Eight Discipline-Problem Based Learning in Industrial Training Program to Develop Future Proof Skills Among Graduate Engineers

The mismatch of skills is one of the main reasons for unemployment. The analysis revealed employers’ agreement of graduate engineers’ performance in non-technical skills which is deemed to not meet their expectations. Therefore, to align with the needs of employers; universities are working hard to close the gap and begin to focus to produce work-ready engineers whom are good asset for the industry and those who are able to work with minimal supervision independently. The various jobs and non-technical skills triggered a vast change to the labor market with a prime shift in the skills required to thrive in the new environment anticipated but also to business structures that was requested from Industrial Revolution 4.0 (IR4.0). The nine skills would be Leadership, Flexibility and Adaptability, and Language literacy, Critical thinking and solving problems, Holistic, Entrepreneurial and Balance, Resilience, Values and Ethics, Compassion and Mindfulness, Creativity and Innovation. These skills or talents that recognize employees as competent are called as future-proof non-technical skills. The purpose of this paper is to upgrade the nine future-proof non-technical skills that are set especially for the engineering students through industrial training, and also to demonstrate the capability of Eight-Discipline-Problem based learning (8D-PBL); and things need to be emphasized in industrial training assessment method to ensure the objective of the industrial training is achieved.

Social Networks-Budgetary Discipline Linkages in Sub-National Entities

This research intervenes with the seemingly endless empirical debate that seeks explanation to the notorious budgetary discipline problem in the local government. Some scholars attribute it to social networks, but others emphasize entity internal control systems. Supported by budgetary theory-structural equation modeling (SEM) triangulation, the researchers examined data from 33 districts, seven municipalities, and 345 sub-counties in Uganda (East Africa)’s north-western and eastern regions. The SEM results revealed that socio-economic structures and partisan politics are key social network constructs to predict budgetary discipline. However, another attribute, ethnicity, is not. Additionally, the internal control system mediates the social networks-budgetary discipline relationship as initially anticipated. Implications for theory and practice are discussed.

Designing Forms Of Auditing And Out-Of-Audit Self-Work Of University Students

The article discusses the most effective forms of organizing the independent work of students in the direction of Pedagogical Education in the study of the discipline "Problem-dialogical teaching in the classroom in primary grades." The considered active and interactive forms of independent work make the learning process more interesting and raise the students' activity.

PERANAN KEPALA SEKOLAH DALAM MENGEMBANGKAN SIKAP CIVIC RESPONSIBILITY TERHADAP DISIPLIN GURU

This research is motivated by teacher discipline problem that is: some teachers are less timely present in school and enter class, teacher leave class while lesson still ongoing teacher just give task record and problem to student so that student is outside class and outside school during class time take place. The purpose of this research is to know the role of principal in developing civic responsibility attitude toward teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Class XI IPS1) and to know principal technique in developing civic responsibility attitude to monitor teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Kelas XI IPS1). The method of this research is descriptive with the depiction in fact, the data in the form of language expression and discourse is appropriate and systematic, qualitative research is a research used to examine the condition of the object that Scientific, where Researcher is as a key instrument. The results of this study indicate the role and responsibilities of principals to support teachers in improving teacher competence, supervision techniques performed by the principal is good at providing examples of discipline against teachers. The conclusion of this research the principal reminded teachers of every ceremony on Monday and meetings to salary and idolize the first day of each week, the principal conducts X-XII class visits, checks the teacher's teaching program such as syllabus, RPP, checks the X-XII class agenda and fix the layout of the room in the school. Suggestions in this study teachers are expected to be on time attend school and enter the classroom, the teacher does not leave the class during the lesson so that students are not outside the classroom or outside the school.

Optimizing strap designs of upper limb prostheses

The precise positioning design of upper limb prostheses is important for patients with upper limb disability. In this study, we propose an upper limb prosthesis with a negative pressure design. Mechanical analysis is performed to obtain the force and moment equilibrium equations. Then, the individual discipline feasible method is performed to decouple the original problem into a three-sub-discipline problem. A minimum of three shoulder straps of tension is obtained during optimization using the Isight harness scheme. The prosthetic socket can be firmly attached to the human body. Further experiments verify that the proposed device meets the basic requirements of wearing.

The toll of disruptions

“This job is driving me crazy . . . literally!” Spoken by a frenzied educator, these words testify to the many disruptions that hap­pen in schools. The fast pace of our myriad daily experiences can cause our thoughts to disconnect, our minds to overload, our brains to feel like they are on the verge of explosion. We remember the time a fight broke out in class and we had to stop it. We remember the time the principal punished our stu­dent (without our knowledge) for a minor infraction. We remem­ber the time a child vomited on our new shoes and we had to wear them the remainder of the day. These are the standout episodes. The disruptions are certainly memorable, and they can make for good- natured storytelling. According to Jones, however, the toll of these big moments of disruption pales in comparison to the smaller ones. Both com­mon and constant, small disruptions erode our patience and rob our peace of mind. Like the constant drip of a faucet or hum of a motor, it is the underlying persistence of sound and motion that can zap our energy and compromise our endurance. Are we aware of or immune to the low levels of noise and disarray in our classes? Are our students? While perhaps not warranting punishment or disciplinary action, small disruptions may be subliminal, but they are powerful. For the vitality of our students and ourselves, noting the impact of small interruptions may be worth a look, a listen, and a resolution. The most persistent misconception about discipline is that the most important problems in discipline management are the biggest problems, the crises. Certainly they are the most memorable. When teachers look back over the year, they will certainly remember the time the fight broke out or the time a student told them to do an unnatural act . . . . The most important and costly type of discipline problem in any classroom is the small disruption . . . . Ironically, therefore, the most important discipline problem in the classroom is the small disruption, not the crisis. It is the small disruption by its very frequency that destroys the teacher’s patience by degrees and destroys learning by the minute.

THE NATIVE CULTURES ON STUDENT DISCIPLINE IN SCHOOL, NIGERIA

Students discipline problem is developing into an epidemic in Nigerian schools. Every culture has its own values and norms, and these are communicated to its young generation through disciplinary strategies; and being culturally conceptualized and negotiated, these strategies and the languages therein, can only be understood by the members of the identifiable cultural group. The study evaluates some relevant information on teachers’ routine experiences and their views on the effectiveness the enforcement of order, control and disciplinary actions in secondary schools and how school disciplines are influenced by the cultural background of the Staff and students. This study explores teachers’ views on the common approaches and school disciplinary models in Nigeria. The paper suggests that the current educational administration and policies erodes the powers of the secondary Staff to such degree that teachers are disempowered hence, indiscipline among students continues to gather momentum causing poor academic performances.