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Work period is part of the workforce characteristic factors that make a person's behavior more familiar with the conditions of the workplace environment based on the length of work, if nurses are familiar with the environmental conditions of the workplace and the dangers of their work both for themselves and others, the workforce will comply with the safety of themselves and others, especially in preventing patient falls. The purpose of this study is to determine the relationship between nurses work period and compliance with the implementation of Standard Procedures Operational (SPO) fall risk in the inpatient room at TK II Robert Wolter Mongisidi Hospital. The method used in this study is descriptive correlational with a cross sectional approach. The sample obtained was 33 subjes using total sampling technique. Data collection uses observation sheets. Data was analysist used the Chi Square test with a level of significance (α < 0.05). The results of  chi square test obtained a value of ρ = 0.203 ​​(ρ > 0.05). This means that there is no significant relationship between nurses work period and compliance with the implementation of Standard Procedures Operational (SPO) fall risk in the inpatient room at TK II Robert Wolter Mongisidi Hospital. The conclusion from this study  there is no relationship between the nurses work period and compliance with the implementation of Standard Procedures Operational (SPO) fall risk in the inpatient room at TK II Robert Wolter Mongisidi Hospital. Suggestions can be used as a source of information regarding the relationship between nurses work period and compliance with the implementation of Standard Procedures Operational (SPO) fall risk.

In the era of globalization, effective cross-cultural management is crucial for organizations operating in diverse environments. This study examines the cross-cultural dynamics within Microsoft, a multinational technology company with a global workforce. Utilizing the frameworks of Hofstede and Trompenaars, along with insights into corporate culture types and organizational structures, the analysis delves into the cultural dimensions influencing Microsoft's operations. The study aims to provide a comprehensive understanding of how Microsoft navigates cultural diversity in its global business environment, shedding light on the formation of core values and organizational behaviors. Through an in-depth examination, the analysis explores the implications of cross-cultural aspects on human resource management strategies, such as recruitment, performance management, and career development. Insights gained from this study can contribute to Microsoft's sustained global success by informing strategies related to cultural training, onboarding programs, and global rotations. Ultimately, understanding and managing cross-cultural nuances within Microsoft are imperative for fostering integration, collaboration, and optimal productivity among employees from diverse backgrounds and for guiding successful expansions and acquisitions in culturally distinct regions.    

This research was motivated by the frequent cases of repeated truancy in SMP Negeri 3 Bukittinggi which became the driving force of this research. sTherefore, research on truant behavior in students needs to be done to determine the types of truant behavior, factors that encourage students to do truant behavior, how parents can influence truant behavior, the impact of truant behavior, and how students' perceptions of truant behavior and how Guidance And Counseling teachers handle it. Participants in this study were grade VIII teenagers who often skipped school. Data collection methods include interviews, documentation, and observation. The findings of this study show that there are two types of truant behavior carried out by students at SMP Negeri 3 Bukittinggi, namely truant entirely and only during designated class hours. Factors that encourage students to behave truant include factors from themselves, family factors and environmental factors. Parental participation in truant behavior largely refers to the fact that based on parenting, parents are not directly involved in their child's truant behavior. The impact of truant behavior can be psychological, academic, or non-academic. Guidance and counseling teachers respond to this impact by providing information services, contacting parents, working with principals and homeroom teachers, and calling students who exhibit truant behavior for guidance on both the student and parent side