The research aims to analyze the procedural learning design of JAWARA values integrated into qualitative research methods courses. The research subjects were 64 students. Descriptive qualitative research method. Data collection techniques use questionnaires, observation, and interviews. The data analysis technique uses Miles and Huberman's interactive data analysis. The findings from research on procedural learning design developing JAWARA values include the values of honesty in using the Turnitin application; there are 25 students, or 39% excellent, and the fair values in using the Mendeley application. There were 32 students, or 50% excellent, the values of authority, namely lecture attendance. There were 54 students, or 50% perfect, trust values, namely collecting assignments. There were 61 students, or 96% excellent, religious values, namely praying before and after lectures. There were 49 students, or 78% perfect, grades -accountable value, namely the use of the Sipebi application, was 19 students, or 19% perfect; integration of qualitative research courses includes preparing qualitative research proposals, there were 34 students, or 56% outstanding, preparing research proposals there were 34 students or 56% excellent. Using the Sipebi application for spelling in Indonesian writing, there were 29 students, or 45% excellent. The learning design for the procedures for developing JAWARA values was excellent, and qualitative research courses were integrated well. The conclusion was that procedural learning design could be used to develop the integration of JAWARA values in qualitative research methods courses. Abstrak Penelitian bertujuan menganalisis desain pembelajaran procedural nilai-nilai JAWARA terintegrasi mata kuliah metode penelitian kualitatif. Subjek penelitian 64 mahasiswa. Metode penelitian kualitatif deskriptif. Teknik pengumpulan data menggunakan kuesioner, observasi, wawancara. Teknik analisis data menggunakan analisis data interaktif Miles dan Huberman. Temuan-temuan hasil penelitian desain pembelajaran prosedural pengembangan nilai-nilai JAWARA meliputi nilai-nilai kejujuran penggunaan aplikasi turnitin ada 25 mahasiswa atau 39% sangat baik, nilai-nilai adil penggunaan aplikasi mendeley ada 32 mahasiswa atau 50% sangat baik, nilai-nilai wibawa yaitu kehadiran perkuliahan ada 54 mahasiswa atau 50% sangat baik, nilai-nilai amanah yaitu pengumpulan tugas-tugas ada 61 mahasiswa atau 96% sangat baik, nilai-nilai religius yaitu berdoa sebelum dan sesudah perkuliahan ada 49 mahasiswa atau 78% sangat baik, nilai-nilai akuntabel yaitu penggunaan aplikasi sipebi ada 19 mahasiswa atau 19% sangat baik; integrasi mata kuliah penelitian kualitatif meliputi menyiapkan proposal penelitian kualitatif ada 34 mahasiswa atau 56% sangat baik, menyusun proposal penelitian ada 34 mahasiswa atau 56% sangat baik, dan penggunaan aplikasi sipebi untuk ejaan penulisan Bahasa Indonesia ada 29 mahasiswa atau 45% sangat baik. Desain pembelajaran prosedur pengembangan nilai-nilai JAWARA sangat baik dan integrasi mata kuliah penelitian kualitatif baik. Kesimpulan desain pembelajaran prosedural dapat digunakan untuk pengembangan integrasi nilai-nilai JAWARA pada mata kuliah metode penelitian kualitatif.
AimTo describe the relationship between emergency department (ED) diagnosis of infectious disease and immunisation status in children ≤5 years. We also aimed to demonstrate feasibility of proof‐of‐concept linkage between disparate databases.MethodsData from a cohort of 3404 children born in Southeast Queensland/Far North New South Wales between 2006 and 2011 were linked to Australian Childhood Immunisation Registry data and Emergency Department Information System data for presentations between 2006 and 2014. Immunisation status was assigned using the 2009 National Immunisation Program schedule.ResultsOf 1490 children (79% of those consented) with data on immunisation status, 87.2 and 84.6% were fully immunised by 12 and 24 months, respectively. Adding partially immunised children increased this to 93.2 and 91.4% at 12 and 24 months, respectively. Nearly two‐thirds of all children made at least one ED presentation. Children presenting to ED with an infectious disease did not differ in immunisation status compared to children with other (non‐infectious disease type) presentations but were younger, more likely to live with other children and had a longer ED stay and higher admission rate. Respiratory syncytial virus (RSV) was more frequently diagnosed in unimmunised children.ConclusionsIn an existing birth cohort, immunisation rates were lower than the national average. RSV was more prevalent in unimmunised children presenting to ED, but immunisation status was not significantly associated with other infectious disease presentations. Linkage between national immunisation data and Australian ED data is feasible and has the potential to identify previously unrecognised factors related to child immunisation status and health‐care utilisation.
Transmits copy of the briefings by the Special Representative of the Secretary-General and Head of the UN Assistance Mission in Afghanistan (UNAMA), the Chair of the Security Council Committee Established pursuant to Resolution 1988 (2011) and Shkula Zadran, Afghan Youth Representative to the UN, and of the statements delivered by the representatives of Belgium, China, Dominican Republic, Estonia, France, Germany, Indonesia, Islamic Republic of Iran, Niger, Russian Federation, Saint Vincent and the Grenadines, South Africa, Tunisia, United Kingdom, United States and Viet Nam, in connection with the videoconference on "The situation in Afghanistan", convened on 17 Dec. 2020.
Transmits copy of the briefings by the Chair of the Security Council Committee pursuant to Resolution 751 (1992) concerning Somalia, the Chair of the Working Group on Children and Armed Conflict, the Chair of the Security Council Committee pursuant to Resolutions 1267 (1999), 1989 (2011) and 2253 (2015) concerning Islamic State in Iraq and the Levant (Da'esh), Al-Qaida and Associated Individuals, Groups, Undertakings and Entities, the Chair of the Security Council Committee Established pursuant to resolution 1988 (2011), the Chair of the Security Council Committee Established pursuant to Resolution 1540 (2004), the Chair of the Security Council Committee Established pursuant to Resolution 1718 (2006); the Chair of the Security Council Committee Established pursuant to Resolution 1970 (2011) concerning Libya, the Chair of the Security Council Committee Established pursuant to Resolution 2374 (2017) concerning Mali and the Chair of the Ad Hoc Working Group on Conflict Prevention and Resolution in Africa in connection with the videoconference on "Briefings by Chairs of subsidiary bodies of the Security Council", convened on 16 Dec. 2020.