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This study aims to know the effect of the Wonder Share Quis Creator Application towards the Children' Cognitive Ability of Aged 5-6 Years in B2.. This studywas experimental research, with the form of one-group pretest-posttest design. The study population was B1 and B2. The sample of the study included a B2 group consisting of 16 children. The study instruments used in the study were tests and documentation. The test in the form of a Wonder Share Quis Creator game that used a computer consists of 15 items that have been valid. Data analysis techniques using the normality test, and hypothesis testing using t-test. The results of calculation of hypothesis testing which showed that tcount (11.17) > ttable (2,131). Where the table was calculated with a 5% confidence level was 2,131. So, the results of testing the hypothesis were significant, then Ho was rejected and Ha was accepted. So from the results of these test data it can be concluded that the Wonder Share Quis Creator Application Affects The Children's Cognitive Abilities of Aged 5-6 old.

Background Research into relational care in hospitals will be facilitated by a focus on staff-patient interactions. The Quality of Interactions Schedule (QuIS) uses independent observers to measure the number of staff-patient interactions within a healthcare context, and to rate these interactions as ‘positive social’; ‘positive care’; ‘neutral’; ‘negative protective’; or ‘negative restrictive’. QuIS was developed as a research instrument in long term care settings and has since been used for quality improvement in acute care. Prior to this study, its use had not been standardised, and reliability and validity in acute care had not been established. Methods In 2014 and 2015 a three - phase study was undertaken to develop and test protocols for the use of QuIS across three acute wards within one NHS trust in England. The phases were: (1) A pilot of 16 h observation which developed implementation strategies for QuIS in this context; (2) training two observers and undertaking 16 h of paired observation to inform the development of training protocols; (3) training four nurses and two lay volunteers according to a finalised protocol followed by 36 h of paired observations to test inter-rater agreement. Additionally, patients were asked to rate interactions and to complete a shortened version of the Patient Evaluation of Emotional Care during Hospitalisation (PEECH) questionnaire. Results Protocols were developed for the use of QuIS in acute care. Patients experienced an average of 6.7 interactions/patient/h ( n  = 447 interactions). There was close agreement between observers in relation to the number of interactions observed (Intraclass correlation coefficient (ICC) = 0.97) and moderate to substantial agreement on the quality of interactions (absolute agreement 73%, kappa 0.53 to 0.62 depending on weighting scheme). There was 79% agreement (weighted kappa 0.40: P  < 0.001; indicating fair agreement) between patients and observers over whether interactions were positive, negative or neutral. Conclusions Observers using clear QuIS protocols can achieve levels of agreement that are acceptable for the use of QuIS as a research instrument. There is fair agreement between observers and patients’ rating of interactions. Further research is needed to explore the relationship between QuIS measures and reported patient experience.

Background Recent studies of the quality of in-hospital care have used the Quality of Interaction Schedule (QuIS) to rate interactions observed between staff and inpatients in a variety of ward conditions. The QuIS was developed and evaluated in nursing and residential care. We set out to develop methodology for summarising information from inter-rater reliability studies of the QuIS in the acute hospital setting. Methods Staff-inpatient interactions were rated by trained staff observing care delivered during two-hour observation periods. Anticipating the possibility of the quality of care varying depending on ward conditions, we selected wards and times of day to reflect the variety of daytime care delivered to patients. We estimated inter-rater reliability using weighted kappa, κ w , combined over observation periods to produce an overall, summary estimate, κ ^ w . Weighting schemes putting different emphasis on the severity of misclassification between QuIS categories were compared, as were different methods of combining observation period specific estimates. Results Estimated κ ^ w did not vary greatly depending on the weighting scheme employed, but we found simple averaging of estimates across observation periods to produce a higher value of inter-rater reliability due to over-weighting observation periods with fewest interactions. Conclusions We recommend that researchers evaluating the inter-rater reliability of the QuIS by observing staff-inpatient interactions during observation periods representing the variety of ward conditions in which care takes place, should summarise inter-rater reliability by κ w , weighted according to our scheme A4. Observation period specific estimates should be combined into an overall, single summary statistic κ ^ w random , using a random effects approach, with κ ^ w random , to be interpreted as the mean of the distribution of κ w across the variety of ward conditions. We draw attention to issues in the analysis and interpretation of inter-rater reliability studies incorporating distinct phases of data collection that may generalise more widely.

This research demonstrates the design of Joyful Mobile Navigation Systems (JMNS), which consists of joyful, mobile, flexible and ubiquitous features. The Technology Acceptance Model (TAM) and Integrating Learning Models (ILM) were used to design the teaching activities of Flow Learning and Inquiry-Based Learning in order to enhance learning motivation and interests for students in the ecological teaching activity. The developed JMNS belongs to a personalized informatin station of KIOSK that contains RFID bar-code recognization, tag reader, input device, mobile computation unit, QRcode, mobile display device, wireless local network and operating software. The aim of this research is to design and analyze the JMNS’s characteristics of the external variables, reliability and validity by measuring through the Human-Computer interface, which is achieved through the Questionnaire for User Interface Satisfaction (QUIS) and implemented by using QR Code, GPS and RFID technologies. The developed JMNS have been applied in real teaching activity for improving learning intention. The research results show that the designed JMNS and teaching activity have a positive significant impact on learning motivation, material characteristics, perceived usefulness, perceived ease of use, attitude to use, and behavioral intention. The results also show that only significant of part with support for the students’ system characteristics to the perceived usefulness, and perceived ease of use. That is, system developers should improve the design of Context Awareness System of teaching to help students in mobile navigation and teaching activity to have a comfortable interaction and increased learning intention. Furthermore, using JMNS in teaching activity can simultaneously increase learners’ motivation and offer a more joyful perception to learners during the learning process.

Virtual reality is an innovative technology, which allows users to immerse in an imagined situation. Therefore, promoting virtual reality technology can provide more natural and specific interaction mode. The purpose of this study is to investigate interactive virtual reality navigation system by testing 15 participants to evaluate the system and analyze the results with Delphi method and Heuristic Evaluation. Besides, we used Questionnaire for User Interaction Satisfaction (QUIS), Usability Metric for User Experience (UMUX) questionnaires and interviews to understand user experience. The results show the new system is better than the old one. The interactive VR navigation system design principles (easy to use, consistency, richness, feedback, simple prompt and documentation) obtained from this study can be used to enhance the satisfaction of the users when designing the interactive VR navigation system in the future.

The extracodical stanzas of John Lydgate's Testament and “Quis Dabit Meo Capiti Fontem Lacrimarum” in the Clopton chantry chapel of the Great Church of Holy Trinity, Long Melford, not only are two intriguing witnesses differing in presentation and language from the manuscript copies but also can be considered as part of a rhetorical program wherein the Lydgate works serve to connect the Clopton family as the benefactors of the chapel to the fabric of the church and the larger community. With the careful selection of particular Lydgate stanzas and their placement alongside visual objects, the result is a text that is unique to the particular context of Long Melford and which reflects not only Lydgate but the parish community as a whole. For this reason, both context and content have to be considered when presenting these verses, rather than relying simply on the text itself.

County Assistant Prosecutor Jennifer Lambdin labeled [Ja Quis Roy]'s actions as \"grooming\" the boy for the eventual assault. She added that DNA evidence proved Roy assaulted the boy and that the prosecutor's office negotiated a plea agreement only at the request of the victim's family.

An advocate on the issue of climate change, [Bill Nye] addressed that topic in his speech. Noting that 7 billion people are sharing a thin and fragile atmosphere, he said, \"I want you all to preserve our world in the face of climate change.\" He referred to the graduates as \"the next great generation,\" with a nod to those who lived at the time of World War II. \"They rose to the challenge and so will you.\" Among the more practical daily tips he shared was to \"wear good shoes in a thumbtack factory,\" and, \"Don't smoke in the rain; in fact don't smoke at all.\" He reminded the crowd: \"Everyone you will meet knows something that you don't. Respect their knowledge. Learn from them.\" \"Rutgers was difficult but I'm happy I went here,\" said a smiling [Kobayashi]. \"I got a great education and I'm proud of that.\"