Pembelajaran Tauhid dan Entrepreneur untuk Anak Usia Dini

TK Khalifah Gedongkuning Yogyakarta has a unique program in developing tawhid-based learning and entrepreneurship for children. This article aims to analyze the implementation of tawhid and entrepreneurship learning in the school. This research focuses on how the concept of tawhid and entrepreneur learning in TK Khalifah Gedongkuning Yogyakarta is, how the learning process is, and how the results are achieved. This type of research is descriptive interpretative qualitative research with a phenomenological approach. The results of this study indicate: First, learning tawhid and entrepreneurship at TK Khalifah Gedongkuning Yogyakarta applies a simultaneous integrative concept by combining tawhid and entrepreneurship learning so that both are mutually reinforcing. Second, the implementation process of learning tawhid and entrepreneurship in TK Khalifah Gedongkuning Yogyakarta uses several methods and program activities. The method used is the method of advice, for example, habituation, singing, and stories or stories. Meanwhile, the program of activities includes outing class, cooking class, and market day. Third, the learning outcomes of tawhid and entrepreneurship are forming an attitude of independence, creativity, discipline, honesty, confidence, and responsibility for students. These findings reference managers of educational institutions and early childhood education teachers to formulate policies and implement monotheism-based learning and entrepreneurship in children.

Dr. Richard C. Nelson: The Penn State Biomechanics Laboratory and Its Impact on My Career

In 1967, as an undergraduate gymnast, I developed an interest in the mechanics of twisting somersaults. In 1969, after expressing a desire to measure and model human motion in a doctoral program, I was advised that Dr Richard “Dick” Nelson was starting a unique program in biomechanics of sport at Penn State University. In September 1970, I was the fourth or fifth doctoral student to join the new program. In 1972, I photographed a cluster of 18 golf balls hung from a 4′ × 8′ sheet of plywood in Dick’s new biomechanics laboratory. The question: “Could I create a 3-dimensional scale that would allow me to locate these golf balls in 3 dimensions?” From these early beginnings, I went on to develop the mathematical foundation for “motion capture” and a career as an entrepreneur and scientist working in a very wide variety of industrial environments in the United States and abroad. Much of my success can be traced back to the 4 years I spent on the Penn State campus. Dick’s efforts in the late 60s and his persistence in the early 70s, and later, were instrumental in creating a new discipline: “Biomechanics of Sport.” Dick: Thank you.

A STEM Model to engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

Sports is a powerful tool to make deeper connections, stimulations, and understanding of STEM (science, technology, engineering, and mathematics) education. Science in sports is a unique program established to present sports as a medium for STEM education. The program included 248 students (112 females and 136 males) from 15 secondary schools in the State of Qatar. The participants took part in interactive, hands-on learning workshops where they were challenged to design sports equipment from innovative materials while adhering to specific design criteria. Quantitative and t-test analysis were performed on data collected over five years from 2012 to 2017 of the program to analyze its effectiveness, along with the Research and Development (R&D) study obtained from pre and post-surveys of students, teachers, and facilitators to further analyze participants’ behaviors and attitudes.

Microsurgical training: the Italian experience

The Italian Society for Microsurgery (SIM, Società Italiana di Microchirurgia) developed a 5 steps training program for surgeons from different specialties who want to learn microsurgery as part of their practice. This 5 steps program has been established in 2013 and each course has a unique program and its own logo.Presently, there are 10 basic courses in Italy recognized by the SIM in Italy. The basic courses have a theoretical part and a practice of at least 20 hours each, performed on an ex-vivo model. There are minimum requirements for each step must be competed to be able to move to the consequent exercise. At the end of the course, each student is evaluated following an extract of the GRS score.The advanced course is exclusive, it opens to only 20 students each year and involve 35 self-funded tutors.Тhe program stated by the Italian Society for Microsurgery is very comprehensive and gives the opportunity to young surgeons to learn many aspects of the microsurgical reconstruction.

Wisdom Mind: Conceptual Foundations and Preparing to Deliver the Program

This chapter provides the background to the Wisdom Mind program—why it was developed, the conceptual foundations on which it is based, and the results from the original empirical evaluation of the program. While the program is broadly influenced by Jon Kabat-Zinn’s mindfulness-based stress reduction, Wisdom Mind stands on its own as a unique program that is grounded in principles of clinical neuropsychology (specifically, cognitive rehabilitation) as well as lifespan developmental psychology. This chapter orients the reader to the overall structure of the program, who the program is designed for, and how to appropriately screen participants and measure outcomes/response to the program.

Introduction to Wisdom Mind

This chapter provides the background to the Wisdom Mind program—why it was developed, the conceptual foundations on which it is based, and the results from the original empirical evaluation of the program. While the program is broadly influenced by Jon Kabat-Zinn’s mindfulness-based stress reduction, Wisdom Mind stands on its own as a unique program that is grounded in principles of clinical neuropsychology (specifically, cognitive rehabilitation) as well as lifespan developmental psychology. This chapter will introduce you to the concept of mindfulness, tell you more about some of the background work that has already been done on mindfulness, and how it may be helpful to you in particular as an older adult. This chapter will also prepare you for the program, with some information on what to expect and what kind of mindset to bring to your experience.

Developing Innovative Practices Through Third-Space Partnerships: Reflections on Project DARE (Dementia Knowledge, Art, Research and Education)

Partnerships between schools, universities, and community organizations have mutual benefits for all involved. These partnerships value the contributions of all participants and capitalize on the expertise and knowledge that each brings. This reflective paper details a collaborative third-space partnership between a university, a primary school, and a community organization. The partnership facilitated the design, development, and implementation of a unique program called Project DARE (Dementia knowledge, Art, Research, and Education). A research-based evaluation of the Project DARE feasibility study can be found elsewhere (Burns et al., 2020). The aim of this paper is to reflect upon the formation of the partnership and the roles that each party played. It also discusses implications for the future development of third-space partnerships.

Developing Innovative Practices Through Third-Space Partnerships: Reflections on Project DARE (Dementia Knowledge, Art, Research and Education)

Partnerships between schools, universities, and community organizations have mutual benefits for all involved. These partnerships value the contributions of all participants and capitalize on the expertise and knowledge that each brings. This reflective paper details a collaborative third-space partnership between a university, a primary school, and a community organization. The partnership facilitated the design, development, and implementation of a unique program called Project DARE (Dementia knowledge, Art, Research, and Education). A research-based evaluation of the Project DARE feasibility study can be found elsewhere (Burns et al., 2020). The aim of this paper is to reflect upon the formation of the partnership and the roles that each party played. It also discusses implications for the future development of third-space partnerships.

TRIENNIAL REPRODUCTION SYMPOSIUM: L. E. Casida Award for Excellence in Graduate Education: Mentoring graduate students in animal science

ABSTRACT: Graduate education in animal science prepares students to enhance the understanding of biology and to utilize this knowledge to increase animal productivity. The mentor is instrumental in the development of scientists and must be dedicated to success of students. The approach used to guide an inquisitive student into a productive researcher and educator is formulated from the experiences of the mentor. The training program that the mentor was exposed to, as well as experiences to identify activities that are successful, can result in a unique program to nurture and stimulate students. A dedication to a productive research program is essential for mentoring. Participation in research early in a graduate program is important and it helps students realize that their research can be innovative and exciting. Frequent meetings between students and mentors are essential and participation in data collection and analyses by the student and mentor are great teaching events. Students must have knowledge of the basic sciences and the discipline as well as their focused research area. A demanding and comprehensive graduate education is essential to expand the scientific development of the future generation of researchers and educators.

Integrated Business Intelligence and Analytics: The Case of the Department of the Navy

From a stakeholder perspective, this study explores the viability of data analytics as a tool in government fraud prevention. Using an interview methodology, we analyze the implications of business intelligence and analytics fraud tools on procurement stakeholders. We find that implementing and integrating business intelligence and fraud program streamlines processes by consolidating information and presenting data within a unique program. The functioning data analytics program increases our stakeholders' confidence level without alleviating their responsibility to perform due diligence in their management functions. Our stakeholders recognized a potential increase in workload; however, they acknowledged no perceived increase in undue administrative burden.