POSITIONING INDONESIAN ISLAMIC HIGHER-EDUCATION VIS-A-VIS GLOBALISATION: ORGANISATIONAL–RESILIENCE DYNAMICS

In the present era of globalisation, higher-education institutions are required to focus on innovation to deal with the various challenges. Considering what Islamic higher-education institutions in Indonesia, have achieved in recent times, they face an uphill struggle to compete at the global level. This study aimed at identifying and analysing the dynamics of resilience for globalisation in a state Islamic–University in Indonesia. The results of studies on the management of Islamic tertiary institutions, specifically on organizational resilience, are very difficult to find. This study used the qualitative analysis method of a case-study and comprised in-depth interviews with key people concerned with the management of the university, observation, and secondary data namely academic documents, photos, and information from the university’s official website. The findings showed the university’s continuous efforts to improve not only the academic community’s management skills, knowledge, and expertise but also the implementation of international-curriculum standardization and cooperation with overseas universities. These actions cannot be separated from obstacles faced by university from within and without particularly in terms of funding-related policies. The university’s program-based innovations which are yet to be carried out by other Islamic-universities in Indonesia indicate this institution’s initiative to break the obstacles.

PERFORMANCE STANDARD OF SPA SERVICES WITH THE JAVANESE MASSAGE METHODIN THE ACADEMY OF SOCIAL PROSPERITY "AKK" OF YOGYAKARTA

Spa is a beauty treatment that not only refreshes and calms the mind. But it also has several healthbenefits. Thispaper discussed the implementation of Spa services refer to the Operational Service Standards (SOP) which will be the main force. The role of the government through four departments, in collaboration with the Indonesian Spa Association together to form Business Standards, Services, National Work Competency Standards (SKKNI), Curriculum Standardization with the Ministry of Education, and Promotion Cooperation Standards withthe Ministry of Tourism.According to the SKKNI employment in the Spa field refers to knowledge, skills, attitudes. The concept of service at Spa refers to excellent service to foster trust in customers. Excellent service must be supported by quality human resources that are reliable, have a vision that is far ahead and can develop strategies and tips for excellent service that has excellence.The Javanese Massage method applies a combination of several body treatments that originate from cultural and technological traditions, with Javanese sorting methods. It is beneficial for the muscles and can be effective in blood circulation, relieving muscle tension, stimulating the rhythmic nerves to achieve a sedative effect, stimulating and calming. In the Spa treatment, there are various body treatments, namely body scrubs, body massages, body masks and aroma therapy.

What and how are EM residents being taught to respond to the next disaster?

Objective: Disasters, both natural and manmade, have become commonplace and emergency physicians serve on the front line. Residency may be the only time that emergency physicians are exposed to a disaster, through training, until one happens in their department; therefore, it is critical to provide residents with appropriate and timely disaster education. The goal of this study was to assess the current status of disaster education in emergency medicine (EM) residencies in the United States.Methods: A list of disaster topics was generated by reviewing disaster literature and validated by subject matter experts. Between May and December 2016, the authors conducted a national computerized survey of the 229 US EM residencies listed by the American Osteopathic Association and the American Medical Association. It focused on the methods of instruction and amount of time devoted to each topic.Results: Of the 229 eligible residency programs, 183 (79.9 percent) completed the survey. Of those, 98.9 percent report teaching disaster management topics. Nine of 18 disaster medicine topics were taught at 60 percent of responding programs. The most common topics were emergency management principles and mass casualty triage, while the least common was hazard vulnerability analysis. The most common method of instruction was lecture (68.5 percent) and the least common methods were journal club and field exercises.Conclusions: Broad education in disaster medicine is provided in most US EM residencies. Standardization of topics is still lacking and would be beneficial to encourage comprehensive education. Addressing the educational gaps and curriculum methodology changes identified in this survey would increase curriculum standardization.