Journal articles on the topic 'Class of 2014'
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Naska, Isral. "Is Arabic Worth to Teach?" Modality Journal: International Journal of Linguistics and Literature 3, no. 1 (June 30, 2023): 48. http://dx.doi.org/10.30983/mj.v3i1.6304.
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<p class="abstrak" align="center"><strong>Abstract</strong></p><p class="abstrak">This research is a form of literature review that is part of my research that aims to investigate the views of Muslims in West Sumatra (Minangkabau Society) towards the Arabic language and how it drives their motivation to learn it. The lack of research on this issue in Indonesia, especially in the West Sumatran region, is the starting point of this study. In fact, a series of studies with the same theme have been conducted in various parts of the world such as in the United States (Belnap, 1987; Brosh, 2013; Husseinali, 2005, 2006; Nichols, 2014; Seymour-Jorn, 2004; Taha, 2007), Canada (Belnap, 1987), Malaysia (Abu et al., 2010; Aladin, 2010, 2013), Saudi Arabia (Al-Osaimi & Wedell, 2014), and the United Kingdom (Jaspal & Coyle, 2010). In terms of identity background, learners who establish some form of connection with the Arabic language are referred to as heritage learners (Brosh, 2013). I can conclude that religious identity is the strongest background that maintains Muslims' close relationship with Arabic.</p><br /><p class="abstrak" align="center"><strong>Abstrak</strong></p><p class="abstrak"><em>Penelitian ini merupakan bentuk kajian pustaka yang merupakan bagian dari penelitian saya yang bertujuan untuk menyelidiki pandangan umat Islam di Sumatera Barat (Masyarakat Minangkabau) terhadap bahasa Arab dan bagaimana hal tersebut mendorong motivasi mereka untuk mempelajarinya. Minimnya penelitian tentang isu ini di Indonesia, khususnya di wilayah Sumatera Barat, menjadi titik tolak penelitian ini. Padahal, serangkaian penelitian dengan tema yang sama telah dilakukan di berbagai belahan dunia seperti di Amerika Serikat (Belnap, 1987; Brosh, 2013; Husseinali, 2005, 2006; Nichols, 2014; Seymour-Jorn, 2004; Taha, 2007), Kanada (Belnap, 1987), Malaysia (Abu dkk., 2010; Aladin, 2010, 2013), Arab Saudi (Al-Osaimi & Wedell, 2014), dan Inggris (Jaspal & Coyle, 2010). Dalam hal latar belakang identitas, pelajar yang menjalin hubungan dengan bahasa Arab disebut sebagai pelajar warisan (Brosh, 2013). Saya dapat menyimpulkan bahwa identitas agama merupakan latar belakang terkuat yang mempertahankan hubungan erat umat Islam dengan bahasa Arab.</em></p>
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Suryani, Yulinda Erma. "Pemetaan kualitas empirik soal ujian akhir semester pada mata pelajaran Bahasa Indonesia SMA di Kabupaten Klaten." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 2 (December 30, 2017): 142–52. http://dx.doi.org/10.21831/pep.v21i2.10725.
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Tujuan penelitian ini adalah untuk mengetahui kualitas empirik soal Mata Pelajaran Bahasa Indonesia yang digunakan dalam pelaksanaan ujian akhir semester SMA di Kabupaten Klaten dalam empat tahun terakhir. Jenis penelitian ini adalah deskriptif kuantitatif. Metode pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi yang mengutip respon jawaban 1125 peserta didik pada ujian akhir semester tingkat SMA di Kabupaten Klaten pada Mata Pelajaran Bahasa Indonesia kelas X pada Tahun Pelajaran 2011/2012 sampai Tahun Pelajaran 2014/2015. Analisis kualitas empirik soal ujian akhir semester meliputi: tingkat kesukaran, daya pembeda, efektivitas distraktor, validitas dan reliabilitas. Berdasarkan hasil analisis data dapat diketahui bahwa tingkat kesukaran butir soal ujian akhir semester di Kabupaten Klaten pada Tahun Pelajaran 2011/2012 kategori mudah sebanyak 64%, sedang 24 % dan sukar 12%. Pada Tahun Pelajaran 2012/2013 78% soal mudah, 12% sedang 10% sukar 10%. Pada tahun pelajaran 2013/2014 12% soal mudah, 14% sedang dan 74% sukar. Pada tahun pelajaran 2014/2015 64% mudah, 16% sedang dan 28% sukar. Daya pembeda soal ujian akhir semester pada tahun pelajaran 2011/2012 yang memenuhi kriteria sebanyak 62%, pada Tahun Pelajaran 2012/2013 sebanyak 76%, pada tahun pelajaraan 2013/2014 sebanyak 62%, pada Tahun Pelajaran 2014/2015 sebanyak 64%. Distraktor pada soal ujian akhir semester Tahun Pelajaran 2011/2012 dapat berfungsi dengan baik sebanyak 86%, pada Tahun Pelajaran 2012/2013 sebanyak 90%, pada Tahun Pelajaran 2013/2014 sebanyak 76%, pada Tahun Pelajaran 2014/2015 sebanyak 90%. Hasil analisis validitas empirik pada soal ujian akhir semester tahun pelajaran 2011/2012 diperoleh 36% butir yang valid dengan nilai koefisien reliabilitas sebesar 0,232. Pada soal ujian akhir semester tahun pelajaran 2012/2013, 56% butir soal valid dengan nilai koefisien reliabilitas 0,428. Koefisien reliabilitas soal ujian akhir semester pada tahun pelajaran 2013/2014 diperoleh sebesar 0,238 dengan butir soal yang valid 40%. Validitas empirik pada ssoal ujian akhir semester tahun pelajaran 2014/2015 sebesar 50% butir soal valid dengan nilai koefisien reliabilitas sebesar 0,603. MAPPING OF APPING OF THE EMPIRICAL QUALITY OF INDONESIAN LANGUAGE SUBJECT FINAL EXAM FOR SENIOR HIGH SCHOOL IN KLATEN REGENCYAbstractThis research aims at determining the empirical quality of Indonesian Language subject test questions used for Final Exam for senior high school in Klaten Regency within the last four years. This research uses a descriptive quantitative method. The data for this research were collected by means of documentation. Documentation that cites the responses of the students of the final exam of high school semester in Klaten Regency on the Indonesian Language Subject of class X in the 2011/2012 Year Learning Year until the 2014/2015 Lesson Year which amounts to 1125 students. Empirical quality analysis of the final exam of the semester include: item difficulty, discriminating power, distractor effectiveness, validity and reliability. Based on the results of data analysis can be seen that the level of difficulty item semester final exam in Klaten regency in the academic year 2011/2012 easy categories as much as 64%, while 24% and 12% difficult. In school year 2012/2013 78% easy problem, 12% medium 10% difficult 10%. In the academic year 2013/2014 12% easy questions, 14% medium and 74% difficult. In academic year 2014/2015 64% easy, 16% medium and 28% difficult. The discriminating power of final exam of semester in academic year 2011/2012 that have qualified as much as 62%, Lessons 2012/2013 as much as 76%, 62/2014 years of education as much as 62%, Lesson 2014/2015 as much as 64%. Distractor at the end of semester exam in the academic year 2011/2012 to function properly as much as 86%, in the Academic Year 2012/2013, as much as 90%, in the Academic Year 2013/2014 by 76%, in the Academic Year 2014/2015 by 90%. The results of empirical validity analysis on the final exam of the academic year 2011/2012 obtained 36% valid grain with the value of reliability coefficient of 0.232. On the matter of the final exam of the year 2012/2013 academic year, 56% items are valid with the value of reliability coefficient of 0.428. Reliability coefficient about final exam of semester in academic year 2013/2014 obtained equal to 0,238 with item 40% valid matter. Empirical validity in semester test case final year 2014/2015 amounted to 50% items valid with reliability coefficient value of 0.603
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Gunter, Melissa D. "Riding the RAFT." Mathematics Teaching in the Middle School 22, no. 3 (October 2016): 172–75. http://dx.doi.org/10.5951/mathteacmiddscho.22.3.0172.
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Writing about mathematics holds a wealth of benefits for students. When students are given opportunities to write in math class, it helps develop mathematical thinking and language (Carter 2009; McCarthy 2008; Yang 2005), encourages self-reflection (Carter 2009; Danielson 2010; O'Kelley 2013), and provides a better way to organize ideas (Linhart 2014; Rogers 2014). Many teachers incorporate journaling and other types of reflective writing into their instruction already (Sjoberg, Slavit, and Coon 2004; Sanders 2009), but what about other forms of writing? NCTM states the importance of writing, in that students in the middle grades should be “more explicit about basing their writing on a sense of audience and purpose” (NCTM 2000, p. 62). How can we help students develop this important skill in math class?.
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Kersten, Luke. "Music and Cognitive Extension." Empirical Musicology Review 9, no. 3-4 (January 5, 2015): 193. http://dx.doi.org/10.18061/emr.v9i3-4.4315.
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<p class="Default">Extended cognition holds that cognitive processes sometimes leak into the world (Dawson, 2013). A recent trend among proponents of extended cognition has been to put pressure on phenomena thought to be safe havens for internalists (Sneddon, 2011; Wilson, 2010; Wilson & Lenart, 2014). This paper attempts to continue this trend. It is argued that because music perception is as part of a locationally wide computational system, it is an extended process. In articulating the view, the work of J.J Gibson (1966, 1986) and Robert Wilson (1994b, 1995, 2004) is drawn on. The view is defended from objections and its implications outlined. The paper concludes with a comparison to Krueger’s (2014) view of the “musically extended emotional mind”. </p><br />
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Savage, Mike, Fiona Devine, Niall Cunningham, Sam Friedman, Daniel Laurison, Andrew Miles, Helene Snee, and Mark Taylor. "On Social Class, Anno 2014." Sociology 49, no. 6 (June 11, 2014): 1011–30. http://dx.doi.org/10.1177/0038038514536635.
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Karim, Abdul. "The Analysis Of Sharia Banks Soundness Level Using RGEC Method." Economics and Business Solutions Journal 2, no. 1 (October 5, 2018): 1. http://dx.doi.org/10.26623/ebsj.v2i1.939.
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<p class="Abstract">The results of the RGEC method research with the Islamic bank financial statements as an intervening variable show that it is on the NPF ratio seen from the Risk profile. This percentage shows that the total problem financing banks do not exist, the total of 11 Islamic banks show good NPF performance results. The highest value is in Victoria sharia bank 4.75% in 2014 and the lowest is in Bca sharia bank 0.1 in 2014. Meanwhile there are several banks that do not include the NPF results in their financial statements. When referring to the provisions of the Indonesian bank which states that the NPF ideal standard is <5%, the performance of the Sharia Banks is in ideal condition. In the implementation of eleven Sharia Banks GCG, not all report the value of GCG at their annual report. In general it can be said that based on the results of self-assessment on the implementation of Good Corporate Governance in 2010 to 2014, the bank received good and very good predicate, although there is difference in value weight of 0.05.</p><p class="Abstract">The earning was measured by ROA ratio, the highest ROA ratio was Sharia Maybank Bank with 4.8% in 2010 and the lowest was 0.35 of Sharia BRI, then in 2012 Sharia Victoria was 6.93 and the lowest was 0.52 of Sharia Bukopin. In 2013 to 2014 ROA of a number of Sharia banks were still at reasonable or stable level.</p><p class="Abstract">The Capital was measured by their CAR during 2010 2014. The percentage of CAR shows that the CAR value was ideal. If it refers to Indonesian Bank provisions regarding minimum capital adequacy requirements (CAR), the best standard or minimum CAR was 8% in ideal condition because it had CAR value exceeding the BI standard provisions.</p><p class="Abstract"><strong>Keywords</strong>: RGEC, NPF, ROA, NOM, BOPO, LDR, GCG</p>
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Safi'ah, Ranti. "Upaya Pengembangan Madrasah Ibtidaiyah Ma’arif Bego dari Tahun Ajaran 2011/2012 – 2014/2015." Jurnal Pendidikan Madrasah 2, no. 2 (December 15, 2017): 235. http://dx.doi.org/10.14421/jpm.2017.22-02.
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As madrasah ever decline, various attempts were made to be able to save MI Ma’arif Bego. Principals become a prime mover in the development of existing MI Ma'arif Bego. Among the academic year 2011/2012 until 2014/2015 can be seen growth experienced by the madrasah. The problems studied focus on: the development efforts MI Ma'arif Bego from the academic year 2011/2012 until 2014/2015 consisting of the development of students, teachers and education personnel. This study is a qualitative research, data collection is done by descriptive analytic namely by describing and analyzing the same field data and make conclusions. The results showed that: First, the development efforts of the input student achievement through promotional activities maulid highlights, recitals ahad rice and mujahadah. The process through conversation, Tahfidz program, and dhuhur Duha prayer in congregation, outbound, reward for student achievement and improvement program UAN / UAS annually 0:50 points, a culture of courtesy, graduates memorize Juz 30 eco-friendly culture. Efforts to develop the quality of teachers and education personnel with comparative studies and institutional strengthening activities such as Bimtek, Training, Workshop, Training, KKG, MGMPs, K3M. Infrastructure development efforts carried out by membangunan gazebo, renovate the mosque, adding classrooms. Efforts to develop the financing sources of income from the monthly dues class I-VI, Budget BOS, and donations of pilgrims Yayasan Pondok Pesantren Pangeran Diponegoro. Efforts management development / management through networking madrasah new students, RKJM, RKAM, school information system development, implementation of accreditation, graduates searches. Second, the inhibiting factors that infrastructure is not maximized, the limited funds the development, management madrasah is not optimal, yet professional workforce. Factors supporting the foundation boarding their prince Diponegoro as mediator, headmaster as autonomous driving madrasah, public support hamlet sembego, government support, the spirit of mutual cooperation and kinship.
Keywords: Quality Development, Madrasah Ibtidaiyah
Abstrak
Sebagai madrasah yang pernah mengalami kemerosotan, bermacam upaya dilakukan untuk dapat menyelamatkan MI Ma’arif Bego. Kepala Madrasah menjadi penggerak utama dalam upaya pengembangan yang ada di MI Ma’arif Bego. Diantara tahun ajaran 2011/2012 sampai 2014/2015 dapat dilihat perkembangan yang dialami oleh madrasah. Permasalahan yang dikaji fokus kepada: upaya pengembangan MI Ma’arif Bego dari tahun ajaran 2011/2012 sampai 2014/2015 yang terdiri dari pengembangan siswa, pendidik dan tenaga kependidikan. Penelitian ini merupakan penelitian kualitatif, pengumpulan data dilakukan dengan deskriptif analitik yaitu dengan cara mendeskripsikan dan menganalisis sama data lapangan serta membuat kesimpulan. Hasil penelitian menunjukkan bahwa: Pertama, upaya pengembangan prestasi siswa dari input melalui promosi pada kegiatan gebyar maulid, pengajian ahad padi dan mujahadah. Proses melalui program conversation, program tahfidz, shalat dhuha dan dhuhur berjamaah, outbound, reward untuk siswa berprestasi dan program peningkatan nilai UAN/UAS setiap tahun 0.50 poin, budaya sopan santun, lulusan hafal Juz 30, budaya ramah lingkungan. Upaya pengembangan mutu guru dan tenaga kependidikan dengan studi banding dan kegiatan penguatan kelembagaan seperti Bimtek, Diklat, Workshop, Pelatihan, KKG, MGMP, K3M. Upaya pengembangan sarana dan prasarana dilakukan dengan membangunan gazebo, merenovasi masjid, menambah ruang kelas. Upaya pengembangan pembiayaan yakni sumber pendapatan dari iuran bulanan kelas I-VI, APBN, BOS, dan donasi jamaah Yayasan Pondok Pesantren Pangeran Diponegoro. Upaya pengembangan manajemen/pengelolaan madrasah melalui penjaringan siswa baru, RKJM, RKAM, pengembangan sistem informasi sekolah, pelaksanaan akreditasi, penelusuran tamatan. Kedua, faktor penghambat yaitu sarana dan prasarana yang belum maksimal, keterbatasan dana pengembangan, manajemen madrasah yang belum optimal, tenaga kerja yang belum profesional. Faktor pendukung yakni adanya yayasan pondok pesantren pangeran diponegoro sebagai mediator, kepala madrasah sebagai penggerak otonomi madrasah, adanya dukungan dari masyarakat dusun sembego, adanya dukungan dari pemerintah, semangat gotong royong dan kekeluargaan.
Kata Kunci: Pengembangan Mutu, Madrasah Ibtidaiyah
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Jin, Tian, Lu Zhao, Zhe-Bin Zheng, Xiao Liu, Liang Sun, and Jia-Fu Lin. "Recent Advances in the Total Synthesis of Clavaminols." Synthesis 50, no. 23 (October 18, 2018): 4569–76. http://dx.doi.org/10.1055/s-0037-1610305.
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Clavaminols are a new class of long-chain 2-amino-3-alkanols that mostly contain 2R,3S-configurations. Owing to their interesting molecular architectures and promising activities, they have become popular targets for synthetic organic chemists. In this review, we highlight 12 total syntheses of clavaminols from different research groups during the period 2009 to 2018.1 Introduction2 Synthetic Approaches toward Clavaminols2.1 Total Synthesis by Chemla and Colleagues (2009)2.2 Total Synthesis by Greck and Colleagues (2010)2.3 Total Synthesis by Sutherland and Zaed (2011)2.4 Total Synthesis by Huang and Colleagues (2011)2.5 Total Synthesis by Kotora and Colleagues (2012)2.6 Total Synthesis by Kumar and Colleagues (2013)2.7 Total Synthesis by Prabhavathi Devi and Colleagues (2013 and 2016)2.8 Total Synthesis by Sarabia and Colleagues (2014)2.9 Total Synthesis by Mohapatra and Colleagues (2016)2.10 Total Synthesis by Lu and Colleagues (2016)2.11 Total Synthesis by Jin and Colleagues (2017)2.12 Total Synthesis by Kumar Pandey and Colleagues (2018)3 Conclusion
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Olstein, Katherine. "Class of 2014 IEEE Fellows [People]." IEEE Solid-State Circuits Magazine 6, no. 2 (2014): 66. http://dx.doi.org/10.1109/mssc.2014.2316076.
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Rochman, Fathur, Irwan Jatmiko, and Zulkarnaen Fahmi. "DINAMIKA INDUSTRI RAWAI TUNA DI PELABUHAN BENOA." Marine Fisheries : Journal of Marine Fisheries Technology and Management 9, no. 2 (November 27, 2018): 209. http://dx.doi.org/10.29244/jmf.9.2.209-220.
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<p class="Abstrak">ABSTRACT</p><p class="IsiAbstrak">This study presents information about the dynamics of industrial scale tuna longline development in Indonesia, especially tuna longline fisheries in the Eastern Indian Ocean. This study uses a descriptive method based on tuna longline enumeration data landed at Benoa port from 2012 to 2015. Benoa is one of the three main fishing ports in Indonesia, besides Nizam Zachman (Jakarta) and Cilacap (Central Java). It contributes the largest number of tuna catches to 60% of the total long-scale tuna catch industry in the Indian Ocean. This makes Benoa as the main barometer of industrial tuna fisheries in Indonesia. Industrial scale of tuna longline fisheries activities have dropped significantly to 76% from 2004 to 2015. Highest decline occurred in 2004 to 2006 by 43% followed by 2009 to 2010 at 41% and 2014 to 2015 at 19%. Enumeration data coverage in Benoa port is about 57% to 64% of total ship landing. Catch dominated by export products followed by local quality and bycatch products. The catch composition is dominated by four tuna species (BET, YFT, SBT and ALB) which reach 88% of the total catch followed by bycatch of 6.23% and fish with beaks of 5.46%. In period 2012 to 2014, fishing efforts are directly proportional to the number of ships and tuna production, but in 2015, capture efforts, CPUE and catch production increased along with the decline in the number of ships operating.</p><p class="Keyword">Keyword: Benoa Port, enumeration program, tuna longline</p><p class="Abstrak">ABSTRAK</p><p class="IsiAbstrak">Studi ini menyajikan informasi tentang dinamika perkembangan rawai tuna skala industri di Indonesia khususnya perikanan rawai tuna di Samudera Hindia Bagian Timur. Studi ini menggunakan metode deskriptif yang berbasis data enumerasi perikanan rawai tuna yang didaratkan di Pelabuhan Benoa tahun 2012 sampai dengan 2015. Pelabuhan Benoa merupakan satu dari tiga pelabuhan perikanan utama di Indonesia disamping Nizam Zachman (Jakarta) dan Cilacap (Jawa Tengah). Pelabuhan Benoa menyumbangkan jumlah tangkapan ikan tuna terbesar mencapai 60% dari total tangkapan rawai tuna skalaindustri di Samudera Hindia. Hal ini menjadikan Pelabuhan Benoa sebagai barometer utama perikanan tuna skala industri di Indonesia. Kegiatan perikanan rawai tuna skala industri telah menurun secara signifikan hingga 76% dari 2004 sampai 2015. Penurunan tertinggi terjadi pada 2004 sampai 2006 sebesar 43% diikuti 2009 hingga 2010 sebesar 41% dan 2014 sampai 2015 sebesar 19%. Cakupan data enumerasi di Pelabuhan Benoa adalah 57% sampai 64% dari total pendaratan kapal. Hasil tangkapan didominasi oleh produk ekport diikuti oleh produk kualitas lokal dan produk hasil sampingan. Komposisi hasil tangkapan didominasi oleh empat spesies tuna (BET, YFT, SBT dan ALB) yang mencapai 88% dari total tangkapan diikuti oleh hasil tangkapan sampingan sebesar 6,23% dan ikan berparuh sebesar 5,46%. Pada periode 2012 sampai 2014, upaya penangkapan berbanding lurus dengan jumlah kapal dan produksi tuna namun pada tahun 2015 upaya penangkapan, CPUE dan produksi hasil tangkapan meningkat seiring dengan turunnya jumlah kapal yang beroperasi.</p>Kata kunci: Pelabuhan Benoa, program enumerasi, rawai tuna
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Rusmiyati, Febti. "PENGARUH KEMANDIRIAN DAN KEBIASAAN BELAJAR TERHADAP PRESTASI BELAJAR METEMATIKA SISWA KELAS X SMA NEGERI 1 RONGKOP." UNION: Jurnal Ilmiah Pendidikan Matematika 5, no. 1 (March 1, 2017): 77. http://dx.doi.org/10.30738/.v5i1.931.
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This research intent to know influence: (1) Independence with math learned achievement; (2) Study habits with math learned achievement, and (3) are jointly between independence and study habits with math taught achievement student class X Senior High School 1 Rongkop. This observational type is ex post facto . This study population in observational is exhaustive student class X Senior High School 1 Rongkop year 2013 / 2014. Elected sample 3 classes which is 65 students. The sampling technique used was saturated sampling. Technique of data collecting used the technique questionnaire to get independence data and study habits and UAS point documentation to get achievement data studies math. The data analysis technique is the descriptive statistical analysis and correlation analysis. The result showed that: (1) There is a positive influence of independence to math learned achievements student class X Senior High School 1 Rongkop year 2013/2014 by correlations 0,443; (2) There is a positif influence of study habits to math learned achievements student class X Senior High School 1 Rongkop year 2013/2014 by correlations 0,447; (3) There is a positif influence of independence and study habits to math learned achievements student class X Senoir High School 1 rongkop year 2013/2014 by correlations 0,874.
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Michel, Patrick. "MarcoPolo-R: Near Earth Asteroid Sample Return Mission candidate as ESA-M3 class mission." Proceedings of the International Astronomical Union 10, H16 (August 2012): 483. http://dx.doi.org/10.1017/s1743921314011879.
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AbstractMarcoPolo-R is a sample return mission to a primitive Near-Earth Asteroid (NEA) selected in 2011 for the Assessment Study Phase of M3-class missions in the framework of ESAs Cosmic Vision (CV) 2015-2025 programme. The phase A study started at the end of 2012 and will proceed throughout 2013. The final selection by ESA will occur in February 2014. MarcoPolo-R is a European-led mission with a possible contribution from other agencies. MarcoPolo-R will rendez-vous with the primitive NEA 2008 EV5. Before returning a unique sample to Earth, the asteroid will be scientifically characterized at multiple scales. MarcoPolo-R will provide detailed knowledge of the physical and compositional properties of a member of the population of Potentially Hazardous Asteroids (PHA), which is an important contribution to mitigation studies.
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Tacman, Muge, and Nazan Comunoglu. "Class teachers’ expectations from teacher candidates from three points of views." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 282. http://dx.doi.org/10.18844/cjes.v1i1.73.
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The general aim of this study is to find out the way how the primary school class teachers evaluate the candidates, what their expect from the candidates and the effectivenes of the teaching training program being conducted in Ataturk Teacher Training Academy (AOA) to fulfill these expectations. The study is carried out by phenomenology, a qualitative method. Descriptive and content analysis were used in order to analyze the data. Study group is composed of three different dimensions. In the first dimension, a total of 52 teachers (2 school masters and 50 teachers), who had teaching practice students in their classes in last three years, had served during 2013-2014 and served in 5 different state primary schools that are in collaboration with AOA in the context of Teaching Practice Lessons. In order to analyze the data obtained from the views of these teachers, 15 teachers of AOA and 15 teachers that have graduated from AOA in 2012-2013/ 2013-2014 academic season form the second and third study groups respectively. Research findings were studied and interpreted in the framework of 4 main topics which are field knowledge, basic professional attitudes, effective communication and teaching abilities. Keywords: teacher training, candidate teacher, class teacher, primary school, North Cyprus.
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Sullo, Elaine. "A Multiyear Curriculum-Integrated Information Literacy Program Increases the Confidence and Research Skills of Nursing Students, Although Not as Much as Expected." Evidence Based Library and Information Practice 10, no. 1 (March 6, 2015): 72. http://dx.doi.org/10.18438/b8161h.
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A Review of:
Farrell, A., Goosney, J., & Hutchens, K. (2013). Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. Journal of the Canadian Health Libraries Association, 34(3), 164-175. doi: 10.5596/c13-061
Objective – To evaluate nursing students’ information literacy (IL) confidence and competence after a four year implementation of a curriculum-integrated information literacy program.
Design – Web-based and paper-based information literacy questionnaire.
Setting – Two Schools of Nursing in Newfoundland, Canada.
Subjects – 422 undergraduate nursing students.
Methods – A 20-item questionnaire was distributed to nursing students at two School of Nursing programs. Questions were designed to test one or more of the nine learning outcomes set forth for the IL program. At one School of Nursing, web-based questionnaires were sent via email, while paper-based questionnaires were distributed in class at the second School of Nursing.
Main Results – Because response rates were low at one of the nursing schools, these questionnaire responses were not examined, nor were they included in the data analysis. The 422 completed questionnaires were divided into groups based on the number of IL sessions attended. The class of 2011 attended two out of three IL sessions, the class of 2012 attended all three IL sessions, and the classes of 2014 and 2015 did not attend any IL classes.
There were 109 responses from class of 2011 students, 98 from class of 2012 students, and 215 from the classes of 2014 and 2015 (98 and 117, respectively). Results were reported according to the two main goals of the study – evaluating confidence levels and IL skills. Regarding confidence level, the class of 2012 felt more prepared than the other classes to begin evidence-informed practice (EIP). When asked about their confidence in the ability to perform research tasks, confidence levels rose between first year students and the class of 2011, but decreased between the class of 2011 and class of 2012.
In regard to information literacy skills, when asked to identify appropriate tools for locating scholarly research articles, only 2.8% of the first year students correctly identified two resources. Within the class of 2011, 33.9% could correctly identify tools, while 57.1% of the class of 2012 correctly identified appropriate tools. For a series of questions that asked if students could make appropriate decisions about the use of scholarly and popular literature, there was overall improvement between the first year students and fourth year students.
Several questions asked students about their understanding of different study types; students in all classes had difficulty with these questions. Additionally, there were questions related to identifying components of PICO (problem/population, intervention, comparison, outcome), and none of the students in the first year classes or in the 2011 class were able to correctly identify all four parts although 11.2 % of the class of 2012 identified all components correctly. Students were asked to create an answerable question using the PICO format, and 11.9% of the class of 2011, along with 11.2% from the class of 2012 and 3.7% from the first year class were able to do so.
When asked to identify criteria for evaluating websites, 28.4% of students in the class of 2011 and 30.6% of the class of 2012 were able to list three correct criteria. Only 8.3% of the first year students answered this question correctly. Finally, students were given a research question and asked to select the best search statement; those who answered correctly included 28.4% of the class of 2011, 27.6% from the class of 2012, and 20.8% of first year students.
Conclusions – The authors concluded that overall, IL skills improved from first to fourth year, although not as much as the anecdotal information from nursing faculty would indicate. This ongoing, four year study has prompted discussion on ways to improve the current IL component of the undergraduate nursing degree curriculum, and changes will be implemented in a future version of this curriculum.
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Sulistyo, Gunadi Harry, and Suharyadi Suharyadi. "THE PROFILE OF EFL LEARNERS AS MEASURED BY AN ENGLISH PROFICIENCY TEST." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (July 17, 2018): 115–45. http://dx.doi.org/10.30762/jeels.v5i1.570.
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This study aims at examining the profile of the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). A number of 277 students across admission classes: 2016, 2015, 2014, and 2013 were involved in the study. Their proficiency was measured using a paper-and-pencil TOEFL-like test. The subtests reliability was assured. The data was analyzed using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. The respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was observed from the scores of Classes of 2015, 2014, and 2013 respectively. Statistical differences in the mean scores of the students across admission classes were observed. Particularly, the mean score of Class of 2016 differed from those of Classes of 2015, 2014, and 2013. Similarly, the mean score of Class of 2013 differed statistically from that of Classes of 2016, 2015, and 2014. However, the mean score of Classes of 2014 and 2015 did not differ statistically. Statistically the mean scores of Classes of 2014 and 2013 in the first semester and those of Classes of 2014 and 2013 in their fifth and seventh semester differed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.
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Bezdek, James C. "IEEE Fellows—Class of 2014 [Society Briefs]." IEEE Computational Intelligence Magazine 9, no. 2 (May 2014): 9–11. http://dx.doi.org/10.1109/mci.2014.2307216.
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Bertuccio, Paola, Gianfranco Alicandro, Gabriella Sebastiani, Nicolas Zengarini, Giuseppe Costa, Carlo La Vecchia, and Luisa Frova. "Mortality by occupation-based social class in Italy from 2012 to 2014." International Journal of Public Health 63, no. 7 (July 26, 2018): 865–74. http://dx.doi.org/10.1007/s00038-018-1149-8.
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Gnanasakthy, Ari, Carla DeMuro, Marci Clark, Emily Haydysch, Esprit Ma, and Vijayveer Bonthapally. "Patient-Reported Outcomes Labeling for Products Approved by the Office of Hematology and Oncology Products of the US Food and Drug Administration (2010-2014)." Journal of Clinical Oncology 34, no. 16 (June 1, 2016): 1928–34. http://dx.doi.org/10.1200/jco.2015.63.6480.
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Purpose To review the use of patient-reported outcome (PRO) data in medical product labeling granted by the US Food and Drug Administration (FDA) for new molecular entities and biologic license applications by the FDA Office of Hematology and Oncology Products (OHOP) between January 2010 and December 2014, to elucidate challenges faced by OHOP for approving PRO labeling, and to understand challenges faced by drug manufacturers to include PRO end points in oncology clinical trials. Methods FDA Drug Approval Reports by Month were reviewed to obtain the number of new molecular entities and biologic license applications approved from 2010 to 2014. Drugs approved by the FDA OHOP during this period were selected for further review, focusing on brand and generic name; approval date; applicant; indication; PRO labeling describing treatment benefit, measures, end point status, and significant results; FDA reviewer feedback on PRO end points; and study design of registration trials. First in class, priority review, fast track, orphan drug, or accelerated approval status was retrieved for selected oncology drugs from 2011 to 2014. Descriptive analyses were performed by using Microsoft Excel 2010. Results Of 160 drugs approved by the FDA (2010-2014), 40 were approved by OHOP. Three (7.5%) of the 40 received PRO-related labeling (abiraterone acetate, ruxolitinib phosphate, and crizotinib). Compared with nononcology drugs (2011-2014), oncology drugs were more likely to be orphan and first in class. The majority of oncology drug reviews by FDA were fast track, priority, or accelerated. Conclusion Although symptoms and functional decrements are common among patients with cancer, PRO labeling is rare in the United States, likely because of logistical hurdles and oncology study design. Recent developments within the FDA OHOP to capture PROs in oncology studies for the purpose of product labeling are encouraging.
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SANTOSA, TEGUH IMAN, and TIURLINA SIREGAR. "IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN KIMIA KELAS X SMA SE-KOTA JAYAPURA." Jurnal Ilmu Pendidikan Indonesia 5, no. 2 (May 22, 2018): 49–59. http://dx.doi.org/10.31957/jipi.v5i2.251.
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This study aimed to evaluate the feasibility of learning applied chemistry teacher of class X associated with the implementation of Curriculum 2013 in the schools, the results of the analysis of these implementations will be referred to the standardization that has been set by the Minister of Education as a reference implementation of Curriculum 2013. This type of research is research qualitative evaluative. The method or technique of collecting data is interactive and non-interactive. Results of the study subjects chemistry class X Curriculum 2013 are guided by the Permendikbud No. 59 of 2014, Permendikbud No. 103 of 2014 and Permendikbud No. 104 2014 shows (1) In the learning plan can be implemented and supported by the results of the questionnaire teachers who achieve 86% success rate (2) Implementation of the learning can be implemented and supported by the results of the questionnaire teachers who achieve 86% success rate. (3) the learning process can be accomplished in accordance with and supported by the results of the questionnaire teachers who achieve 81% success rate. (4) Assessment of learning outcomes can be accomplished and supported by the results of the questionnaire teachers who achieve 87% success rate. The results showed that the implementation of the curriculum in 2013 subjects chemistry class X as determined by Permendikbud No. 59 of 2014, Permendikbud No. 103 of 2014 and No. 104 Permendikbud 2014.
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Stam, Per, Sofia Pulls, Johan Alfredsson, Lisbeth Stenberg, Åsa Arping, Jesper Olsson, Frida Beckman, et al. "Recensioner." Tidskrift för litteraturvetenskap 44, no. 3-4 (January 1, 2014): 115–56. http://dx.doi.org/10.54797/tfl.v44i3-4.9316.
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Per Stam om CAROLINE HAUXFRAMKALLNING. SKRIFT, KONSUMTION OCH SEXUALITET I KARIN BOYES ASTARTE OCH HENRY PARLANDS SÖNDERGöteborg/Stockholm: Makadam, 2013, 359 s. (diss. Stockholm)
Sofia Pulls om EVA SÖDERBERG, MIA ÖSTERLUND & BODIL FORMARK (RED.)FLICKTION. PERSPEKTIV PÅ FLICKAN I FIKTIONENMalmö: Universus Academic Press, 2013, 328 s.
Johan Alfredsson om MARTIN GLAZ SERUPRELATIONEL POESIOdense: Syddansk Universitetsforlag, 2013, 115 s.
Lisbeth Stenberg om MARIA M. BERGLUNDVÄRV OCH VERK. FÖRNYELSE OCH TRADITION I NORDISK KVINNOLITTERATURHISTORIA FRÅN TILLKOMST TILL TRYCKT BOKKarlstad University Studies, 2013:21. Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet, 320 s. (diss. Karlstad)
Åsa Arping om EIVIND TJØNNELAND (RED.)KRITIKK FØR 1814. 1700-TALLETS POLITISKE OG LITTERÆRE OFFENTLIGHETOslo: Dreyers forlag, 2014, 639 s.
Jesper Olsson om MARKUS HUSSMOTSTÅNDETS AKUSTIK. SPRÅK OCH (O)LJUD HOS PETER WEISS 1946–1960Lund: ellerströms, 2014, 297 s. (diss. Södertörn/Stockholm)
Frida Beckman om MAGNUS ULLÉN (RED.)VÅLDSAMMA FANTASIER. STUDIER I FIKTIONSVÅLDETS FUNKTION OCH ATTRAKTIONKulturvetenskapliga skriftserien, 2:2014 Karlstad: Karlstads universitet, 2014, 230 s.
Per-Olof Mattsson om CHRISTIAN BERRENBERG”ES IST DEINE PFLICHT ZU BENUTZEN, WAS DU WEIßT!” LITERATUR UND LITERARISCHE PRAKTIKEN IN DER NORWEGISCHEN ARBEITERBEWEGUNG 1900–1931Literarische Praktiken in Skandinavien; 3. Würzburg: Ergon, 2014, 476 s. (diss. Köln)
Tilda Maria Forselius om EVA HÆTTNER AURELIUS, HEDDA GUNNENG & JON HELGASON (RED.)WOMEN’S LANGUAGE. AN ANALYSIS OF STYLE AND EXPRESSION IN LETTERS BEFORE 1800Lund: Nordic Academic Press, 2012, 260 s.
Jennie Nell om PETER LIND”STRUNT ALT HVAD DU ORERAR”. CARL MICHAEL BELLMAN, ORDENSRETORIKEN OCH BACCHI ORDENStudia Rhetorica Upsaliensa 4, red. Otto Fischer, Uppsala: Uppsala universitet, 2014, 322 s. (diss. Uppsala)
Marianne Sandels om CARIN FRANZÉNJAG GAV HONOM INTE MIN KÄRLEK. OM HÖVISK KÄRLEK SOM KVINNLIG STRATEGIStockholm: Ersatz, 2012, 174 s.
Johannes Björk om MAGNUS NILSSONLITERATURE AND CLASS. AESTHETICAL-POLITICAL STRATEGIES IN MODERN SWEDISH WORKING-CLASS LITERATUREBerlin: Berliner Beiträge zur Skandinavistik Band 21, 2014, 172 s.
Hilda Jakobsson om KRISTINA FJELKESTAM, HELENA HILL & DAVID TJEDER (RED.)KVINNORNA GÖR MANNEN. MASKULINITETSKONSTRUKTIONER I KVINNORS TEXT OCH BILD 1500–2000,Göteborg/Stockholm: Makadam, 2013, 351 s.
Thomas Götselius om KNUT OVE ELIASSEN, ANNE FASTRUP & TUE ANDERSEN NEXØ (RED.)EUROPEISK LITTERATUR 1500–1800. BIND 1. VERDEN: FRA COLUMBUS TILL NAPOLEONAarhus: Aarhus universitetsforlag, 2013, 260 s.
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Harbour, Daniel. "Poor pronoun systems and what they teach us." Nordlyd 41, no. 1 (January 21, 2015): 125. http://dx.doi.org/10.7557/12.3314.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The world’s smallest pronoun systems can eschew any of the following contrasts: (i) author–nonauthor, (ii) participant–nonparticipant, (iii) singular–nonsingular. This supports the view that features are mutually independent parameters (Harbour 2011a, 2014a, 2014b), but is problematic for Koeneman and Zeijlstra’s (2014) recent reworking of the Rich Agreement Hypothesis, which is predicated on the claim that (i)–(iii) are universally obligatory. </span></p></div></div></div>
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Cahyani, Marina Rizki Tri, Sri Dwiastuti, and Maridi Maridi. "Pengaruh Model Pembelajaran Discovery Learning terhadap Kemampuan Berpikir Logis Siswa Kelas X MIA SMA Muhammadiyah 1 Surakarta Tahun Pelajaran 2013/ 2014." BIO-PEDAGOGI 3, no. 2 (October 2, 2014): 95. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5346.
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<p>The purpose of the research was to determine effect of Discovery Learning on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. The study was a quasi experimental research with a Posttest Only Nonequivalent Control Group Design. The population was all students of class X MIA SMA Muhammadiyah 1 Surakarta in the school year 2013/2014. The sampling technique was cluster sampling. Data collection techniques using tests and non-test methods. Independent sample t-test was used to test hypothesis. The result of hypothesis testing has a significance of 0.048. The average value of logical thinking test on control class was 4.41 and the experimental class was 5.19. The conclusion was Discovery Learning significant effect on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Discovery Learning, logical thinking skills, conventional learning</p>
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Flo, Jill. "Simulation in nursing students’ preclinical studies — Does the timing of the simulation matter?" Journal of Nursing Education and Practice 11, no. 12 (July 29, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n12p10.
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Background: A descriptive case study evaluated second-year undergraduate nursing students’ perception of simulations, comparing two curricula.Methods: Questionnaires were completed post-simulation by 658 students from the classes of 2013/2014 (old curriculum) and the class of 2015 (new curriculum).Results: The classes of 2013/2014 were more satisfied with the written information than the class of 2015 (mean of 3.83 vs 3.32, p < .001). The classes of 2013/2014 were also better prepared (mean of 3.44 vs 3.12, p < .001). A significant difference was found between the classes of 2013/2014 and 2015 regarding the benefit of the simulation (mean of 3.94 vs 4.16, p < .001). Moreover, the surgical group found simulating with the manikin more beneficial compared to the medical and mental health groups’ experience with role-play (mean of 4.33 vs 4.08 vs 4.11, p < .050). Finally, male students reported simulation as more beneficial than female students (mean of 4.30 vs 4.01, p < .005).Conclusions: Between-class differences emerged when the curriculum changed, and students found simulation with a manikin directly before clinical practice most beneficial.
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Irizarry Cruz, Dora María. "Colonialismo y memoria de la violencia militar en las mujeres viequenses = Colonialism and memory of military violence in Vieques women." Cuestiones de género: de la igualdad y la diferencia, no. 14 (June 27, 2019): 507. http://dx.doi.org/10.18002/cg.v0i14.5838.
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<p class="Cuadrculamedia21"><strong>Resumen</strong></p><p>El presente artículo trata sobre la materialización de la violencia colonial militar (1941-2003) en la vida de las mujeres viequenses y cómo estas se han enfrentado a dicha violencia construyendo prácticas decoloniales de resistencia comunitaria. La investigación fue enmarcada a través de dos categorías: colonialidad del género y prácticas decoloniales. Para obtener los resultados se llevó a cabo una etnografía audiovisual en la isla de Vieques, Puerto Rico, durante los años 2012-2013, con incursiones al campo entre los años 2014 y 2015. Se realizaron 34 entrevistas semi-estructuradas a mujeres negras, mulatas y blancas, de clase trabajadora, entre las edades de 20 y 70 años.</p><p><strong>Abstract</strong></p><p>This paper is about the materialization of colonial military violence (1941-2003) in the lives of women in the island of Vieques (Puerto Rico) and how they have dealt with it by building decolonial practices of community resistance. Research was framed by two categories: coloniality of gender and decolonial practices. Results were gathered by means of audiovisual ethnography (2012-2013) and field work in 2014 and 2015. Thirty-four semi-structured interviews were carried out to black, mulatto and white working class women ages 20-70.</p>
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Nurlia, Elsa. "MODEL PEMBELAJARAN BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN MENERAPKAN VOKAL É, E, DAN EU DALAM MENULIS PENGALAMAN." LOKABASA 5, no. 2 (October 10, 2014): 136. http://dx.doi.org/10.17509/jlb.v5i2.15947.
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Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa menerapkan vokal é, e, dan eu dalam menulis pengalaman. Penelitan ini bertujuan untuk mendeskripsikan: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif; 3) perbedaan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, serta desain penelitiannya adalah pre-test and post-test group. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif dikatagorikanC (cukup), dengan rata-rata 66,38%; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif dikatagorikan B (baik), dengan rata-rata 77,83%; serta 3) ada perbedaan yang signifikan antara kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif yang terlihat dari hasil gainnya yaitu 11,45%. Hasil uji hipotesis pun menunjukan > , yaitu4,60 > 2,76 yang artinya hipotesis kerja ( ) diterima dan hipotesis nol ( ) ditolak. Jadi, model pembelajaran berpikir induktif dapat meningkatkan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014. AbstractThis research is triggered by lack of student ability to apply vocal é, e, and eu in the writing experience. This research aims to describe: 1) the ability to apply the vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning modelof inductive thinking; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking; 3) The differences of ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking. The method used in this research is an experiment quasi and then this research design is the pre-test and the post-test group. Based on the results, it can be concluded that: 1) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning model of inductive thinking is categorized C (enough), with an average 66,38%; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking is categorized B (good), with an average 77,83%, and 3) there is a significant difference between the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking that can be seen from its gain result is 11,45%. The result of the hypothesis test represents the value > is 4,60 > 2,76 which means that the working hypothesis ( ) is accepted and the null hypothesis ( ) is rejected. Therefore, thelearning model of inductive thinking can improve the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014.
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Batzell, Rudi. "THE LABOR OF SOCIAL REPRODUCTION: HOUSEHOLD WORK AND GENDERED POWER IN THE HISTORY OF CAPITALISM, 1870–1930." Journal of the Gilded Age and Progressive Era 15, no. 3 (June 24, 2016): 310–30. http://dx.doi.org/10.1017/s1537781416000141.
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•Susan Porter Benson, Household Accounts: Working-Class Family Economies in the Interwar United States (Ithaca, NY: Cornell University Press, 2007).•Evelyn Nakano Glenn, Forced to Care: Coercion and Caregiving in America (Cambridge, MA: Harvard University Press, 2010).•Elaine Lewinnek, The Working Man's Reward: Chicago's Early Suburbs and the Roots of American Sprawl (Oxford: Oxford University Press, USA, 2014).•Katherine Leonard Turner, How the Other Half Ate: A History of Working-Class Meals at the Turn of the Century, California Studies in Food and Culture 48 (Berkeley: University of California Press, 2014).•Karol K. Weaver, Medical Caregiving and Identity in Pennsylvania's Anthracite Region, 1880–2000 (University Park: Pennsylvania State University Press, 2011).•Wendy A. Woloson, In Hock: Pawning in America from Independence through the Great Depression (Chicago: University of Chicago Press, 2009).
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Dias, Reinildes, and Sônia Maria de Oliveira Pimenta. "Technologies, literacies in English oral communication and teacher education: an empirical study at the university level." Revista Brasileira de Linguística Aplicada 15, no. 3 (September 2015): 711–33. http://dx.doi.org/10.1590/1984-639820156305.
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The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended learning (THORNE, 2003) and genre (KRESS, 2003). The methodology involved critical reflection of teaching practices, blended-learning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that our student teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that they will be able to implement these instructional strategies in their future teaching practices.
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., Marlina. "THE EXPERIMENTAL STUDY OF NOTE TAKING PAIRS IN TEACHING READING (Case Study in STAIN Pekalongan in the 2013/2014 Academic Year)." JURNAL PENELITIAN 12, no. 2 (October 9, 2015): 169. http://dx.doi.org/10.28918/jupe.v12i2.456.
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This research is intended to know whether: (1) Note Taking Pairs is more effective than Direct Instructional Method to teach reading; (2) Students who have high interest have better reading skill than students who have low interest; and (3) There is an interaction between teaching methods and students’ interest in teaching reading. The method which was applied in this research was Experimental study. It was conducted at STAIN Pekalongan in the 2013/2014 Academic Year. The population was the English 3 Students of STAIN Pekalongan in the 2013/2014 Academic Year. It consists of four classes (128 students). The writer used cluster random sampling to get the sample. It consists of two classes: (1) 32 students of A class, and (2) 32 students of B class. The data analysis shows the following findings : (1) Note Taking Pairs is more effective than Direct Instructional Method for teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; (2) The students who have high interest have better reading skill than the students who have low interest of the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; and (3) There is an interaction between teaching methods and students’ interest in teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year.Hopefully, the result of this research will be useful for lecturers in order to choose and determine the suitable teaching method used in their class.
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., Rasiman, Kartinah ., and Dina Prasetyowati. "IbM BAGI GURU MATEMATIKA SMPDI KABUPATEN KENDAL." E-DIMAS 5, no. 2 (July 12, 2015): 44. http://dx.doi.org/10.26877/e-dimas.v5i2.715.
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Abstract Community service activities for this, intended for junior high school mathematics teachers, especially in MGMPs Kendal in support of Curriculum 2013. The 2013 curriculum is implemented in stages beginning in school year 2013-2014 through the implementation is limited, especially for schools that are ready to implement it. In the academic year of 2013/2014, Curriculum 2013 implemented on a limited basis for Class I and IV Elementary / Madrasah Ibtida'iyah (SD / MI), Class VII School SMP / MTs (SMP / MTs), and Class X High School / School SMK / Madrasah Aliyah (SMA / SMK / MA / MAK). In the academic year of 2015/2016 is expected toCurriculum 2013 has been implemented in the whole class I to Class XII. For that we consider necessary the holding of training activities and workshops preparation of lesson plans and training curriculum in 2013 based learning media creation software GeoGebra useful for teachers of Mathematics junior in Kendal. The method used is the training and workshops with a target output of each participant design a lesson plan curriculum in 2013 and the manufacture of Mathematics instructional media with the help of software GeoGebra. Keywords: Curriculum 2013, GeoGebra
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WICAKSONO, ARIEF RIDHO, Sri Widoretno, and Nurmiyati Nurmiyati. "Pengaruh Penggunaan Modul Berbasis Research pada Pembelajaran Think Pair Share dan Group Investigation terhadap Pemahaman Konsep dan Kemampuan Metakognisi Peserta Didik Kelas X SMA Negeri 1 Boyolali Tahun Ajaran 2013/2014." Bioedukasi: Jurnal Pendidikan Biologi 8, no. 1 (February 1, 2015): 60. http://dx.doi.org/10.20961/bioedukasi-uns.v8i1.3544.
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<p class="5abstrak">The purpose of the research to determine effect of the use of Module-Based Research on Learning Model of Think Pair Share and Group Investigation to Understanding of Concept and Metacognition Ability of 10th Grade Students at SMA Negeri 1 Boyolali 2013/2014 Academic Year. This research was quasi experiment research which use Pretest-postest Nonequivalent control group design. The research population was all students of 10th Grade at SMA Negeri 1 Boyolali 2013/2014 Academic Year. The sample is taken by using Cluster Random Sampling method, in order to obtain 4 class experimental and 1 control class with the same capabilities. Experimental class is a class with treatment of different learning, namely TPS + module-based research, GI + module-based research, TPS, GI, and one class as a control. Data was collected using a multiple-choice test, test description, and observation sheets. Hypothesis testing using Anacova test. The research concluded that there are significant differences to understanding concept of students as a result of the use Think Pair Share and Group Investigation with module-based research. Results for metacognition abilities showed no significant difference from the treatment that used, namely TPS + module-based research, GI + module-based research, TPS, GI towards metacognitive abilities of of 10th Grade Students at SMA Negeri 1 Boyolali 2013/2014 Academic Year.</p>
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Heryansyah, Heryansyah. "PENINGKATAN KEMAMPUAN MENYIMAK LAPORAN PERJALANAN DENGAN METODE INKUIRI MENGGUNAKAN MEDIA VIDEO." Jurnal Edukasi Khatulistiwa 1, no. 1 (May 25, 2018): 29. http://dx.doi.org/10.26418/ekha.v1i1.24845.
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This study aimed to describe the increase in the ability to listen to a trip report by inquiry method using video media in class VIII B SMPN 2 Segedong Pontianak District in Academic Year 2013/2014.This research method is descriptive with this kind of research is classroom action research conducted through three cycles. Each cycle consists of planning, action, observation, and reflection.The study concluded that the inquiry method with video media effectively used in improving listening skills a trip report on class VIII B SMP Negeri 2 Segedong Pontianak district academic year 2013/2014.
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Alexander, Maryann. "Congratulations, Nursing Graduates of the Class of 2014!" Journal of Nursing Regulation 5, no. 2 (July 2014): 3. http://dx.doi.org/10.1016/s2155-8256(15)30086-7.
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McKinnon, Christopher. "Dual-Class Capital Structures: A Legal, Theoretical & Empirical Buy-Side Analysis." Michigan Business & Entrepreneurial Law Review, no. 5.1 (2015): 81. http://dx.doi.org/10.36639/mbelr.5.1.dual-class.
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“The advantage of a dual-class share structure is that it protects entrepreneurial management from the demands of ordinary shareholders. The disadvantage of a dual-class share structure is that it protects entrepreneurial management from the demands of shareholders.” Issuing dual classes of stock has become hotly debated since two major events transpired in 2014: (1) Facebook acquired WhatsApp for $19 billion and (2) Alibaba chose to list its shares on the New York Stock Exchange (NYSE) instead of the Hong Kong Exchange. Because dual-class managers, like those at Facebook and Alibaba, retain a controlling voting block, their decisions are immune from activist investors or others who disagree with corporate actions. This protection allowed Mark Zuckerberg to acquire WhatsApp at an enormous price that stockholders may have resisted, and it is why Alibaba chose to list on the NYSE even though its stockholders may have found the Hong Kong Exchange to be a more natural fit. This Comment seeks to determine whether the one-man decisional structures at Facebook and Alibaba—accomplished through dual classes of stock—allow such managers to undertake, what the market perceives to be, value-destroying transactions more often than their single-class counterparts.
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Tao, Xiang, R. Marshall Austin, Hao Zhang, Lihong Zhang, Jianan Xiao, Li Wang, Xianrong Zhou, and Chengquan Zhao. "Pap Test Reporting Rates for Conventional Smear and Liquid-Based Cervical Cytology from the Largest Academic Women's Hospital in China: Analysis of 1,248,785 Pap Test Reports." Acta Cytologica 59, no. 6 (2015): 445–51. http://dx.doi.org/10.1159/000443679.
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Objective: The Obstetrics and Gynecology Hospital of Fudan University (OGHFU) in Shanghai is the largest academic women's hospital in China. Between 2009 and 2014, the use of liquid-based cytology (LBC) significantly increased while gradually adopting the Bethesda System (TBS), and in 2012 local regulations mandated that pathologists replace technicians to sign out Pap tests. Design: A retrospective OGHFU database search documented all Pap test reports between 2009 and 2014 by specimen type, either LBC or conventional Pap smears (CPS), and final reporting category. A total of 1,224,785 Pap reports were analyzed to document variations in Pap test reporting during a period of major change in cervical screening in China. Results: LBC gradually replaced CPS, which declined from over 65% of Pap tests in 2010 to 6.4% in 2014. Of 514,811 Pap reports using the traditional class system, class I (negative) reports accounted for 98.3% of results. With the introduction of TBS reporting, pathologist reviews and substantial replacement of CPS by LBC, the laboratory abnormal Pap test rate increased significantly to almost 5%. Conclusions: Changes in cervical cytology reporting between 2009 and 2014 in China's largest academic women's hospital reflected both increased use of LBC and the introduction of pathologist TBS reporting. Abnormality rates increased significantly and fell within CAP benchmark ranges.
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Etirmishli, G., R. Abdullaeva, S. Ismailova, and S. Kazymova. "AZERBAIJAN." Earthquakes in Northern Eurasia, no. 23 (December 15, 2020): 49–60. http://dx.doi.org/10.35540/1818-6254.2020.23.04.
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In 2014, a network of 35 digital seismic stations of Azerbaijan continued to operate unchanged, while significant changes occurred in the work of analog stations – they were completely stopped in May 2014. The set of parameters determined for estimation of the earthquake magnitude decreased – determination of MPVA magnitude and KP energy class ceased. Only the local magnitude ML Azr is measured, which is converted then into energy class K. The total number of earthquakes recorded by Azerbaijan network of seismic stations amounted to 5754, but the Azerbaijan earthquake catalog published in the Appendix to this article contains 135 of them with ML Azr3.0 only. An increase in seismic activity in the study area was noted. This is expressed in increase in 2014 of number of representative earthquakes (K≥9) compared with both their number in 2013 and the average annual value for 1993–2013. The seismic energy released in 2014, after its reduced values in 2013, approached the background level. In 2014, the most significant seismic event on the territory of the Republic was the February 10 earthquake with ML Azr=5.7 and intensity in the epicenter of I0=6.
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Bariroh, Siti. "HUBUNGAN ANTARA KETERAMPILAN HITUNG, KEMANDIRIAN BELAJAR DAN LINGKUNGAN BELAJAR DENGAN PRESTASI BELAJAR MATEMATIKA." UNION: Jurnal Ilmiah Pendidikan Matematika 5, no. 1 (March 1, 2017): 38. http://dx.doi.org/10.30738/.v5i1.929.
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descriptively, the purpose of this study is to know the tendency students’ of computational skills, independece of learning, learning environment and the academic mathematics achievement of the students class VIII SMP Negeri of in Panjatan district on 2013/2014 academic year. Correlatively, the purpose is to determine the relationship between computational skills, independece of learning, learning environment and the academic mathematics achievement of the students class VIII SMP Negeri of in Panjatan district on 2013/2014 academic year. The population of this study was all students of VIII SMP Negeriin Panjatan district on 2013/2014 academic year. Sampling is taken by using cluster randomsampling technique.. The researcher took and selected class of VIII B and VIII C SMP N I Panjatan and class VIII A and VIII B SMP N 2 Panjatan as the sample class with the number of responders is 108 students. The data analysis is using multiple correlation and multiple regression of two variables. The results of this descriptive study showed that the computational skills is in a very high category, while their independece of learning is in the high category, while their the learning environment is in the high category and their learning mathematics achievement in a high category.From the calculation of multiple correlation test, the value ofR=0,647 by p= 0,000 <α=0,05, it means that there is a positive and significant relationship between computational skills, independece of learning, learning environment and the academicmathematics achievement.
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Winarni, Selamet, Ngurah Ayu Nyoman Murniati, and Duwi Nuvitalia. "PENERAPAN MODEL LEARNING STARTS WITH A QUESTION (LSQ) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI IPA SMA NEGERI 2 DEMAK TAHUN PELAJARAN 2013/2014." Jurnal Penelitian Pembelajaran Fisika 5, no. 2 (July 22, 2018): 1. http://dx.doi.org/10.26877/jp2f.v5i2.2358.
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Classroom action research this used Learning Starts with a Question model . This research is motivated by the learning outcomes of students of class XI IPA-4 SMAN 2 Demak in learning physics is lower than other classes. This study aims to improve student learning outcomes class XI IPA SMA N 2 Demak of academic year 2013/2014. The subjects were students of class XI IPA-4 SMA N 2 Demak totaling 40 students, consist of 12 male students and 28 female students.Classroom action research through three cycles of learning. Where each cycle consists of planning, action, observation, and reflection. Data collected through testing, observation method and documentation method.The results showed this learning by applying Learning Starts with a Question (LSQ) model to improve learning outcome student at each cycle. The conclusion of this research is the application of Learning Start with a Question (LSQ) model to improve learning outcomes student class XI IPA SMA N 2 Demak academic year 2013/2014.
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Sari, Kartika, and Ni Luh Putu Suciptawati. "PENGEMBANGAN MODEL PEMBELAJARAN MODIFIED STUDENT TEAMS ACHIEVEMENT DIVISION (MSTAD) DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN STRUKTUR ALJABAR." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (September 21, 2015): 116. http://dx.doi.org/10.18269/jpmipa.v20i2.573.
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The application of Students Team Achievement Division (STAD) model in learning algebra structure indicated that the model is slow on detecting an error in understanding the material and it also need more time to completely delivered all of the course’s material. Therefore, in this study STAD was modified into Modified Students Teams Achievement Division (MSTAD). MSTAD development was carried out through three stages: developing new ideas based on previous research, developing results, and conducting trials. Trials were performed on students taking Algebra Structure 1 course in 2013/2014 and 2014/2015 academic year in one of the universities in Bali. Results showed that error in understanding the material was detected early, and every material was delivered on time. Statistical analysis also showed that class where MSTAD was applied achieve significantly better learning outcomes compared to STAD class and conventional class for 2013/2014 academic year (t= -9,339 < t0,05(41) = -2,702) as well as 2014/2015 academic year (Z0,5(1-0,01)=0,4950 = 2,57). Keywords: Algebra Structure, MSTAD model, STAD modelABSTRAK Penerapan model Student Team Achievement Division (STAD) dalam pembelajaran Struktur Aljabar menunjukkan bahwa kesalahan dalam memahami materi lambat terdeteksi dan perlu tambahan waktu untuk menyelesaikan semua materi. Oleh karena itu, dalam penelitian ini dikembangkan modifikasi model STAD yaitu model pembelajaran Modified Student Teams Achievement Division (MSTAD).Pengembangan dilakukan melalui tiga tahap yaitu mengembangkan ide baru berdasarkan penelitian sebelumnya, mengem- bangkan hasil, dan melaksanakan uji coba. Uji coba dilakukan pada mahasiswa yang mengambil mata kuliah Struktur Aljabar 1 pada Tahun Ajaran 2013/2014 dan 2014/2015 di Jurusan Matematika salah satu Universitas di Bali. Hasil ujicoba menunjukkan bahwa kesalahan dalam memahami materi dapat terdeteksi lebih awal dan materi juga dapat diselesaikan tepat waktu. Hasil analisis statistik juga menunjukkan bahwa kelas yang pembelajarannya menerapkan model MSTAD memiliki nilai hasil belajar yang lebih baik dibandingkan kelas yang pembelajarannya menerapkan model STAD maupun metode konvensional baik untuk Tahun Ajaran 2013/2014 (t= -9,339 < t0,05(41) = -2,702) maupun untuk Tahun Ajaran 204/2015 (Z0,5(1-0,01)=0,4950 = 2,57). Kata kunci: pembelajaran STAD, pembelajaran MSTAD, struktur aljabarErratum
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Sari, Kartika, and Ni Luh Putu Suciptawati. "PENGEMBANGAN MODEL PEMBELAJARAN MODIFIED STUDENT TEAMS ACHIEVEMENT DIVISION (MSTAD) DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN STRUKTUR ALJABAR." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 2 (October 22, 2015): 116–21. http://dx.doi.org/10.18269/jpmipa.v20i2.36231.
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ABSTRAKPenerapan model Student Team Achievement Division (STAD) dalam pembelajaran Struktur Aljabar menunjukkan bahwa kesalahan dalam memahami materi lambat terdeteksi dan perlu tambahan waktu untuk menyelesaikan semua materi. Oleh karena itu, dalam penelitian ini dikembangkan modifikasi model STAD yaitu model pembelajaran Modified Student Teams Achievement Division (MSTAD).Pengembangan dilakukan melalui tiga tahap yaitu mengembangkan ide baru berdasarkan penelitian sebelumnya, mengem-bangkan hasil, dan melaksanakan uji coba. Uji coba dilakukan pada mahasiswa yang mengambil mata kuliah Struktur Aljabar 1 pada Tahun Ajaran 2013/2014 dan 2014/2015 di Jurusan Matematika salah satu Universitas di Bali. Hasil ujicoba menunjukkan bahwa kesalahan dalam memahami materi dapat terdeteksi lebih awal dan materi juga dapat diselesaikan tepat waktu. Hasil analisis statistik juga menunjukkan bahwa kelas yang pembelajarannya menerapkan model MSTAD memiliki nilai hasil belajar yang lebih baik dibandingkan kelas yang pembelajarannya menerapkan model STAD maupun metode konvensional baik untuk Tahun Ajaran 2013/2014 (t= -9,339 t0,05(41) = -2,702) maupun untuk Tahun Ajaran 204/2015 (Z0,5(1-0,01)=0,4950 = 2,57).ABSTRACTThe application of Students Team Achievement Division (STAD) model in learning algebra structure indicated that the model is slow on detecting an error in understanding the material and it also need more time to completely delivered all of the course’s material. Therefore, in this study STAD was modified into Modified Students Teams Achievement Division (MSTAD). MSTAD development was carried out through three stages: developing new ideas based on previous research, developing results, and conducting trials. Trials were performed on students taking Algebra Structure 1 course in 2013/2014 and 2014/2015 academic year in one of the universities in Bali. Results showed that error in understanding the material was detected early, and every material was delivered on time. Statistical analysis also showed that class where MSTAD was applied achieve significantly better learning outcomes compared to STAD class and conventional class for 2013/2014 academic year (t= -9,339 t0,05(41) = -2,702) as well as 2014/2015 academic year (Z0,5(1-0,01)=0,4950 = 2,57).
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Narimatsu, Yoji, Shigeho Kakehi, Shin-ichi Ito, Yuji Okazaki, Ryo Inagawa, and Toshikazu Yano. "Impact of the Great East Japan Earthquake tsunami on growth and survival of Pacific cod (Gadus macrocephalus)." Canadian Journal of Fisheries and Aquatic Sciences 72, no. 11 (November 2015): 1629–38. http://dx.doi.org/10.1139/cjfas-2014-0467.
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A massive tsunami hit the north Pacific coast of Japan on 11 March 2011. We evaluated the effects of the tsunami on the distribution, growth, and survival of young Pacific cod (Gadus macrocephalus) using data from benthic trawl surveys and otolith microstructure analysis. The distribution of Pacific cod juveniles differed between 2011 and 2008–2010. The 2011 year class was smaller in body size than those in 2008–2010. The majority of 2011 year-class juveniles was captured in deeper areas at a smaller body size, whereas those of previous year classes were primarily distributed in shallower water. The peak hatch of the 2011 year-class juveniles was from early to late February, which was several days later than those of the 2008 and 2010 year classes. The 2011 year class grew at the same rate as those from 2008 and 2010 until the day of the tsunami, but had a lower growth rate during the 30 days after the tsunami, resulting in a decrease in fish size at settlement. Growth of the 2011 year class was also inferior soon after the day of the tsunami in almost all groups divided by the hatching period. Growth of juveniles captured in shallower water following the tsunami in 2011 tended to be slower than that of juveniles captured in deeper water. Our results suggest that the tsunami caused a decrease in growth rates for approximately 30 days and a change in the distribution of juvenile fish relative to prior years. The change in distribution was primarily the result of mortality in shallow water caused by physical damage and (or) subsequent decreased growth. Considering these results and the finding that the recruitment level and the recruits per spawning in the 2011 year class were low, the tsunami may have affected the determination of the recruitment level.
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Jati, Wasisto Raharjo. "Aktivisme Kelas Menengah Berbasis Media Sosial: Munculnya Relawan dalam Pemilu 2014." Jurnal Ilmu Sosial dan Ilmu Politik 20, no. 2 (May 5, 2017): 147. http://dx.doi.org/10.22146/jsp.24795.
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Emergence of voluntarism power that occured in 2014 election have indicated new form of middle class in Indonesia. Analyse on middle class always posited as either "leisure class" or "depedent class". However, in 2014 election, its class hass been transformed itselft as powerful actor from extra-parliamentary arena which able to persuade political succesion with Jokowi as pivotal person. Addresing to recent middle class, using of social media undoubtely become main factor to encouraging political awareness from middle class to be partisan voters. This article using cyberactvism perspective to elaborate more deeply toward middle class power in 2014 election.
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Pradana, Mahir, Benny Kurnia, Tri Indra Wijaksana, Fajar Ari Rachdian, and Diki Wahyu Nugraha. "Alumni Satisfaction Analysis with UnivQual Theory: Case of Telkom University Class of 2010-2014." INOBIS: Jurnal Inovasi Bisnis dan Manajemen Indonesia 3, no. 2 (March 1, 2020): 263–72. http://dx.doi.org/10.31842/jurnalinobis.v3i2.136.
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This research was conducted to determine the crucial attributes used by students in choosing universities to enter, in this case choosing to enroll at Telkom University, where the object of this research is the Business Administration students class 2010-2014. The purpose of this study is to explore the factors that are considered by prospective students in making decisions to choose Telkom University campus for study and to find out the dominant factors in choosing the Telkom University campus as a place to study. This research uses a quantitative approach. The scale of the instrument used in this study was the Likert scale. The population in this study were alumni of Telkom University. Tel-U has 45,743 alumni who are members of the Telkom University Alumni Forum (FAST). This study uses a non-probability sampling technique with a purposive sampling type. The data analysis technique used descriptive analysis. It can be concluded that there is no significant effect of the curriculum on improving Telkom University students' skills. We also found a significant effect of facilities and services on improving the skills of Telkom University students. Last we found a significant effect of skill development on Telkom University students' satisfaction.
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Marosy, Rosann. "Nominations for IEEE Fellow Class of 2015 Accepted Through 1 March 2014 [IEEE News]." IEEE Solid-State Circuits Magazine 5, no. 4 (2013): 69. http://dx.doi.org/10.1109/mssc.2013.2278800.
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Pandita, Ramesh K., and Shivendra Singh. "Doctoral Research Output in Social Sciences in India during 2010-2014 : A Study." DESIDOC Journal of Library & Information Technology 37, no. 5 (October 23, 2017): 328. http://dx.doi.org/10.14429/djlit.37.10637.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>
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Pandita, Ramesh K., and Shivendra Singh. "Doctoral Research Output in Social Sciences in India during 2010-2014 : A Study." DESIDOC Journal of Library & Information Technology 37, no. 5 (October 23, 2017): 328. http://dx.doi.org/10.14429/djlit.37.5.10637.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>
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Kemuning, Wisnu, Nur Khoiri, and Sigit Ristanto. "PENGARUH MODEL DISCOVERY LEARNING BERBANTU KARTU MASALAH PADA MATERI GERAK LURUS TERHADAP HASIL BELAJAR SISWA KELAS X IPA SMA N 1 MRANGGEN TAHUN PELAJARAN 2014/2015." Jurnal Penelitian Pembelajaran Fisika 6, no. 1 (July 22, 2018): 11. http://dx.doi.org/10.26877/jp2f.v6i1.2361.
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This study aims "To determine whether there is influence of discovery learning model assisted problem card in a straight motion on the results of study X science class SMA Negeri 1 Mranggen academic year 2014/2015". The population in this study were all class X SMAN 1 Mranggen Academic Year 2014/2015. Sampling using cluster random sampling technique with the normal condition of all classes and homogeneous. Sampling results obtained by X-class science experiment 1 as a class were treated when learning takes place using discovery learning model and problem cards for class X IPA 2 as the control class is given learning using discuss learning group. Based on the final analysis of the t-test showed that t = 4.6738 while the table = 1.671 with a significance level of 5%. Because thitung > ttable is 4.6738> 1.671 it can be interpreted that the average student learning outcomes experimental class better than the class control. The average value of the experimental class is 77.6316 and 70.6579 as control class. Pursuant to the results of this study concluded that there are significant of discovery learning model assisted problem card in a straight motion on the results of study X science class SMA Negeri 1 Mranggen academic year 2014/2015.
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Fangchun, Jiang, and Tian Shengfeng. "Research Of Two Class Confidence Classification Based On One Class Classifier." Cybernetics and Information Technologies 14, no. 5 (December 1, 2014): 28–39. http://dx.doi.org/10.2478/cait-2014-0041.
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Abstract To have simple and efficient confidence machine learning is an important focus in confidence machine researches. Using one class classifier as a tool, the paper applies it twice for two-class classification problems. Setting reject options and a multi-layer ensemble learning method are used in this study. In this method there is no necessity to set up a specific threshold and the confidence computation is omitted. Realizing five experiments, the study proves it as efficient.
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Sayad, Arezou, Mohammad Taghi Akbari, Mahshid Mehdizadeh, Abolfazl Movafagh, and Abbas Hajifathali. "The Association of HLA-Class I and Class II with Hodgkin’s Lymphoma in Iranian Patients." BioMed Research International 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/231236.
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The Hodgkin’s lymphoma disease (HD) is a common malignant neoplasm with germinal centre B-cell origin. It has been suggested that the HLA class I and class II regions have susceptibility effects on HD. In different ethnic groups, different HLA class I and class II alleles affect HD. As a result, there is no consensus which of the different HLA alleles confers susceptibility to HD. In this study, we aimed to ascertain the role of HLA class I and class II alleles in association with Hodgkin’s lymphoma in Iranian patients. We performed a case-control genotyping study in 85 Iranian HD patients which were selected from the Bone Marrow Transplantation Department of Taleghani Hospital and 150 controls using the SSP-PCR. Our results demonstrated that theHLA-A*68,HLA-B*51, andHLA-DRB1*15 alleles were significantly more frequent in HD patients in comparison to controls (P=0.026; OR = 6.188,P=0.00008; OR = 2.86,P=0.00006; OR = 5.315, resp.) and they have significant susceptibility effects on HD in Iranian population. There are reports of other populations with regard to consistency and inconsistency to our results. Further studies with large sample size or the meta-analysis are needed to explain the exact associations of HLA gene with HD.
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Islahia, Fatikha Hanum, Dyana Wijayanti, and Nila Ubaidah. "Study of Theory and Technology of Exponential Function in Senior High School based on Practseology Organization." Hipotenusa : Journal of Mathematical Society 2, no. 1 (June 17, 2020): 26–33. http://dx.doi.org/10.18326/hipotenusa.v2i1.26-33.
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The purpose of this study was to determine the change in exponential function material in the KBK 2004 curriculum textbooks up to the 2013 revised 2017 curriculum in Indonesia in a study of theory and technology and based on reference to the epistemological model of exponent functions containing pre-psychological organisation. The data source was taken from the mathematics handbook of class XII IPA for KBK 2004 curriculum and KTSP 2006 curriculum, the BSE math class XII book for 2013 curriculum until the 2013 revised 2016 curriculum and the mathematics module specialization book for class X for the 2013 revised curriculum 2017. Data analysis techniques used by researchers were divided into 4, namely coding, categorizing, comparison, discussion. The results of research that has been done, researchers have found the presentation of exponential function theory with 5 core categories of understanding. In theoretical studies, the 2013 revised 2016 curriculum mathematics textbook has a more complex theory and is in accordance with the reference epistemological models. While technology studies have math books, there are more complex technologies, namely the 2013 revised 2014 curriculum mathematics textbooks, there is the first form of technology and in the 2013 revised 2017 curriculum mathematics textbooks and the 2016 revised 2013 curriculum mathematics textbooks, there is a third form of technology textbooks and the curriculum mathematics textbooks 2006 (KTSP 2006) there is a third form of technology.
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Dominique, Chloe. "A Lesson in Class: the working-class experience of Anthropology." Teaching Anthropology 10, no. 1 (August 3, 2021): 60–70. http://dx.doi.org/10.22582/ta.v10i1.586.
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This paper focusses on socio-economic class structures, as they relate to the study and practice of anthropology. More specifically, it discusses the ways that working-class or financially precarious anthropologists (students, researchers and teachers) negotiate tensions found within the British university. It is concerned with the current climate of ‘diversity’ in education, and the role that socio-economic inequity plays in these discussions. This paper seeks to make room for class; it asks what we can learn from giving voice to the insidious silence that plagues it, in a context of neoliberal identity politics (Wrenn, 2014), ensuing ethnicist diversity practices (Brah, 1991), and what I would call ‘cursory diversity’ - what Sara Ahmed refers to as a ‘hopeful performative’ (2010, p.200). It is argued that anthropology as a discipline must start attending to the ways that financial precarity and social class impact the subjects that study, not just the subjects of study, by reflecting on the venacularity of the academy and the discipline itself. It achieves this through exploring the vernacularity of the working-class anthropologists’ experiences in relation to the prism of ‘diversity’; how class refracts to produce multiple forms of experience, of assimilation, and of exclusion - as well as resistance to such enclosure.