APLIKASI PERSIAPAN UN DAN UAS TEORI KEJURUAN PADA SMKN-1 PURUK CAHU JURUSAN TKJ BERBASIS ANDROID

SMKN-1 Puruk Cahu is one form of a formal education unit that provides vocationaleducation in secondary education as a continuation of junior high school or other equivalent form.TKJ Department is a department that aims to produce graduates who have knowledge and skills inthe field of computers. To pass SMK students must pass the UAS and UN exam. There are fivesubjects tested nationally, namely Indonesian, English, Mathematics, Skills Competency Test andVocational Theory Exam. The Vocational Theory Exam is a vocational theoretical subject wherethis lesson supports the practice of vocational skills. Because so many tests that must be taken bystudents to graduate, then the students must study harder in facing the UN and UAS. Androidprovides an open platform for developers to create apps. With this it is very appropriate ifdevelopers develop applications that can be used by students to assist in facing the preparation ofUN and UAS vocational theory at SMKN-1 Puruk Cahu TKJ majors.Therefore, research can be done with the title of Application Preparation UN and UASVocational Theory At SMKN-1 Puruk Cahu Department of TKJ Based Android using luthermethodology consisting of 6 stages, namely concept, design, collecting material, assembly, testingand distribution.This application was tested using BlackBox testing. This application has twelve menusnamely, dictionary acronym menu, summary menu, download menu of books, collection menu, UNdiscussion menu, UAS discussion menu, quiz menu of class increase, UN quiz menu, UI quiz menu,conversion menu, profile menu and menu help. For further development can add features such asMini Games so as not to be boring

Intellectual capital in action: Australian studies

The overarching objective of this thesis is to investigate and examine several contemporary IC theories and how they are utilised in practice so that understandings of the IC concept can be developed, in order to answer in part the main research question of “How does IC in action influence organisations?” The content of the thesis is based on a review of IC from both a theory and practice perspective and four empirical papers that examines IC theory as it is implemented in practice. In combining these papers into a coherent piece of work, a critical research perspective, as outlined by Alvesson and Deetz (2000), has been utilised as the theoretical framework. The term ‘critical’ is used in this thesis not to find fault with contemporary theory and practice of IC but rather to examine and question the application of IC theory into practice. The end result of doing so is the narrowing of an identified gap between IC theory and practice. A ‘critical’ analysis of IC in action is justified because the development of the concept of IC parallels that of ‘critical’ theory in that both have evolved from changing conditions in society as technology and the proliferation of knowledge that have fundamentally altered the conditions under which organisations operate. The overarching findings of the thesis are based on three outcomes of critical research being insight, critique and transformative re-definitions. Insight into IC is developed by examining contemporary IC frameworks as they have been applied. Critique is developed by putting to the test the implications for organisations as a result of implementing these contemporary IC frameworks. Last, transformative re-definition is achieved by opening a discourse on the impact of implementing IC practices so that academics and practitioners can develop critical, relevant and practical understandings that begins the process of change and develops practical managerial skills. More importantly this thesis identifies how the development of tools to reduce ‘causal ambiguity’ about how intangible resource help create (or destroy) value has the potential to raise the profile of IC as a strategic management technology. But from the wider view of the critical perspective, it is not the intention of this thesis to prescribe specific formulae for the measuring, management and reporting of IC, nor does it intend to further develop theory. So while the individual papers may proffer that certain avenues proved productive in developing insights, critique and transformative re-definition, these avenues are not offered as the preferred way of investigating IC. More specifically the goal of a critical perspective is to open a discourse. The opprurtinity for academics and practitioners to engage in discourse is enabled by the thesis’ focus on the issues identified by highlighting the gap between IC theory and practice. Furthermore, each of the included papers offers the opportunity for further discourse by way of the opportunities that remain for future research. Additionally, the thesis achieves exemplifies a number of different approaches to conducting research into IC practice that puts to the test particular aspects of IC theory in order to develop insights and understandings of IC in practice. As the empirical material only examines a fraction of contemporary IC theory there is scope for further research and thus discourse into the implementation of IC theory into IC practice. This future research should not be constrained by a particular method of research as exemplified in the variety of methods employed to gather the empirical material for the papers which stretches along the continuum of qualitative and quantitative research. This too provides an avenue of for future discourse

Enseñanza-Aprendizaje En La Estancia Clínica: Percepción Desde Los Estudiantes De Licenciatura En Enfermería

The clinical teaching of nursing graduates is one of the fundamental pillars for the development of knowledge, skills, attitudes, and values that would be projected in the real scenarios of their disciplinary practice. The expectation of any institution in professional formation in health discipline is that the facilitator should create an environment that is favorable for an effective teaching-learning process to take place. During the stay of the students in the healthcare institution, it is essential that they acquire a prospective, sensitive, and a specialized vision about their practice and the challenges they face in an increasingly complex society. There are a number of contradictions between theory and practice in care. This, however, leads to a clear gap which becomes evident in traditional teaching models. This requires a redirection towards innovative, humanistic, and specialized approaches to more dynamic ones in this information/knowledge society. The objective of this study was to obtain the perception of undergraduate nursing students on clinical teaching and whether it is related to the hospital context, experience, and teaching profile. Therefore, this favors an effective learning process. It is a quantitative, non-experimental, analytical, descriptive, cross-sectional, and prospective study with a convenience sample of 212 students in a sixth, seventh, and eighth semester of the clinical stationed (practice) class. Among the most important results of the research, it was found that the students stated that there is no functional relationship between Jean Watson's Human Care Theory and its application in the clinical field. They also perceived that this learning had a significant impact on several factors both of the Clinical environment and the educational institution. The study concludes that the students' perception of the teaching learning process oscillates between the contradiction of a theory that cannot be projected in practice and a series of factors that have a negative impact on the formation of their professional competence

A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement

Abstract This research is aimed at developing novel theory to advance innovative methods for examining how collaborative groups progress toward productively engaging during classroom activity that integrates disciplinary practices. This work draws on a situative perspective, along with prior framings of individual engagement, to conceptualize engagement as a shared and multidimensional phenomenon. A multidimensional conceptualization affords the study of distinct engagement dimensions, as well as the interrelationships of engagement dimensions that together are productive. Development and exploration of an observational rubric evaluating collaborative group disciplinary engagement (GDE) is presented, leveraging the benefits of observational methods with a rubric specifying quality ratings, enabling the potential for analyses of larger samples more efficiently than prior approaches, but with similar ability to richly characterize the shared and multidimensional nature of group engagement. Mixed-methods analyses, including case illustrations and profile analysis, showcase the synergistic interrelations among engagement dimensions constituting GDE. The rubric effectively captured engagement features that could be identified via intensive video analysis, while affording the evaluation of broader claims about group engagement patterns. Application of the rubric across curricular contexts, and within and between lessons across a curricular unit, will enable comparative studies that can inform theory about collaborative engagement, as well as instructional design and practice

Health and the Spiritual Self: Development and Application of a Theory and Measure of the Process of Healthy Change

The overall goal of the thesis was to investigate the nature of the healthy human self and the process of achieving health. This was undertaken by reviewing established self-theory and presenting a summary of each theory and its position with regard to self-composition, self-agency and the nature of the healthy self. An inclusive self-theory was then developed, congruent with reviewed literature, which positioned spirituality as the essential core of self. From the foundational Spiritual Theory of Self and the findings of the first study in this thesis, the Health Change Process Theory was developed to explain and predict how people achieve sustainable health. Three subsequent studies resulted in the construction and testing of a quantitative measure which enabled scientific investigation of the nature of the healthy self and the process of achieving health. Method The methodology of the four studies in this thesis was based on the instrumental approach which posits that, while there are procedural differences between qualitative and quantitative methodologies, philosophically speaking, there is no fundamental difference as they are both equally applicable and valuable. Consequently, the methodology judged to be the most appropriate instrument to investigate each study's topic of inquiry was chosen rather than allegiance to either qualitative or quantitative methodology. The first study was qualitative, as it investigated the definition of health and the process by which it was achieved from the perspective of 30 people with chronic musculoskeletal impairments. The findings from this study provided the theoretical basis for the three subsequent questionnaire development and validation studies. The second study used qualitative methodology with 59 participants to identify participant-generated items used in a new quantitative holistic health questionnaire and then employed quantitative methods to perform preliminary tests of the reliability and validity of this measure. The third study used quantitative methods with 233 participants to evaluate more robustly the reliability, content and concurrent validity of the original developmental measure and another, behaviourally-orientated assessment instrument, which used the identical item content but re-framed in the past tense. The fourth study employed qualitative and quantitative methods with 205 participants to evaluate the clinical validity of the scale found to possess reliability and validity in the previous investigation. Results The critical review of self-theory concluded with the development of the Spiritual Theory of Self. The initial study supported this theory as a robust explanation and predictor of the determinants of a healthy self. Furthermore, the findings of this study and a review of relevant literature concluded with the development of a Health Change Process Theory, which was based on the Spiritual Theory of Self. The Health Change Process Theory explains and predicts the process by which a healthy self develops. The subsequent questionnaire development and validation studies sought to provide a quantitative holistic assessment tool, congruent with the Health Change Process Theory, and found the 28-item QE Health Scale (QEHS) to be a reliable and valid measure of holistic health. These results also demonstrated that the Health Change Process Theory and the underpinning Spiritual Theory of Self were robust. With regard to clinical application, the QEHS was found to aid assessment, therapeutic intervention, a client-centred holistic approach to healthcare and evidenced-based practice. The Patient Profile, derived from QEHS responses, provided a tool that enabled theory to be applied to practice by identifying the key indicator personal attributes determining holistic health status. Conclusion The research results demonstrated that the Spiritual Theory of Self and the Health Change Process Theory provide valid explanations of the constructs that enable people with musculoskeletal disorders to remain otherwise healthy with such conditions. Furthermore, the relationship between the findings and established self-theories suggest that the Spiritual Theory of Self and the Health Change Process Theory may advance knowledge of the predictors and interventions that enable all people to undertake a health-enhancing process of change when confronted with adversity. The QEHS and associated Patient Profile were found to be reliable and valid tools that facilitated assessment and enhancement of the holistic health status for people with musculoskeletal impairments. These tools identified barriers to achievement of holistic health, predicted by the Health Change Process Theory; facilitated the therapeutic process through a focus on issues meaningful to those receiving healthcare; aided treatment decision making; and enabled quantitative evidence-based evaluation of the efficacy of interventions. Moreover, the overall results have advanced psychological knowledge with implications for all fields of psychology involved in the study of people. The evidence of the research undertaken provides a basis for promoting knowledge and research of chronic healthcare delivery and a spiritually based conception of self and health. The QEHS and associated theories provide a tool and basis for investigations where people are experiencing traumatic, irreversible crises. However, the initial aims of further research should be to refine the QEHS and the associated Patient Profile to enable the use of theory and the QEHS across a diverse range of research populations and to investigate the applicability of these to facilitate the maintenance or achievement of a healthy self

Ethics and social networking sites: A disclosive analysis of Facebook

Paper has been accepted for publication in Information, Technology and People.Purpose: This paper provides insights into the moral values embodied by a popular social networking site (SNS), Facebook. We adopt the position that technology as well as humans has a moral character in order to disclose ethical concerns that are not transparent to users of the site. Design/methodology/approach: This study is based upon qualitative field work, involving participant observation, conducted over a two year period. Findings: Much research on the ethics of information systems has focused on the way that people deploy particular technologies, and the consequences arising, with a view to making policy recommendations and ethical interventions. By focusing on technology as a moral actor with reach across and beyond the Internet, we reveal the complex and diffuse nature of ethical responsibility in our case and the consequent implications for governance of SNS. Research limitations/implications: We situate our research in a body of work known as disclosive ethics and argue for an ongoing process of evaluating SNS to reveal their moral importance. Along with other authors in the genre, our work is largely descriptive, but we engage with prior research by Brey and Introna to highlight the scope for theory development. Practical implications: Governance measures that require the developers of social networking sites to revise their designs fail to address the diffuse nature of ethical responsibility in this case. Such technologies need to be opened up to scrutiny on a regular basis to increase public awareness of the issues and thereby disclose concerns to a wider audience. We suggest that there is value in studying the development and use of these technologies in their infancy, or if established, in the experiences of novice users. Furthermore, flash points in technological trajectories can prove useful sites of investigation. Originality/value: Existing research on social networking sites either fails to address ethical concerns head on or adopts a tool view of the technologies so that the focus is on the ethical behaviour of users. We focus upon the agency, and hence the moral character, of technology to show both the possibilities for, and limitations of, ethical interventions in such cases

Technical Medicine: Designing Medical Technological Solutions for Improved Health Care

Introduction Complex medical technology is rapidly being introduced in health care, aimed at improving diagnosis and treatment. However, mistakes in the use of medical technology show that adequate expertise to apply it safely is often lacking, let alone to improve patient care through innovative technology use. We argue that a new health care professional, the Technical Physician, should be trained to have the expertise to translate medical technology use into improved patient-specific procedures. Method An educational design model was followed, consisting of analysis, design, construction, implementation, and formative evaluation. Analysis of technology use in health care and the required expertise was conducted to derive the professional profile and core competencies. Adaptive expertise theory and research-based design form the foundation of the professional profile. Cognitive integration, self-directed learning, and technical medical design projects were selected as leading instructional principles. Evaluation The curriculum was implemented in 2003 in the Netherlands. Over 300 Technical Physicians have graduated since 2009. Internal evaluations showed that curriculum changes were necessary to (1) address the application of mathematical principles, (2) enhance reflection by increasing experience-based learning, (3) support development of adaptive expertise related to basic technical skills, and (4) aid faculty in translating their knowledge and skills to the Technical Medicine domain. Discussion We recommend a strong focus on supporting both faculty within the Technical Medicine program and the Technical Physicians in clinical practice with the translation of knowledge and skills between the technical and medical domains. Future research should systematically evaluate the design and effects of the Technical Medicine curriculum

An exploratory study investigating the impact of a differentiate framework of instruction on generalist teachers perceived confidence to teach visual arts

This article reports on an exploratory study that addressed the low confidence levels of 80 generalist primary student teachers enrolled in a mandatory visual arts course. Previous studies in this area have found that a cycle of neglect exists in Australia, as a result of educators’ lack of confidence in their ability to teach visual arts. This is believed to create a knock on effect whereby generalist primary student teachers enter mandatory tertiary visual arts units with little belief in their own art ability. This exploratory study centred on proactively applying the Tomlinson Model of differentiation in an effort to raise student confidence levels. By providing students with multiple avenues to access essential course understandings, students’ perceptions to teach visual arts changed significantly by course completion. This research has significance as there is a paucity of research re the implications of implementing a differentiated model of instruction at the tertiary leve