Pemaksimalan Media Pembelajaran Untuk Pembelajaran Daring Pada SDN 9 Dauh Puri Denpasar Bali

The world of education underwent major changes in 2020 due to the Covid-19 pandemic. The most visible impact of changes in the world of education in the midst of the Covid-19 pandemic is the effectiveness of the teaching and learning process that has turned online. One of the elementary schools that experienced these changes was SD N 9 Dauh Puri, North Denpasar. Online learning is currently being carried out at SD N 9 Dauh puri using WhatsApp and Google classroom media. However, in practice, teachers still use personal accounts in the use of online learning media, so the features of these learning media cannot be utilized optimally. In addition, the teachers also do not understand optimally in the use of these learning media. Based on these problems, through this service activity, assistance is provided in creating an account with a free domain provided by the government (.sch) as well as the school website. Other activities include training on the use of Google Forms as a medium for collecting assignments and evaluating learning. The implementation method of service activities consists of socializing activities, planning, implementing, and evaluating. The outputs of community service activities have met the achievement indicators, namely all teachers (100%) already have an email account with a domain (sch.id) owned by the school and the school already has a website installed on the http://www.sdn9dauhpuri.sch page. id/. The results of the assessment from partners, 74% stated that community service activities were satisfactory.

Cognitive and Executive Disorders in Obsessive Compulsive Disorder (OCD) Comorbid with Major Depressive Disorder (MDD) and Evidence of Mindfulness

The present text carries out a characterization of the anomalous functioning of cognitive and emotional processes governed by the guidelines of a central dysexecutive control, modulated by persistent, negligent, and sometimes insensitive patterns to command lines of detection of external stimuli and required adjustment of focus according to changing keys of a demanding task-oriented context. Rumination as a metacognitive process, once anarchic, is in a domain-free domain capable of usurping memory and attentional resources by retrieving them to the self-referential self, making it a preferred focus of relevance. The ruminative process, slipping into the conscious network normally alert, is incessantly overwritten until it colonizes it, makes it neglect its tasks of observation and surveillance, to instead, abstract it from the outside world and overturn it in a kind of inflated self-absorption or hyper-augmented self-consciousness. The cognitive rumination is postulated as the polymorphic process that serves as a base substrate to explain the logic of appearance and maintenance of both obsessive-compulsive disorder and major depression, these diagnostic entities being the expression of the same polymorphic process. Turned to the future in the TOC and to the past in the TDM. Finally, a review is made of the evidence that the practice of mindfulness has reported in reducing rumination.