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Process Modeling Notations and Workflow Patterns - Object ...

The research work of Wil van der Aalst, Arthur ter Hofstede, Bartek Kiepuszewski, and Alistair Barros has resulted in the identification of 21 patterns that describe the behavior of business processes. This paper reviews how two graphical process modeling notations, tShe BPMN Business Process Diagram from the Business Process Management Initiative (BPMI), and the UML 2.0 Activity Diagram from the Object Management Group (OMG), can represent the workflow patterns. The solutions of the two notations are compared for technical ability to represent the patterns as well as their readability. The research work of Wil van der Aalst, Arthur ter Hofstede, Bartek Kiepuszewski, and Alistair Barros has resulted in the identification of 21 patterns that describe the behavior of business processes. The rationale for the development of the patterns was to describe the potential capabilities that a workflow server may have during the performance of business processes. The patterns range from very simple to very complex and cover the behaviors that can be captured within most business process models. The researchers have developed a web site1 that contains descriptions and examples of these patterns, plus supporting papers and evaluations of how workflow products support the patterns. The purpose of this paper is to examine how two modeling notations, the BPMN Business Process Diagram from BPMI, and the UML 2.0 Activity Diagram from the OMG, can graphically represent the workflow patterns. For each of pattern, there will be a comparison of the two notations about how well they handled the pattern. The focus of the comparison will be both technical and how visually intuitive each notation represents the pattern.

Business Process Model and Notation - Springer

This section introduces the Business Process Model and Notation (BPMN), developed under the coordination of the Object Management Group. Version 2 of this international standard introduces a series of modifications, including a new extension of the acronym. BPMN used to stand for Business Process Modeling Notation. In Version 2, the standard also defines a meta-model, so that Business Process Meta Model and Notation would have been a valid choice. Unfortunately, the term meta was dropped, resulting in the rather imprecise official extension we now see in this section’s heading. In the remainder of this book, we will mostly use the acronym. The intent of the BPMN for business process modelling is very similar to the intent of the Unified Modeling Language for object-oriented design and analysis. To identify the best practices of existing approaches and to combine them into a new, widely accepted language. The set of ancestors of BPMN includes graph-based and Petri-net-based process modelling languages, such as UML activity diagrams and event-driven process chains. While these modelling languages focus on different levels of abstraction, ranging from a business level to a more technical level, the BPMN aims at supporting the complete range of abstraction levels, from a business level to a technical implementation level. This goal is also laid out in the standards document, which states that “The primary goal of BPMN is to provide a notation that is readily understandable by all business users, from the business analysts that create the initial drafts of the processes, to the technical developers responsible for implementing the technology that will perform those processes, and finally, to the business people who will manage and monitor those processes. Thus, BPMN creates a standardized bridge for the gap between the business process design and process implementation.” The BPMN defines several diagram types for specifying both process orchestrations and process choreographies. Since this chapter focuses on orchestrations, only business process diagrams and collaboration diagrams are discussed in this section. Diagram types regarding process choreographies, that is, conversation diagrams and choreography diagrams, will be discussed in the next chapter. To classify the level of support that a particular BPMN software tool provides, the standard introduces so called conformance classes.

BPMN (Business Process Modeling Notation –BPMN-) - Bizagi

Business Process Modeling Notation (BPMN) is a graphical notation that describes the logic of steps in a business process. This notation has been especially designed to coordinate the sequence of processes and messages that flow between participants in different activities. Why is it important to model with BPMN? • BPMN is an internationally accepted process modeling standard. • BPMN is independent of any process modeling methodology. • BPMN creates a standardized bridge which reduces the gap between business processes and their implementation. • BPMN enables you to model processes in a unified and standardized way so that everyone in an organization can understand each other. Introduction to BPMN The Business Process Modeling Notation - BPMN – provides a common language which allows all the parties involved to communicate processes clearly, completely and efficiently. In this way, BPMN defines the notation and semantics of a Business Process Diagram (BPD). BPD is a diagram based on the ‘Flowchart’ technique, designed to present a graphical sequence of all the activities that take place during a process. It also includes all relative information for making an analysis. BPD is a diagram designed for the use of process analysts who design, control and manage processes. In a BPD diagram there are a series of graphical elements that are grouped into categories. To introduce BPMN, the reader will find throughout this document a series of examples revolving around a Consumer Credit Application process. A Credit Application process begins with the recording of the application where the client expresses an interest in acquiring credit. This stage includes the presentation of the application, and the required documents to the organization for verification. This is followed by an analysis or study of the credit application and finally we find the activities needed to either disburse the credit or to notify the client in case of rejection.

Property Tables and Charts - McGraw-Hill Higher Education

PROPERTY TABLES AND CHARTS (SI UNITS) Table A–1 Molar mass, gas constant, and critical-point properties Table A–2 Ideal-gas specific heats of various common gases Table A–3 Properties of common liquids, solids, and foods Table A–4 Saturated water—Temperature table Table A–5 Saturated water—Pressure table Table A–6 Superheated water Table A–7 Compressed liquid water Table A–8 Saturated ice–water vapor Figure A–9 T-s diagram for water Figure A–10 Mollier diagram for water Table A–11 Saturated refrigerant-134a— Temperature table Table A–12 Saturated refrigerant-134a— Pressure table Table A–13 Superheated refrigerant-134a Figure A–14 P-h diagram for refrigerant-134a Figure A–15 Nelson–Obert generalized compressibility chart Table A–16 Properties of the atmosphere at high altitude Table A–17 Ideal-gas properties of air Table A–18 Ideal-gas properties of nitrogen, N2 Table A–19 Ideal-gas properties of oxygen, O2 Table A–20 Ideal-gas properties of carbon dioxide, CO2 Table A–21 Ideal-gas properties of carbon monoxide, CO Table A–22 Ideal-gas properties of hydrogen, H2 Table A–23 Ideal-gas properties of water vapor, H2O Table A–24 Ideal-gas properties of monatomic oxygen, O Table A–25 Ideal-gas properties of hydroxyl, OH Table A–26 Enthalpy of formation, Gibbs function of formation, and absolute entropy at 25°C, 1 atm Table A–27 Properties of some common fuels and hydrocarbons Table A–28 Natural logarithms of the equilibrium constant Kp Figure A–29 Generalized enthalpy departure chart Figure A–30 Generalized entropy departure chart Figure A–31 Psychrometric chart at 1 atm total pressure Table A–32 One-dimensional isentropic compressible-flow functions for an ideal gas with k ϭ 1.4 Table A–33 One-dimensional normal-shock functions for an ideal gas with k ϭ 1.4 Table A–34 Rayleigh flow functions for an ideal gas with k ϭ 1.4

Agen Judi Online TerpercayauntukPencinta Judi Online

Judi online merupakan taruhan dengan memanfaatkan kecanggihan teknologi. Terutama situs judi online menjadi situs yang semakin banyak digemari.

Alarm Management - Emerson Process Management

This document describes how the DeltaV™ process control system, DeltaV Analyze, and services from Emerson and it’s alliance partners combine to provide a complete and effective foundation for implementing and sustaining an effective alarm management program that conforms to ISA-18.2 – Management of Alarm Systems for the Process Industries and EEMUA-191 Alarm Systems – A Guide to Design, Management and Procurement. Why implement an alarm management program? All too often process control systems are implemented with little attention given to the justification of and expected operator response to alarms. The near-zero engineering effort required to create alarms combined with many new alarm sources has contributed to their proliferation. The result is a heightened risk for alarm floods and nuisance alarms, with consequential adverse effect on product quality, process efficiency, equipment protection, environmental incident and personnel safety. The definition of an ‘alarm’ is of central importance when establishing an alarm management program. The distinction between an alarm as defined in ISA-18.2 and other types of Operator notification are illustrated in the following diagram. The DeltaV process control system provides effective native capabilities to differentiate these Operator notifications. Operator Notification Types Note that customers pursuing general improvement in alarm system performance unrelated to ISA-18.2 or EEMUA-191, or taking an incremental approach to compliance, may easily do so with no added burden to configuration or operation. Often, for systems already in operation the best place to start when building a comprehensive alarm management program is to first tackle the typical very small number of control modules that generate the majority of fleeting, chattering and stale alarms. DeltaV Analyze lets you easily spot these ‘bad actors’ and the DeltaV process control system provides the necessary tools to eliminate them. Many customers have already implemented alarm management programs using EEMUA-191 as a guide. They will be pleased to know that ISA-18.2 is consistent with and builds upon this excellent work. However where EEMUA-191 was a guide, ISA-18.2 is an international ANSI standard with normative clauses that are expected to be adopted by the insurance industry and regulatory bodies. An effective alarm management program is more than good operational practice; it may for some become a business necessity. ...

Section One - Buku Sekolah Elektronik
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Salah satu upaya untuk melengkapi sumber belajar yang relevan dan bermakna guna meningkatkan mutu pendidikan di Sekolah Menengah Pertama (SMP), Direktorat Pembinaan SMP mengembangkan buku pelajaran Bahasa Inggris untuk siswa kelas VII, kelas VIII, dan kelas IX. Buku pelajaran ini disusun berdasarkan Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2006 Tentang Standar Isi, No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan, dan berdasarkan kriteria buku pelajaran yang dikembangkan oleh Badan Standar Nasional Pendidikan. Buku pelajaran ini merupakan penyempurnaan dari bahan ajar kontekstual yang telah dikembangkan Direktorat Pembinaan SMP dalam kaitannya dengan kegiatan proyek peningkatan mutu SMP. Bahan ajar tersebut telah diujicobakan ke sejumlah SMP di provinsi Kalimantan Selatan, Kalimantan Timur, Sulawesi Tengah, Sulawesi Tenggara, Sulawesi Utara, dan Gorontalo sejak tahun 2001. Penyempurnaan bahan ajar menjadi buku pelajaran yang bernuansa pendekatan kontekstual dilakukan oleh para pakar dari beberapa perguruan tinggi, guru, dan instruktur yang berpengalaman di bidangnya. Validasi oleh para pakar dan praktisi serta uji coba empiris ke siswa SMP telah dilakukan guna meningkatkan kesesuaian dan keterbacaan buku pelajaran ini. Buku pelajaran Bahasa Inggris ini telah dinilai oleh Badan Standar Nasional Pendidikan, dan dinyatakan memenuhi syarat untuk digunakan sebagai buku pelajaran di SMP. Sekolah diharapkan dapat menggunakan buku pelajaran ini dengan sebaik-baiknya sehingga dapat meningkatkan efektivitas dan kebermaknaan pembelajaran. Pada akhirnya, para siswa diharapkan dapat menguasai semua Standar Kompetensi dan Kompetensi Dasar secara lebih mendalam, luas serta bermakna, kemudian dapat mengaplikasikannya dalam kehidupan sehari-hari. Saran perbaikan untuk penyempurnaan buku pelajaran ini sangat diharapkan. Terimakasih setulus-tulusnya disampaikan kepada para penulis yang telah berkontribusi dalam penyusunan buku pelajaran ini, baik pada saat awal pengembangan bahan ajar, ujicoba terbatas, maupun penyempurnaan sehingga dapat tersusunnya buku pelajaran ini. Terimakasih dan penghargaan juga disampaikan kepada semua pihak yang telah membantu terwujudnya penerbitan buku pelajaran ini. Jakarta, Juli 2008 Direktur Pembinaan SMP

penulisan naskah buku pelajaran - File UPI - Universitas Pendidikan ...

Buku pelajaran adalah buku yang digunakan dalam proses pembelajaran, memuat bahan ajar yang tersusun secara sistematis dari suatu mata pelajaran atau bahan kajian yang minimal harus dikuasai peserta didik pada tingkat dan jenis pendidikan tertentu Universitas Pendidikan Indonesia Fakultas Ilmu Pendidikan Jurusan Kurikulum dan Teknologi Pendidikan Persyaratan berkaitan dengan: – Keamanan nasional – Isi buku pelajaran – Cara penyajian – Bahasa yang digunakan – Ilustrasi Isi, cara penyajian, bahasa, dan ilustrasi dalam buku pelajaran selaras dan tidak bertentangan dengan peraturan perundang-undangan yang berlaku Menghormati kerukunan hidup umat beragama (inter dan antar) Persyaratan yang Berkaitan dengan Isi Buku Pelajaran Memuat sekurang-kurangnya bahan pelajaran minimal yang harus dikuasai siswa Sesuai dengan kurikulum yang berlaku Relevan dengan tujuan mata pelajaran Memiliki nilai kebenaran ditinjau dari struktur keilmuan Sesuai dengan perkembangan IPTEKS Kedalaman dan keluasan isi buku sesuai dengan jenjang pendidikan

PMK 122-2013 ttg Buku2 Pel.Umum, Kitab Suci & Buku2 Pel.Agama ...

bahwa berdasarkan ketentuan Pasal 1 angka 3 dan Pasal 2 angka 4 Peraturan Pemerintah Nomor 146 Tahun 2000 tentang Impor dan atau Penyerahan Barang Kena Pajak Tertentu dan atau Penyerahan Jasa Kena Pajak Tertentu yang Dibebaskan dari Pengenaan Pajak Pertambahan Nilai sebagaimana telah diubah dengan Peraturan Pemerintah Nomor 38 Tahun 2003, diatur bahwa atas impor dan/atau penyerahanbuku-buku pelajaran umum, kitab suci, dan buku-buku pelajaran agama dibebaskan dari pengcmaan PajakPertambahan Nilai; Mengingat bahwa berdasarkan pertimbangan sebagaimana dimaksud dalam huruf a dan untuk melaksanakan ketentuan Pasal 5 Peraturan Pemerintah Nomor 146 Tahun 2000 tentang Impor dan atau Penyerahan Barang Kena Pajak Tertentu dan atau Penyerahan. Jasa Kena Pajak Tertentu yang Dibebaskan dari ,pengenaan Pajak Pertambahan Nilai sebagaimana telah diubah dengan Peraturan Pemerintah Nomor 38 Tahun 2003, perlu menetapkan Peraturan Menteri Keuangan tentang BukucBuku Pelajaran Umum,' Kitab Suci, dan Buku-Buku Pelajaran Agama yang atas Impar danl atau Penye'rahannya Dibebaskan dari Pengenaan Pajak Pertambahan Nilai; 1.. Undang-Undang Nomor 6 Tahun 1983 tentang Ketentuan Umum dan Tata Cara Perpajakan (Lembaran Negara Republik Indonesia Tahun 1983 Nomar 49, Tambahan Lembaran Negara Republik Indonesia Nomor, 3262) sel:iagaimana telah beberapa kali diubah •terakhir dengan Undang-Undang Nomor 16 Tahun 2009 (Lembarari. Negara Republik Indonesia Tahun 2009 Nomor' 62, Tambahan Lembaran Negara Republik Indonesia Nomar 4999); ...

Hal.113-126 Memilih Buku Pelajaran.pdf

S ejak pembangunan jangka panjang pertama (1970–1995) dan sampai sekarang ini, Pemerintah menyediakan buku pelajaran untuk semua sekolah. Berbagai kebijakan dan sistem penyediaan buku pelajaran telah ditempuh serta banyak dana sudah dihabiskan baik bersumber dari dalam negeri maupun dari berbagai bentuk pinjaman dari luar negeri. Akan tetapi buku pelajaran sampai sekarang ini tidak sepi dari masalah dan kritikan apalagi menjelang dan mengawali tahun pelajaran baru. Dalam kenyataannya masyarakat masih dibebani penyediaan buku pelajaran baik di sekolah negeri maupun di sekolah swasta. Sekolah juga sering memilih dan membeli buku pelajaran dari penerbit yang menawarkan buku pelajaran ke sekolah. Tulisan ini membahas kebijakan penyediaan buku pelajaran itu dan menawarkan kepada sekolah cara mencermati dan memilih buku pelajaran sehingga sedapat mungkin memenuhi tuntutan kurikulum serta dapat meningkatkan mutu proses dan hasil pembelajaran. Sekolah dianggap perlu mengetahui cara memilih buku pelajaran yang bermutu karena selaras dengan perkembangan penerbitan buku di Indonesia dewasa ini alternatif pilihan buku pelajaran semakin banyak. Kata kunci : buku pelajaran, bahan ajar, metode pembelajaran, bahasa, ilustrasi, grafika Abstract In the first long term development (1970 – 1995), the Indonesian Government tried to provide all schools with free textbooks. A number of regulations in textbook provision have been implemented and the Government has spent a big amount of budget from local and foreign sources. However, the facts show that there are still many problems and critiques in the textbook provision. The issues become more serious particularly at the beginning of new academic *) Dosen Universitas Negeri Jakarta Jurnal Pendidikan Penabur - No.04/ Th.IV/ Juli 2005 ...