Program Assignments Research Articles

Upaya Meningkatkan Pemahaman Siswa terhadap Perguruan Tinggi dengan Menggunakan Media Whatsapp melalui Bimbingan Kelompok pada Siswa Sekolah Menengah Kejuruan

This study aims to improve readiness to continue their studies to higher education through group guidance for class XI students of SMKN 3 Karang Baru. The approach used in this research is descriptive quantitative with the type of class action research (Class Action Research). This research model refers to Kemmis and McTaggart. The subjects of this study were 31 students in one virtual class. The object of this research is the readiness to continue their studies to university. Data collection methods used are scale, observation and interviews. The instruments used are the scale of readiness to continue their studies to college, observation guidelines and interview guidelines. The data analysis technique uses quantitative data tabulation based on the results of the action and is described in the form of sentences and concrete data. This research was carried out in one cycle with five stages of action, namely giving study program and college reference assignments, small group discussions, expository followed by class discussions, problem solving techniques and class discussions. The results of the study show that group guidance can increase readiness to continue their studies to college. This increase can be seen from the comparison of pre test results which show the medium readiness category with an average score of 30.41 and the post test results are in the high category with an average score of 37.90, an increase of 15.6% from the condition before the action was taken. The improvement can be seen from the results of observations and interviews with students which show an increase in students' ability to explain the reasons for choosing study programs and universities, increasing students' abilities in preparing activity schedules, increasing students' abilities in recognizing and formulating options for solving learning problems and improving aspects of learning. -other aspects of readiness.

Just Right Challenge Feeding Protocol: Case-Report for Guiding Clinical Reasoning and Future Research in Food Selectivity Treatment

Food selectivity impacts health and quality of life for children with developmental disabilities. Best practice protocols are still in development and use of escape extinction, systematic desensitization and parent education are elements that may be part of effective multi-component treatment. The Just Right Challenge Feeding Protocol (JRCFP) includes each of these elements to drive changes in food acceptance for children with developmental disabilities. This case-report provides detailed information about how a group of children progress through treatment. Children in this case-report had 15 or less foods in their food inventory and profiles indicating the presence of sensory over-responsivity. Every 5–10 weeks, each child moved up one step in the Food Interaction Hierarchy (e.g. touch, taste, eat). Significant increases in vegetable and fruit acceptance and mealtime quality are noted and parent compliance on home program assignments is described. This information is valuable for guiding clinical reasoning and future research of treatment for food selectivity.

Treatment Combinations: The Joint Effects of Multiple Evidence-Based Interventions on Recidivism Reduction

Evidence-based interventions have been implemented within penal institutions to reduce the propensity of postrelease reoffending across states. Traditional program evaluations explore these interventions and demonstrate treatment effects most often for a single specific intervention. Although this process supports the doctrine of evidence-based research, little is known of the joint effects of multiple program assignments. The current study examines the treatment effects of sequence combinations of institutional programs on recidivism outcomes. Results demonstrate that correctional clients experienced incremental improvements when receiving more than two interventions compared with those who participated in a standalone intervention. Those who participated in three types of treatment combinations consisting of basic skills, vocational training, and cognitive behavioral treatment were more likely to reduce postrelease reconvictions.

2017-18 Congressional Fellowship Program Assignments

2017-18 Congressional Fellowship Program Assignments

A Leadership Assessment Center for Graduate Students: Case of Saudi Arabia

The Khaled Alfaisal Administrative leadership Development Program which was conducted in the early part of 2014 had provided a global exposure blended with experiential learning for select graduate university students in Saudi Arabia. The key role of the assessment centre was to observe, evaluate and eventually rate each participant’s performance. The assessment centres was conducted with the aim of creating new opportunities for Saudi graduate students by developing them as leader and make them more marketable. In the program, the students had undergone a series of activities under the observation of university faculties and outside consultants. The competencies examined were intricately related to leadership behaviour which was to be identified for the leadership program and future assignments. The paper also analysed the effectiveness of the assessment centre against the unique Saudi context and discussed the suggestions and future research implications. m, as well as the distribution rate of the dividends and profitability which are reputed in explaining significantly the differences in the indebtedness rate as far as the SME of our sample are concerned.

Generic Approach for Goal Driven Software Requirement Risk Management

An analysis of many software program assignments in between 2011, as well as 2014, shows an interesting pattern. Author identified areas which may lead to project failure which are weak requirement analysis and management, weak cost calculating, weak handling of requirement change requests, weak milestone monitoring and requirement gold plating habit. By comparison, prosperous local software program assignments tended to be much better than onsite software development and management. Maybe the most interesting part of most of these many problem areas can be that each is regarding project managing instead of using technical personnel. We focused over the impact of software requirement change requests and requirement gold plating while dealing with onsite project assignments. Author also evaluated new model to avoid global software engineering requirement failure, which in turn curtails the estimated time and budget with client satisfaction. In this paper, Author discuss the ideas that support requirements reflection as a means to articulate some of the outstanding research challenges. General Terms Software Engineering

Software Requirement Engineering Risk Prediction Model

Analysis of many software program assignments from 2011 through 2014 shows interesting patterns. When you compare large assignments that have efficiently attained their own cost as well as schedule quotes versus the ones that ran delayed, ended up over spending budget, or maybe ended up, half a dozen popular difficulties ended up noticed: weak requirement analysis and management, weak cost calculating, weak handling of requirement change requests, weak milestone monitoring as well as requirement gold plating habit. By comparison, prosperous local software program assignments tended to be much better than on-site software development and management. Maybe the most interesting part of most of these many problem areas can be like everyone is coordinating project management instead of using technical focus. Author focused over the impact of software requirement change requests and requirement gold plating while dealing with on-site project assignments. Author also evaluated new algorithmic model to avoid global software engineering requirement failure, which in turn curtails the estimated time and budget with client satisfaction.

GSOFT: A Generic Model for Teaching and Learning Large-scale Software Programs

Learning software engineering in practical laboratory based on present curriculum is under the clutches of hard practices and not well defined. The effort and time taken for planning, designing and coding, have a few issues in student’s learning aspect. Same is the case for evaluating the student’s program. With the effect, both the teacher and students have leaned towards lightweight learning method using Extreme Programming (XP). Pair Programming, which is one among the twelve practices of XP has been widely used by the pedagogical community. However, this practice is found suitable for introductory level small-scale programs. Also, the researchers incorporating pair programming, have not given much importance for program assignments and program correction. To address these problems, we have developed a Generic software teaching and learning model called GSOFT with few software development practices, and pair programming. COSMIC FFP (Common Software Measurement Integration Consortium Full Function Point) standard was used for program assignments and program evaluation. This method was applied on real time project assigned to student as large scale programs and examined. For this study, the students were grouped into pair programmers (PP) and solo programmers (SP). The performance of the PP and SP groups were measured using our generic model and found the person-days taken to complete the program. The results show that PP used less person-day than the SP. This study also proves that the program developed by PP has better coding.

Web-Based Treatment Program Using Intensive Therapeutic Contact for Patients With Eating Disorders: Before-After Study

BackgroundAlthough eating disorders are common in the Netherlands, only a few patients are treated by mental health care professionals. To reach and treat more patients with eating disorders, Tactus Addiction Treatment developed a web-based treatment program with asynchronous and intensive personalized communication between the patient and the therapist.ObjectiveThis pilot study evaluated the web-based treatment program using intensive therapeutic contact in a population of 165 patients with an eating disorder.MethodsIn a pre-post design with 6-week and 6-month follow-ups, eating disorder psychopathology, body dissatisfaction, Body Mass Index, physical and mental health, and quality of life were measured. The participant’s satisfaction with the web-based treatment program was also studied. Attrition data were collected, and participants were classified as noncompleters if they did not complete all 10 assignments of the web-based treatment program. Differences in baseline characteristics between completers and noncompleters were studied, as well as reasons for noncompletion. Furthermore, differences in treatment effectiveness, treatment adherence, and baseline characteristics between participants of the three major eating disorder diagnostic groups EDNOS (n=115), BN purging (n=24), and BN nonpurging (n=24) were measured.ResultsOf the 165 participants who started the web-based treatment program, 89 participants (54%) completed all of the program assignments (completers) and 76 participants (46%) ended the program prematurely (noncompleters). Severe body dissatisfaction and physical and mental health problems seemed to have a negative impact on the completion of the web-based treatment program. Among the participants who completed the treatment program, significant improvements were found in eating disorder psychopathology (F=54.6, df = 68, P<.001, d=1.14). Body dissatisfaction, quality of life, and physical and mental health also significantly improved, and almost all of these positive effects were sustained up to 6 months after the participants had completed the web-based treatment program. Body Mass Index improved only within the group of participants suffering from obesity. The improvement in eating disorder psychopathology occurred in all three eating disorder diagnostic groups, and the percentage of completers did not differ significantly between these groups. Participants’ satisfaction with the treatment program, as well as with their therapist, was high, and participants indicated that they would recommend the program to other patients with eating disorders.ConclusionsThe results of this study suggest that the web-based treatment program has the potential to improve eating disorder psychopathology in patients with different types of eating disorders.

Outcome-Based Assessment in Counselor Education

The 2009 Council for the Accreditation of Counseling and Related Educational Programs Standards present a move to outcome-based assessment of student learning outcomes. The authors developed an assessment system for counselor education programs through a Delphi study (n = 9). The proposed assessment system and recommendations for implementation using existing program assignments and developing program practices around the proposed system are presented. Future research areas are outlined including opportunities to further develop the proposed system and explore other means of systematic program assessment of student learning outcomes.

웹기반 프로그래밍 언어 강의 지원 시스템의 설계 및 구현

In this paper, we propose a web-based programming class support system to help a lecturer to teach a programming language to students effectively. The proposed system is composed of a error analysis step and a verification step. The error analysis step checks whether there are compile time errors or run time errors in each student`s submitted program. Given some errors, the system provides helpful feedback for the student to fix the errors. On the contrary, the system provides quick feedback after checking the source code style, comments, and plagiarism in the submitted program. As soon as the student submits the program, the student can see the check results. According to the result of utilizing the proposed system in a C programming language class, students tend to submit program assignments actively.

Practical memory leak detection using guarded value-flow analysis

This paper presents a practical inter-procedural analysis algorithm for detecting memory leaks in C programs. Our algorithm tracks the flow of values from allocation points to deallocation points using a sparse representation of the program consisting of a value flow graph that captures def-use relations and value flows via program assignments. Edges in the graph are annotated with guards that describe branch conditions in the program. The memory leak analysis is reduced to a reachability problem over the guarded value flowgraph. Our implemented tool has been effective at detecting more than 60 memory leaks in the SPEC2000 benchmarks and in two open-source applications, bash and sshd, while keeping the false positive rate below 20%. The sparse program representation makes the tool efficient in practice, and allows it to report concise error messages.

The Myth of Offenders' Deception on Self-Report Measure Predicting Recidivism

Two studies were conducted to investigate the vulnerability of the Self-Appraisal Questionnaire (SAQ) to deception and self-presentation biases. The SAQ is a self-report measure used to predict recidivism and guide institutional and program assignments. In the first study, comparisons were made between 429 volunteer offenders who completed the SAQ for research purposes and 75 offenders who completed the SAQ as a part of the psychological assessments process required for consideration for early release. In the second study, 106 participants over two sessions completed the SAQ and the Balanced Inventory of Desirable Responding. Participants completed both measures under two separate sets of instructions: (a) Answers would be used for research purposes, and (b) answers would be used for making decisions about their release to the community. Results from both studies reaffirmed previous findings that the SAQ is not vulnerable to deception, lying, and self-presentation biases.

Process Evaluation of 'Learn Young, Learn Fair'

This article describes the process evaluation of a stress management program called `Learn Young, Learn Fair' for 5th and 6th graders. Studies, reviews and meta-analyses of prevention programs report that a common limitation in studies is the restricted documentation of process factors that contribute to the success of interventions. Program implementation is such a factor and findings indicate that the quality of implementation significantly affects outcomes. It is associated with Type III error: no effect is established because the program itself is inadequately designed or delivered. The potential role for school psychologists in process evaluation is discussed, and the great deal Intervention Mapping has to offer in this respect. A questionnaire for both teachers and pupils was developed, with items formulated to assess implementation and to investigate whether teachers and pupils valued the program. The latter would give an indication of future adoption and implementation in the field. Implementation was divided into completeness and fidelity. Completeness for the main parts of the program, the lessons and homework assignments, was good (98.5 and 95.8 percent respectively). Completeness for the auxiliary components, the booster sessions and the daily practice exercises, was moderate (62.2 and 69.3 percent respectively). Fidelity was good; mostly the teacher implemented the lessons, almost all items were discussed, and the manual was quite strictly followed (94, 98 and 95 percent respectively). Implementation of the program was of good quality. The program was delivered as intended. Effect evaluation will not be threatened by a Type III error. The results of this study favoured the feasibility of program implementation. It is stated that school psychologists can use the findings as a criterion for program selection. In that case it will be an example of the process of enlarging the potential role of school psychology in process evaluation of mental health interventions for schools.

Using Propensity Scoring to Estimate Program-Related Subgroup Impacts in Experimental Program Evaluations

This article discusses the use of propensity scoring in experimental program evaluations to estimate impacts for subgroups defined by program features and participants' program experiences. The authors discuss estimation issues and provide specification tests. They also discuss the use of an overlooked data collection design--obtaining predictions that program intake staff make about applicants' likely program assignments and experiences--that could improve the quality of matched comparison samples. They demonstrate the effectiveness of this approach in producing credible subgroup findings using data from a large-scale experimental evaluation of Job Corps, the nation's largest federal education and training program for disadvantaged youths.

Useful Web Sites for International Business Communication Education

The World Wide Web presents many opportunities for improving the instructional quality of international business communication related classes by providing access to a large variety of information sources. These sources can be used as supplements to traditional texts, as the basis for specific program assignments, or even as the main focus of a course. An especially useful aspect of these sites is that they can improve information recency and depth when compared with sole reliance on traditional texts. Unfortunately, the sheer quantity of available Web pages can make it difficult to find appropriate sites for a given international business communication topic. To assist educators in locating such relevant sites, we offer summaries and addresses for pages in some of the major areas of international business communication. These selections were chosen both for their relevance to international business communication training and evaluation by Cornell's suggested quality criteria. The article concludes with a discussion of potential applications, problems, and implications for web based international business communication instruction.

Program Directors’ Opinions in Regard to Didactic Program in Dietetics Graduates’ Failure to Secure Placement in Supervised Practice Programs

This study investigated program directors’ perspectives on Didactic Program in Dietetics graduates’ inability to secure positions in Supervised Practice Programs. The sample included all 229 program directors listed in the Directory of Dietetics Programs 1997-98. Directors contacted by electronic mail or fax completed a 4-part survey instrument including 3 Likert scale sections exploring the effects of the situation and strategies suggested to lessen them. The fourth part reported current practices. Response rate was 56%. Graduates’ failure to secure Supervised Practice Program positions was found to be a significant or somewhat significant problem regardless of program size or affiliation. Strategies to increase the likelihood of Supervised Practice Program acceptance included work experience, application coaching, graduate coursework, and reapplication. We found that program directors have a high level of concern about their graduates’ futures and are frustrated by their limited ability to improve the situation. Helping graduates who do not secure Supervised Practice Program assignments identify career options is essential. J Am Diet Assoc. 2001;101:1047-1050.

New form(at): using the Web to teach research and critical thinking skills

States that at Colorado State University, the library liaison works with the director of the first‐year composition program to design Web pages for courses. Updated annually, program assignments include a “library research” overview, created by the librarian, that identifies catalogs and indexes, along with suggested terms to search the sources. Research strategies and assistance pages describe how to use sources generally guiding the students to teach themselves to evaluate and analyze books, articles, and Web pages for validity and usefulness. Additionally, there are interactive exercises for basic skills. By using the Web to distribute this information, library assistance is available when it is needed – anywhere on campus, or remotely from off‐campus. Library evaluation includes an analysis of “hits” to each page, and reflects feedback gathered from an evaluation form completed by the instructors.

The Software Engineering Apprentice

The Software Engineering Apprentice is a model of programming instruction that focuses on “programming in the large.” We have developed a set of innovative laboratory programming exercises that can be used in a Fundamentals of Computer Science course sequence. The exercises revolve around a series of sophisticated “case studies”: complete software applications that we developed to exemplify good software engineering methods. In addition to functioning source code, the case studies include other software development artifacts: specifications, test plans, and design documents. As an alternative to the “build it from scratch then throw it away” mentality of most assignments in a first course, the Software Engineering Apprentice approach demands that students build upon large pre-existing software applications. Instead of the “language feature of the week” program assignments that are typical in these courses, the exercises we developed are modelled after tasks found in a real software development environment—testing, code comprehension, maintenance, modification, and enhancement.

Pretraining context effects: Training assignment as feedback.

This study examined the effects of framing training program assignments on training outcomes. A model was developed that suggests that the framing of training assignments can provide feedback regarding past performance and result in different attitudinal and motivational levels going into training. Participants were randomly assigned to 2 differently framed training programs (remedial vs. advanced). Attributions regarding past performance were found to interact with training assignments to affect pretraining selfefficacy. Both perceptions of past performance and expected assignment were found to moderate the relationship between training assignment and fairness perceptions. Also, motivation to learn was a key variable linking pretraining characteristics and training outcomes. Implications for training effectiveness research and practice are discussed