALCULUS." European Journal of Education Studies 6, no. 3 (2019). https://doi.org/10.5281/zenodo.3243898.

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This action research aimed to test the effectiveness of Project SKEW (Students’ Know-how in accessing Educational Websites) in improving the academic performance of Ormoc City Senior High School Grade 11 STEM (Science, Technology, Engineering and Mathematics) students in PreCalculus by allowing them to access or use the researcher’s own made educational website entitled CALCULUSBYNEPAYA powered by Weebly. The study utilized a mixed methods research design to determine whether there is a significant difference of the pre-test and post-test scores between the randomly selected STEM students who had access to the said educational website, and those who had no access. Specifically, this study aimed to know if there is an increase in the Mean Percentage Score (MPS) on Simplifying Trigonometric Expressions before and after giving the said intervention. To ensure that the control group will not be able access the site, it was programmed in such a way that it will automatically restrict students to log-in especially those who do not belong in the experimental group. A pre-test was administered to both groups to ensure that students from the experimental group were comparable to students from the control group. The reliability of 15-item multiple choice type of questionnaire was measured using the test-retest method, and undergone content validation from experts in the said subject matter. The collected data was treated using inferential statistics, specifically T-test of two samples assuming equal variances. The study revealed that there is a significant difference of the pre-test and post-test results which signifies that Project SKEW was effective. The result of the study was utilized in other subject matters and was disseminated to the school administration, faculty, and stakeholders, which will serve as a basis for adopting intervention programs towards improving student academic performance.
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RR, Gomes. "The Relationship of Residual Renal Function with Cardiovascular Morbidity in Twice Weekly and Thrice Weekly Hemodialysis Patient." Trends in Urology and Nephrology Research 1, no. 1 (2020). http://dx.doi.org/10.53902/tunr.2020.01.000502.

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Background: Chronic kidney disease is a non-communicable global problem. In patients of chronic kidney disease especially in Hemodialysis patient mortality and morbidity due to atherosclerosis induced cardiovascular complications is very high despite the advances of Hemodialysis procedure. Residual renal function contributes significantly to the overall health and cardiovascular morbidity of dialysis patients. So, the loss of residual renal function, especially in patients on Hemodialysis, is a powerful predictor of mortality. Preserving residual renal function is the goal of nephrologists. Objective: To find the association between residual renal function and cardiovascular morbidity in twice weekly and thrice weekly Hemodialysis patient. Methodology: This cross sectional study was conducted on 72 Hemodialysis patients received dialysis more than three months in the dialysis centre of BSMMU and DMCH, Dhaka, Bangladesh during the period of October 2018 to September 2019. Study populations were divided into two groups on the basis of residual renal function (RRF). RRF was defined by interdialytic 24 hours urine volume and average of urinary urea and creatinine clearance. Preserved RRF was defined 24 hours urine volume more than 100ml. Chi-square test (χ2), Student’s paired t-test and multiple regression analysis were used to find association between cardiovascular morbidity and RRF. Result: A significant difference of diastolic dysfunction, systolic dysfunction, LVH (p=0.001, p=0.001, p=0.004 respectively) was seen in between preserved RRF and without preserved RRF group but the difference of regional wall motion abnormality and valvular heart disease was found to be non-significant. In regression analysis, loss of RRF was found to be a significant predictor of cardiovascular morbidity. Conclusion: Preserved RRF was significantly associated with less frequent diastolic dysfunction, left ventricular hypertrophy and higher level of left ventricular ejection fraction compared to without preserved residual renal function in both twice weekly and thrice weekly HD patient.
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"Comparative Study of Weekly and Three Weekly Chemoradiation Regimen in Advanced Head and Neck Cancer at Silchar Medical College." International Journal of Science and Research (IJSR) 6, no. 12 (2017): 190–92. http://dx.doi.org/10.21275/art20178636.

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Di Bartolo, Paolo. "Alla scoperta del “Nuovo Mondo”: le insuline basali settimanali." Il Diabete 36, no. 3 (2024). http://dx.doi.org/10.30682/ildia2403b.

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therapeutic option today, especially in specific clinical conditions, even in type 2 diabetes. Our country is approaching a new era in the history of insulin. We are indeed close to the availability of the first weekly basal insulin formulations. The AMD annals present a unique chance to evaluate the evolution of pharmacological therapies for diabetes in recent years. The AMD annals confirm that in 2023 still more than 32% of the population with type 2 diabetes in Italy was treated with insulin, and more than 97% of subjects were treated with basal insulin. The appropriate prescription of insulin is hindered by numerous obstacles, resulting in therapeutic inertia. Among these, the non-acceptance of daily injection therapy and the difficulty in adherence justify the rationale for developing weekly basal insulin Among the weekly basal insulins in development, icodec and efsitora are the closest to being introduced into our clinical practice. The development of new biotechnological approaches has resulted in the development of insulins with a half-life of 8 and 17 days for icodec and efsitora, respectively. Icodec and efsitora, in the QWINT and ONWARDS phase 3 programs, have been shown to be effective in achieving primary and secondary efficacy endpoints. The two weekly basal insulins have shown that in the context of an oral basal regimen for people with type 2 diabetes, the risk of hypoglycemia is not different from that of daily basal insulins In studies in type 1 diabetes and in people with type 2 diabetes on basal bolus insulin therapy, the risk of hypoglycemia was found to be higher for new weekly basal insulins than for daily basal insulins, bringing up the need for more research and possibly a different prescribing approach for basal weekly insulins in this population. The reduction in the number of injections results in patients being more satisfied with the treatment, this could result in a significant improvement in quality of life and an increase in acceptance and adherence to prescribed treatment, and finally, it responds to the urgent need to counter therapeutic inertia in the care of people with diabetes.
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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, May 29, 2024. http://dx.doi.org/10.4414/fms.2024.1372344469.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, May 29, 2024. http://dx.doi.org/10.4414/smf.2024.1372344469.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, July 3, 2024. http://dx.doi.org/10.4414/fms.2024.1372348540.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, July 3, 2024. http://dx.doi.org/10.4414/smf.2024.1372348540.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, August 26, 2024. http://dx.doi.org/10.4414/fms.2024.1372351836.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, August 26, 2024. http://dx.doi.org/10.4414/fms.2024.1372351062.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, August 26, 2024. http://dx.doi.org/10.4414/smf.2024.1372351062.

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43

Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, August 26, 2024. http://dx.doi.org/10.4414/smf.2024.1372351836.

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44

Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, July 17, 2024. http://dx.doi.org/10.4414/fms.2024.1372349160.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, July 17, 2024. http://dx.doi.org/10.4414/smf.2024.1372349160.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, August 14, 2024. http://dx.doi.org/10.4414/smf.2024.1372350392.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, August 14, 2024. http://dx.doi.org/10.4414/fms.2024.1372350392.

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48

Huber, Lars, and Martin Krause. "Weekly Briefing." Swiss Medical Forum ‒ Schweizerisches Medizin-Forum, June 26, 2024. http://dx.doi.org/10.4414/smf.2024.1372347553.

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Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, June 26, 2024. http://dx.doi.org/10.4414/fms.2024.1372347553.

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50

Huber, Lars, and Martin Krause. "Weekly Briefing." Forum Médical Suisse ‒ Swiss Medical Forum, April 19, 2024. http://dx.doi.org/10.4414/fms.2024.1372325880.

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