Background/Aim. Good undergraduate education is necessary to overcome the reluctance of dentists to use the rubber dam. The aim was to assess dental students' knowledge, training skills, attitudes, and opinions concerning the use of the rubber dam in order to isolate an operation field. Methods. A 34-item original questionnaire was distributed to 130 final year students. The questions were divided into four segments: general information; rubber dam-related knowledge and training skills; opinions and attitudes regarding the use of rubber dam; opinions on the intended future use of rubber dam. Results. All students confirmed that they had theoretical lessons about rubber dam and that the advantages of the rubber dam were pointed out. During practical courses, 34% of students observed rubber dam placement and 10% of them placed the rubber dam on their own or with assistance. Most of the students (88%) did not feel capable of using the rubber dam on their own. Less than half of the students (38%) believed that adequate isolation of the operating field is possible without the rubber dam. Sixty-four percent of students considered that rubber dam was not uncomfortable for the patients. More than half of the students were willing to use the rubber dam in their future practice. Almost all of them planned to gain additional postgraduate training. Conclusion. Students have solid theoretical knowledge about the rubber dam, they are aware of its importance and have a positive attitude towards the rubber dam use. However, their practical training and skills are poor and insufficient for independent rubber dam use.

This paper is about the challenges IT instructors face due to the rapid development of the information technology. IT instructors need to continuously update their own skills and knowledge through self-education. They also need to frequently update course syllabuses and make major changes in the course textbooks if they write them. In order to understand and evaluate these challenges, we conducted a survey among the IT instructors from several colleges and universities, particularly focusing on teaching introductory computer science courses. The focus of the survey is the need for the instructors' self-education and updating of the course syllabuses and textbooks due to the information technology rapid development. We have analyzed the results of the survey, and give recommendations for the most efficient self-education of the IT instructors.

Executive SummaryEvery few years, there is a breakthrough in information technology, introducing a new concept that becomes widely used. This paper deals with the challenges IT (information technology) instructors face due to these rapid developments in the IT industry. More specifically, we are interested in the challenges instructors of the introductory IT courses face in staying current with technology and its use in business. In order to accurately evaluate the instructors' challenges and identify how instructors overcome them, we have conducted a survey among IT instructors and presented the results.The survey includes IT instructors who teach at various colleges and universities in several countries. We are specifically interested in the experience of the IT instructors who teach introductory computer science courses, as they are often heavily affected by the information technology changes.The data gathered in our survey addresses the following hypotheses:[H1] The technology studied by the IT instructors when they were in school is not the one they must now teach.[H2] The course syllabus of the introductory IT courses changes every two or three years due to the technology changes.[H3] The instructors primarily self-teach new technologies by using textbooks.[H4] The lack of time is one of the major challenges IT instructors face in their self-education.According to the survey results, most IT instructors now teach different technologies than those they had studied, which supports the first hypothesis. In the analysis of our survey, we compare the year the instructors graduated, the technology they studied, and the technology they now teach. We find that the earlier the instructors graduated, the smaller is the chance they studied the technologies similar to the ones they teach. We found that none of the surveyed instructors who graduated before 1979 teach a technology they studied.The analysis of the survey also supports the second hypothesis. The results show that 70% of the IT instructors have to change the course syllabus every 2-3 years due to the technology changes.We also found that the majority of the instructors primarily use textbooks and online tutorials to self teach new techMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Challenges IT Instructors Face in the Self-Education Process IIP-36nologies, which supports the third hypothesis. ...

The main purpose of the study was to determine the effect of egg mass and egg weight groups (group I eggs under 160 g, group II egg mass 160 g to 180 g and group III eggs over 180 g) on incubation results, loss of egg weight (moist) during incubation, gosling hatchability and the relative share of the gosling in the egg mass. Eggs with mass between 160 g and 180 g (group II) demonstrated the highest fertilisation rate (91.28 %) and the highest hatchability out of the number of incubated eggs (83.14 %), while the eggs from the group I (lighter than 160 g) showed the highest number of gosling hatchability out of the number of fertilised eggs (91.08 %). The lowest embryo mortality was that of the group I (5.17 % and 6.06 %), while the highest is reported for the group III (14.29 % and 16.67 %). The lowest relative loss of egg mass (moist) by day 25 of the incubation period was established for the group I eggs (10.98 %), and the highest for the group III (11.71 %), with a statistically significant (P<0.01) difference of -0.73 %. Other differences were not statistically significant (P>0.05). Gosling percentage in the egg mass was significantly higher (P<0.001) in the group III of incubated eggs (67.81 %) than in the group II (66.61 %) and the group I (65.24 %).

Висока техничка школа струковних студија, Нови СадСажетак: Достигнућа вештачке интелигенција су посредством информационих технологија инкорпорирана у различите сфере савременог живота, па ипак се у домену високог образовања користе тек спорадично. Управо из тог разлога у раду се анализирајуактуелнидиверсификовани аспекти њихове примене у високом образовању. Први се тиче укључивања ових технологија у сам едукативни процес и обухвата експертне и туторске системе који се, самостално или у комбинацији с класичним методолошким приступима, користе за обучавање како студената, тако и наставног особља. Други аспект су саветодавни системи, који на аутоматизован начин пружају подршку каријерном вођењу и усмеравању студената. Трећи аспект обухвата откривање знања у подацима, с посебним освртом на анализу неструктурираних података какви су садржаји с друштвених медија релевантни за пословање и имиџ високошколских институција или пак веб логови посетилаца институционалног веб-сајта. Приказани приступи и позитивни примери илуструју компаративне предности интелигентних технологија у домену високог образовања и указују на велике потенцијалењихове примене. Кључне речи: вештачка интелигенција, интелигентне технологије, експертни системи, туторски системи, рударење података, анализа сентимента, анализа веб логова, високо образовање.Abstract: Achievements of artificial intelligence are incorporated through information technologies into different spheres of contemporary life, yet in the domain of higher education there is a sporadic utilization. For this very reason, the paper analyzes thе existing diversified aspects of the application of artificial intelligence in higher education. The first concerns the application of these technologies in the educational process itself and includes expert and tutoring systems that are, either independently or in combination with classical methodological approaches, used to train both students and teaching staff. The second aspect is recommender systems that support the career guidance and students counselling in an automated way. The third aspect includes knowledge discovery from data, especially unstructured data such as social media content relevant to the business and reputation of higher education institutions or web logs of visitors to an institutional website. The presented approaches and positive examples illustrate the comparative advantages of intelligent technologies in the domain of higher education and empasize their large application potentials.