Journal articles on the topic 'Historické kompetence'

Empirická studie pojednává o perspektivách využití metody eyetrackingu, založené na sledování očních pohybů při percepci verbálního a ikonického textu, a přináší výsledky předvýzkumu z roku 2014, jehož cílem bylo ověřit výzkumný nástroj pro zkoumání vlivu konkrétního způsobu strukturace analýzy historické karikatury na kvalitu její interpretace respondenty. V první kapitole jsou vymezena teoretická východiska (význam historických pramenů v procesu rozvíjení kompetencí historického myšlení) a jsou zde uvedeny možnosti uplatnění eyetrackingu v pedagogickém výzkumu. Ve druhé kapitole jsou popsány použité metody sběru a zpracování dat. Zvolen byl smíšený výzkumný přístup, zahrnující analýzu audiozáznamů slovních odpovědí studentů a statistických i vizualizovaných dat získaných elektronickým měřením. Testováno bylo 23 studentů učitelství z Moravskoslezského kraje. Ve třetí kapitole jsou prezentována výzkumná zjištění – návrh kategoriálního systému pro interpretaci karikatury, vizualizace dat v podobě heatmap, gaze opacity map a gaze plots a nejvýznamnější kvantitativní data (rozdíly v četnosti a délce očních fixací v průběhu testu). Předvýzkum ukázal, že eyetracking může poskytnout jinými metodami obtížně zjistitelné informace o percepčních strategiích uplatňovaných při interpretaci textu. Výsledky naznačují, že v případě didakticky strukturované analýzy historické karikatury dosahují respondenti vyšší úrovně interpretace než při analýze nestrukturované, kdy se slovní odpovědi omezují převážně na zobrazené osobnosti a jsou opomíjeny důležité symboly, obrazové kódy i širší historický kontext.

Kompetencja humorystyczna, którą można zdefiniować jako zdolność rozpoznawania i rozumienia humoru, jest istotnym składnikiem kompetencji semantycznej i pragmatycznej. Niniejszy artykuł poświęcono ewolucji znaczenia tego terminu w lingwistyce przełomu XX i XXI wieku oraz jego wykorzystaniu w akwizycji języków obcych i badaniach nad komizmem historycznym. The concept of competence in linguistic humour research. Summary: Humour competence, which can be defined as the capacity to recognize and understand humour, is an important aspect of semantic and pragmatic competence. This paper is devoted to the evolution of the concept of humor competence in linguistics at the turn of the 21th century as well as its use in studies on second language acquisition and historical humour. Keywords: humor competence, joke competence, humor research

Literasi statistika merupakan kemampuan penting untuk menghadapi revolusi industri 4.0. Penelitian ini mengumpulkan informasi sejauh mana kemampuan literasi statistika didukung oleh kurikulum matematika untuk Sekolah Dasar di Indonesia. Studi dokumentasi dilakukan pada beberapa naskah kurikulum, yakni Kurikulum Berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan 2006, Kurikulum 2013, serta revisi Kurikulum 2013 (2016, 2018, dan 2020). Sebagai pembanding, dianalisis pula Cambridge Primary Mathematics Curriculum dan kurikulum 1975. Hasil penelitian menunjukkan bahwa perhitungan statistik deskriptif dan pembuatan diagram dijumpai pada semua kurikulum matematika SD tahun 2004 hingga 2020. Pada kurikulum 2013 dan sesudahnya, dijumpai pula kompetensi terkait pengumpulan data dan interpretasi data. Adapun kompetensi terkait peluang hanya dijumpai pada kurikulum 2013, Cambridge, dan kurikulum 1975. Masih diperlukan pengembangan kurikulum pada kompetensi proses pemecahan masalah statistika serta pendalaman terkait penggunaan statistik deskriptif dan diagram secara tepat. Statistical literacy is an essential competence to face the 4.0 industrial revolution. This study aims to collect information on how statistical literacy skills accounted in the Indonesian primary school mathematics curriculum. We study several curriculum documents' that had been used in Indonesia, namely the 2004 Competency-Based Curriculum, the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the revised 2013 Curriculum (2016, 2018, and 2020). We also analyzed the Cambridge Primary Mathematics Curriculum and the 1975 Indonesian curriculum. We find that calculation of descriptive statistics and chart making appeared on all Indonesian primary school mathematics curricula. The 2013 curriculum and its successor also contains some competencies related to data collection and interpretation. Probability-related competence is found only on the 2013 curriculum, the 1975 curriculum, and the Cambridge Curriculum. Further curriculum development should be focused on the statistical problem-solving competence and appropriate use of descriptive statistics and charts.

Discussing the matter of dueling of honour a question always arises, is the duel of honour just another form of ritualized murder, an instrument to kill a person with full acceptance of the society, or is there something more about the duel of honour. Analyzing available historical sources and comparing different regulations from Polish codices of honour, the duel of honour will be scrutinized in search of its aim, of its grist, of its role in the honourable conduct. The competences demanded from a gentleman by the honour codices will be reconstructed answering the question – is the duel of honour a demonstration of certain competences or just barretry?

Historical novel translation requires an advanced competence of translator in relation with the translation quality: how accurate, clear, and readable the translator tries to deliver the writer’s original message to his/her translation version for the readers. The more accurate, clear, and readable the translator’s version is, the easier comprehension of the text will be. This paper was an outline of descriptive research which has been conducted to analyze the translation quality assessment in translating historical romance novel Taj: A Story of Mughal India into Taj: Tragedi Di Balik Tanda Cinta Abadi by Maria M. Lubis. There were three variables factors used; the two novels as objective factor, the translator as genetic factor, and the raters as affective factor to analyze, compare, rate, and score the translation quality. The sentences, clauses, phrases that consisted Indian cultural terms from the two novels were chosen as the data. From the analysis, it was found that the translation quality of this translated novel is accurate, high clear, and high readable obviously effected by an eligible translator who has high level competence and performance in translating the novel.Keywords: translation, historical romance novel, accuracy, clarity, and readability. KEAKURATAN, KEJELASAN, DAN KETERBACAAN DALAM PENERJEMAHAN NOVEL CINTA BERLATAR SEJARAHAbstractPenerjemahan novel berlatar sejarah membutuhkan penerjemah yang kompeten jika dilihat dari segi penilalian kualitas terjemahan seperti keakuratan, kejelasan, dan keterbacaan. Semakin akurat, jelas, dan terbaca suatu produk terjemahan, hasil terjemahan semakin akan mudah dipahami. Penelitian ini adalah penelitian deskriptif yang mengidentifikasi dan menggambarkan penilaian kualitas penerjemahan. Seberapa akurat, jelas, dan terbaca novel terjemahan Taj: A Story of Mughal India menjadi Taj: Tragedi Di Balik Tanda Cinta Abadi oleh Maria M. Lubis. Ada tiga faktor variabel yang digunakan; kedua novel sebagai faktor objektif, penerjemah sebagai faktor genetik, dan tim penilai sebagai faktor afektif untuk menganalisis, membandingkan, menilai, dan memberi angka kualitas terjemahan. Kalimat, klausa, ungkapan-ungkapan yang terdiri dari istilah budaya India dari kedua novel dipilih sebagai data. Dari analisis tersebut, ditemukan bahwa kualitas terjemahan novel yang diterjemahkan ini akurat, sangat jelas, dan mudah dibaca, yang dipengaruhi oleh kepakaran dan kompetensi kinerja dalam menerjemahkan novel tersebut. Kata kunci: penerjemahan, novel cinta sejarah, keakuratan, kejelasan, dan keterbacaan.

Formålet med artiklen er at foretage en tolkning af læreruddannelsens rolle i forhold til lærernes og skolens historiske tilblivelse med udgangspunkt i begrebet om didaktiske revolutioner. Første didaktiske revolution, opfi ndelsen af undervisning, skabte hverken lærerstand eller -uddannelse, da undervisningen blev varetaget af den gejstlige stand. Under anden didaktiske revolution omkring år 1800 spillede læreruddannelsen en central rolle i tilblivelsen af den danske lærerstand, som afløste degnene som undervisere, og som fi k en social placering uden for den gejstlige stand. En selvstændig lærerstand med undervisning som hovedbeskæftigelse og med kompetencer fra en læreruddannelse blev udviklet samtidig med skabelsen af en planmæssig undervisning i strukturerede skolemæssige rammer og med regelmæssig skolegang fra elevernes side, hvilket var det centrale i anden didaktiske revolution. Under tredje didaktiske revolution fra omkring 1960 spillede læreruddannelsen en tilsvarende central rolle i lærererhvervets transformation fra stand til profession, hvilket var med til at muliggøre reformpædagogikkens modernisering af folkeskolen.

The subject of this study is the analysis of one of the competences of the professional self-governing bodies of medical doctors, namely the exercising of professional liability. Both the analysis of historical provisions and modern regulations confirms that the competence of exercising professional liability is one of the most significant rights and responsibilities of the professional self-governing body of doctors. It should be remembered that the binding law on the chambers of medical doctors stipulates that it is a professional self-government’s task to represent individuals who perform the profession of doctor and dentist, and to exercise care that these professions are performed within the limits of public interest and for its protection. Therefore, it seems that exercising of professional liability is the fundamental priority in the realm of ensuring appropriate performance of the profession.

DEVELOPMENT OF REGULATIONS REGARDING THE SYSTEM AND DUTIES OF LABOUR INSPECTION IN POLANDIn 2019, one hundred years have passed since the birth of labour inspection in Poland. From a historical point of view it is also possible to distinguish three main periods of development of regulations regarding the system and duties of this inspection: the interwar period, the communist period and the period of the Third Polish Republic. Taking into account the range of the influence of the social, economic and political conditions on the Polish legislation concerning the labour inspection, they can be divided into two groups. The first includes the conditions of the universal global character that reflect some general trends and processes. The second group has a local range. Its determinants refer to the specific conditions which are, in principle, characteristic only of the labour inspection in our country.

The purpose of this study was to obtain information about the learning process carried out by history teachers both from graduates of history education, as well as from history teachers who were not from historical education. The study took place from January to May 2018. The teacher who was the object of the study was a history teacher of SMAN 27 Jakarta, who had four people, consisting of three people who were graduates of history education, and one teacher who was not a graduate of education history. This research was conducted in class X at SMAN 27 JAKARTA. The method used in this research is a descriptive qualitative method. Use of this method to get the actual situation in the school and describe the results of the study. Data collection techniques used through observation, interviews, and documentation. Informants in this study were Principals, Teachers, and Students at SMAN 27 Jakarta. In this study, it can be concluded from the results of the study that the professional competence of teachers who are graduates of history is better than the professional competencies of teachers who are not historical education graduates. Abstrak Tujuan penelitian ini untuk memperoleh informasi tentang proses pembelajaran yang dilakukan oleh guru sejarah baik dari yang berasal lulusan dari pendidikan sejarah, maupun dari guru sejarah yang bukan berasal dari pendidikan sejarah. Penelitian ini berlangsung dari bulan Januari sampai dengan bulan Mei 2018. Guru yang menjadi objek penelitian adalah guru sejarah SMAN 27 Jakarta yang berjumalah empat orang, yang terdiri dari tiga orang yang merupakan lulusan dari pendidikan sejarah, dan satu orang guru yang merupakan bukan lulusan dari pedidikan sejarah. Penelitian ini dilakukan pada kelas X di SMAN 27 JAKARTA. Adapun metode yang digunanakan dalam Penelitian ini yaitu metode kualitatif deskriptif. Penggunaan metode ini untuk mendapatkan keadaan yang sebenarnya disekolah dan dideskripsikan hasil penelitian. Teknik pengumpulan data yang digunakan melalui obsevasi, wawancara dan dokumentasi. Informan dalam penelitian ini adalah Kepala Sekolah, Guru dan Siswa di SMAN 27 Jakarta. Pada penelitian ini didapat disimpulkan dari hasil penelitian bahwa kompetensi profesional guru yang merupakan lulusan sejarah lebih baik dari pada kompetensi profsional guru yang bukan lulusan pendidikan sejarah.

Pembelajaran sejarah sebagai salah satu mata pelajaran wajib di sekolah dewasa ini seolah kehilangan fungsi dan maknanya. Betapa tidak, guru lebih berfokus pada penyampaian materi sesuai dengan Kompetensi Dasar yang telah ditargetkan, tanpa menimbang apakah siswa paham atau tidak dengan materi tersebut. Jika sejarah hanya dijadikan sebagai salah satu rutinitas dalam kelas, tentunya hakikat belajar sejarah itu sendiri akan pudar. Historical Thinking, merupakan salah satu solusi yang dapat diterapkan dalam menggali makna dari peristiwa sejarah. Kemampuan Historical Thinking meliputi, berpikir kronologis, analisis kausalitas setiap peristiwa sejarah, interpretasi sejarah, berpikir tiga dimensi waktu, dan kemampuan dalam menggali dimensi moral dari setiap peristiwa. Pada dasarnya Historical Thinking bukanlah hal yang baru dalam pembelajaran sejarah, akan tetapi banyak pendidik yang belum memahami bagaimana meramu materi pembelajaran sejarah berlandaskan analisis Historical Thinking. Metode yang digunakan dalam riset ini yaitu metode kepustakaan. Dari hasil kajian penulis, Historical Thinking dapat membantu pendidik dan peserta didik dalam belajar sejarah yang tidak lagi terfokus pada masa lalu untuk masa lalu, tetapi setiap peristiwa masa lalu menjadi pembelajaran kehidupan untuk hari ini dan untuk masa depan. Artikel ini hadir membahas secara rinci bagaimana meramu materi pembelajaran sejarah berbasis Historical Thinking.

Abstrak Habermas yang bernama lengkap Jurgen Habermas seorang filosuf Jerman dari mazhab kritis. Ia mengkritik habis epistemologi pendahulunya yakni; Karl Marx terhadap pengandaian-pengandaian dan material historis sebagai cacat fundamental, yang mengkaitkan secara linier kemajuan rasionalitas manusia dengan perkembangan alat-alat produksi. Habermas mengatakan ini dapat terjadi karena materialisme historis mengesampingkan segi-segi komunikatif yang mendasari formasi sosial baru disetiap tahap perkembangan masyarakat. Proses belajar masyarakat secara evolusioner tergantung pada kompetensi individu-individu yang menjadi anggotanya. Kompetensi itu tidak dikembangkan secara individual dan terisolasi, tetapi dengan interaksi sosial melalui perantara struktur-struktur simbolis yang berasal dari dunia kehidupan mereka. Perkembangan kompetensi ini terjadi dalam tiga tahap komunikasi yang oleh Habermas disebut “Sketsa tiga tahap perkembangan kompetensi komunikatif”.Pengendalian teknis terhadap proses-proses yang objektif atau yang diobjektifkan telah menggantikan emansipasi manusia. Kolonisasi paradigma sistem terhadap paradigma dunia-kehidupan telah mengarahkan kesadaran hidup bersama pada perilaku yang manipulatif. Konsekuensi logisnya, wacana pendidikan cenderung mengarahkan dirinya ke dalam logika sistem-industri yang tengah terselenggara, dengan demikian pendidikan niscaya mempertautkan dirinya dengan gerak modernisasi. Kata Kunci: praksis pendidikan, rekonstruksi teori evolusi sosial, dan proses belajar masyarakat. Abstract [Education Praxis according to Habermas (Reconstruction of Social Evolution Theory Through Community Learning Process).]Habermas whose full name is Jurgen Habermas a German philosopher from a critical school. He criticized the epistemology of his predecessors, namely; Karl Marx against historical assumptions and materials as fundamental flaws, which linearly associate the progress of human rationality with the development of the means of production. Habermas says this can happen because historical materialism ignores the communicative aspects underlying new social formations at every stage of community development. The evolutionary process of community learning depends on the competence of the individuals who are members. The competence is not developed individually and isolated, but by social interaction through the intermediaries of the symbolic structures derived from their living world. This development of competence occurs in three stages of communication which Habermas calls the "Sketch of the three stages of the development of communicative competence".The technical control of objective or objectified processes has replaced human emancipation. The colonization of the system paradigm against the life-world paradigm has directed awareness of coexistence on manipulative behavior. The logical consequence, the educational discourse tends to direct itself into the logic of the established industry-system, so education necessarily links itself to the motion of modernization. Keywords: education practices, reconstruction of social evolution theory, and community learning process

AbstractTimothy receive God’s calling through Paul for pastoral ministry in Ephesus. Because there was no minister in that church. In 2 Timothy 2:2 Paul Gave assignments to Timothy to entrust the teachings he got from Paul to the faithful people who are able to teach the congregation. In the present time, the Christian religion teacher are given trust to hold the spiritual formation for student in the formal education institution. The religion teacher are given the task to hold the spiritual formation of the student as a form of implementing their competence of religion teacher are pedagody, personality, social, professional, and spiritual. This research is a qualitative research by applying the historical of grammatical method or exegetical methods on the text 2 Timothy 2: 2. Based on the exegetical method, it can be concluded that Christian religion teachers should be trustworthy, capable of teaching, dare to rebuke the wrongs, have loyalty, have integrity, and have spiritual qualities.Keywords: Calling Timothy; 2 Timothy 2:2; Teacher competencesAbstrakTimotius menerima panggilan Tuhan melalui Paulus untuk pelayanan pengembalaan di Efesus. Oleh karena saat itu di jemaat Efesus belum ada pelayan Tuhan. Menurut 2 Timotius 2:2 Paulus memberikan tugas kepada Timotius untuk memberikan kepercayaan kepada orang-orang yang dapat dipercayai dan sanggup mengajar orang lain di jemaat Efesus. Pada masa sekarang guru pendidikan agama Kristen menerima kepercayaan untuk melaksanakan pembinaan rohani peserta didik Kristen di lembaga pendidikan formal. Guru pendidikan agama Kristen diberikan tugas untuk melaksanakan pembinaan kerohanian kepada peserta didik sebagai bentuk mengimplementasikan kompetensi-kompetensi yang dimilikinya. Kompetensi yang dimiliki oleh guru pendidikan agama Kristen adalah pedagogik, kepribadian, sosial, profesional, dan spiritual. Penelitian ini merupakan penelitian kualitatif dengan menerapkan tipe metode historikal gramatikal atau eksegesis pada teks 2 Timotius 2:2. Berdasarkan metode eksegesis dapat disimpulkan bahwa guru pendidikan agama Kristen dapat dipercayai, cakap mengajar, berani untuk menegur yang salah, memiliki kesetiaan, memiliki integritas, dan memiliki kualitas rohani.Kata Kunci: Panggilan Timotius; 2 Timotius 2:2; Kompetensi guru

Tujuan penelitian ini adalah untuk menggali proses, respon serta dampak penanaman nilai-nilai pancasila melalui penerapan historical approach di perguruan tinggi. Metode yang digunakan dalam penelitian ini adalah kualitatif dimana proses pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi yang hasilnya kemudian dianalisis menggunakan analisis model interaktif. Hasil penelitian ditemukan bahwa proses penanaman nilai pancasila di Universitas Negeri Yogyakarta dilakukan dalam beberapa tahapan yang terdiri dari receiving, responding, valuing, organization, characterization. Pada dua tahapan awal kompetensi dosen merupakan faktor utama yang mempengaruhi keberhasilan proses tersebut, sedangkan untuk tiga tahapan terakhir peran mahasiswa menjadi sangat dominan sebagai penentu keberhasilan karena proses tersebut tidak dapat diintervensi oleh seorang dosen. Penerapan pendekatan sejarah dalam proses pembelajaran pancasila di Universitas Negeri Yogyakarta mendapatkan respon yang sangat positif dari mahasiswa hal ini disebabkan oleh beberapa faktor yaitu kemampuan dosen dalam menyampaikan peristiwa sejarah dan kontemporer yang nantinya dikaitkan dengan nilai pancasila, penggunaan media kekinian, serta tidak dibatasinya ruang gerak mahasiswa untuk tetap berpikir kritis. Berdasarkan hasil penelitian pula didapatkan bahwa penerapan historical approach berdampak positif bagi peningkatan daya berpikir kognitif mahasiswa, hal ini dibuktikan dari hasil evaluasi terhadap 60 mahasiswa yang mengikuti mata kuliah pancasila dimana dari total keseluruhan mahasiswa yang mengikuti mata kuliah tersebut terdapat 90% orang mahasiswa yang dapat menjawab dengan benar berbagai pertanyaan yang bersifat teoritis terkait pancasila dan 100% mahasiswa dapat menjawab berbagai permasalahan kontemporer dengan menggunakan nilai-nilai yang terkandung dalam pancasila. Selain itu, penerapan pendekatan tersebut juga berdampak positif terhadap nilai afektif dalam diri mahasiswa yang tercermin dari peningkatan kedisiplinan dan tingginya rasa saling menghormati di tengah perbedaan, dan juga berpengaruh baik terhadap peningkatan psikomotorik yang ditunjukkan dari meningkatnya kemampuan berkomunikasi mahasiswa dalam proses diskusi.

Social innovation handler om at udvikle innovative svar på samfundsmæssige behov, som ikke i tilstrækkeligt omfang dækkes af eksisterende former for privat eller offentlig service. Der er oftest tale om svar, som udvikles af ikke-kommercielle organisationer og aktører gennem kreative processer med et væsentligt element af initiativ ”nedefra”. Uddannelse er et af de områder, hvor social innovation både historisk og aktuelt har haft betydning. Historisk er der gennem sociale innovationsprocesser blevet udkrystalliseret former for uddannelse, som har imødekommet væsentlige behov for oplysning og kompetence, og som på nogle områder har opnået lang levetid. Fremkomsten og udbredelsen af folkehøjskoler er et centralt eksempel. Ligesom anden innovation sker social innovation inden for rammerne af et kompleks af strukturer og institutioner, som kan kaldes et nationalt innovationssystem. Artiklen handler om uddannelse som – og i tilknytning til – social innovation. Som forudsætning for dette behandles også generelt karakteren af social innovation og de samfundsmæssige rammer for den. I forhold til uddannelsesfeltet fokuseres på, hvordan social innovation har præget historiske og aktuelle udviklinger. Det illustreres især gennem analyse af en case om etablering af talentundervisning i et kommunalt skolevæsen. ENGELSK ABSTRACT: Palle Rasmussen: Education and Social Innovation Social innovation is about developing original responses to societal needs that are not sufficiently met by existing types of private or public service. Innovative responses are often developed by non-commercial organizations and actors through creative processes with a strong element of initiative ”from below”. Social innovation, as well as business innovation, occurs in a complex framework of structures and institutions that may be called a national system of innovation. Education is a field in which social innovation has had a significant impact, historically as well as in the present. The history of education demonstrates how processes of social innovation have led to the emergence of new forms of education that have met changing social needs for knowledge and competence, and some of these innovations have been more or less permanent. The establishment and growth of the Danish ”folk high schools” is an important example. The article discusses education in connection with social innovation. As a basis for this, the general nature and societal context of social innovation is also discussed. This is illustrated by a case study of establishing special education for talented students in a municipal school system. Key words: Social innovation, innovation system, education, school system, social needs.

With 118.400 hectare of concession area and employed people for more than 21.694 employees within company and from business partners, Berau Coal needs to put more concern in managing operational and health, safety and environment (SHE). The challenges that need to be faced are location that scattered into 4 operational areas, limited time for employess to access information because most of time exploitated for working, various educational background, and technology literacy. Berau Coal has been developed a learning platform, named SINTESIS+ and SID. The aims in development of those platforms are; (1) as a operational and HSE-themed learning platform, (2) toincrease capacity and to build HSE and operational competencies, (3) to increase operational control for competencies related to entry permit, work permit, license, and specialization, and (4) to intervene employees’ behaviour to build safety culture. Features and contents that has been embedded in SINTESIS+ are online learning with multimedia materials, online testing with real time result, webinar, incident and mining operational news, repositories for employees’ portfolio, event and training registration, integrated with SID to recordemployees’ historical competency-related data, and sustainable process to increase HSE awareness. Since its launching, SINTESIS+ has been accessed by 7867 employees, tested for 1024 exams, conducted webinar that participated by 330 employees, and run more effective and efficient processes. Impacts from integration process with SID are the increase of compliance level for competencies to 98% and the increase of process control efficiency. With those increments, beside the employees’ compency and HSE awareness is increased, hoped to lower incident rate. In the future, to improve access to the platform, Berau Coal is willing to develop mobile apps forSINTESIS+.

This study aims to provide an overview of how the use of the Museum of the Indonesian Army as a source of history learning in history lesson. The research method used was qualitative with a descriptive approach, and the technique of collecting or collecting data through observation, interviews and documentation studies. The results of the research concluded that: (1) The Museum of the Indonesian Army can be used as a source of history learning because the museum has relevance to Indonesian history lesson in class X basic competencies 3.6 and 3.8, while class XI basic competency 3.2. (2) The obstacles faced in using the museum as a source of historical learning, namely the lack of human resources that affect the managerial aspects of service and management of the museum is less than the maximum. The lack of museum operational funds. The difficulty of the difficult permission from the school bureaucracy. There is no museum visit program. Lack of attention and socialization from the museum manager. (3) Educational programs carried out by the Museum of the Indonesian Army can help improve the existence of museums and optimize the function of museums as a source of historical learning. Penelitian ini bertujuan untuk memberikan gambaran bagaimana pemanfaatan museum keprajuritan Indonesia sebagai sumber belajar sejarah pada mata pelajaran sejarah. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif, dan teknik pengambilan atau mengumpulkan data melalui observasi, wawancara dan studi dokumentasi. Hasil penelitian menyimpulkan bahwa: (1) Museum Keprajuritan Indonesia dapat dimanfaatkan sebagai sumber belajar sejarah karena museum tersebut memiliki relevansi dengan mata pelajaran sejarah Indonesia kelas X kompetensi dasar 3.6 dan 3.8, sedangkan kelas XI kompetensi dasar 3.2. (2) kendala yang dihadapi dalam memanfaatkan museum sebagai sumber belajar sejarah, yaitu Kurangnya SDM yang mempengaruhi aspek manajerial pelayanan dan pengelolaan museum menjadi kurang maksimal. Minimnya dana operasional museum. Sulitnya perijinan yang sulit dari birokrasi sekolah. Tidak adanya program kunjungan ke museum. Kurangnya perhatian dan sosialiasasi dari pengelola museum. (3) Program edukasi yang dilaksanakan oleh Museum Keprajuritan Indonesia dapat membantu meningkatkan eksistensi museum dan mengoptimalkan fungsi museum sebagai sumber belajar sejarah.

Tujuan Penelitian Tindakan kelas ini untuk mendeskripsikan pembelajaran kontekstual fokus Discovery dalam meningkatkan kemampuan menelaah struktur dan unsur kebahasaan dari teksdeskripsi tentang objek (sekolah, tempat wisata, tempat bersejarah, dan atau suasana pentas seni daerah).Pada siklus I ini rata-rata pencapaian siswa dalam belajar baru mencapai nilai 76.43dari 21 siswa. Tingkat ketuntasan pembelajaran di kelas hanya mencapai 66,67%, padahal standar yang dipersyaratkan adalah 85%. Hasil pengamatan yang dilakukan observer menunjukkan beberapa fakta pengelolaan pembelajaran yang belum maksimal, terutama dalam pelayanan kelompok siswa yang kurang merata. Hal ini disebabkan oleh jumlah kelompok belajar di kelas yang relatif banyak, yakni 5 kelompok.Dengan demikian, pembelajaran kompetensi dasarmenelaah struktur dan unsur kebahasaan dari teksdeskripsi tentang objek (sekolah, tempat wisata, tempat bersejarah, dan atau suasana pentas seni daerah) yang didengar dan dibaca masih belum mencapai tingkat yang diharapkan sehingga diperlukan perlakuan tindakan pada siklus II.Kata kunci: prestasi siswa, teks deskripsi, DiscoveryResearch Objectives this class action is to describe the contextual learning of Discovery's focus in improving the ability to study the structure and linguistic elements of the description text about objects (schools, tourist attractions, historic sites, or the atmosphere of local performing arts). In this first cycle, the average student achievement in learning only reached a value of 76.43 out of 21 students. The level of mastery learning in class only reaches 66.67%, whereas the required standard is 85%. The observations made by the observer show some facts of learning management that have not been maximized, especially in the uneven service of student groups. This is caused by the relatively large number of study groups in the class, which is 5 groups. Thus, learning basic competence examines the structure and linguistic elements of the text description of objects (schools, tourist attractions, historical places or the atmosphere of local art performances) that are heard and read still not reaching the level expected so that action treatment is needed in cycle II.Keywords: student achievement, description text, Discovery

ABSTRAK Dengan luas konsesi sebesar 118.400 hektar dan memperkerjakan hingga lebih dari 21.694 karyawan dan mitra kerja, pengelolaan operasional dan keselamatan, kesehatan kerja, dan lingkungan (K3L) adalah hal yang harus diperhatikan. Tantangan yang harus dihadapi PT Berau Coal adalah lokasi yang tersebar di 4 (empat) wilayah operasional terpisah: Lati, Binungan, Sambarata, dan Marine. Selain itu, karyawan juga tidak memiliki banyak waktu untuk mengakses informasi, karena sebagian besar waktunya dihabiskan untuk bekerja dengan minimal waktu kerja 8 (delapan) jam perhari. Dengan latar belakang berbagai tingkat pendidikan, mulai dari SD hingga perguruan tinggi, juga menjadi tantangan tersendiri. Disamping itu, berdasarkan data, mayoritas karyawan PT Berau Coal dan mitra kerja berada pada rentang umur 24-40 tahun yang dapat dikategorikan sebagai generasi melek teknologi. PT Berau Coal telah membangun sebuah platform pembelajaran bernama SINTESIS+ (Sistem Informasi Pelatihan dan Edukasi yang Sinergis) dan SID (Single Identity System). SINTESIS+ dan SID memiliki tujuan, antara lain (1) sebagai platform pembelajaran dan informasi terkait dengan operasional dan K3L, (2) meningkatkan kapasitas dan membangun kompetensi karyawan terkait operasional dan K3L, terutama peran pengawas sebagai posisi kunci dalam program pengawasan keselamatan, (3) meningkatkan kontrol operasional terhadap kompetensi karyawan yang terkait dengan ijin masuk, ijin kerja, lisensi, serta spesialisasi, serta (4) mengintervensi perilaku untuk mewujudkan safety culture di karyawan internal dan mitra kerja. Fitur dan konten yang dimiliki SINTESIS+ saat ini adalah online learning dengan konten pembelajaran multimedia, online testing dengan hasil yang real time, sertifikat yang otomatis muncul setelah pengguna lulus dalam online testing, webinar, berita insiden dan operasional pertambangan, repositori untuk portofolio kerja, sistem registrasi event dan pelatihan, terintegrasi dengan SID terkait perekaman data dan kontrol kompetensi karyawan dari segi operasional, baik itu ijin kerja, ijin masuk, lisensi, dan spesialisasi, serta proses yang dapat meningkatkan awareness terhadap K3L secara kontinyu. Sejak peluncurannya, SINTESIS+ telah diakses oleh lebih dari 7867 karyawan, menguji pengetahuan untuk lebih dari 1024 ujian, menyelenggarakan webinar yang diikuti oleh 330 karyawan, serta menjalankan proses yang lebih efektif dan efisien, mulai dari pendaftaran hingga evaluasi. Dampak dari segi operasional atas integrasinya dengan sistem SID adalah meningkatnya compliance level terhadap pemenuhan kompetensi karyawan menjadi sebesar 98% dan proses pemantauan menjadi lebih efisien. Dengan peningkatan tersebut, selain kompetensi karyawan yang meningkat, kontrol terhadap operasional juga menjadi semakin baik, kesadaran terhadap K3L meningkat, dan dengan harapan tingkat insiden dapat menurun. Kedepannya, untuk meningkatkan akses dan safety culture, PT Berau Coal sedang membangun platform mobile apps untuk SINTESIS+. Kata kunci: keselamatan, operasional, pelatihan, platform, teknologi, kompetensi, kontrol ABSTRACT With 118.400 hectare of concession area and employed people for more than 21.694 employees within company and from business partners, Berau Coal needs to put more concern in managing operational and health, safety and environment (SHE). The challenges that need to be faced are location that scattered into 4 operational areas, limited time for employees to access information because most of time exploited for working, various educational background, and technology literacy. Berau Coal has been developed a learning platform, named SINTESIS+ and SID. The aims in development of those platforms are; (1) as a operational and HSE-themed learning platform, (2) to increase capacity and to build HSE and operational competencies, (3) to increase operational control for competencies related to entry permit, work permit, license, and specialization, and (4) to intervene employees’ behaviour to build safety culture. Features and contents that has been embedded in SINTESIS+ are online learning with multimedia materials, online testing with real time result, webinar, incident and mining operational news, repositories for employees’ portfolio, event and training registration, integrated with SID to record employees’ historical competency-related data, and sustainable process to increase HSE awareness. Since its launching, SINTESIS+ has been accessed by 7867 employees, tested for 1024 exams, conducted webinar that participated by 330 employees, and run more effective and efficient processes. Impacts from integration process with SID are the increase of compliance level for competencies to 98% and the increase of process control efficiency. With those increments, beside the employees’ competency and HSE awareness is increased, hoped to lower incident rate. In the future, to improve access to the platform, Berau Coal is willing to develop mobile apps for SINTESIS+. Keywords: safety, operational, training, platform, technology, competency, control

Education is experiencing challenges in the 21st century, all kinds of aspects of human needs are progressing very rapidly, both in science, technology, information, even social patterns of humanity / society. Teachers as professionals aim to implement the national education system and realize national education goals, namely the development of the potential of students to become human beings who believe and fear God Almighty, noble, healthy, knowledgeable, competent, creative, independent, and become citizens democratic and responsible country. Teachers must have competence in carrying out their duties as an educator and as part of the community. The purpose of this study was to determine the views of Mahmud Yunus about the competence of teachers in the book at-Tarbiyah wa at-Ta'lim, and the relationship between the views of Mahmud Yunus in the book at-Tarbiyah wa at-Ta'lim with teacher competence according to Law no. 14 of 2005. This type of research is library research, using a philosophical-historical approach. The philosophical approach is used to discuss the concept of Mahmud Yunus's thought, while historically it aims to study and explain the biography, work and life side of the teacher's competence according to Law No. 14 of 2005 there were four, covering pedagogical competencies, personality competencies, social competencies, and professional competencies. Teacher competence according to Mahmud Yunus can be seen in four aspects, including: pedagogical aspects, personality aspects, professional aspects, social aspects. When linked and adjusted to the current conditions and needs of teacher competence, it turns out to be very appropriate and interrelated, because the thought offered there is a bond of mutual support with current theories of teacher competence, and is very suitable to be a reference in the development of learning processes even relevant to education Islam

V članku je predstavljen kratek zgodovinski pregled gorskih enot nemških oboroženih sil. Opisan je njihov razvoj od začetkov, ko so delovale kot specializirane enote pehote, prek obdobja obeh vojn in hladne vojne do današnjega položaja v kompleksnem in večdimenzionalnem bojevanju. Na kratko so predstavljene tudi posebne kompetence pripadnikov teh enot, v nadaljevanju pa avtor predstavi še trenutno opremo in strukturo gorskih enot ter njihove sedanje zmogljivosti. Članek ponuja tudi kratek pregled sodelovanja enot in njihovih pripadnikov na mednarodnih misijah, na katerih nemške oborožene sile sodelujejo. Na koncu je predstavljena vaja brigadne ravni Edelweiss 2015 kot primer izzivov, s katerimi se srečujejo nemška kopenska vojska in njene gorske enote v okolju kompleksnega in večdimenzionalnega bojevanja. The article provides a short historical overview about the German Armed Forces Mountain Troops. It describes the development from its beginnings as specialized infantry through two World Wars and the cold war era until today’s situation in a complex and multidimensional warfighting environment. In addition, a short view into some specific qualifications of the Mountain Troops is given. Furthermore, it highlights the current equipment and structure to show the present capability profile of the German Armed Forces Mountain Troops. Moreover, the article gives a short overview of the participation of units and soldiers in international missions, the German military was and is involved in. Finally, the Brigade Battle Exercise EDELWEISS2015 is presented as an illustration of the challenges the German Army and its Mountain Forces have to face in the afore mentioned complex and multidimensional warfighting environment.

Zusammenfassung Die Kompetenzen der Institution der Sozialen Selbstverwaltung in der Steuerung des öffentlichen deutschen Gesundheitssystems sind geprägt von der historisch und gesetzlich begründeten Legitimation der Sozialpartner, Verantwortung sowohl für eine am Versichertenbedarf auszurichtende Gesundheitsversorgung zu übernehmen als auch deren Wirksamkeit durch demokratische Partizipation und nachhaltige Finanzierung sicherzustellen. Verschiedene politische Initiativen haben in den vergangenen Jahren sukzessive dazu beigetragen, diese Bedeutung zugunsten einer strukturellen Professionalisierung zurückzudrängen, wodurch auch das Verständnis der ehrenamtlichen Ebene der sozialen Selbstverwaltung unter Druck gesetzt wurde. Dies geschah im Kontext einer am Primat des Wettbewerbs und der Wirtschaftlichkeitsorientierung ausgerichteten Gesundheitspolitik. Um die Solidargemeinschaft GKV gegen diese Tendenzen zu stärken, ist auch eine Stärkung des Solidaritätsprinzips und damit eine Stärkung des Systems der ehrenamtlichen sozialen Selbstverwaltung notwendig. Abstract The social self-administration asserts control over the German public health system according to both a broad historical and social legitimation and a legal consensus on the role and competences of the social partners. Policy readjustments led to a subsequent shift of power within these administrative structures towards a professional, economy-oriented management style in accordance with a new, broad health policy perception based on competition and market influence. Thus, it is necessary to strengthen both the principle of solidarity and the voluntary dimension of the social self-administration in order to realign the public health system with a focus on public interest, needs of the social insured and sustainability of the social insurance systems.

<p>Madrasah is one of the oldest Islamic education institution. At first, the school only develop curriculum with Islamic competences are the main objectives .. Madrasah today has been integrating the Islamic knowledge and sciences. Several countries in Asia both predominantly Muslim and minority seems that they have developed madrasa education institutions as one attractive option for people. Every country has the madrassa who coined according to the characteristics typi-cal of a country, There are significant similarities, all madrassas in various countries have a curriculum that combines religious education in the form of Aquran, Hadith, Fiqh, Tawhid, historical and moral theology and general edu-cation based on demands of each country</p><p> </p><p>Abstrak</p><p>Madrasah merupakan salah lembaga pendidikan Islam tertua. Pada mulanya, ma-drasah hanya mengembangan kurikulum dengan kompetensi keislaman yang menjadi tujuan utama. Madrasah masa kini telah memadukan antara ilmu-ilmu kesilaman, ilmu-ilmu umum dan teknoogi. Beberapa negara di Asia baik yang penduduknya mayoritas muslim maupun yang minoritas telah memgembangkan lembaga pendidikan madrasah sebagai salah satu pilihan menarik buat masyara-katnya. Setiap negara memiliki madrasah yang memiiki ciri khas sesuai dengan karakteristik negara di mana madrasah itu berada, Terdapat persamaan yang penting, semua madrasah di berbagai negara memiliki kurikulum yang mema-dukan antara pendidikan keagamaan berupa Aquran, Hadis, Fiqh, Tauhid, sejarah dan akidah akhlak dan pendidian umum yang menjadi tuntutan negara masing-masing</p>

The archaeological research in Indonesia is in positive progress in the last years. This situation is reflected by the increasing of public and media interest in the archaeological and cultural historical research activity. A main factor which is determine the quality of research result and the performance of the archaeological institution is the human capital. The quality and competence of researcher serve as the main factors in developing archaeological research institution in Indonesia. This paper will discuss the performance of archaeology researchers in Indonesia with the main focus on the researcher in Balai Arkeologi Ambon. Analysis on the perfomance was conducted based on the synopsis of National Research Result Evaluation 2013. We hope that this paper might serves as the discussion medium to evaluate the performance of archaeological research and develop solution for the better perfomance in the future.Penelitian arkeologi di Indonesia semakin berkembang selama tahun-tahun belakangan. Hal mana tercermin dari meluasnya perhatian masyarakat dan media atas aktifitas riset arkeologi dan sejarah budaya. Hal mana juga berimplikasi pada meningkatnya ekspektasi publik atas hasil penelitian. Salah satu faktor kunci yang menentukan kualitas hasil penelitian dan kinerja lembaga riset termasuk bidang arkeologi adalah sumber daya manusia. Kualitas kemampuan dan kompetensi peneliti merupakan penentu kinerja dan capaian institusi penelitian arkeologi di Indonesia. Makalah ini membahas mengenai tinjauan atas kinerja peneliti arkeologi di Indonesia dengan fokus pada kinerja peneliti di Balai Arkeologi Ambon. Telaah atas kinerja dilakukan dengan mengacu pada tujuh parameter kinerja yang disampaikan dalam sinopsis kegiatan Evaluasi Hasil Penelitian Arkeologi Nasional 2013. Diharapkan makalah sederhana ini bisa menjadi ruang diskusi untuk melakukan evaluasi kinerja peneliti arkeologi dan membangun solusi bagi kinerja yang lebih baik ke depan.

Penelitian ini bertujuan untuk menganalisis peran sumber daya manusia dalam pengembangan pariwisata budaya di Kabupaten Ciamis. Adapun metode yang digunakan dalam penelitian ini adalah metode penelitian sejarah dalam upaya untuk mendapatkan data dan fakta yang ada di lapangan. Berdasarkan hasil penelitian ini bahwa peran sumber daya manusia sebagai faktor kunci keberhasilan dalam mewujudkan pengembangan pariwisata budaya di Kabupaten Ciamis. Peran SDM sebagai motor penggerak industri pariwisata, pencipta produk industri pariwisata, dan sebagai penentu daya saing industri pariwisata. Hal ini dapat diwujudkan melalui pendidikan pariwisata dan pelatihan pemandu wisata yang harus dimiliki bagi masyarakat khususnya berada di daerah wisata untuk mengembangkan pariwisata budaya di wilayah Kabupaten Ciamis, karena melalui kegiatan tersebut akan lebih meningkatkan mutu, kinerja dan hasil yang diperoleh menjadi lebih baik. Maka, peran SDM sangat menunjang keberhasilan bagi pengembangan pariwisata budaya di Kabupaten Ciamis dengan kompetensi yang dimilikinya, sehingga objek wisata budaya yang ada di Kabupaten Ciamis menjadi tujuan wisata yang lebih menarik dan memiliki keunikan yang kaya akan nilai sejarah dan budaya Galuh serta bermanfaat bagi masyarakat yang berada di daerah wisata sebagai sarana memperoleh penghasilan sehingga kesejahteraan masyarakatpun akan lebih meningkat.Abstract This study aims to analyze the role of human resources in the development of cultural tourism in Ciamis Regency. The method used in this study is a historical research method in an effort to obtain data and facts in the field. Based on the results of this study, the role of human resources as a key success factor in realizing the development of cultural tourism in Ciamis Regency. The role of Human Resources as the driving force of the tourism industry, the creator of tourism industry products, and as a determinant of the competitiveness of the tourism industry. This can be realized through tourism education and must-have tour guide training for the community, especially in tourist areas to develop cultural tourism in the Ciamis Regency area, because through these activities the quality, performance and results obtained will be better. So, the role of Human Resources greatly supports the success of the development of cultural tourism in Ciamis Regency with its competencies, so that cultural tourism objects in Ciamis Regency become more attractive and unique tourist destinations that are rich in Galuh's historical and cultural values and beneficial for communities in tourist areas as a means of earning income so that the welfare of the community will increase.

Penelitian ini bertujuan untuk mengkaji implementasi dan antisipasi dampak ketentuan baru Peraturan Daerah (PERDA) Ogan Komering Ilir (OKI) No. 9/2008 tentang Pengelolaan Lebak, Lebung, dan Sungai di Kabupaten Ogan Komering Ilir, yang menjadi otonomi desa. Penelitian ini menggunakan metode deskriptif eksploratif melalui pendekatan historis kasuistik yang didukung data primer dan sekunder. Hasil penelitian menunjukkan bahwa transformasi pengelolaan perairan umum daratan dengan berlakunya Perda OKI No. 9/2008 memberikan akses yang lebih besar kepada masyarakat untuk memanfaatkan sumber daya ikan. Kewenangan yang dimiliki desa menjadi lebih luas dalam mengatur lebak lebung dan sungai. Kurang optimalnya implementasi Perda OKI No. 9/2008 dikarenakan aparatur dan masyarakat Desa Berkat belum siap mengadopsi perubahan nilai serta norma baru. Implikasi kebijakan penelitian ini adalah perlunya meningkatkan kompetensi aparatur desa melalui pelatihan/pendidikan; memberikan sosialisasi secara komprehensif kepada masyarakat; melakukan kontrol dan pendampingan yang konsisten, serta menciptakan komunikasi hukum yang baik dalam menerapkan peraturan baru. Tittle: Transformation Management of Inland Waters in Ogan Komering Ilir DistrictThis research aimed to review the impact of implementation and anticipate potential impacts of the new provisions of Local Regulation No. 9/2008 on Management of Lebak, Lebung, and Rivers in Ogan Ilir Komering Ilir regency, which has become an autonom of the village. Research was conducted using descriptive-exploratory method, through historical case approach, supported by primary and secondary data. Results show that transformation of the management of inland waters by the enactment of Local Regulation No. 9/2008 provides a greater access to the community to utilize fish resources. Authority of the village was wider than previous system in terms of arranging the lebak lebung and river. Under optimal level of implementation of the Local Regulation No. 9/2008 was due to the apparatus and community unreadines to adopt the values changing in and new norms. Policy implications of this research were as follows improving the competence of village apparatus through training/education; providing comprehensive socialization to the community; doing control and consistent mentoring, and creating a good communication law in applying new regulation.

Names of Snakes in Latvian Texts of the Sixteenth and Seventeenth CenturiesThis article analyses the naming of snakes in sixteenth- and seventeenth-century Latvian texts which are taken from the Corpus of Early Written Latvian Texts, containing the first Latvian dictionaries, religious texts, and some secular texts. The objective of the paper is to try to determine how precisely the translators of religious texts rendered names of snakes, and to ascertain whether any semantic changes have taken place, or whether religious texts show specific use. The study also aims to find out if taboo of dangerous animals, snakes in particular, and related euphemisation is reflected in early Latvian texts. The paper focuses on four Latvian words: čūska, odze, zalktis, and tārps; two of them, odze and zalktis, from the sixteenth and seventeenth centuries until present time, have undergone significant semantic changes, probably because of euphemisation triggered by taboo. Comparison with the Lithuanian language allows to conclude that such usage, different from Modern Latvian, is neither specificity of old texts, nor incompetence of translators, but rather historical language facts. It is also established that in the sixteenth and seventeenth centuries animals as well as plants were not so strictly separated in peoples’ minds, the borders between their names were more fluid, therefore any of snakes’ names could be attributed to any snake species in Latvia. Nazwy węży w szesnasto- i siedemnastowiecznych tekstach łotewskichNiniejszy artykuł analizuje nazwy węży w szesnasto- i siedemnastowiecznych tekstach łotewskich, pochodzących z korpusu wczesnego piśmiennictwa łotewskiego, zawierającego pierwsze łotewskie słowniki, teksty religijne i świeckie. Autorka podejmuje próbę ustalenia, jak dokładnie tłumacze tekstów religijnych przekładali nazwy węży, oraz wyjaśnienia, czy zachodziły w tym zakresie zmiany semantyczne i czy teksty religijne zawierają specyficzne użycia. Artykuł ma również na celu ustalenie, czy tabu w odniesieniu do groźnych zwierząt, zwłaszcza węży, i związana z nim eufemizacja znajdują odzwierciedlenie we wczesnych tekstach łotewskich. Analiza skupia się na czterech łotewskich leksemach: čūska, odze, zalktis i tārps. W okresie od XVI i XVII wieku do czasów współczesnych, dwa z nich, odze i zalktis, uległy znacznym zmianom semantycznym, prawdopodobnie wywołanym eufemizacją wynikającą z tabu. Porównanie z językiem litewskim pozwala stwierdzić, że takie użycie, odmienne niż we współczesnej łotewszczyźnie, nie wynika ze specyfiki wczesnych tekstów łotewskich ani z braku kompetencji tłumaczy, lecz z historii języka. Jak wykazano, w XVI i XVII wieku poszczególne zwierzęta i rośliny nie były tak mocno wyodrębnione w ludzkiej świadomości, granice pomiędzy ich nazwami były bardziej płynne, a zatem wszystkie omawiane nazwy można przypisać wszystkim gatunkom węży występującym na Łotwie.

Kawasan Kota Lama Kendari dahulunya adalah pusat kota, kawasan ini juga dikenal sebagai kota pelabuhan yang merupakan salah satu identitas kawasan tersebut. Akibat mengalami penurunan kualitas lingkungan,yakni menurunnya estetika kawasan, bangunan historis yang mulai hilang, tata ruang yang tidak memenuhi syarat, aktifitas ekonomi masyarakat yang mulai berkurang, sertatidak adanya taman kota, sehingga kota ini dianggap sebagai kota mati. Penelitian ini bertujuan untuk menganalisa konsep penataan kawasan Kota Lama Kendari sehingga dapat menghidupkan serta mempertahankan identitas dan citra kotanya. Penelitian ini menggunakan pendekatan positivistik dengan jenis penelitian kualitatif deskriptif melalui kegiatan survey literatur, observasi, wawancara, dan materi visual yang kemudian dilakukan kajian dan analisa sesuai dengan permasalahan berdasarkan teori penataan kawasansehingga dapat diketahui konsep penataan kawasan yang cocok untuk diterapkan. Penelitian ini menghasilkan: penataan kawasan(bangunan &lingkungan);peningkatan kualitas kawasan (penguatan karakter dan identitas kawasan) yang membentuk image;peningkatan vitalitas ekonomi kawasan; pengintegrasian komponen kawasan; danpenataan komponen perancangan secara terpadu.Kata-kata Kunci: Penataan Kawasan, Identitas Kota, Citra Kota. STUDY OF KENDARI’S OLD TOWN AREA ARRANGEMENT CONCEPT BASED ON THE IDENTITY AND IMAGE OF THE CITYThe Kendari’s Old Town was once the center of the city andhas been properly acknowledged as the port city, the eminent identity of the region. Due to the environmental degradation i.e. the ghastly decaying of aesthetics, lost of historical building, unqualified spatial, decreasing of economic activity of society, and the absence of city’s park, the area has been deemed as dead city. This study aims to analyze the concept of the Kendari’s Old Town area arrangement in reviving and maintaining the identity and image of the city. This research applied positivistic approach with descriptive qualitative type through literature study activity, observation, interview, and visual material followed by study and analysis in accordance with the problems based on the theory of the area arrangement, hence it might result on the suitable concept toward area arrangement that meets the requirements. Research findings are as follows: Area arrangement (buildings& environment), improvement of area’s quality (strengthening of character and identity of the area) that forms image, improvement of economic vitality, integration of component area; and the design of components in integrated manner.Keywords: Area Arrangement, City’s Identity, City’s Image REFERENCESAmar. (2009). Identitas Kota, Fenomena dan Permasalahannya. Jurnal “ ruang “ VOLUME 1 Nomor 1 September 2009. Jurusan Arsitektur Fakultas Teknik Universitas Tadulako.Budiharjo, E. (1982). Sejumlah Masalah Permukiman Kota. Bandung: Alumni Bandung.Nurjannah, Irma., Santi., (2011). Studi Morfologi Kota Kendari Sebagai Penentu Model Inovasi Perancangan Kota Masa Depan Berdasarkan Karakter Struktur Kotanya. Laporan Penelitian Hibah Kompetensi. Universitas Haluoleo. Kendari.Riski, C., Antariksa., Surjono., (2009). Pelestarian Kampung Kemasan Kota Lama Gresik. Arsitektur e-Journal, Vol. 2 No. 2. Universitas Brawijaya. Malang.Shirvani, Hamid (1985). The Urban Design Process. Van Nostrand Reinhold, New York.Lynch, Kevin (1960). The Image of The City. MIT Press. Cambridge. MA

This research aims to obtain empirical data about the perception of PPG program students of historical education on PPG program. This research was conducted from December 2015 until February 2016. The research method used is descriptive method with survey technique. The sampling technique used in this study is the sampling 'aim' (purposive sampling). The affordable population in this research is the students of PPG program of class III education that is 22 students. Data collection techniques used questionnaires analyzed descriptively using frequency tables and percentages. The result of the research revealed that 65.46% of respondents know that PPG program is a means to obtain educator certificate. This is reinforced by 93.96% of respondents already set to follow the PPG program as the teacher certification path when graduating from college. At the time of the PPG program, 55.85% of respondents already understand the process of PPG program implementation. Understanding of PPG program implementation process is evidenced by 71.23% of respondents know and understand the purpose of certification in the PPG program. The PPG program is perceived by 80.7% of respondents as the right program to produce qualified and qualified teachers supported by effective lecture activities, so the PPG program becomes a recommendation for scholars of history education in particular to follow this program. The conclusion of this research is the PPG program which is followed by providing many new sciences in the scope of pedagogic and professional competence. Providing a certificate of educator after graduating PPG program can support the profession as a teacher. Implementation of PPG program has been running well and on time, although there are still some complaints of students of PPG program class III. Penelitian ini bertujuan untuk memperoleh data empiris mengenai persepsi mahasiswa program PPG pendidikan sejarah terhadap program PPG. Penelitian ini dilaksanakan dari bulan Desember 2015 sampai Februari 2016. Metode penelitian yang digunakan adalah metode deskriptif dengan teknik survai. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah sampling ‘bertujuan’ (purposive sampling). Populasi terjangkau dalam penelitian ini adalah mahasiswa program PPG pendidikan sejarah angkatan III yaitu sebanyak 22 mahasiswa. Berdasarkan jumlah dari populasi terjangkau yang termasuk sedikit, maka populasi terjangkau ini dijadikan sampel dalam penelitian ini. Teknik pengumpulan data menggunakan angket yang dianalisis secara deskriptif dengan menggunakan tabel frekuensi dan persentase. Hasil penelitian diketahui 65,46% responden mengetahui program PPG adalah sarana untuk memperoleh sertifikat pendidik. Hal ini diperkuat dengan 93,96% responden sudah menetapkan akan mengikuti program PPG sebagai jalur sertifikasi guru saat lulus kuliah. Pada saat perkuliahan program PPG, 55,85% responden sudah memahami proses penyelenggaraan program PPG. Pemahaman tentang proses penyelenggaraan program PPG ini dibuktikan dengan 71,23% responden mengetahui dan memahami tujuan dari sertifikasi yang ada dalam program PPG. Program PPG dipersepsikan oleh 80,7% responden sebagai program yang tepat untuk menghasilkan guru yang berkualitas dan bermutu ditunjang dengan kegiatan perkuliahan yang efektif, sehingga program PPG menjadi rekomendasi bagi sarjana pendidikan sejarah pada khususnya untuk mengikuti program ini. Kesimpulan penelitian ini adalah program PPG yang diikuti memberikan banyak ilmu yang baru dalam lingkup kompetensi pedagogik dan profesional. Pemberian sertifikat pendidik setelah lulus program PPG dapat menunjang profesi sebagai guru. Pelaksanaan program PPG sudah berjalan dengan baik dan tepat waktu, walaupun masih terdapat beberapa keluhan mahasiswa program PPG angkatan III.

Grundtvig og folkehøjskolen i dag: Debatindlæg fra tre yngre Grundtvig-forskere om den grundtvigske arv i højskoledebatten i begyndelsen af 2004. Bidragene stammer fra et fyraftensmøde i Højskolernes Hus, Nytorv, København[Grundtvig and the Folk-Highschool today: Contributions to a Debate from three younger Grundtvig- Scholars, in Connection with the national Debate upon the Grundtvig-Legacy in the Folk-Highschool early in 2004. The Contributions stem from an Evening Meeting in Højskolernes Hus, Nytorv, Copenhagen]By Henrik Wigh-Poulsen, Jes Fabricius Møller and Kim Arne PedersenHenrik Wigh-Poulsen (Grundtvig Academy) sketches out the way in which the Grundtvig legacy, having at first been a force for religious and political transformation, has become a national gene-code by becoming identified with Danishness. However, this is not felt to be a victory within the Grundtvigian movement where almost from the start a worry about watering-down and a desire to get back to the wellsprings can be traced. Instead of worrying, a job of reconstruing ought to be addressed. In our post-postmodem age, the inherited legacy is no longer taken as given but has to be reformulated without use of the received terminology. The annexation of Grundtvig by Danish newnationalism and the modem folk-highschoofs critical relationship to the inheritance from him make this problematic, but with a startingpoint in Grundtvig’s conception of Christianity one may point to Grundtvig’s openness, founded upon his creation-theology, towards the present and the future and that interaction between Christianity and culture, tradition and renewal, which ensue from it.Jes Fabricius Møller, taking as his starting-point the enthusiasm of certain folk-highschool people for qualification-orientated education, combined with criticism of Grundtvig, suggests that this group of people’s current break with Grundtvig is not inconsistent with the history of the folk-highschools following the Second World War, when interest gravitated towards life-philosophy, theology and literature. Furthermore, Grundtvig has suffered the fate of been overshadowed by the Grundtvig-myth, a relationship which has partly to do with the compartmentalised nature of Grundtvig’s writings, and partly with the compartmentalisation of the Grundtvigian movement.Here, Grundtvig functions as a mythic gathering-point which English Summaries / danske resuméer overshadows the real Grundtvig. Grundtvig is of significance not because of the effectiveness of his specific message, but because he made himself effective and thereby became an historical premise for the present.Kim Arne Pedersen, in an extension of the study-group “A new view upon Grundtvig” within the Danish folk-highschools, sketches an outline for a new interpretation of the Grundtvigian vision of the highschool. The objective is that the highschools should keep up with the circumstances of the times without capitulating to their conditions, but concretely to formulate a third way between new nationalism’s exploitation of Grundtvig and his repudiation by Danish intellectuals and highschool people: that is, on the one hand a nationalistic Grundtvig, and on the other hand the Danish education system’s focus upon the concept of qualification-attainment [>kompetence-begrebet], which is here to be understood as being in harmony with the present time’s focus upon power relationships as the determinant within human relationships.The history of Grundtvig’s influence and the debate among Grundtvig scholars form a background for the third way. In opposition to acceptance of power relationships as foundational, an extension of Martin Buber is brought to bear upon the dialogue. Grundtvig is seen as a part of modernity, and against the background of the Grundtvigian concepts of converse [samtale] and interaction [vekselvirkning] the Grundtvigian concept of life-enlightenment [livsoplysningsbegreb] is construed out of the human relationship to God within a radical freedom and with space for the miracle and the unexpected which breaks through into human life through this dialogue. The Grundtvigian concept of national communality [folkelighed] is construed, in opposition to theories of social-constructivist nationalism, along the lines of Adrian Hastings’ understanding of “nation” as a concept coming into existence via Christianity in the medieval and early modem periods. Global changes mean that today national communality [folkelighed] is indeed to be understood against the background of the national culture, but also, simultaneously, as an imperative, a project, rather than as a description of a pre-established reality.

Grundtvig og folkehøjskolen i dag: Debatindlæg fra tre yngre Grundtvig-forskere om den grundtvigske arv i højskoledebatten i begyndelsen af 2004. Bidragene stammer fra et fyraftensmøde i Højskolernes Hus, Nytorv, København[Grundtvig and the Folk-Highschool today: Contributions to a Debate from three younger Grundtvig- Scholars, in Connection with the national Debate upon the Grundtvig-Legacy in the Folk-Highschool early in 2004. The Contributions stem from an Evening Meeting in Højskolernes Hus, Nytorv, Copenhagen]By Henrik Wigh-Poulsen, Jes Fabricius Møller and Kim Arne PedersenHenrik Wigh-Poulsen (Grundtvig Academy) sketches out the way in which the Grundtvig legacy, having at first been a force for religious and political transformation, has become a national gene-code by becoming identified with Danishness. However, this is not felt to be a victory within the Grundtvigian movement where almost from the start a worry about watering-down and a desire to get back to the wellsprings can be traced. Instead of worrying, a job of reconstruing ought to be addressed. In our post-postmodem age, the inherited legacy is no longer taken as given but has to be reformulated without use of the received terminology. The annexation of Grundtvig by Danish newnationalism and the modem folk-highschoofs critical relationship to the inheritance from him make this problematic, but with a startingpoint in Grundtvig’s conception of Christianity one may point to Grundtvig’s openness, founded upon his creation-theology, towards the present and the future and that interaction between Christianity and culture, tradition and renewal, which ensue from it.Jes Fabricius Møller, taking as his starting-point the enthusiasm of certain folk-highschool people for qualification-orientated education, combined with criticism of Grundtvig, suggests that this group of people’s current break with Grundtvig is not inconsistent with the history of the folk-highschools following the Second World War, when interest gravitated towards life-philosophy, theology and literature. Furthermore, Grundtvig has suffered the fate of been overshadowed by the Grundtvig-myth, a relationship which has partly to do with the compartmentalised nature of Grundtvig’s writings, and partly with the compartmentalisation of the Grundtvigian movement.Here, Grundtvig functions as a mythic gathering-point which English Summaries / danske resuméer overshadows the real Grundtvig. Grundtvig is of significance not because of the effectiveness of his specific message, but because he made himself effective and thereby became an historical premise for the present.Kim Arne Pedersen, in an extension of the study-group “A new view upon Grundtvig” within the Danish folk-highschools, sketches an outline for a new interpretation of the Grundtvigian vision of the highschool. The objective is that the highschools should keep up with the circumstances of the times without capitulating to their conditions, but concretely to formulate a third way between new nationalism’s exploitation of Grundtvig and his repudiation by Danish intellectuals and highschool people: that is, on the one hand a nationalistic Grundtvig, and on the other hand the Danish education system’s focus upon the concept of qualification-attainment [>kompetence-begrebet], which is here to be understood as being in harmony with the present time’s focus upon power relationships as the determinant within human relationships.The history of Grundtvig’s influence and the debate among Grundtvig scholars form a background for the third way. In opposition to acceptance of power relationships as foundational, an extension of Martin Buber is brought to bear upon the dialogue. Grundtvig is seen as a part of modernity, and against the background of the Grundtvigian concepts of converse [samtale] and interaction [vekselvirkning] the Grundtvigian concept of life-enlightenment [livsoplysningsbegreb] is construed out of the human relationship to God within a radical freedom and with space for the miracle and the unexpected which breaks through into human life through this dialogue. The Grundtvigian concept of national communality [folkelighed] is construed, in opposition to theories of social-constructivist nationalism, along the lines of Adrian Hastings’ understanding of “nation” as a concept coming into existence via Christianity in the medieval and early modem periods. Global changes mean that today national communality [folkelighed] is indeed to be understood against the background of the national culture, but also, simultaneously, as an imperative, a project, rather than as a description of a pre-established reality.

Grundtvig og folkehøjskolen i dag: Debatindlæg fra tre yngre Grundtvig-forskere om den grundtvigske arv i højskoledebatten i begyndelsen a f2004. Bidragene stammer fra et fyraftensmøde i Højskolernes Hus, Nytorv, København[Grundtvig and the Folk-Highschool today: Contributions to a Debate from three younger Grundtvig- Scholars, in Connection with the national Debate upon the Grundtvig-Legacy in the Folk-Highschool early in 2004. The Contributions stem from an Evening Meeting in Højskolernes Hus, Nytorv, Copenhagen]By Henrik Wigh-Poulsen, Jes Fabricius Møller and Kim Arne PedersenHenrik Wigh-Poulsen (Grundtvig Academy) sketches out the way in which the Grundtvig legacy, having at first been a force for religious and political transformation, has become a national gene-code by becoming identified with Danishness. However, this is not felt to be a victory within the Grundtvigian movement where almost from the start a worry about watering-down and a desire to get back to the wellsprings can be traced. Instead of worrying, a job of reconstruing ought to be addressed. In our post-postmodem age, the inherited legacy is no longer taken as given but has to be reformulated without use of the received terminology. The annexation of Grundtvig by Danish newnationalism and the modem folk-highschoofs critical relationship to the inheritance from him make this problematic, but with a startingpoint in Grundtvig’s conception of Christianity one may point to Grundtvig’s openness, founded upon his creation-theology, towards the present and the future and that interaction between Christianity and culture, tradition and renewal, which ensue from it.Jes Fabricius Møller, taking as his starting-point the enthusiasm of certain folk-highschool people for qualification-orientated education, combined with criticism of Grundtvig, suggests that this group of people’s current break with Grundtvig is not inconsistent with the history of the folk-highschools following the Second World War, when interest gravitated towards life-philosophy, theology and literature. Furthermore, Grundtvig has suffered the fate of been overshadowed by the Grundtvig-myth, a relationship which has partly to do with the compartmentalised nature of Grundtvig’s writings, and partly with the compartmentalisation of the Grundtvigian movement.Here, Grundtvig functions as a mythic gathering-point which English Summaries / danske resuméer overshadows the real Grundtvig. Grundtvig is of significance not because of the effectiveness of his specific message, but because he made himself effective and thereby became an historical premise for the present.Kim Arne Pedersen, in an extension of the study-group “A new view upon Grundtvig” within the Danish folk-highschools, sketches an outline for a new interpretation of the Grundtvigian vision of the highschool. The objective is that the highschools should keep up with the circumstances of the times without capitulating to their conditions, but concretely to formulate a third way between new nationalism’s exploitation of Grundtvig and his repudiation by Danish intellectuals and highschool people: that is, on the one hand a nationalistic Grundtvig, and on the other hand the Danish education system’s focus upon the concept of qualification-attainment [>kompetence-begrebet], which is here to be understood as being in harmony with the present time’s focus upon power relationships as the determinant within human relationships.The history of Grundtvig’s influence and the debate among Grundtvig scholars form a background for the third way. In opposition to acceptance of power relationships as foundational, an extension of Martin Buber is brought to bear upon the dialogue. Grundtvig is seen as a part of modernity, and against the background of the Grundtvigian concepts of converse [samtale] and interaction [vekselvirkning] the Grundtvigian concept of life-enlightenment [livsoplysningsbegreb] is construed out of the human relationship to God within a radical freedom and with space for the miracle and the unexpected which breaks through into human life through this dialogue. The Grundtvigian concept of national communality [folkelighed] is construed, in opposition to theories of social-constructivist nationalism, along the lines of Adrian Hastings’ understanding of “nation” as a concept coming into existence via Christianity in the medieval and early modem periods. Global changes mean that today national communality [folkelighed] is indeed to be understood against the background of the national culture, but also, simultaneously, as an imperative, a project, rather than as a description of a pre-established reality.

Artykuł stanowi głos w dyskusji o możliwości przenoszenia terminów między językoznawstwem diachronicznym i synchronicznym na przykładzie terminu dopowiedzenie. W wypadku tego terminu zwrócono także uwagę na homonimię. Skonfrontowano różne definicje obecne w literaturze przedmiotu. Analizowane w artykule przykłady pochodzą ze staropolskich apokryfów nowotestamentalnych (Historyi trzech kroli oraz Rozmyślań dominikańskich). Termin dopowiedzenie zdefiniował Laskowski, a przejęli go m.in. Grochowski, Wiśniewski, Dobaczewski. Wszystkie definicje, w których dopowiedzenie ujmowane jest jako jednostka asyntagmatyczna, zależna kontekstowo, zostały stworzone na gruncie badań synchronicznych i zakładają w dużej mierze odwołanie się do kompetencji językowej użytkownika języka. Większość przykładów przywoływanych w tego typu artykułach jest spreparowana, stworzona celowo przez piszącego. Na problemy z adaptacją terminu wykształconego na gruncie badań synchronicznych do badań diachronicznych zwracała uwagę już Pastuchowa, sugerując, że historyk języka powinien wyjść od materiału językowego. To z kolei prowadzi do obserwacji, że zaproponowana definicja oraz kryteria wyróżniania dopowiedzeń nie są adekwatne do materiału dawnego. Ponadto tak zdefiniowany termin jest nieintuicyjny. Terminu dopowiedzenie użyła ponadto Krążyńska na określenie jednej ze średniowiecznych technik rozbudowywania pojedynczych zdań. W tym ujęciu termin dopowiedzenie jest jednak nieostry, nieprecyzyjny, choć intuicyjny. Sam termin zapewne nie został zaadaptowany z jednego obszaru badawczego do innego, lecz stworzono go niezależnie. Przyczyną tego stanu rzeczy może być przejrzysta budowa słowotwórcza wyrazu oraz intuicyjne rozumienie. Bardzo trudno zaproponować jasne i jednoznaczne kryteria wyodrębniania dopowiedzeń z tekstów staropolskich. Wiąże się to z faktem, że nie wiemy, czy dany element językowy jest integralną częścią zdania (składnikiem), czy też jest wtórny, dosunięty (spójnikowo lub bezspójnikowo). Nie są rozstrzygające w tej kwestii geneza (czy to np. zastosowanie figury retorycznej, czy też glosa wtórnie wciągnięta w tekst główny) ani zakres dopowiadanych sensów. Kluczowe wydają się wiedza o zabytku oraz intuicja badawcza. Ambiguity and functionality of the term dopowiedzenie (apposition), exemplified by Old Polish New Testament apocrypha. Summary: The article contributes to the discussion about the possibility of transferring terms between diachronic and synchronic linguistics. Using the term dopowiedzenie (‘apposition’) as an example, we address homonymy and confront various definitions that can be found in the literature. The examples analysed in the article are sourced in Old Polish New Testament apocrypha (Historyja trzech kroli ‘The history of the Three Kings’ and Rozmyślania dominikańskie ‘Dominican Meditations’). The term dopowiedzenie was defined by Laskowski and adopted by, among others, Grochowski, Wiśniewski, Dobaczewski. The definitions in which apposition is seen as an asyntagmatic and contextually dependent unit have been created on the basis of synchronic research and assume, to a large extent, appealing to the language competence of the speaker. Most examples cited in such articles are invented, i.e. created deliberately by the writer. Problems with the adaptation of a term that has developed in the field of synchronic research to diachronic research were already pointed out by Pastuchowa, who suggested that a historical linguist should take language material as a starting point. This, in turn, leads to an observation that the proposed definition and the criteria for the identification of apposition are not applicable to old material. Moreover, the term thus defined is non-intuitive. The term dopowiedzenie was also used by Krążyńska to describe one of the medieval techniques of expanding simple sentences. In this approach, however, the term is blurred, imprecise, although intuitive. Most probably the term was not adapted from one research area to another, but it was created independently. The reason for this can be its transparent word-formation structure and intuitive understanding. It is difficult to propose clear and unambiguous criteria for the extraction of appositions from Old Polish texts. This is due to the fact that we do not know whether a particular language element is an integral part of a sentence (constituent) or whether it is secondary, added (with or without the use of a conjunction). Examining the origin (e.g. the use of a rhetorical figure, the glosses incorporated secondarily in the main text) or the range of the added meanings does not help in resolving the issue. It is the knowledge of the written relic and scholarly intuition that seem to be the key. Keywords: term, apposition, syntax, Old Polish apocrypha

<p>A central theme in the reindeer husbandry is the conflicts between this and other economic interests as tourism, community development etc. in connection with the utilization of common territory. A retrospective glance will show that this is an old problem and not a new phenomenon. The Nordic Sami Institute has carried out a research project with the following objectives: 1.to give an account of the terms of planning for the reindeer husbandry, 2.to find out how the S&aring;mi (Lapp) community's and so the reindeer husbandry's interests are taken into account in local planning. 3.find ways for how the reindeer husbandry's use of land can be described. 4.give suggestions as to how the interests of the Sami community can better be taken into account or how it can increase its influence in relation to planning. The suggestions based upon the results from the research project are: &mdash;that the Sami community aquire competence by preparing itself for the changes in its environment. &mdash;that it builds up its own organization. &mdash;that it aquires a more noticeable influence in community planning and decision making. This project and earlier experiencies have shown that the way of influencing e.g. by land-use-planning is weak and unreliable today.</p><p>Rensk&ouml;tsel och kommunal planering.</p><p>Abstract in Swedish / Sammandrag: Ett centralt tema i renskotselsammanhang ar konflikterna mellan renskotsel och andra ekonomiska intressen som turism, samh&aring;llsutbyggnad etc. vid utnyttjande av gemensamma arealer. En historisk tillbakablick visar att denna problematik inte p&aring; n&aring;got s&aring;tt &aring;r n&aring;gon ny foreteelse utan ett gammalt tema med variationer i tid och rum. I ett forskningsprojekt vid Sami Instituhtta har en studie genomforts med syftet att: 1.soka beskriva planeringsforuts&aring;ttningarna for renskotseln. 2. soka forklara hur renskotselns intressen tas tillvara i den kommunala fysiska planeringen. 3. finna former for hur renskotselns markanv&aring;ndning kan beskrivas. 4. att l&aring;mna forslag p&aring; hur samebyns interessen kan b&aring;tre tillvaratas och hur den kan oka sitt inflytande i planeringssammanhang. P&aring; grundval av framkomna resultat foresl&aring;s: &mdash;att samebyn skapar egen kompetens. Det &aring;r fr&aring;ga om att forbereda sig infor forandringar i omgivningen exvis i form av markanv&aring;ndnings- och utvecklingsplanering. &mdash;att samebyn bygger upp den egna organisationen. &mdash;att samebyn f&aring;r ett mera breddat och fordjupat inflytande i det kommunala planerings- och beslutssystemet. Detta projekt och tidigare erfarenheter visar p&aring; att samr&aring;d som form for inflytande &aring;r svag och os&aring;ker.</p><p>Poronhoito ja kunnallinen suunnittelu.</p><p>Abstract in Finnish / Yhteenveto: Keskeinen teema poronhoidon yhteydess&aring; on selkkaukset poronhoidon ja muiden taloudellisten hyotyjen v&aring;lill&aring; kuten turismin, yhteiskunnan laajennuksen j.n.e. yhteisten pinta-alojen hyv&aring;ksik&aring;ytoss&aring;. Historiallinen, taannehtiva katsaus osoittaa, ettei t&aring;rna ongclma ole mill&aring;&aring;n tavalla joku uusi ilmio, vaan vanha teema vaihdellen ajassa ja alueilla. Sami Instituhttan er&aring;&aring;ss&aring; tutkimusprojektissa on suoritettu tutkielma pit&aring;en p&aring;&aring;m&aring;&aring;r&aring;n&aring;: 1. koettaa kuvailla poronhoidon suunnitteluedellytykset, 2. koettaa selvitt&aring;&aring;, miten poronhoidon edut otetaan talteen kunnallisessa, fyysilliscssa suunnittelussa, 3. loyt&aring;&aring; ilmaisumuotoja siit&aring;, miten poronhoidon maa-alueen k&aring;ytto voidaan kuvailla, 4. j&aring;tt&aring;&aring; ehdotuksia siit&aring;, miten paliskunnan etuja voidaan paremmin ottaa talteen sck&aring; miten se voi lis&aring;t&aring; vaikutusvaltaansa suunnittelun yhteydess&aring;. Esilletulleiden tulosten perusteella ehdotetaan:&mdash; ett&aring; paliskunta muodostaa oman toimivallan. On kysymys valmistautua ymp&aring;riston muutoksiin esimerkiksi maa-alueen k&aring;yton- ja kehityssuunnittelussa, &mdash; ett&aring; paliskunta perustaa oman j&aring;rjeston, &mdash; ett&aring; paliskunta saa leve&aring;mm&aring;n ja syvemm&aring;n vaikutusvallan kunnallisessa suunnittelu- ja p&aring;&aring;toselimess&aring;. Tamd projekti ja aikaisempi kokemus osoittaa, ett&aring; neuvottelu vaikutusvaltaisena on hcikkoa ja ep&aring;varmaa.</p>

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. 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My America: Immigration, historical education and vision of nationhoodEver since the United States of America was founded as a more perfect union, it has struggled to find a balance between a narrow, ascriptive, Eurocentric vision of nationhood favoring an explication of rational and/or divinely-sanctioned nation-building, and one that acknowledges the struggles and contributions of its ever-renewing immigrant citizenry in shaping its vision of self. This contrariety has played itself out in classrooms and textbooks where historical narratives of nation compete with societal reality; and in state houses where citizen-educators rather than academics seem to know history best. Whereas one can attribute this disconnect to curriculae catching up with changing demographics, in actuality, US History education’s de-facto role as the Great Americanizer has made it a factional battleground of what it means to be American; and a victim to the perversion of the very principles it seeks to instill. As a result, primary and secondary-school US History ranks amongst to lowest amongst subjects in terms of student proficiency and teacher competency. This article discusses the origins of the fraught relationship between vision of nationhood and citizenry education in the United States; and the necessitated steps to give renewed relevance and competence to historical education in developing the critical, informed citizenry fundamental to a well-functioning democracy. Moja Ameryka. Imigracja, edukacja historyczna i wizja bycia narodemOd chwili, gdy Stany Zjednoczone Ameryki stały się doskonalszą unią, kraj ten z mozołem szuka równowagi pomiędzy wąsko askryptywną eurocentryczną wizją bycia narodem, która sprzyja budowaniu narodu sankcjonowanemu racjonalnie i/lub przez boskość, a wizją, która uznaje obywatelski wysiłek i wkład imigrantów w kształtowanie jej własnego obrazu. Ta sprzeczność rozgrywa się w salach lekcyjnych i w podręcznikach, w których historyczne narracje o narodzie konkurują z realiami społecznymi, jak też w łonie instytucji państwowych, w których najlepiej znają historię, jak się wydaje, raczej obywatele – edukatorzy niż środowiska akademickie. Jakkolwiek tę rozłączność można przypisywać temu, że programy nauczania doganiają przemiany demograficzne, to jednak w rzeczywistości rola historii USA jako wielkiego amerykanizatora stała się w istocie polem zmagań o to, co to znaczy być Amerykaninem. Stała się też ofiarą przewrotności samych zasad, które chce wdrożyć. W rezultacie jako przedmiot nauczania historia Stanów Zjednoczonych zalicza się w szkołach podstawowych i średnich do tych przedmiotów szkolnych, które w kategoriach umiejętności uczniów i kompetencji nauczycieli mają najniższą rangę. Artykuł analizuje przyczyny tego brzemiennego w skutki związku między wizją bycia narodem a edukacją obywatelską w USA i docieka, jakie należy podjąć kroki po to, by poprzez rozwój krytycznej, świadomej postawy obywatelskiej o fundamentalnym znaczeniu dla kraju, przywrócić nauczaniu historii właściwą rangę i kompetencje. [Trans. by Jacek Serwański]

National Dual Training System (NDTS) implementation in Malaysia was designed to produce highly skilled and knowledgeable K-workers, equipped with the social skills and learning methodologies. Research used documentation as data collection methods and data was analysed using historical, inductive and deductive reasoning method. The Ninth Malaysia Plan has stated four challenges which need to be addressed in developing the Technical and Vocational Education Training (TVET) sector. One of the issues is competency gaps among instructors. Based on the issue, the research objective is to identify the competency levels among instructors of NDTS. There are three aspects need to be applied by instructors during their teaching and learning session which include (1) technical skills, (2) knowledge, and (3) behaviour. This research is further into assessment as the platform to measure competency quality among the instructors of NDTS. The result showed that, the assessment based competency is able to improve the competency levels among the instructors of NDTS.

Denne artikel viser, hvordan diagnoser indgår som centrale komponenter i en styrings-infrastruktur på sundhedsområdet. Herved opnås en forståelse af diagnoser som ’styrings-hybrider’, som på en og samme tid betegner patienters lidelser og deres regnskabsmæssige værdi i systemer af Diagnose-Relaterede Grupper (DRG). DRG er et internationalt udbredt system til at knytte patienter og deres behandlingsomkostninger sammen i faste kategorier med henblik på at måle hospitalers produktivitet. Med afsæt i Science-Technology-Studies (STS)-feltet analyserer artiklen, hvorledes diagnoser overskrider deres kliniske funktioner, og transformeres til DRG i en styrings-infrastruktur, der forbinder stat, regioner og hospitalsafdelinger. Formålet er at bidrage til en forståelse af diagnosers rolle som infrastrukturerende og således som både dele af en infrastruktur og som performative elementer med væsentlige samfundsmæssige betydninger og funktioner. Artiklen præsenterer analyser af (i) hvorledes diagnoser spiller en central rolle i et historisk skifte i magtforholdet mellem lægefaglige og stat, (ii) hvordan behandlingen af diagnoser med DRG bliver et administrativt anliggende, der kræver nye særskilte kompetencer og funktioner, (iii) hvordan diagnoser som grundkomponenter i DRG muliggør finansieringsmodeller og forfølgelsen af en række styringsmæssige mål, som førhen ikke var mulige, og (iiii) hvordan DRG-systemet har afstedkommet kritik af dets effekter som incitamentssystem. Endeligt reflekterer artiklen over, hvordan DRG-systemet alternativt kan anskues som en samfundsudviklende infrastruktur, idet det forsamler og skaber gensidigt involverende interaktioner imellem politiske, administrative og sundhedsprofessionelle domæner. En sådan indsigt bidrager til en udvidet forståelse af infrastrukturers roller som aktører snarere end blot redskaber i samfundet.Diagnoses as governance hybrids: Diagnosis related groups in healthcareThis paper analyses how diagnoses comprise a central component in the governance infrastructure of health care. A view upon diagnoses as ‘governance hybrids’ enables a perspective that sees diagnoses simultaneously as designating patients’ diseases and their accountable value in the system of Diagnosis Related Groups (DRG). DRG is an internationally widespread system that categorises patients into groups that are clinically meaningful and have approximately the same average costs. Based on Science-Technology-Society studies (STS), the paper analyses how diagnoses transgress their clinical functions and are transformed into DRG in a governance infrastructure that connects the state, regions and hospital departments. The aim is to contribute to an understanding of diagnoses as infrastructuring and hence as both parts of an infrastructure and as performative elements with societal consequences. The paper presents analyses of (i) how diagnoses play a central role in a historical change in the power relations between clinicians and the state, (ii) how processing of diagnoses through DRG becomes an administrative matter requiring new special competences and functions, (iii) how diagnoses as part of DRG enables financial modeling and pursuance of governance goals that were not previously possible, and finally (iv) how the DRG system has spurred criticism due to its perceived effects as an incentive system. Lastly, the paper reflects upon how the DRG system can be regarded as an infrastructure that develops and constitutes society, because it gathers and creates mutually involving interactions between political, administrative and healthcare professional domains. Thus infrastructures such as DRG are not only tools, but also societal actors.

<p><em>Abstract</em></p><p><em>Political Da'wah at the Islamic boarding school (pesantren) is an interesting theme that needs to be discussed. Many people have a perception that Islamic boarding school and Political Da'wah are separated from each other. The purpose of this study was to analyze the efforts of Hasyim Asy'ari Islamic Boarding School in embed political da'wah to students and the role of caregivers in applying political da'wah towards students and the community. This research was conducted with a historical qualitative approach. The results of this study are, Islamic Boarding School Hasyim Asy'ari in an effort to embed Political Da'wah to students by (1) learning about leadership and politics in pesantren, (2) conducting leadership training, (3) applying political culture. In addition, the role of caregivers (pengasuh) in carrying out Political Da'wah to students (santri) is seen in religious teaching by embedding spiritual, moral and social values as a provision for students to face social life. The role of caregivers in carrying out political da'wah to the public is by serving as an official in the government, caregivers are able to provide knowledge to the public about the importance of politics and the political system of the country, the role of government in making policies, and participation in political activities (balanced between rights and obligations as citizens), so that the public is aware of the importance of politics and is able to choose leaders who are competent and trustworthy.</em><br /><em>Keywords: Islamic boarding school, da’wa, politics</em></p><p>Abstrak<br />Dakwah Politik yang di lakukan di pondok pesantren menjadi tema menarik yang perlu dibahas karena banyak orang memiliki persepsi bahwa pondok pesantren dan dakwah politik memiliki sekat yang tidak mampu disatukan. Tujuan penelitian ini adalah melakukan analisis terhadap upaya Pondok Pesantren Hasyim Asy’ari dalam penanaman dakwah politik kepada santri serta peran pengasuh dalam menerapkan dakwah politik kepada santri dan masyarakat. Penelitian ini dilakukan dengan pendekatan kualitattif historis. Hasil kajian ini membuktikan bahwa, Pondok Pesantren Hasyim Asy’ari dalam upaya penanaman dakwah politik kepada santri dengan cara (1) melakukan pembelajaran tentang kepemimpinan dan politik di pesantren, (2) mengadakan pelatihan kepemimpinan, (3) menerapkan budaya politik. Selain itu, peranan pengasuh dalam melakukan dakwah politik kepada santri dapat dilihat dalam mengajarkan pendidikan agama dengan menanamkan nilai-nilai spiritual, moral dan sosial kemasyarakatan sebagai bekal santri dalam menghadapi kehidupan bermasyarakat. Adapun peranan pegasuh dalam melakukan dakwah politik kepada masyarakat yaitu dengan mengabdikan diri sebagai pejabat di pemerintahan, pengasuh mampu memberikan pengetahuan kepada masyarakat tentang pentingnya politik dan sistem politik negara, peran pemerintah dalam membuat kebijakan, serta pasrtisipasi dalam kegiatan politik (seimbang antara hak dan kewajiban sebagai warga negara), sehingga masyarakat sadar akan pentingnya politik dan mampu memilih pemimpin yang kompeten dan amanah. <br />Kata kunci: Pondok Pesantren, dakwah, politik</p>

The Sociolinguistic Aspect of Ukrainian Russian Child Bilingualism on the Basis of a Survey of Ukrainian FamiliesThe article explores the linguistic situation in Ukraine, where a key sociolinguistic peculiarity is the large-scale spread of various types of Ukrainian–Russian bilingualism. A special focus is put on bilingualism among children speaking two closely related languages, which represents a current language situation beyond any historical or political context. The article describes the peculiarities of the formation of child bilingualism, which are a result of the changing priorities of the primary and secondary tools of communication. The article presents the findings of a survey covering the family environment, undertaken in order to identify key trends in children's speech in Ukraine. This knowledge subsequently allows for the tracing of the correlation between a mother tongue / parents' second language, the language of family communication, and the national language in Ukraine. Moreover, it helps when it comes to the decision of whether or not to introduce bilingual practices in the early stages of the linguistic personality formation of a child. The concept of a ‘bilingual linguistic personality' is covered, and certain aspects pertaining to how bilingual children perceive the world are listed. The article takes into consideration the issues and criteria of the ‘mother tongue' concept in bilingual settings. The notion of ‘linguistic code switching' is characterized, as well as its impact on the formation of bilingual communicative competence in children. A focus is laid on the use of mixed forms of Ukrainian–Russian bilingualism in the context of the communicative practices of bilingual children. The article also examines a peculiar type of bilingualism, typical of a certain category of bilingual pre-schoolers and primary school children, in which each party of a communicative act tends to preserve their dominant language in an informal setting. Socjolingwistyczny aspekt ukraińsko-rosyjskiej dwujęzyczności dzieci na podstawie badań rodzin ukraińskichW artykule przedstawiona zostaje sytuacja językowa na Ukrainie, gdzie kluczową osobliwością socjolingwistyczną jest masowe rozprzestrzenianie się różnych typów i rodzajów dwujęzyczności ukraińsko-rosyjskiej. Szczególny nacisk kładzie się na dwujęzyczność dzieci, posługujących się blisko spokrewnionymi językami, która reprezentuje rzeczywistą sytuację językową poza jakimkolwiek kontekstem historycznym lub politycznym. Opisano specyfikę formowania się dwujęzyczności dzieci przez pryzmat zmieniającego się priorytetu pierwotnego i wtórnego medium społecznego dla dziecka. Wyniki badania obejmują środowisko rodzinne, którego analiza jest metodą identyfikacji kluczowych trendów w mowie dzieci na Ukrainie, co pozwala następnie na śledzenie korelacji między językiem ojczystym / drugim językiem rodziców, językiem komunikacji rodzinnej a językiem narodowym na Ukrainie. Ponadto pomaga rozważyć możliwość wprowadzenia / niewprowadzania praktyk dwujęzycznych na wczesnych etapach kształtowania się osobowości językowej dziecka. Omówiono też koncepcję „dwujęzycznej osobowości językowej” i wymieniono pewne aspekty postrzegania świata przez dzieci dwujęzyczne. Rozważono kwestie i kryteria koncepcji „języka ojczystego” w środowiskach dwujęzycznych. Scharakteryzowano pojęcie „przełączania kodu językowego”, a także jego wpływ na kształtowanie się dwujęzycznych kompetencji komunikacyjnych u dzieci. Nacisk położono na wykorzystanie mieszanych form dwujęzyczności ukraińsko-rosyjskiej w kontekście praktyk komunikacyjnych dzieci dwujęzycznych. Poddano analizie osobliwy typ dwujęzyczności, typowy dla pewnej kategorii dwujęzycznych przedszkolaków i dzieci ze szkół podstawowych, kiedy każda strona aktu komunikacji ma tendencję do zachowania swojego dominującego języka w nieformalnym otoczeniu.

Learning history is a part of history education. Learning history again reviving the debate students of the teaching of history. The debate was about what you want to achieve from teaching history to what can be achieved from the learning process of history. The results of the study in SMA Negeri 1 Pelaihari shows that most students learn history just a rote without understanding the substance or meaning of a historical event. Therefore, to enhance students' understanding history teaching needs to have the right approach in the implementation of the learning process and Scientific approach to the curriculum in 2013 is considered very appropriate to be applied in the process of teaching history. The purpose of this study was to describe how the implementation process of teaching history with Scientific approach in SMA Negeri 1 Pelaihari. This research is a qualitative descriptive. The subjects were students of class X SMA Negeri 1 Pelaihari the academic year 2014/2015. The data collected in this study is the result data validation learning device, the observation (the activities of teachers and students), interviews, and field notes. The results of the implementation of the teaching of history with the approach of Scientific at SMA Negeri 1 Pelaihari shows that the application of the approach scientific in the process of teaching history in SMA Negeri 1 Pelaihari already well underway ranging from: (1) The Planning Phase, manufacture Learning Implementation Plan (RPP) has been appropriate and includes stages in scientific approach, (2) Implementation Phase, in prosses history teaching centered on students and teachers only facilitate learners to find out from a variety of learning resources and learning more scientific approach, competency-based and integrated. (3) Evaluation Phase, the teacher has to evaluate learning outcomes in the form sheet includes observation (nontest) and written test assessment through observation or direct observation of the activities of the students, this evaluation includes cognitive, affective and psychomotor.Keywords: Teaching History, Scientific Approach Pembelajaran sejarah adalah bagian dari pendidikan sejarah. Pembelajaran sejarah kembali memunculkan perdebatan para pemerhati masalah pembelajaran sejarah. Perdebatan itu tentang apa yang ingin dicapai dari pembelajaran sejarah dengan apa yang dapat dicapai dari proses pembelajaran sejarah. Hasil penelitian di SMA Negeri 1 Pelaihari menunjukkan bahwa sebagian besar siswa mempelajari sejarah hanya berupa hapalan tanpa memahami substansi atau makna dari suatu peristiwa sejarah. Oleh karena itu untuk meningkatkan pemahaman siswa dalam pembelajaran sejarah perlu dipilih pendekatan yang tepat dalam pelaksanaan proses pembelajaran dan pendekatan Saintifik dalam kurikulum 2013 ini dipandang sangat tepat untuk diterapkan dalam proses pembelajaran sejarah.Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas X SMA Negeri 1 Pelaihari tahun pelajaran 2014/2015. Data yang dikumpulkan dalam penelitian ini adalah data hasil validasi perangkat pembelajaran, hasil observasi (aktivitas guru dan siswa), hasil wawancara, dan catatan lapangan. Hasil penelitian dari Pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari memperlihatkan bahwa penerapan pendekatan saintifik dalam proses pembelajaran sejarah di SMA Negeri 1 Pelaihari sudah berjalan dengan baik mulai dari: (1) Tahap Perencanaan, pembuatan Rencana Pelaksanaan Pembelajaran (RPP) sudah sesuai dan mencakup tahapan-tahapan dalam pendekatan Saintifik, (2) Tahap Pelaksanaan, dalam prosses pembelajaran sejarah berpusat pada siswa dan guru hanya memfasilitasi peserta didik untuk mencari tahu dari berbagai sumber belajar dan pembelajaran lebih menggunakan pendekatan ilmiah, berbasis kompetensi dan terpadu. (3) Tahap Evaluasi, guru telah melakukan evaluasi meliputi hasil belajar berupa lembar pengamatan (nontest) dan penilaian tes tertulis melalui observasi atau pengamatan langsung terhadap kegiatan-kegiatan siswa, evaluasi ini meliputi aspek kognitif, afektif dan psikomotor.Kata Kunci: Pembelajaran Sejarah, Pendekatan Saintifik