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"The first in the new ALA Programming Guides series, this book walks you through the process of program development and event planning in two parts. The first section is a "how-to" that prepares you to: -- Conduct demographic analysis and target the audience in your community -- Tie your library's mission to specific program offerings -- Raise funds and generate publicity -- Produce programs that run smoothly from start to finish The second section features more than 20 "five-star" programs from around the country. Reading about a variety of successful programs from film series and book discussions to art classes and topical panels, you'll be inspired with ideas for your own programs. Packed with more than 30 sample talking points, surveys, newsletters, press releases, scheduling tools, and checklists, you can hit the ground running and bring your adult programming services to life."

"The use of digital and network technology has significant effects on the human learning process. It changes the paradigm of learning and instruction. Recently, by using digital and network technology, students can learn without facing the restriction of time and place. In addition, the students can use various learning resources and materials to support their efforts in gaining knowledge and skills. This article will elaborate on the possibility of implementing constructivism learning theories in designing an online learning tutorial program that will support and facilitate distance learning students to build better knowledge and skills. Universitas Terbuka (UT), an Indonesian state university that implements a distance learning system, conducts an online learning program to support the students’ learning process. The use of constructivism theory in online learning is expected to enable students to widen their knowledge and sharpen their skills while learning. This study uses a research and development approach to create a constructivist online learning program that can facilitate distance learning students’ achieving their learning objectives. The result of the study indicated that the use of constructivism learning theories facilitated the distance learners to attain better learning achievement in the Research Methodology course."

""Every workplace has its share of conflict, and one of training's universal goals is to help organizations resolve it in a way that brings benefit to everyone involved. This timely activity book offers 30 ready-to-use exercises trainers can use to help workshop participants communicate more effectively and create positive outcomes from conflict situations. The Conflict and Communication Activity Book features: * Field-proven exercises from the authors' worldwide experience * Easy-to-follow instructions for preparation, additional reading, and Q & A processes * Valuable essays on handling conflict situations * An Exercise Matrix to sort activities by type, length, and other parameters It also includes a jam-packed Trainer's Toolbox containing more than sixty handouts, flipcharts, and overheads; workshop agendas; instructions for breakout sessions; and tons more. From the quick-fix solutions of the "My Workshop Starts in Five Minutes" section to fully developed sessions, this book will be every educator's best friend.""

"Tujuan Untuk mengidentifikai faktor-faktor dominan terhadap sikap partisipasi kritis mahasiswa FK Unissula dalam menyelesaikan masalah masyarakat. Metode Subjek terdiri dari mhasiswa angkatan 2005, 2006 dan 2007. Sikap berfikir kritis diukur dengan menggunakan kuesioner modifikasi EMI: Critical Thinking Disposition Assessment. Untuk mengidentifikasi faktor-faktor risiko yang berhubungan dengan sikap partisipasi kritis mahasiswa dengan pendekatan risiko relatif (RR) yang dihitung dengan regresi Cox dengan time konstan dan menggunakan software STATA 9. Hasil Sebanyak 64,6% (388 dari 600) mahasiswa yang berpartisipasi dalam penelitian ini memilik sikap berpartisipasi baik menghadapi masalah masyarakat. Dibandingkan yang terpapar PBL 1 tahun, yang selama 2 tahun dan 3 tahun mempunyai kemungkinan bersikap partispasif dua kali lipat lebih baik [masing-masing risiko relatif (RR) = 2,07; 95% interval kepercayaan (CI) = 1,37?3,14; dan RR = 2,33 95% CI = 1,55?3,49). Mahasiswa yang terlibat dalam organisasi luar kampus dibandingkan yang tidak terlibat mempunyai kemungkinan 75% lebih banyak bersikap partispasi baik (RR = 1,75; 95% CI = 0,99?3,11). Kesimpulan Untuk meningkatkan partisipasi kritis, selain terlibat dalam kegiatan pembelajaran dengan pendekatan PBL, mahasiswa perlu dibiasakan terlibat dalam kegiatan organisasi di luar kampus.

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AbstractAim Developing students? critical thinking and critical participation in solving patients? as well as a community?s problem should become the concern of medical education. This study aimed to identify several factors related to medical students? critical participation behavior. Methods The subjects consisted of students of Sultan Agung Medical School (Unissula), year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR) were calculated using Cox regression analysis with constant time. Results 64,6% (388 out of 600) of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR) = 2.07; 95% confidence interval (CI) = 1.37?3.14; and RR = 2.33; 95% CI = 155?3.49, respectively.] Students who were more involved in off- campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99?3.11). Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior."