The [framing] of heritage in the post-war reconstruction of Beirut central district (Lebanon)

The issue of development of forensic institutions of Ukraine in the ХХ century was studied. Until 1917, forensic medical examinations were conducted in the medical compartments of the provincial administrations, at the departments of forensic medicine of universities and in hospitals - by police doctors. The chairs of forensic medicine existed in the St. Vladimir Kyiv University, Kharkiv, Novorosiisk and Lviv Universities. Real organization of Ukrainian forensic medical institutions began in 1919 with the creation of the Medical Examination Department at the People’s Commissariat of Health. In 1923, the Main forensic medical inspection, headed by M. S. Bokarius, was founded. In the provinces the positions of forensic medical inspectors were created. In 1927 the sections of biological research were established in the Kharkiv, Kyiv and Odesa institutes of scientific andforensic expertise,where separate forensic examinations were conducted. In 1949 the institutions of forensic medical examination of the USSR were merged into the Bureau of Forensic Medical Examination, in Ukraine it was held in 1951. It was proved that forensic medical institutions developed at the following chronological stages: 1) until 1917 - forensic medical service in the Ministry of Internal Affairs; 2) 1917-1941 - prewar formation of forensic medical institutions; 3) 1941-1949 -forensic medical institutions during the war and in the first post-war years; 4) 1949-1990s - period of development of the bureau of forensic medical examinations of the countries of the USSR; 5) since the 1990s - development of expert institutions in the public health care system in independent postSoviet states. It’s stressed that formation of the forensic institutions in Ukraine is closely related with the development of forensic medicine departments of higher educational establishments. Forensic medicine departments were the basisfor practicalforensic medicine, professors provided daily assistance to forensic medical experts.

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TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

Jurnal Ilmiah Permas: Jurnal Ilmiah STIKES Kendal ◽

10.32583/pskm.9.2.2019.155-164 ◽

2019 ◽

Vol 9 (2) ◽

pp. 155-164

Author(s):

Nadia Yuli Pertiwi ◽

Ice Yulia Wardani

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Elementary School Teachers ◽

Work Stress ◽

Coping Strategy ◽

School Teachers ◽

Cross Sectional ◽

Central District ◽

And Coping ◽

Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat. Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013 ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies. Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

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