Demontrasi Penggunaan First Aid Kits Terhadap Peningkatan Pengetahuan dan Skills Siswa Dalam Penanganan Cedera Di Sekolah

Cedera sering terjadi pada anak terutama saat di sekolah. Cedera menyebabkan kecacatan bahkan kematian anak, sehingga siswa harus mampu memberikan pertolongan atau upaya penanganan cedera. Tujuan penelitian untuk mengetahui pengaruh demonstrasi penggunaan first aid kits terhadap peningkatan pengetahuan dan skills siswa dalam penanganan cedera di sekolah. Desain penelitian adalah quasy-experimental metode one group pretest-posttest design. Sampel berjumlah 42 orang, dengan teknik proportionate stratified random sampling. Instrumen untuk mengukur pengetahuan menggunakan kuesioner dan keterampilan dengan lembar observasi dan analisa data menggunakan paired sample t-test. Hasil menunjukkan nilai rata-rata pengetahuan dan keterampilan sebelum intervensi adalah 12,95 dan 53,14. Setelah dilakukan intervensi nilai rata-rata pengetahuan dan keterampilan adalah 18,64 dan 68,12 dengan p value 0.000 yang artinya ada pengaruh demonstrasi penggunaan first aid untuk meningkatkan pengetahuan dan keterampilan siswa. Demonstrasi yang dilakukan peserta didik akan memperoleh pengalaman melalui percontohan atau pertunjukan dan memberikan 70% pemahaman dan daya ingat terkait keterampilan yang diperagakan. Kata kunci: demonstrasi; first aid kits; pengetahuan; skills Demonstration Of The Use First Aid Kits To Improve Student's Knowledge And Skills In Injury Management At SchoolAbstractInjuries are common in children, especially at school. Injuries cause disability and even death of children, in case, that student must be able to provide assistance or efforts to treat injuries. The purpose of the study was to determine the effect of demonstrations on the use of first aid kits to increase students' knowledge and skills in handling injuries at school. The research design was a quasy-experimental one group pretest-posttest design method. The sample was 42 people, with proportionate stratified random sampling technique. Instruments to measure knowledge used questionnaires and skills with observation sheets and data analysis using paired sample t-test. The results showed that the average value of knowledge and skills before the intervention was 12.95 and 53.14. After the intervention, the average value of knowledge and skills was 18.64 and 68.12 with a p value of 0.000, which means that there was an effect of demonstration of using first aid to improve students' knowledge and skills. Demonstrations carried out by students are able to gain experience through demonstrations or performances and provide 70% understanding and memory related to the skills being demonstrated. Keywords: demonstration; first aid kits; knowledge; skills

The Value of Autonomous Knowledge

How does satisfying the epistemic autonomy condition on propositional knowledge add value to an otherwise unknown belief (including a justified, true, non-Gettiered but epistemically heteronomous belief)? This question isn’t some kind of afterthought. As work on the value of knowledge would suggest, lacking a good answer here actually counts as a mark against the adequacy of the JTAB+X template account. Several strategies are canvassed for attempting to vindicate the idea that epistemic autonomy adds value to an otherwise unknown justified, true non-Gettiered belief. Pragmatic and instrumentalist arguments are considered and shown to fail. A variation on a recent non-instrumentalist argument strategy is given special attention, but it also is shown to come up short. Finally, and by cobbling together some new twists on some ideas in value theory and action theory, I outline an answer that works. Key to the answer I defend is that knowledge makes us the knowers we are in a way that equally justified and anti-Gettiered true beliefs that lack epistemic autonomy do not and cannot.

Autonomous Knowledge

A central conclusion developed and defended throughout the book is that epistemic autonomy is necessary for knowledge (both knowledge-that and knowledge-how) and in ways that epistemologists have not yet fully appreciated. The book is divided into five chapters. Chapter 1 motivates (using a series of twists on Lehrer’s TrueTemp case) the claim that propositional knowledge requires autonomous belief. Chapters 2 and 3 flesh out this proposal in two ways, by defending a specific form of history-sensitive externalism with respect to propositional knowledge-apt autonomous belief (Chapter 2) and by showing how the idea that knowledge requires autonomous belief—understood along the externalist lines proposed—corresponds with an entirely new class of knowledge defeaters (Chapter 3). Chapter 4 extends the proposal to (both intellectualist and anti-intellectualist) knowledge-how and performance enhancement, and in a way that combines insights from virtue epistemology with research on freedom, responsibility, and manipulation. Chapter 5 concludes with a new twist on the Value of Knowledge debate, by vindicating the value of epistemically autonomous knowledge over that which falls short, including (mere) heteronomous but otherwise epistemically impeccable justified true belief.

To be liberated the Vaisheshika way, or the Vaisheshika attempt at a «Negative Soteriology» by the Indian school of philosophy

The article examines the original concept of the Vaisheshika school, criticized by other Indian philosophers, according to which Self (Atman), freed from the bonds of rebirth (saṃsāra), is a pure substance (dravya), devoid of consciousness, which is believed to be its impermanent quality (guna); the opponents compared the Vaisheshika's liberated Self with a stone or a log. The author proposes an explanation of the Vaisheshika liberation doctrine (soteriology) within the framework of its categoriology, in which consciousness and Atman belong to different categories, respectively, guna and dravya. Vaisheshika proclaims knowledge of the six categories to be the highest spiritual goal (nihshreyasa), which, in turn, comes from the pure Dharma (Merit). The reason why the Vaisheshikas felt obliged to add a pure Dharma as the final step towards liberation (which distinguishes Vaisheshika from other schools, emphasizing the soteriological value of knowledge) is explained by assuming the Dharma's capacity to overcome a dichotomy of merit-demerit (dharma-adharma) as the main factor responsible for the rebirth of an embodied ātman. The pure Dharma, due to all the positive karmic energy accumulated during countless reincarnations of the soul, arises at the very last moment in a person's life to purufy his/her true Atman from the law of karma and rebirth. Since nothing can be said about Atman's future, it is not a "liberation for", but a "liberation from", which can be called a "negative soteriology".

Why Humans Do Not Cast Off Old Skin Like Snakes. Knowledge and Eternal Youth in Nicander’s Theriaca

In Theriaca 343–358, Nicander recounts a rather unusual myth. After Prometheus had stolen fire, Zeus was seeking the thief and, when men delivered Prometheus over to him, he gave them the gift of youth. Humans entrusted the ass to carry this load, but the ass was seized by thirst and sought the help of the snake, who demanded in return the thing he was carrying on his back. This is how the gift of youth given to men fell to the serpent’s lot. Ever since, inevitable old age has weighed upon them, while the snakes cast off their old skin and gain a new one. Like any digression in Hellenistic epic poetry, this parable certainly is intended to entertain the reader, yet it must have a more serious function: by showing that it was only out of stupidity that men gave away their invaluable gift to the ass, Nicander asserts the great value of knowledge for life. Remarkably, it is precisely in this passage that the poet has inserted the acrostic of his name. The idea that his poetic work will ensure the survival of his name for future generations, directly expressed in the closing lines, is here conveyed with the greatest refinement.

Batik stamp canting made of waste paper material as a frugal innovation in batik

This article discusses the innovation of batik stamp canting equipment using waste paper material. The first focus is on the emergence and the background of the innovation of batik stamp canting made of waste paper material. The second is on the elaboration of concept of stamp batik canting innovation made of waste paper material. The method applied in this study was qualitative approach with case studies by employing informants’ data sources, artifacts, events and documents. The results indicate that the innovation of stamp canting using paper material has occurred since 2014, and it began to be widely used in batik production process in 2016. The background of stamp canting innovation made of waste paper was triggered by the high price of stamp canting from copper which is commonly used in the production process of stamped batik. The concept applied to develop this stamp canting is frugal innovation. The value of knowledge gained is that innovation is not always carried out to improve the quality of processes or products. Innovation is more significantly needed to solve the problems related to the context.

The Humanistic Value of Knowledge Economy and Law

In order to explore the humanistic value of knowledge economy and law, this article analyzes the humanistic value by means of theoretical analysis. It first expounds the connotation of knowledge economy, then expounds from two aspects: the humanistic value of knowledge economy and the humanistic value of knowledge economy law. This article is meant for the perusal of relevant personnel.

Penyuluhan Bahaya Petasan di Pesekutuan Anak dan Remaja (PAR) Rayon Remu Selatan Jemaat GKI Maranatha Remu Kota Sorong

Playing firecrackers has become a tradition for the community, including children when welcoming big holidays such as Christmas, Eid, and New Year's Day. However, not infrequently playing firecrackers brings disaster to those who play them, especially children. Counseling about the dangers of firecrackers is one of the efforts to increase the understanding of children and adolescents about the dangers of firecrackers and their negative impacts. This activity aims to increase the knowledge of children and youth of the South Remu district of the GKI Maranatha Remu Congregation about the dangers of firecrackers. The method used is counseling with lecture and discussion methods. Submission of material through using PowerPoint. The results showed that the average pretest value of knowledge of the dangers of firecrackers in children and adolescents was 4.6 and the posttest was 8.4, with a change in value before and after counseling was given as much as 3.8 points. This activity concludes that the knowledge of children and adolescents about the dangers of firecrackers increases after being given counseling, for that it is hoped that the government, religious institutions, universities, and NGOs will always carry out outreach activities on the dangers of firecrackers to children and adolescents. Keywords: Knowledge, Danger of Firecrackers, Children, and Adolescents.