Optimization of the Use of TOGAF ADM in the Design of Information Systems for Islamic Boarding Schools

Pesantren is an educational institution that stands traditionally where students live in one place to live with each other and study under the guidance of a teacher who is also known as a Kiai. For its implementation, many things must be managed by a boarding school, starting from student registration, student placement, student learning, and evaluation of student learning at the boarding school. So far, there is no adequate system for all of these administrative needs. The purpose of this study is to build an information system framework for Islamic boarding schools using the TOGAF FRAMEWORK. Miftahul Huda Islamic Boarding School Pekanbaru City uses the TOGAF-ADM methodology as the standard tool used. The use of TOGAF can bring a consistent enterprise architecture, based on stakeholder requirements, and bring some considerations. . In designing this blueprint, it will rely on the work steps of the TOGAF ADM Framework, in which this enterprise architecture framework is divided into (four) categories, namely: business architecture, data, applications, and technology.

Utilizing the Intersectional Perspective to Shift Individual and Systems Practices

The chapter aims to help practitioners create more equitable learning environments and student outcomes using an intersectionality lens. The chapter first discusses what the intersectionality lens is and why it is essential. Then it discusses the impact of using an intersectional approach on exceptional education practitioners' abilities to understand better their students' lived experiences and needs, leading to more accurate and comprehensive decision making and subsequently providing more effective student placement, instruction, and support. The chapter provides guidance to practitioners concerning how to work with their teams and the school to create a continual commitment to cultural competence, reassessing structures and making necessary adjustments to maintain and enhance their utilization of culturally responsive practices.

Rapid Implementation of a Novel Embedded Senior Medical Student Program, as a Response to the Educational Challenges of COVID-19

As with many OECD countries, graduating medical students have been choosing specialist careers at a greater rate than ever before. Generalism in the form of family (general practice) and more generalist medical specialties have been trending down resulting in distributional geographic challenges. With the advent of COVID-19 in March 2020, medical schools and in particular the Joint Medical Program situated in a regional and rural area in NSW Australia had the unique opportunity to rethink the penultimate year curriculum when the previous rapid rotation model through numerous medical specialities became untenable. The need to vision a new practical pragmatic curriculum spurred a rapid revaluation of assessment, placement length and model with a pivot to an “embedded senior student placement” agnostic of discipline and supported by a competency-based learning portfolio. This article explores the barriers and enablers and identifies the potential elements of this type of placement which can be adapted to community and smaller rural sites. The positive student and supervisor experience also enabled an employment model to be woven into the students learning and ensured on hand medical student workforce for hospitals throughout the rural footprint. The capacity of these placements to celebrate variation in experience and support students to learn on the job have now caused a revision of the penultimate year with expectation of gains in students’ satisfaction and in employability. It has also opened up options to deliver and increase the inherent value of generalist placements with likely long term workforce benefit.

Attachment theory and music therapy: What was the relevance of attachment theory to a student’s music therapy programme for ‘at-risk’ mothers and their babies?

<p>This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.</p>

Attachment theory and music therapy: What was the relevance of attachment theory to a student’s music therapy programme for ‘at-risk’ mothers and their babies?

<p>This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.</p>

Finding a Place for Music Therapy Practice in a Hospital Child Development Service

<p>This exegesis examines the beginnings of a music therapy practice at a hospital Child Development Service (CDS) in New Zealand, looking at the issues involved in setting up this practice during a student placement over a period nine months. The research is an exploratory case study (Yin 2009) which aims to identify issues through secondary analysis of clinical documentation, using thematic analysis to code and analyse the clinical data. Five core issues were revealed which included: working with team members, interacting with the children's family, issues in the implementation of the intervention, reflections on the student's experience and working within hospital policies and procedures. A case vignette is used to describe an example of arising issues and important factors when working with team members and family. The results of the study suggest that service development is a complex process, showing the importance of collaboration within the multidisciplinary team and involving family members in sessions. In terms of beginning a new music therapy practice in this specific setting, it was found that music therapy was filling a gap in what the child development team could provide. It was also found that there are several factors to consider when establishing a paid position within the service. It is important to create a balance between working within the medical framework philosophy of the hospital and providing a holistic and an empathetic level of care for the families. The project aims to inform other music therapy practitioners and students beginning or establishing work in new settings.</p>

Finding a Place for Music Therapy Practice in a Hospital Child Development Service

<p>This exegesis examines the beginnings of a music therapy practice at a hospital Child Development Service (CDS) in New Zealand, looking at the issues involved in setting up this practice during a student placement over a period nine months. The research is an exploratory case study (Yin 2009) which aims to identify issues through secondary analysis of clinical documentation, using thematic analysis to code and analyse the clinical data. Five core issues were revealed which included: working with team members, interacting with the children's family, issues in the implementation of the intervention, reflections on the student's experience and working within hospital policies and procedures. A case vignette is used to describe an example of arising issues and important factors when working with team members and family. The results of the study suggest that service development is a complex process, showing the importance of collaboration within the multidisciplinary team and involving family members in sessions. In terms of beginning a new music therapy practice in this specific setting, it was found that music therapy was filling a gap in what the child development team could provide. It was also found that there are several factors to consider when establishing a paid position within the service. It is important to create a balance between working within the medical framework philosophy of the hospital and providing a holistic and an empathetic level of care for the families. The project aims to inform other music therapy practitioners and students beginning or establishing work in new settings.</p>

(3, 2)-Fuzzy Sets and Their Applications to Topology and Optimal Choices

The purpose of this paper is to define the concept of (3, 2)-fuzzy sets and discuss their relationship with other kinds of fuzzy sets. We describe some of the basic set operations on (3, 2)-fuzzy sets. (3, 2)-Fuzzy sets can deal with more uncertain situations than Pythagorean and intuitionistic fuzzy sets because of their larger range of describing the membership grades. Furthermore, we familiarize the notion of (3, 2)-fuzzy topological space and discuss the master properties of (3, 2)-fuzzy continuous maps. Then, we introduce the concept of (3, 2)-fuzzy points and study some types of separation axioms in (3, 2)-fuzzy topological space. Moreover, we establish the idea of relation in (3, 2)-fuzzy set and present some properties. Ultimately, on the basis of academic performance, the decision-making approach of student placement is presented via the proposed (3, 2)-fuzzy relation to ascertain the suitability of colleges to applicants.