Nilai-Nilai Toleransi dalam Film My Name is Khan Perspektif Pendidikan Multikultural

This paper analyses the construction of Muslim masculinities and their positioning towards women’s economic empowerment through a life history method applied to examine the lives of 12 purposely selected Bangladeshi Muslim men. The analysis of the men’s accounts positioned the narrators on a masculinity continuum, which incorporates three fluid masculinity markers – Antagonists, Allies and Advocates. The paper challenges the notion of one specific hegemonic masculinity, although some common features were identified, such as dominance of the male breadwinner and situatedness within heteronormativity. The narrators demonstrated a strong inter-generational shift towards rejection of violence and preference for peaceful intrahousehold relationships, even among Antagonists. The proximity of Ally masculinities to Advocates and their relational interests create strong potential for strategic engagement and guiding Ally men to adopt more progressive masculinities.

BackgroundBig qualitative data analysis is an emerging discipline in qualitative health research and has been used with online posts, open-ended survey responses, and patient health records. Traditional methods of qualitative...

The core values and principles of general practice (GP) and family medicine (FM) have been described by various international scientific societies, including the World Organization of National Colleges, Academies, and Academic Associations of General Practitioners/Family Physicians (WONCA). These values and principles, such as continuity of care, a bio-psycho-social approach, and hermeneutic case understanding, are also integrated into FM training programs. The aim of this study was to investigate the knowledge and perspectives of FM trainees regarding the core values and principles of FM. In a cross-sectional study, new participants of the postgraduate FM training program KWBW Verbundweiterbildung plus© were asked to complete a self-developed questionnaire on their educational experiences, attitudes toward, and knowledge of core values in GP/FM. Specifically, participants were asked to identify the core values and principles associated with GP/FM. Qualitative analysis was used to explore the answers. Additionally, participants were required to define a set of core values, which were then analyzed semi-quantitatively and rated as correct, semi-correct, wrong, or unknown. Out of a total of n = 303 trainees, n = 250 completed the questionnaire. The majority (n = 194) were in their third year of training. A third of the participants reported having studied core values in the past. The participants identified several core values and principles associated with GP/FM. The practical relevance and confirmation of becoming an FM doctor were well-evaluated. The study identified deficits in the active and passive knowledge of GP/FM core values among GP residents. An educational compact intervention about GP/GM core principles and values proved successful in its realization and implementation. To become a reflective practitioner in FM, GP residents must engage in self-reflection on evidence-based medicine, attitudes, core values, and principles. Therefore, core values should be addressed at the beginning of FM training and constantly referred to within the longitudinal curriculum. Family physicians should be continuously empowered to explicitly reflect on and discuss the core principles that shape their professional identity.

This research aims to describe how the Adaptive Core Value learning process can explain the Adaptive performance profile of Basic Training participants for Agenda II Civil Servant Candidates using the classical training model. The learning process for participants aims to understand the concept of Adaptiveness and actualize adaptive values in carrying out their job duties. From the concept findings and implementation, the learning process achieved will be put into practice and described; in addition to that, an instrument will be developed to see the participant's adaptive performance profile. This research used descriptive quantitative and qualitative methods with purposive random sampling involving participants from Batch I and XVII of 2022 at the Personnel and Human Resources Development Agency of Bali Province. The results of the book review found that the Adaptive Core Value concept leads to adaptive performance, which contains the dimensions: 1) handling emergency/crisis situations; 2) managing work stress; 3) solving problems creatively; 4) facing an uncertain work situation; 5) training and learning efforts; 6) interpersonal adaptation; 7) work culture adaptation; and 8) physical adaptation. The findings in this research show that all dimensions of Adaptive performance have emerged in the learning process in Adaptive training courses. In line with this, the participant's Adaptive performance profile is high. Thus, there is a match between the achievements in the learning process and the participants' adaptive performance profiles. Learning is not limited to concepts and theories but how they can actualize these Adaptive values in the form of Adaptive performance in the learning process. It is hoped that the results of this research can be a reference in learning Agenda II Core Values of ASN with AKHLAK on Adaptive values and can develop other Core Values of ASN with AKHLAK.

Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3) integration and discussion of results. Furthermore, we illustrated the application of this framework by examining the relationships between learning process metrics and academic performance in the subject of Computer Programming coupled with content analysis of the responses to a students’ perception questionnaire of their learning experiences in this subject. Background: There is a prevalence of quantitative research designs in learning analytics, which limits the understanding of students’ learning processes. This is due to the abundance and ease of collection of quantitative data in virtual environments and learning management systems compared to qualitative data. Methodology: This study uses a mixed-methods, non-experimental, research design. The quantitative phase of the framework aims to analyze the data to identify behaviors, trends, and relationships between measures using correlation or regression analysis. On the other hand, the qualitative phase of the framework focuses on conducting a content analysis of the qualitative data. This framework was applied to historical quantitative and qualitative data from students’ use of an automated feedback and evaluation platform for programming exercises in a programming course at the National University of Colombia during 2019 and 2020. The research question of this study is: How can mixed-methods research applied to learning analytics generate a better understanding of the relationships between the variables generated throughout the learning process and the academic performance of students in the subject of Computer Programming? Contribution: The main contribution of this work is the proposal of a mixed-methods learning analytics framework applicable to computer programming courses, which allows for complementing, corroborating, or refuting quantitatively evidenced results with qualitative data and generating hypotheses about possible causes or explanations for student behavior. In addition, the results provide a better understanding of the learning processes in the Computer Programming course at the National University of Colombia. Findings: A framework based on sequential explanatory mixed-methods design in the field of learning analytics has been proposed to improve the models used to support the success of the learning process and the learner. The answer to the research question posed corresponds to that the mixed methods effectively complement quantitative and qualitative data. From the analysis of the data of the application of the framework, it appears that the qualitative data, representing the perceptions of the students, generally supported and extended the quantitative data. The consistency between the two phases allowed us to generate hypotheses about the possible causes of student behavior and provide a better understanding of the learning processes in the course. Recommendations for Practitioners: We suggest implementing the proposed mixed-methods learning analytics framework in various educational contexts and populations. By doing so, practitioners can gather more diverse data and insights, which can lead to a better understanding of learning processes in different settings and with different groups of learners. Recommendation for Researchers: Researchers can use the proposed approach in their learning analytics projects, usually based exclusively on quantitative data analysis, to complement their results, find explanations for their students’ behaviors, and understand learning processes in depth thanks to the information provided by the complementary analysis of qualitative data. Impact on Society: The prevalence of exclusively quantitative research designs in learning analytics can limit our understanding of students’ learning processes. Instead, the mixed-methods approach we propose suggests a more comprehensive approach to learning analytics that includes qualitative data, which can provide deeper insight into students’ learning experiences and processes. Ultimately, this can lead to more effective interventions and improvements in teaching and learning practices. Future Research: Potential lines of research to continue the work on mixed-method learning analytics methodology include the following: first, implementing the framework on a different population sample, such as students from other universities or other knowledge areas; second, using techniques to correct unbalanced data sets in learning analytics studies; third, analyzing student interactions with the automated grading platform and their academic activities in relation with their activity grades; last, using the findings to design interventions that positively impact academic performance and evaluating the impact statistically through experimental study designs. In the context of introductory programming education, AI/large language models have the potential to revolutionize teaching by enhancing the learning experience, providing personalized support, and enabling more efficient assessment and feedback mechanisms. Future research in this area is to implement the proposed framework on data from an introductory programming course using these models.

Comprehensive Evaluation of Rail Transit Hub Transfer Based on AHP

Ongoing monitoring and process evaluation of public health initiatives can be challenging, particularly with complex initiatives involving multiple partners and systems and environmental change goals. Limited resources for monitoring and evaluation contribute to these challenges. Many initiatives and programs generate multiple reporting documents, however, such as planning documents, site visit or trip reports, and summative evaluation reports. Often these documents are underutilized, although they contain valuable information that can be mined. If (ideally) thoughtfully designed and then systematically reviewed using quantitative and qualitative content analysis methods (e.g. Neuendorff 2019, White and Marsh 2006), such documents can serve as valuable and cost- and time-efficient sources of data for monitoring and course correction. The presenters have experience both teaching, designing, and utilizing documents and content analysis methods for supporting effective planning, monitoring, and process evaluation. We will briefly present both quantitative and qualitative content analysis methods that can be applied both to documents tailored for such methods and pre-existing documents. The use of simpler tools for managing and analyzing data such as Excel as well as more complex computer assisted data analysis software (CAQDAS) packages will be reviewed. We will give examples utilizing experiences applying these methods to local public health department work as well as global health engagement projects. Following presentation giving an overview of content analysis methods and developing tools for applying them to documents via identified criteria, participants will be dividing into small breakout groups, and supported in brainstorming discussions about how they can use these methods with their own programs and initiatives. Following this workshop, participants should be able to: 1) discuss the differences between quantitative and qualitative approaches to content analysis of documents, for monitoring purposes; 2) understand the process of identifying criteria or categories tied to the goals and objectives of initiatives or programs, even if goals and objectives change over time, and utilizing these criteria to develop tools for systematic review and content analysis of available documents; and 3) leave with initial ideas about how to apply these tools in their own work and resources for doing so. Key messages Program or project generated documents such as plans, site visit and existing reports are underutilized for monitoring and process evaluation but can serve as valuable and accessible data sources. Systematic review including quantitative and qualitative content analysis methods can be used with project documents to support valid and rigorous data extraction for monitoring purposes.

The National Association for Girls and Women in Sport (NAGWS) began in 1899 and has continued to positively impact society through many name and structure changes. Core values have always guided NAGWS in its broad mission to increase participation and leadership opportunities for girls and women. NAGWS' role in the fight for female equality has evolved through societal changes and changing attitudes toward women in sport. However, the core values reflected in for girl and woman, and girl and woman in a sport have remained. First 100 Years In the 1800's professionals believed that women were not physically strong enough to survive the rigors of college. The introduction of physical education and hygiene courses helped make female college attendance acceptable. By the 1900's, and formal exercise dominated both women's and men's physical education programs. Men's athletics, organized by students without administrative sanction, resulted in a division between men's physical education and athletics. In contrast, women's developed within the educational context. Because female physical educators had control of women's athletics, core educational philosophies and values remained similar for class instruction, intramural, and extramural sports. In 1892, basketball was introduced at Smith College, and it rapidly became popular among women students. Schools and colleges began printing their own rules, which resulted in different rules appearing nationwide. In response, in 1899, the American Association for the Advancement of Physical Education (AAAPE) appointed the Women's Basketball Rules Committee to write one set of rules. This rule-making body was the forerunner of NAGWS. Through a succession of name and structure changes, this group assumed responsibility for women's rules, officiating, and governance for many sports. Educational values guided the philosophy of proper behavior and appropriateness of competition. As intercollegiate competition progressed, many female physical educators became concerned about the problems they saw with men's athletics and began substituting intramural programs. However, girls' basketball thrived in small towns. These games, played mainly outside the educational system, generally had little crowd control, poor sportsmanship, and excessive roughness. This brought condemnation of interscholastic from both physicians and physical educators. Controversy continued over control of women's athletics. Between 1917 and 1957, NAGWS experienced four name and structure changes. Although women leaders promoted for girls and women, they objected to intensive training for the few and the exploitation of athletes. The following values dictated the direction for girls and women's for the next half century: every girl in a and a for girl, play for play's sake, and qualified women in immediate charge of athletic and other physical activities. During this time, two popular types of participation were play days and sports days. Although structurally different, the emphasis for both was on fun and social development. However, varsity competition that remained popular in some parts of the country was usually administered outside of this structure. In addition, some women leaders began to endorse intercollegiate contests. In 1957, Division for Girls' and Women's Sports (DGWS) evolved. Earlier philosophy and values continued, but with added recognition of the highly skilled. Interscholastic and intercollegiate were accepted as extensions of the instructional or intramural programs. The new pyramid model of athletics included highly competitive opportunities for girls and women as long as educational values remained primary. DGWS supported agencies with similar values that fostered elite competition. The Commission for Intercollegiate Athletics for Women (CIAW) was organized in 1967 as a substructure of DGWS to control intercollegiate sports, while the National Federation of State High School Associations was recommended to control interscholastic sports. …

This study aims to describe the implementation of religious moderation values ​​in the learning process of Islamic Religious Education (PAI) at SMAN 2 Sape and analyze its influence on the formation of students' attitudes of tolerance. This study uses a qualitative approach with a descriptive method, while data collection techniques are carried out through observation, in-depth interviews, and documentation studies. The results of the study indicate that PAI subject educators at SMAN 2 Sape actively integrate the principles of religious moderation in the learning process, including the values ​​of tolerance, rejection of violence, commitment to national integrity, and respect for diversity. The implementation of these values ​​has been proven to provide a positive contribution to the formation of inclusive student characters, respecting differences, and upholding the values ​​of diversity. Based on these findings, the study recommends the need to strengthen contextual, dialogical, and inclusive learning strategies to support the internalization of religious moderation values ​​and foster a tolerant attitude in students in a sustainable manner.

Fault-influencing factors analysis is an important part of the quality supervision process. There are double functions for high-voltage switchgears that switch off and protect electric circuits in power transmission lines. Such devices have serious impact on power grid–operating efficiency, factory operation, and resident life, which will cause economic losses. As it was difficult for traditional methods to analyze fault-influencing factors accurately and comprehensively, a novel method based on industrial big data was proposed to analyze high-voltage switchgears fault-influencing factors in the process of quality supervision in this article, which integrated the qualitative and quantitative analyses method. In this model, the Classification Based on Multiple Class-Association Rules based on Gaussian Mixture Model as the qualitative analysis method was adapted to analyze the whole life cycle of fault-influencing factors of high-voltage switchgears comprehensively, and supplied fault-influencing factors with discrete interval value ranges. The logistic regression method based on qualitative analysis was constructed to calculate fault occurrence probability quantitatively, including the single-fault occurrence probability and the multiple-faults joint occurrence probability. In addition, the single-fault occurrence probability was used to modify the discrete interval value ranges calculated by the qualitative analysis method, which could make the ranges more accurately. Consequently, the proposed method could provide important reference for high-voltage switchgears operation maintenance, and it would be possible to design accurate maintenance plans before equipment failure. The final instance demonstrates the effectiveness of the proposed methodology.

A review of the qualitative research methods discussed in papers that study software engineering teams showed most of those papers did not follow a systematic process during the qualitative analysis. This finding is concerning as this deficiency in research analysis procedure may reduce the validity and/or completeness of the qualitative results. Such a lack of rigor may be a result of qualitative research not being as firmly established in software engineering as quantitative research methodologies. In engineering research, quantitative methods are typically more prevalent and qualitative analysis is part of a mixed-method analysis process. However, when researching teams, where human activity is abundant, qualitative analysis may need to take precedence. In this paper, we focus on the qualitative analysis method called content analysis with the goal of presenting a rigorous process for content analysis in the context of software engineering. We then present and demonstrate the use of that content analysis process for software engineering researchers using two examples. An analysis of 215 articles that were a result of a mapping study on software engineering team research is presented. Those papers were analyzed to determine which utilized a qualitative data analysis method in their research in addition to the rigor and type of qualitative analysis performed. We ultimately included 23 papers in this study. We present a mapping study and a content analysis process that include a straightforward way to select, code, and present data in both inductive and deductive studies. We demonstrated the process using the keywords from the papers included in this study as well as on a second data set that utilized responses from structured interview transcripts from practicing software engineers. The first dataset also resulted in a taxonomy to categorize software engineering team research. We presented and demonstrated a content analysis process in terms of software engineering in order to improve future qualitative software engineering research that would benefit from systematic content analysis.

Background: The article posits that ChatGPT literacy functions as a pedagogical imperative to foster the writing skills of English as a Second Language (ESL) and English as a Foreign Language (EFL) students. The goal of the article is to explore key literacy skills that are crucial for the ethical and responsible use of ChatGPT in enhancing the teaching of writing skills to ESL/EFL students. Method: Drawing upon the theory of Artificial Intelligence (AI) literacy (Dobrin, 2023) and ESL/EFL pedagogy of microlearning activities (Kohnke, 2023), this study employs a method of qualitative content analysis (Krippendroff, 2019) of 23 ChatGPT-generated texts as responses to given prompts. The qualitative analysis and interpretation of the given prompts and ChatGPT’s responses have been discussed in four rubrics, namely parts of speech, sentence formation, paragraph writing, and genre convention. Result: The result of ChatGPT’s responses led to the findings that four literacy skills—literacy of prompting, literacy of hooking and specifying, literacy of qualifying and quantifying, and literacy of rhetorical situations—are some useful techniques for the use of ChatGPT in advancing ESL/EFL writing skills in various educational contexts. Conclusion: Integrating ChatGPT into ESL/EFL writing classrooms can be productive for both writing instructors and students, provided that microlearning activities are implemented to enhance the effective, ethical, and responsible use of ChatGPT. Novelty: The paper demonstrates innovative strategies for using AI writing technology such as ChatGPT and shows the importance of effective prompting literacy for a productive conversation to happen in the writing classroom of ESL/EFL students.

(1) Background: the community is the most basic place to maintain residents’ lives, and therefore it is urgent to strengthen community resilience construction, which is directly related to the economic development, security and stability of urban communities. (2) Methods: this article combines the SWOT (Strengths, Weaknesses, Opportunities, Threats) qualitative analysis method and the AHP (Analytic hierarchy process) qualitative and quantitative analysis method to explore the current status of community emergency management in Xi’an City. A community emergency management evaluation model is constructed, which is based on six dimensions: infrastructure resilience, community organization resilience, risk hazard governance, emergency material security, emergency force construction, and emergency literacy. The evaluation index for community emergency management is established. Focusing on analyzing the strengths and weaknesses of communities in responding to sudden public health emergencies, opportunities and threats are identified. (3) Results: it was concluded that infrastructure resilience and emergency material support are community strengths, community organizational resilience is a community weakness, the emergency literacy dimension is a community opportunity, and risk and hazard management and emergency force construction are community threats. The results of the data research were further analyzed. (4) Conclusions: The final research results provide new theoretical support for community emergency management, while also providing theoretical and methodological references for emergency capacity evaluation in other fields.

The aim of this study was to explore the ethical knowledge nurses possessed and practiced in their interaction with demented patients. A qualitative, descriptive design, with a phenomenological — hermeneutical approach was used. The study was based on moral dilemmas in daily life with six nursing situations presented through narratives. The findings were discussed from an ethical perspective and in particular Kari Martinsen's philosophy of moral practice. Analysis of data followed Kvale's method of qualitative analysis. The findings indicated that nurses emphasised values as respect and the worth of the patient as a human being. The Golden Rule and acting in the patients best interest seemed to be a guide for nursing practice. Autonomy were estimated as important, but often a problematic approach. Interpretations of the behavioural cues of the demented patients, and the caregivers deep knowledge of the patients personal life story were emphasised.

Background: Values are deeply held views that act as guiding beliefs for individuals and organizations. They state what is important in a profession. The aims of this study were to determine whether European countries have already developed (or are developing) documents on core values in family medicine; to gather the lists of core values already developed in countries; and to gather the opinions of participants on what the core family values in their countries are.Methods: This was a qualitative study. The questionnaire was distributed as an e-survey via email to present and former members of the European Society for Quality and Safety in Family Practice (EQuiP), and other family medicine experts in Europe. The questionnaire included six items concerning core values in family medicine in the respondent's country: the process of defining core values, present core values, the respondents' suggestions for core values, and current challenges of core values.Results: Core values in family medicine were defined or in a process of being defined in several European countries. The most common core values already defined were the doctor-patient relationship, continuity, comprehensiveness and holistic care, community orientation, and professionalism. Some countries expressed the need for an update of the current core values' list. Most respondents felt the core values of their discipline were challenged in today's world. The main values challenged were continuity, patient-centered care/the doctor-patient relationship and comprehensive and holistic care, but also prioritization, equity, and community orientation and cooperation. These were challenged by digital health, workload/lack of family physicians, fragmentation of care, interdisciplinary care, and societal trends and commercial interests.Conclusion: We managed to identify suggestions for core values of family medicine at the European level. There is a clear need to adopt a definition of a value and tailor the discussion and actions on the family medicine core values accordingly. There is also a need to identify the core values of family medicine in European countries. This could strengthen the profession, promote its development and research, improve education, and help European countries to advocate for the profession.