POLICY IMPLEMENTATION OF THE SABILILLAH SPECTACULAR STAGE (SSS) PROGRAM TO INCREASE STUDENTS’ SPEAKING SKILLS

One of the factors that support and influence students' fluency in Arabic communication is the presence of a language-learning environment (bi'ah lughawiyah). This study aimed to describe how Pesantren Sabilillah implemented the policies in the Sabilillah Spectacular Stage program in improving Maharatul Kalam and how the program improved students’ speaking skills (maharah al-kalam). This study used a qualitative approach. The data were obtained from interviews, observations, and documentation. Participants included the boarding school caretakers, the Arabic language program coordinator, asatidz and ustadzat, and all students living in the boarding school dormitory. This study's results indicate that the Spectacular Stage policies include formulating objectives in the Sabilillah Spectacular Stage program and the timing of the program. Meanwhile, the implementation of this policy includes the policy of grouping students, the formation of the Katibah al-Mukhalifah group, Taqdim al-Mufradat, and Tadrib al-Barnamij.

Implementation of Education Management on Leading Class Program

This study aims to determine the planning, organization, implementation, monitoring, and evaluation of superior class education programs at MTsN 2 Medan. This study uses a qualitative method. This type of qualitative method used is naturalistic interactive, namely research on natural reciprocal relationships. Based on this qualitative approach, according to the researcher, it is very relevant because it aims to find out how the implementation of superior class program education management at MTs N 2 Medan. There are five findings in this study after data reduction/exposure is carried out, namely: the superior class program planning is the policy of the Head of the Regional Office of the Ministry of Religion. Second, organizing superior classes is carried out by establishing/holding an exceptional coordinator, a superior class program coordinator. Third, the implementation of the addition of subjects related to and the addition of tutoring. Fourth, supervision of the superior class program at MTs N 2 Medan was carried out by cooperating with the principal of the madrasah and the superior class coordinator. The last, the evaluation of the flagship class program is carried out (once a month) by tutoring in collaboration with the madrasah.

Designing an Amazing Youth Experience with Headstream (Preprint)

BACKGROUND Youth Program Coordinator at Headstream having 7+ years of experience working with youth in multiple context, including but not limited to, grassroots community building, classrooms, and virtual programming. OBJECTIVE Commenting on the necessary components to designing with, working with, and creating work with young people around mental wellness. METHODS Commentary. RESULTS Commentary. CONCLUSIONS Commentary.

Comprehensiveness of Breast Radiology Fellowship Online Content

Objective The content of websites for fellowship programs is an important source of information for residents applying to breast imaging fellowship programs (BIFPs). The purpose of this study is to evaluate the comprehensiveness of online content of BIFPs. Methods A list of BIFPs was obtained from the Society of Breast Imaging website. Each program’s website was evaluated for the presence of 19 training-relevant content variables. Impact of program characteristics on comprehensiveness scores was determined. For statistical analysis, Kruskal–Wallis tests were used to assess differences in comprehensiveness scores based upon region, and two-tailed t-tests were used to compare based upon program size. Results A total of 79 BIFP websites were analyzed. The mean comprehensiveness score of BIFP websites based on meeting the 19 criteria was 44.1% (8.4 ± 2.7/19). Program coordinator contact information (72/79, 91.1%), application requirements (71/79, 89.9%), and faculty information (56/79, 70.9%) appeared on >70% of websites. The majority of fellowships had a dedicated webpage for their program (71/79, 89.9%). Information regarding 12 of the 19 criteria appeared on fewer than 50% of websites. Program region (P = 0.32) and size (P = 0.16) were not associated with any differences in mean comprehensiveness score. Additionally, there was no significant difference in scores associated with filling all available positions for the 2020 match cycle (P = 0.77). Conclusion There is a paucity of information commonly sought out by applicants on the websites of most BIFPs. Both programs and applicants may mutually benefit from increasing comprehensive online content.