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1
Kliucharev, G. A., and A. V. Neverov. "PROJECT “5-100”: SOME INTERIM RESULTS." RUDN Journal of Sociology 18, no. 1 (2018): 100–116. http://dx.doi.org/10.22363/2313-2272-2018-18-1-100-116.
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Poldin, Oleg, Nataliya Matveeva, Ivan Sterligov, and Maria Yudkevich. "Publication Activities of Russian Universities: The Effects of Project 5–100." Voprosy Obrazovaniya / Educational Studies Moscow, no. 2 (2017): 10–35. http://dx.doi.org/10.17323/1814-9545-2017-2-10-35.
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Shibanova, Е. Yu, D. P. Platonova, and М. А. Lisyutkin. "PROJECT 5-100: DYNAMICS AND DEVELOPMENT PATTERNS OF UNIVERSITIES." University Management: Practice and Analysis 22, no. 3 (2018): 32–48. http://dx.doi.org/10.15826/umpa.2018.03.025.
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Shibanova, E. Yu, D. P. Platonova, and M. A. Lisyutkin. "The 5–100 Project University Development Trends and Patterns." Russian Education & Society 60, no. 8-9 (September 2, 2018): 682–715. http://dx.doi.org/10.1080/10609393.2018.1598164.
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Mihailova, J. V., M. V. Plohih, and E. G. Raspletina. "UNIVERSITY LIBRARIES IN PROJECT 5-100, OR THREE YEARS BEFORE..." Scholarly Research and Information 1, no. 1 (October 22, 2018): 45–59. http://dx.doi.org/10.24108/2658-3143-2018-1-1-45-59.
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In this paper, we present a methodology and results of the study aimed at identifying the role of university libraries in the implementation of Project 5-100 and the line of their development. Issues of the government’s policy strategy concerning development of library science are addressed. Results of monitoring of university roadmaps for the implementation of Project 5-100 found in open sources and anonymous questioning of representatives of libraries of these universities are given. Participation of university libraries in the development and implementation of Project 5-100 is considered. In conclusion, the question is raised about the need to find ways to adapt traditional library technologies to new realities and change the personnel policy in the library field.
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Rudenko, D. Yu. "THE EFFECT OF PROJECT 5-100 ON THE UNIVERSITY’S PUBLICATION ACTIVITY." University Management: Practice and Analysis 24, no. 3 (2020): 27–45. http://dx.doi.org/10.15826/umpa.2020.03.024.
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The aim of the study is to estimate the effect of the Russian academic excellence project (Project 5-100) on the publication activity of the University of Tyumen, measured by the number of articles published in journals indexed in the Web of Science database. The hypothesis of the research is that there is a positive causal relationship between the number of published articles and the University’s participation in Project 5-100. This impact was estimated empirically for the University of Tyumen while the other university participants (31 universities) were taken as a control group. Counterfactual scenarios are used to find the number of articles that the university employees would have published in the absence of Project 5-100. Thus, it is shown that, despite the failure to meet the goal of entering the top 200 of world universities in the ranking for ecology and agricultural biology, the University of Tyumen benefited from its participation in Project 5-100: its number of publications, especially in journals of the first and second quartile, has been growing faster than in the control group of universities.
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Berestov, A. V., A. I. Guseva, V. M. Kalashnik, V. I. Kaminsky, S. V. Kireev, and S. M. Sadchikov. "National Research and Federal Universities Contribution to the Project 5-100." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 39–45. http://dx.doi.org/10.31992/0869-3617-2020-29-10-30-45.
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This article presents research results of national research universities (NRU) and federal universities (FU) contribution to the Project of competitiveness enhancement of the leading Russian universities among global research and education centers (Project 5-100). The following indicators were analyzed: publications, indexed in Web of Science and Scopus databases, share of international students and faculty, share of young employees and staff with PhD, performance in international rankings, etc. The analysis was based on 41 quantitative and 11 qualitative indicators. In the analysis the following data sources were used: statistical forms 1-Monitoring, rankings agencies data, etc. It has been determined that the most influence on the Russian education competitiveness enhancement in the world belongs to the leading NRU – participants of Project 5-100. The article analyzes the contribution of federal universities in the implementation of the Project 5-100.
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Pushnykh, V. A., N. S. Gulius, and E. Yu Yatkina. "Impact of Corporate Culture on the Universities’ Achievements in the “5-100” Project." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 31–39. http://dx.doi.org/10.31992/0869-3617-2021-30-7-31-39.
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The project called “5-100” has been established in Russia in 2013 for the period of time from 2013 up to 2020. It was supposed that this project would be resulted in entry of 5 Russian universities into 100 highest positions of the world university ratings. 21 Russian universities were chosen as the participants of the project. To achieve the purpose of the project, every chosen university received considerable financial support from the Russian federal government. Among others, two universities from the city of Tomsk – Tomsk State University (TSU) and Tomsk Polytechnic University (TPU) were the participants of this project. In spite of the identical starting points, the universities have demonstrated substantially different results by the end of the project implementation. In this article, we attempted to explain the difference of the results through difference of the corporate cultures of both universities. The corporate culture study has been done using OCAI method. The study showed that TGU’s corporate culture looks like more competitive than TPU’s one. It was proved by the comparison of the TPU and TGU cultures with cultures of the foreign universities.
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Dezhina, I. G., and G. Z. Efimova. "Risks of 5-100 Project: Perceptions of Academic Staff of Different Ages." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 3 (March 16, 2022): 28–39. http://dx.doi.org/10.31992/0869-3617-2022-31-3-28-39.
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The implementation of the 5-100 Project in Russian universities, aimed at improving their competitiveness through adaptation to world standards and inclusion in the international educational environment has produced some quantitative and qualitative results. Despite the undoubted achievements of the universities participating in the Project, the mechanisms of its implementation have revealed some problematic areas that in the end can primarily affect the young generations of scholars. Therefore, assessing the perception of the 5-100 Project by scholars of different ages is important. The purpose of this article is to analyze, through the lens of a generational approach, the risks associated with the two aspects of universities’ activities. First, the principles of funding under the 5-100 Project and second, the approaches applied for assessment of academic performance. The analysis is based on the results of semi-structured interviews with scientific and pedagogical staff at five universities that participated in the 5-100 Project (108 respondents). We analyzed the answers of respondents in three age groups: young scientists, middle-aged and older scholars. The study showed that there are areas where representatives of all generations are unanimous and areas where the young academics have perceptions different from other generations. There is unanimity in the attitudes to principles of financing practiced in the universities. The younger generation turned to be the most sensitive to insufficient spending on research equipment. In terms of performance evaluation indicators, the younger generation demonstrated the greatest adaptability to the system of formal quantitative assessment, while noting its dysfunctional effects. They have also revealed that it is easier for them to change jobs than for other generations of scholars.
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Yalovega, I. E., and S. L. Eremina. "THE 5-100 PROJECT AND INTEGRATION OF RUSSIA IN THE GLOBAL MARKET OF EDUCATION SERVICES." Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, no. 34(2) (June 1, 2016): 240–54. http://dx.doi.org/10.17223/19988648/34/21.
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Goranova, Slaveyah. "QUALITY DRIVEN BY EXCELLENCE PROJECTS WHAT CAN A BULGARIAN UNIVERSITY LEARN FROM A RUSSIAN BENEFICIARY OF PROJECT 5-100." Knowledge International Journal 28, no. 3 (December 10, 2018): 753–55. http://dx.doi.org/10.35120/kij2803753s.
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As a result of an outgoing mobility funded by the Erasmus+ program Key Action 107 for partner countries, staff members of Medical University – Plovdiv, Bulgaria bring back impressions of many successful practices adopted by Tomsk State University, Russia. Undoubtedly, some of the most impressive such practices have to do with Project 5-100. In the present article we offer a brief review of this governmental project, and examine the ramifications for Russian universities in general and for Tomsk State University in particular. We argue that it is thanks both to the desire to become a beneficiary of the project and to the benefits stemming from becoming such a beneficiary that Tomsk State University has dramatically improved the quality of the education that it offers to its students. We identify several key areas of discernible quality enhancement: a greater diversity of the majors offered, more joint master’s degrees, augmented internationalization of the student body. All this is clearly evidenced by the overall improved rating of the university: from Rank QS Word 551+ in 2013 to Word 227 in 2018. We conclude that even though at present the Bulgarian government does not fund a project of close resemblance to the Russian Project 5-100, a Bulgarian university such as Medical University – Plovdiv can surely learn from the experience of Tomsk State University. In particular, we can find inspiration in the quality improvement of the Russian university, which could not only serve as preparation for future projects, but is also valuable in its own right.
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Guskov, Andrey, Denis Kosyakov, and Irina Selivanova. "Strategies to improve publication activities of the universities participating in Project 5-100." Scientific and Technical Libraries, no. 12 (December 1, 2017): 5–18. http://dx.doi.org/10.33186/1027-3689-2017-12-5-18.
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In the recent five years, Russian universities’ publishing activities have increased several times. The authors consider their strategies used to increase publications to be indexed in Scopus database, i. e. publications in foreign journals and conference proceedings, inviting outer authors, so called ‘predatory’ journals. The efficiency of these strategies and their side-effects differ a lot. The universities, intentionally or unwittingly, apply various combinations of strategies based on their intrinsic conditions (administrative practices) and environment (possibility of cooperation). The authors argue that interaction with FASO/RAS institutions is the key driver for several leading Russian universities.
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Tatochenko, Alexander, Irina Tatochenko, Nikolay Chernegov, and Larisa Poletaeva. "Analysis of the potential of Russian universities due the Project 5-100 implementation." E3S Web of Conferences 273 (2021): 12022. http://dx.doi.org/10.1051/e3sconf/202127312022.
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The presented study analyzes the possibility of Project 5-100 implementing, initiated by the Decree of the President of Russia. It is aimed at increasing the competitiveness of leading Russian universities in relation to the world's leading scientific and educational centers and solving a number of other important tasks in the development of education and science in Russia. The main rankings evaluating higher educational institutions have been studied, among them the most authoritative universities in the world have been identified. A list of Russian higher education institutions that are assessed or have a chance to be included in these ratings has also been established. It was revealed that as of 2020, the only Russian university that consistently occupies a worthy place in one of the generally recognized world rankings is the Lomonosov Moscow State University. At the same time, the authors have made a quantitative assessment of the likelihood of inclusion of Russian higher educational institutions in the world university rankings. It has also been established which of the world rankings domestic universities can reach high places as quickly and successfully as possible. As a result, the objectives of Project 5-100 seem to be the most attainable within the framework of this rating. To solve such an important task, it was proposed to analyze in detail the methodology for giving marks to higher educational institutions present in it. In addition, it has been proven that it is necessary to develop measures to improve the assessment of domestic universities in a number of world research and educational centers.
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He, Zh. "RESULTS OF PROJECT “5 - 100”: POSITIONS OF LEADING RUSSIAN UNIVERSITIES IN TOP-100 OF THREE LEADING WORLD RANKINGS." EurasianUnionScientists 8, no. 10(79) (November 20, 2020): 22–28. http://dx.doi.org/10.31618/esu.2413-9335.2020.8.79.1085.
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The analysis of the positioning of 52 leading Russian universities in three world rankings (QS, THE, ARWU) over a nine-year time interval has been carried out. It is shown that none of these universities, except for Moscow State University, was included in the TOP-100 of the rankings under consideration. Universities that are included in the QS ranking for 8 or 9 consecutive years, as well as universities included in 2020 in the stratified 100-rank intervals of the top parts of this ranking were identified.
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Matveeva, Nataliya, and Anuška Ferligoj. "Scientific collaboration in Russian universities before and after the excellence initiative Project 5-100." Scientometrics 124, no. 3 (July 1, 2020): 2383–407. http://dx.doi.org/10.1007/s11192-020-03602-6.
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Molitvin, Mikhail N., and Vyacheslav V. Suyazov. "Strategic academic leadership programs in Russia: Past and future." Vestnik of Saint Petersburg University. Management 20, no. 3 (2021): 432–52. http://dx.doi.org/10.21638/11701/spbu08.2021.307.
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The article discusses the projects aimed to develop the national higher education system: “5-100” supporting regional flagship universities and the “Priority 2030” program, as well as the problems of their implementation and opportunities for participating universities to improve their results in terms of ensuring the constitutional right of the citizens for affordable and quality education. It has become evident that although the concentration of resources in the group of leading universities contributes to their entry into prestigious international academic rankings, it widens the gap between them and the bulk of other universities as regards the infrastructure, procurement and human resourcing that deteriorates the development of the educational system as a whole. The authors emphasize the necessity to consider the experience of implementing the “5-100” project in the future, in particular, when carrying out the “Priority 2030” project launched in 2021. The authors outline positive aspects of this project which can facilitate the development mechanisms for the regions in the Russian Federation as a result of the government funding and the creation of consortia with leading universities. The article also covers the key points during the tendering procedures of the Priority 2030 project, which in the future can play a significant role in the process of implementation of development programs for individual universities. The authors conclude that the use of the “5-100” project experience can improve the performance of the entire system of the national higher education.
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Zhdanov, P. A., N. A. Polikhina, E. Yu Sema, L. V. Kazimirchik, I. B. Trostyanskaya, and A. A. Barsukov. "Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 155–67. http://dx.doi.org/10.31992/0869-3617-2019-28-11-155-167.
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The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.
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KVASHIN, ALEXANDER. "Financial support for universities in the top of Project 5–100 and its impact on the quality of education." Public Administration 23, no. 2 (2021): 83–87. http://dx.doi.org/10.22394/2070-8378-2021-23-2-83-87.
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Analysis of the main trends in the development of the market for higher education services, affecting the transformation of university financing models, shows that improving the quality of educational services in Russian universities directly depends on an increase in the share of revenues received from research and development, as well as the ability of universities to present the results of their research and development in the form of a complete product from a marketing point of view and build a competent strategy for promoting innovations in the market. In the context of creating a long-term strategy for increasing the competitive advantages of leading universities, the author pays special attention to Project 5–100 of the Ministry of Education and Science of the Russian Federation, the purpose of which is to maximize the competitive position of a group of leading Russian universities in the global market of educational services and research programs. It is noted that university funding comes from various sources, while budgetary revenues dominate the structure of income, and the reduction in budgetary provision significantly affects the financial condition of Russian universities. The author comes to the conclusion that the forms and mechanisms of financial management of universities and research organizations are not strictly regulated, they independently choose the sources of funding.
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Tsvetkova, Elena, and Sylvie Lomer. "Academic excellence as “competitiveness enhancement” in Russian higher education." International Journal of Comparative Education and Development 21, no. 2 (May 13, 2019): 127–44. http://dx.doi.org/10.1108/ijced-08-2018-0029.
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Purpose The purpose of this paper is to analyse critically the Russian Academic Excellence Initiative (the Project 5-100), designed to propel five leading Russian universities into world university rankings (WURs) by 2020, and research it through the lens of neoliberalism. The paper seeks to reveal recurrent discourses and dominant orders of discourse constituting the overall concept of “excellence” in Russian higher education (HE) policy. Design/methodology/approach Since the Project 5-100 has been designed in line with a neoliberal model of academic excellence initiatives, emphasising “competition as a driver of excellence” (Hazelkorn, 2009), Fairclough’s approach to critical discourse analysis (CDA) has been adopted as a qualitative research method. There is no universally accepted definition of “excellence” in HE policy; therefore, this CDA also aims at revealing the Russian government’s vision of the concept and its voice in HE policy. Findings The paper concludes that the government reinforces neoliberal discourse on the HE agenda and transforms the 5-100 Universities’ identities through emphasising the role of WURs in modernising the HE system. Consequently, within the neoliberal paradigm, the Project 5-100 can be regarded as a manifestation of the commodification of “excellence” in Russian HE policy. Originality/value This research intends to broaden knowledge of excellence initiatives in HE policy and reveal their features and neoliberal natures. It also seeks to contribute in terms of showcasing a qualitative study of the Project 5-100 for future comparative analyses of similar HE policies.
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Gertsik, Yu G., and V. M. Moskovkin. "Improving the Competitiveness of Russian Universities and the Role of State Programs in the Development of Higher Education." Economics of Science 7, no. 1 (July 26, 2021): 39–50. http://dx.doi.org/10.22394/2410-132x-2021-7-1-39-50.
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The project aimed to increase the competitiveness of Russian universities among the world’s leading research and educational centers, which was called “5–100”, was completed in 2020. The aim of this project assumed the entry of five Russian universities into the TOP 100 world institutional rankings. However, due to the fact that there are currently a large number of international rankings among higher education institutions, both global and industry-specific or subject-specific, the indicators achieved within the framework of the “5–100” project are still being discussed by the expert community. For the further effective implementation of the national project “Science“ in terms of achieving the priority state development goals in the field of science and education, it is important to formulate proposals and mechanisms for realization the strategic academic leadership program” Priority-2030“ on the basis of available data and the results of the analysis of the experience gained, which are presented in this paper.
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Karim, Sana. "ROLE OF EFFECTIVE DIVERSITY MANAGEMENT PRACTICES TOWARDS PROJECT SUCCESS." Jinnah Business Review 4, no. 2 (July 1, 2016): 1–8. http://dx.doi.org/10.53369/kret9567.
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This study evaluated the role of effective diversity management practices towards the success of the project in both government and private sector organizations of Pakistan, with the mediating role of project efficiency. Data were collected from 100 respondents working in government/private sector organizations in Pakistan; using questionnaires, based on 5 point likert scale. The results of this study confirmed that there is a positive relation between diversity management practices and project efficiency. Also it is confirmed that the project’s success and efficiency are positively linked with each other and effective diversity management practices in Pakistan do help project managers in leading the projects towards success. The study concluded that in country like Pakistan, having a masculine culture, masculinity acts as a moderator, to strengthen the relationship between project efficiency and project success. Implications and strategies to address the issues on Pakistani context are also discussed.
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Kazimirchik, Luidmila V., Ekaterina G. Grishakina, Nadezhda A. Polikhina, and Irina B. Trostyanskaya. "Promotion of leading universities journals: Comparison, practice, opportunities." Science Editor and Publisher 5, no. 2 (January 26, 2021): 80–101. http://dx.doi.org/10.24069/2542-0267-2020-2-80-101.
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The article is the result of the second stage of the study devoted to the analysis of the relationship between state support for universities within the framework of Project 5-100 and the effectiveness of promoting scientific journals affiliated with this group of universities, including through international scientometric databases. As part of the presented study, a comparative analysis of the indicators of the journals of universities participating in Project 5-100 and journals affiliated with universities supported by the academic excellence initiatives of Germany, China and Japan, as well as with leading universities in the United Kingdom and the USA, was carried out. In the course of the study, the factors that influence the increase in the visibility of journals for the scientific community and the quality of journals were identified. One of the results of the study is confirmation that the universities of Project 5-100 pay more attention to promoting their affiliated journals in the scientific and educational community, including through indexing in international scientometric databases, than foreign universities, which are also supported within the framework of some national excellence initiatives. The Scopus data show that an increase in the effectiveness of promoting the journals of universities that are supported within the framework of initiatives of academic excellence in international databases is not typical / characteristic to a much lesser extent for journals of universities that are participants in the corresponding initiatives of Germany, China and Japan. It is concluded that the results achieved by the universities participating in Project 5-100 are largely due to government support and inclusion in the Project as a mandatory event to promote journals in international scientometric databases.
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Berestov, A. V., A. I. Guseva, V. M. Kalashnik, V. I. Kaminsky, S. V. Kireev, and S. M. Sadchikov. "Project “National Research University” – Driver of Russian Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 22–34. http://dx.doi.org/10.31992/0869-3617-2020-6-22-34.
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The article presents the results of the national research universities (NRU) development programs implementation analysis for the period 2008–2018. The authors have held a comparative analysis of NRU activities with other strategic initiatives in the field of higher education in Russia, in particular, Russian Academic Excellence Project 5-100 on Competitiveness Enhancement of the Leading Russian Universities among Global Research and Education Centers; Project «Federal Universities»; support for strategic development programs of state educational institutions of higher education; sustainable relationships support between higher educational institutions and regional enterprises and organizations within the framework of the priority project “Universities as Innovation Drivers”. The analysis was based on 41 quantitative and 11 qualitative indicators. In the analysis, the following data sources were used: statistical forms 1-Monitoring, data from ranking agencies, etc. It has been determined that implementation of development programs for the entire NRU network is generally successful and positively affects the development of Russian higher education. The leading NRU – the participants of Project 5-100 have shown the greater impact on the enhancement of the Russian education in the world.
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MUSTA’IN, MUSTA’IN. "PENINGKATAN KOMPETENSI GURU MTs KECAMATAN BATEALIT KABUPATEN JEPARA DALAM MERANCANG MODEL PROJECT BASE LEARNING MELALUI WORKSHOP." ACADEMIA: Jurnal Inovasi Riset Akademik 1, no. 2 (November 23, 2021): 193–200. http://dx.doi.org/10.51878/academia.v1i2.693.
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This study aims to describe the process of developing a Project Based Learning Model through workshops, as well as improving the competence of MTs Teachers in Batealit District in Jepara Regency in developing Project Based Learning Models. The research was conducted in two cycles and each cycle consisted of four stages, namely: planning, implementation, observation and reflection. From the results of the analysis obtained information that there is an increase in the ability of MTs teachers in Batealit District in Jepara Regency in designing Project Based Learning Models. The increase was shown (1) the ability of MTs Teachers in Batealit District in Jepara Regency in designing the characteristics of the Project Based Learning Model from 20% in the first cycle to 100% in the second cycle; (2) the ability of MTs Teachers in Batealit District in Jepara Regency in identifying Project Based Learning Model constraints from 27% in the first cycle to 100% in the second cycle; (3) the ability of MTs Teachers in Batealit District in Jepara Regency in designing the objectives of the Project Based Learning Model, from 27% in the first cycle to 100% in the second cycle; (4) the ability of MTs Teachers in Batealit District in Jepara Regency in compiling the steps of the Project Based Learning Model, from 20% in the first cycle to 100% in the second cycle; (5) The ability of MTs teachers in Batealit District in Jepara Regency in designing Project Based Learning Models, from 17% in the first cycle to 100% in the second cycle. Other information shows that the response of MTs teachers in Batealit Subdistrict in Jepara Regency in participating in the workshop process in order to design a Project Based Learning Model 67% responded very well and 33% responded well. This shows that the MTs teachers in Batealit District in Jepara Regency really expect a workshop to improve their competence.
ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan proses pengembangan Model Project Based Learning melalui workshop, serta meningkatkan kompetensi Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam menyusun Model Project Based Learning. Penelitian dilakukan dengan dua siklus dan masing-masing siklus terdiri atas empat tahapan, yakni: perencanaan, pelaksanaan, observasi dan refleksi. Dari hasil analisis diperoleh informasi bahwa terjadi peningkatan keamampuan Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam merancang Model Project Based Learning. Peningkatan itu ditunjukkan (1) kemampuan Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam merancang karakteristik Model Project Based Learning dari 20% pada siklus I menjadi 100% pada siklus II; (2) kemampuan Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam mengidentifikasi kendala Model Project Based Learning dari 27% pada siklus I menjadi 100% pada siklua II; (3) kemampuan Guru Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam merancang tujuan Model Project Based Learning, dari 27% pada siklus I menjadi 100% pada siklus II; (4) kemampuan Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam menyusun langkah-langkah Model Project Based Learning, dari 20% pada siklus I menjadi 100% pada siklus II; (5) Kemampuan Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam membuat rancangan Model Project Based Learning, dari 17% pada siklus I menjadi 100% pada siklus II. Informasi lain menunjukkan bahwa respon Guru MTs Kecamatan Batealit di Kabupaten Jepara dalam mengikuti proses workshop dalam rangka merancang Model Project Based Learning 67% merespon sangat baik dan 33% merespon baik. Ini menunjukkan bahwa Guru MTs Kecamatan Batealit di Kabupaten Jepara sangat mengharapkan adanya workshop dalam meningkatkan kompetensi mereka.
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PUTRA, DIMAS ADITIYA, Udi Subagyo, and Rinto Sasongko. "PERENCANAAN ULANG PERKERASAN LENTUR JALAN PANTAI MOLANG – BULULAWANG STA 0+000 S/D 5+100." Jurnal JOS-MRK 2, no. 3 (September 20, 2021): 244–48. http://dx.doi.org/10.55404/jos-mrk.2021.02.03.244-248.
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The Tulungagung / Blitar / Molang Beach – Bululawang Regency Boundary Road was built on the Boundary of Tulungagung Regency and Kab. Blitar. This road construction project is expected to increase tourism and the local economy. The road was previously planned by a planning consultant with a 5.1 km long, 7 m wide, and 2 m shoulder road where the road network system and secondary collector road function with a total financing of Rp. 99.135.045.000,-. Re-planning is done to make alternative plans and improve the comfort of road users. This thesis discusses pavement planning. The data needed are average daily traffic, CBR land data. The calculation and planning of the road refers to SNI Pt T – 01 – 2002 – B Refers to AASHTO'93. 15.30 cm sub-base layer, 15.30 cm top foundation layer, 10 cm surface layer.
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Suazo, Matías, Erik Zackrisson, Jason T. Wright, Andreas J. Korn, and Macy Huston. "Project Hephaistos – I. Upper limits on partial Dyson spheres in the Milky Way." Monthly Notices of the Royal Astronomical Society 512, no. 2 (February 2, 2022): 2988–3000. http://dx.doi.org/10.1093/mnras/stac280.
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ABSTRACT Dyson spheres are hypothetical megastructures built by advanced extraterrestrial civilizations to harvest radiation energy from stars. Here, we combine optical data from Gaia DR2 with mid-infrared data from AllWISE to set the strongest upper limits to date on the prevalence of partial Dyson spheres within the Milky Way, based on their expected waste-heat signatures. Conservative upper limits are presented on the fraction of stars at G ≤ 21 that may potentially host non-reflective Dyson spheres that absorb 1–90 per cent of the bolometric luminosity of their host stars and emit thermal waste-heat in the 100–1000 K range. Based on a sample of ≈2.7 × 105 stars within 100 pc, we find that a fraction less than ≈2 × 10−5 could potentially host ∼300 K Dyson spheres at 90 per cent completion. These limits become progressively weaker for less complete Dyson spheres due to increased confusion with naturally occurring sources of strong mid-infrared radiation, and also at larger distances, due to the detection limits of WISE. For the ∼2.9 × 108 stars within 5 kpc in our Milky Way sample, the corresponding upper limit on the fraction of stars that could potentially be ∼300 K Dyson spheres at 90 per cent completion is ≲8 × 10−4.
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Tistiarni, Tistiarni, Refika Mastanora, and Oktri Permata Lani. "Improving Teacher Competence in Designing Project-Based Learning Models Through Workshops in The First Semester of the 2018/2019 Academic Year (Madrasah Tsanawiyah Negeri Analysis Study 06 Kerinci)." al-fikrah: Jurnal Manajemen Pendidikan 10, no. 2 (December 15, 2022): 122. http://dx.doi.org/10.31958/jaf.v10i2.7923.
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This study aims to describe workshop activities for increasing teacher competence in designing Project Based Learning Models at Madrasah Tsanawiyah Negeri 06 Kerinci. The research was conducted in two cycles and each cycle consisted of four stages, namely: planning, implementing, observing and reflecting. The aspect that is measured in assessing the success of the action is the teacher's readiness to take part in the workshop process and the results of the workshop process. The subject of this research is the teaching staff and the research object is the ability of the teaching staff in designing the Project Based Learning Model. From the results of the analysis, information was obtained that there was an increase in the ability of the Kerinci 06 State Madrasah Tsanawiyah Teachers in designing Project Based Learning Models. This increase was demonstrated by (1) the ability of Kerinci 06 State Madrasah Tsanawiyah Teachers in designing the characteristics of the Project Based Learning Model from 20% in cycle I to 100% in cycle II; (2) the ability of Kerinci 06 State Madrasah Tsanawiyah Teachers in identifying problems with the Project Based Learning Model from 27% in cycle I to 100% in cycle II; (3) the ability of Kerinci 06 State Madrasah Tsanawiyah Teachers in designing the objectives of the Project Based Learning Model, from 27% in cycle I to 100% in cycle II; (4) the ability of Kerinci 06 State Madrasah Tsanawiyah Teachers in preparing the Project Based Learning Model steps, from 20% in cycle I to 100% in cycle II; (5) The ability of Kerinci 06 State Madrasah Tsanawiyah Teachers in designing Project Based Learning Models, from 17% in cycle I to 100% in cycle II.
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Zaboev, Mikhail V., Vladimir G. Khalin, Galina V. Chernova, and Alexander V. Yurkov. "Data mining in the management of the Russian higher school." Journal Of Applied Informatics 17, no. 4 (August 31, 2022): 17–36. http://dx.doi.org/10.37791/2687-0649-2022-17-4-17-36.
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For a comprehensive assessment of the management decisions quality, it is necessary to take into account heterogeneous information presented both in numerical form and in natural language expressions. The effective occurs the use of data mining including neural network clustering and fuzzy set theory. The article presents our approach to the use of these methods for evaluating risks and the management decisions quality in Russian higher education on the example of the implementation of the most ambitious Project 5-100 for it. On the example, the expediency of the neural network clustering to assess the possibility of achieving the goals of any such large-scale project has been proved. Clustering the information database used for the analysis, makes it possible to carry out an objective selection of candidate universities-candidates for the right to receive state subsidies, as well as to adjust the composition of the Project participants. Another methods of intellectual analysis – the construction of a complex of fuzzy inference systems, – confirmed the possibility of a quantitative fi evaluating of the project based on the expert verbal estimates of the project. At the same time, the neural network clustering initially illustrated the unattainability of the Project 5-100 goals. The use of a complex of fuzzy inference systems confirmed this statement by the very low quantitative final assessment of the project on the basis of verbal expert opinions.
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Skorobogatova, Anna Sergeevna, and Irina Nikolaevna Melikhova. "Work with Gifted Young People: A Survey of Practices of the Leading Russian Universities." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 261. http://dx.doi.org/10.3991/ijet.v16i11.21393.
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The article deals with the issues of search, development, and support of gifted students in 21 leading Russian universities, which are the participants of the Project 5-100. Project 5-100 is a state program to assist universities, which is being implemented in Russia since 2013. The article aims to study the experience of solving some problematic issues of work with gifted students in some leading Russian universities. The material for the research was the “Road maps” (development program) of each university, as well as information from the official websites of universities. The analysis resulted in the model of interaction with intellectually gifted young people «search-development-support». Mechanisms to stimulate this category of people were systematized. The distinctive feature in the realization of the given policy is the creation of the special centers for work with gifted youth in 5 universities.
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Plusnin, N. I., and G. I. Lazarev. "Project of international science-education center and integration problems of nano science education in far eastern region of Asia." Journal of Physics: Conference Series 100, no. 5 (March 1, 2008): 052030. http://dx.doi.org/10.1088/1742-6596/100/5/052030.
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Drugova, E. A., I. B. Pleshkevich, and T. V. Klimova. "Transformation of the Personnel Policy of Russian Universities Participating in Project 5-100: The Case of National Research Nuclear University Mephi." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 6 (July 8, 2021): 9–26. http://dx.doi.org/10.31992/0869-3617-2021-30-6-9-26.
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The article examines the development of personnel policy and human resource management (HRM) in Russian universities under the influence of the Project 5-100. Globalization has intensified the processes of universities corporatization and the spread of effective management practices. National academic excellence programs have contributed to strengthening the performance-based governance in universities all over the world. These factors had deeply influenced the transformation of HRM practices at universities. Russian studies in this field are shown as fragmented, focusing on narrow aspects, and not forming a holistic picture of the HRM system transformation in Russian universities. This work aims to describe a holistic case of personnel policy and HRM system development in one of the leading Russian universities – the National Research Nuclear University “MEPhI” (Moscow Engineering Physics Institute).The research applied the method of semi-formalized interviews and covered 25 employees of MEPhI. Four interview guides were developed for different categories of employees (top management, middle management, academics, teachers), including more than 25 questions, focusing on employees’ perception of different components of the HRM system at the university. The study showed that the HRM system at MEPhI was significantly transformed under the influence of the Project 5-100: the personnel policy was formalized in high-level strategic documents; the processes of recruitment and selection of foreign employees have been rebuilt; the considerable increase in the number of foreign employees was reached; global partners began to play an important role; a comfortable environment for the implementation of initiatives was created and opportunities for professional development were provided. A significant part of these changes is connected, directly or indirectly, with the university’s participation in the Project 5-100. In general, this points to its positive impact on personnel policy and the HRM system at the university. The results obtained can be used as a basis for formulating recommendations for improving the personnel policy and HRM system in Russian universities as an important component of the management system as a whole.
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Moskovkin, V. M., He Zhang, and M. V. Sadovski. "What Russian universities have chances to enter in 2020 TOP-100 of three leading world rankings?" Economics of Science 5, no. 2 (August 17, 2019): 143–56. http://dx.doi.org/10.22394/2410-132x-2019-5-2-143-156.
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The analysis of the positioning of 52 leading Russian universities in three world rankings (QS, THE, ARWU) was carried out over a seven-year time interval. It is shown that from the analysis of materials and the roughest predictions based on linear extrapolation of data, it can be concluded that none of the 52 leading Russian universities can enter the TOP-100 of the considered ratings. It was concluded that at the very beginning of the launch of the 5–100 project an unreasonable assumption was made that five leading Russian universities could be included in the TOP-100 of one or several of the three world rankings. It is shown that for successful implementation of the project it would be necessary to carry out imitating modeling previously.
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Żuchowski, Ireneusz. "Career of the European project manager." Problems of Economics and Law 2, no. 1 (June 18, 2019): 1–12. http://dx.doi.org/10.5604/01.3001.0013.2555.
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<br/><b>Goal:</b> The aim of the article is to present the nature and specificity of the professional career of European project managers. <br/><b>Material and methods:</b> The study was of qualitative character. The aim of the study was to learn about the career development and opinions of EU project managers on the evolution of their careers. During the interview three main thematic areas were covered: 1. The beginning of the EU project manager's career? 2. Career development of the EU project manager? 3. Experience to provide people planning a career in the field of EU project management? The research was carried out among 100 people, who were the project managers financed from EU funds under the financial perspective 2007-2013 and the 2014-2020 outlook. The research was carried out in the period from 01-09/2018 using the interview method. <br/><b>Results:</b> Among the respondents, 60% were people who worked in public institutions and were directed to trainings in the 1990s that were related to political transformation and they implemented reforms and aid programs realised by the World Bank and pre-accession programs preparing Poland for inclusion in structures of the European community. These people gained experience working as specialists, experts, administrative employees in projects. Gained experience and knowledge means that they continue their careers by implementing projects financed from EU funds. People who have been working on the implementation of projects of this type since the beginning of their careers accounted for 9% of respondents. Most respondents (77%) before becoming project managers participated in the implementation of 4-6 projects performing administrative tasks. On the other hand, 18% of the respondents obtained this position after the implementation of 2-3 projects and 5% of those surveyed became project managers, having no such experience. <br/><b>Conclusion:</b> The professional career of the European project manager, as the research results show, is not straightforward, and professional career in this area is often a coincidence. This is partly related to the specificity of Poland associated to the processes of political and economic transformation. The creation of such jobs has intensified as a consequence of Poland's accession to the European Union.
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Faber, Mieke, Sonja L. Venter, and AJ Spinnler Benadé. "Increased vitamin A intake in children aged 2–5 years through targeted home-gardens in a rural South African community." Public Health Nutrition 5, no. 1 (February 2002): 11–16. http://dx.doi.org/10.1079/phn2001239.
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AbstractObjectives:To determine vitamin A intake of children aged 2–5 years in a rural South African community one year after the implementation of a home-based food production programme targeting β-carotene-rich fruits and vegetables.Design:Dietary intake of children aged 2–5 years was determined during a cross-sectional survey before and one year after the implementation of a home-based food production programme.Setting:A low socio-economic rural African community, approximately 60 km north-west of the coastal city of Durban in kwaZulu-Natal, South Africa.Subjects:Children aged 2–5 years (n=100); 50 children from households with home-gardens producing β-carotene fruits and vegetables (project gardens), and 50 children from households without project gardens.Results:As compared with baseline data, there was a significant increase in vitamin A intake in children from households with project gardens as well as in children from households without project gardens. However, children from households with project gardens had a significantly higher vitamin A intake than children from households without project gardens. The increased vitamin A intake in those children from households without project gardens can be attributed to the availability of butternuts in the local shop (as a result of the project), and because the mothers negotiated with project garden mothers to obtain these fruits and vegetables for their children.Conclusion:A home-based food production programme targeting β-carotene-rich fruits and vegetables can lead to an increase in vitamin A intake.
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Abbas, Baharuddin, Ayu Rahyuni Ali, Sri Sulasteri, Ahmad Farham Majid, and Yuspiani Yuspiani. "THE DEVELOPMENT OF PROJECT-BASED LEARNING TOOLS IN GEOMETRIC MATERIAL." MaPan 8, no. 2 (December 15, 2020): 264–80. http://dx.doi.org/10.24252/mapan.2020v8n2a7.
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The research discusses about project-based on learning tools development in geometric material at class IX MtsN Gowa. This research aims to know the process of the project-based learning tools development which fulfills valid, practical, and effective criteria. The research is Research and Development (R&D) which uses the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The development procedure contains 5 steps are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subject of the research is the students at class IX MTsN Gowa which is in one class, the instruments of the research are the validation sheet, the learning outcome test, student and teacher response questionnaire, observation sheet of the learning process, observation sheet of student activity, and observation sheet of learning management. Based on the result of trials obtained that: (1) RPP 3.24 result of validation learning instrument, 3.41 textbooks, and LKPD 3.26 in each value which obtained in the valid category. (2) Practical based on observation result of learning tools practice with an average of 1.97 is in a fully implemented category, teacher response to textbooks and LKPD gave 100% positive response, the student gave 88.2% positive responses to the textbooks and while LKPD got 82.3% positive responses. (3) Effective based on the result of observation management learning got an average of 3.80 with a very good category, student activity in the very good category with an average of 80.56%, the learning outcome test got an average of 83.82 from 100 maximum scores. In conclusion that learning tools that have been tested fill-up the criteria of valid, practical, and effective.
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Ederoclite, A., C. Tappert, L. Schmidtobreick, and N. Vogt. "When a Nova Becomes Old." Acta Polytechnica CTU Proceedings 2, no. 1 (February 23, 2015): 226–29. http://dx.doi.org/10.14311/app.2015.02.0226.
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Here we present the preliminary results of a project aimed at unveiling the nature of classical novae decades after their eruption. The ultimate goal of this project is to describe the population of cataclysmic variables which give rise to nova explosions. So far, in four years of observations, we have concentrated on novae in the Southern hemisphere, where we increased by 100% the amount of objects spectroscopically confirmed and increased by 1/5 the amount of objects with known orbital period.
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Hamzah, Rahma Ashari. "Pendampingan Kepala Sekolah Dan Guru SD Pada Lokakarya Kurikulum 2 Projek Penguatan “Profil Pelajar Pancasila” Tahun Kedua Di Kabupaten Soppeng." Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi 2, no. 1 (February 13, 2023): 62–70. http://dx.doi.org/10.34312/ljpmt.v2i1.17830.
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The project to strengthen the profile of Pancasila students is essential because it can provide a deeper understanding of what strengthening Pancasila values is like for students in schools that apply the independent curriculum. The purpose of implementing the assistance is to strengthen further the knowledge of school principals and teachers regarding the implementation of projects to strengthen Pancasila student profiles and to design ideas for modifying project modules that are by the context of the situation and needs of the school. The method in mentoring workshop 2 was a participatory learning committee, namely the principal and 2 teacher representatives for each school, which consisted of 4 levels of elementary school, namely SD Negeri 5 Mattiropole. SD Negeri 238 Laempa, SD Negeri 118 Ujung, and SD Negeri 100 Dare Bunga-Bungae, which are in the Soppeng Regency area, were held on December 10, 2022, by involving participants directly during the activity. The final result of the curriculum 2 workshop activities is in the form of product design ideas for project modifications to strengthen the profile of Pancasila students. Thus, project assistance to strengthen Pancasila student profiles can positively impact schools in the Mobilizing School Program, strengthening various skills, competencies, and characters from curricular activities in schools.
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El Touny, Ahmed S., Ahmed H. Ibrahim, and Hossam H. Mohamed. "An Integrated Sustainable Construction Project’s Critical Success Factors (ISCSFs)." Sustainability 13, no. 15 (August 2, 2021): 8629. http://dx.doi.org/10.3390/su13158629.
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A construction project is a dynamic and complex process that involves the identification and accurate fulfillment of the predetermined needs and requirements of the clients by the project team. There are many challenges and constraints that prevent the achievement of these predetermined and various requirements effectively and successfully, so the project team must face and overcome these challenges by identifying all the factors that help the project’s success. However, it is still unclear how to measure success for Egyptian construction projects. Despite the fact that several lists of literature-based factors have been compiled, the individual factors appear to be tabulated rather than grouped according to some criteria to aid in the analysis of their interactions and potential consequences. As such, the objective presented in this paper was to identify and prioritize integrated sustainable critical success factors (ISCSFs) that influence the performance of Egyptian construction projects to ensure successful construction projects. Critical success factors were identified and grouped into 2 major categories—(1) internal related factors and (2) external related factors—and 10 subcategories—(1) company-related factors; (2) project-related factors; (3) project management related factors; (4) resource/procurement-related factors (labors, materials, equipment and subcontractors); (5) human capital-related factors; (6) support-related factors (financial, human resources, security and legal and administration); (7) stakeholder-related factors (clients, consultants, project managers and end-users); (8) innovation, learning and growth-related factors; (9) country-related factors; and (10) industry-related factors in three distinct stages. In total, 140 factors were gathered from the literature review in the first stage. In the second stage, a brainstorming session was held in order to reduce the number of those factors and focus on the most important ones that influence project success; thus, 100 factors were identified, filtered and developed. In the third stage, a questionnaire was created based on the significant factors identified. As a result, the 40 most important factors influencing the success of performance of construction projects have been identified, which are integrated between all factors (internal and external) and take into account the three pillars of sustainability (economic, social and environmental) as a decision-making tool to evaluate and improve project performance.
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Beltrá, Marta, Fernando Borrás, and Ana B. Ropero. "Sodium Content of Foods Sold in the Spanish Market. Results from the BADALI Project." Nutrients 13, no. 10 (September 27, 2021): 3410. http://dx.doi.org/10.3390/nu13103410.
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High sodium/salt intake is a risk factor for Non-Communicable Diseases (NCDs). Excess sodium intake has been associated with high coronary heart disease, stroke and high blood pressure. The sodium daily intake is above the recommendations in the world as well as in Spain. Reducing salt content in processed foods and ready meals is one of the main strategies for reducing sodium intake. The aim of the present work is to characterise the presence of sodium in foods sold in the Spanish market. We also study a possible shift in sodium content in products over the last few years. For this purpose, 3897 products included in the BADALI food database were analysed, classified into 16 groups (G). We found that 93.3% of all foods displayed the sodium/salt content in the nutrition declaration. Meat—processed and derivatives (G8) had the highest mean and median values for sodium content, followed by snacks (G15) and sauces (G14). Only 12.7% of foods were sodium-free (≤5 mg/100 g or 100 mL), 32.4% had very low sodium (≤40 mg/100 g or 100 mL) and 48.2% were low in sodium (≤120 mg/100 g or 100 mL). On the contrary, 47.2% were high in sodium according to the Pan American Health Organisation Nutrient Profile Model (PAHO-NPM), while there were 31.9% according to the Chile-NPM. The agreement between the two NPMs was considered ‘substantial’ (κ = 0.67). When sodium content was compared over the years, no decrease was observed. This analysis was performed in the entire food population, by food group and in matched products. Therefore, more effort should be made by all parties involved in order to decrease the sodium/salt intake in the population.
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Abaida, Abdellah, Youssef Lakrari, and Abdeljabbar Abdouni. "An examination of the relationship between competences and wages of higher education graduates: Evidence from Morocco." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 75–100. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp75-100.
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To provide research insights in line with the Tuning project approach, we estimate the effects of competences on wages of higher education graduates with work experience. Using the conventional earnings regressions methods (Mincer equation) on data from a survey of graduates, we investigate the way in which the labour market reacts and rewards competences. The results show small significant evidence for an effect of competences on wages in our dataset; however, methodological and social skills display positive payoff returns. Our empirical findings also suggest that the labour market rewards less specialised competences, and unlikely methodological and social competences are deemed more necessary compared to cognitive skills (theoretical knowledge). Finally, wages tend to decrease for those who are female and working in the private sector. Overall, the findings of the study are highly related to the specification and structure of the Moroccan labour markets.Published online: 30 November 2017
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Chandrawaty, Chandrawaty, and Khusniyati Masykurah. "PERSEPSI MAHASISWA TERHADAP MODEL PROJECT BASED LEARNING DALAM PENYUSUNAN KURIKULUM TINGKAT SATUAN PENDIDIKAN." EARLY CHILDHOOD : JURNAL PENDIDIKAN 4, no. 1 (July 14, 2020): 35–43. http://dx.doi.org/10.35568/earlychildhood.v4i1.696.
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ABSTRACT
This study aims to determine student perceptions of the project based learning model in the preparation of the Education Unit Level Curriculum (KTSP). Data collection used questionnaires and documentation, while data analysis techniques used quantitative descriptive analysis. Research location on the campus of the Faculty of Teacher Training and Education, University of Muhammadiyah Prof. DR. HAMKA. The research subjects were all 22 semester 5 Early Childhood Teacher Education Study Program students who took Curriculum Development courses in 2019/2020 Academic Year. The results of the study showed: 1) 100% of students said that after arranging KTSP through project based learning, their mastery of curriculum development subjects was increased; 2) 95% of students said that through project based learning increases the depth of curriculum development analysis; 3) 95% of students said that every teacher must master the skills in preparing KTSP; 4) 95%of students said that they would apply their KTSP skills when becoming early childhood teachers.
Keywords: perception; project based learning, Education Unit Level Curriculum,
ABSTRAK
Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap model project based learning dalam penyusunan Kurikulum Tingkat Satuan Pendidikan (KTSP). Pengumpulan data menggunakan angket dan dokumentasi, sedangkan teknik analisa data menggunakan analisis deskriptif kuantitatif. Lokasi penelitian di kampus Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Prof. DR. HAMKA, Jakarta. Penelitian ini menggunakan teknik pengambilan data purposive sampling. Subjek penelitian adalah seluruh mahasiswa program studi Pendidikan Guru Pendidikan Anak Usia Dini semester 5 berjumlah 22 yang mengambil mata kuliah Pengembangan Kurikulum pada Tahun Akademik 2019/2020. Hasil penelitian menunjukkan : 1) 100% mahasiswa mengatakan setelah menyusun KTSP melalui project based learning meningkatkan penguasaan mata kuliah pengembangan kurikulum; 2) 95% mahasiswa menyampaikan bahwa melalui project based learning meningkatkan kedalaman analisis pengembangan kurikulum; 3) 95% mahasiswa menyampaikan bahwa setiap guru harus menguasai keterampilan menyusun KTSP; 4) 95% mahasiswa menyampaikan bahwa akan mengaplikasikan keterampilan menyusun KTSP saat menjadi guru PAUD.
Kata kunci : persepsi; project based learning; Kurikulum Tingkat Satuan Pendidikan
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Hadi, Charis Fathul, Bambang Suprianto, and Agus Budi Santosa. "Pengembangan Perangkat Pembelajaran Sistem Operasi Berbasis Project Based Learning Untuk Sekolah Menengah Kejuruan." CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro 3, no. 2 (September 3, 2019): 103. http://dx.doi.org/10.22373/crc.v3i2.5129.
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Curriculum 2013 is a student-centered learning, where one of them is learning project based learning that is suitable for scientific study. SMK, it is not yet available any project-based learning tool. Therefore, this study aims to produce project-based learning project which is feasible and can be used to support the implementation of the curriculum 2013 on the subjects of Operating Systems Multimedia at Class X in SMK This study uses a 4D model (define, design, develop, and disseminate), where the theoretical feasibility obtained through validation by experts. The data were analyzed in descriptive quantitative. Results of the assessment showed that the learning tools is feasible and can be used in learning at SMK. The theoretical feasibility of the learning tools is described as follows : (1) the syllabus of 88.25% (2) 87.5% RPP (3) Books 83.5% (4) LKS 86.75% (5) 87.5% Products LP (6) LP psychomotor 86.25% (7) items 86% (8) 89.25% student response, learning feasibility of 81.36%, as well as the achievement of competence indicator of good attitude reached 100%, while the competence indicator of knowledgemastery and skills of each student reached 100%, while the response of students reached 86.87%
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Nardiansyah, Afrie, and Dyah Widi Astin Intansari. "Optimasi Waktu dan Biaya dengan Metode Crashing pada Proyek Pembangunan Jalan Simp. 4 Kaliorang – Talisayan Kalimantan Timur." JURNAL KRIDATAMA SAINS DAN TEKNOLOGI 4, no. 02 (December 10, 2022): 127–41. http://dx.doi.org/10.53863/kst.v4i02.498.
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A common construction problem is delays in project implementation. Delays on the project will affect the cost of the project. Seeing this incident, this study will analyze the acceleration of project time on the Road Construction project Simp. 4 Kaliorang - Kalisayan using the Precedence Diagram Method (PDM) using Microsoft Project 2010 software, so that jobs are on the critical path. The work that is on the critical path will be crashing with the method of adding working hours (overtime), and adding tools, the final result of the two alternative crashing will be a change in the acceleration of the duration of a project at an optimal cost. From the results of time and cost optimization research with the crashing method on the road construction project simp. 4 kaliorang - talisayan using the alternative of additional working hours (overtime) for 3 hours, 4 hours, 5 hours, and 6 hours and the second alternative with variations in the addition of tools and energy by 25%, 50%, 75% and 100% of the total equipment and normal power obtained the final result of the most optimum alternative of the two alternatives is the alternative of adding tools and energy by 100% of the number of normal tools and energy, the crash duration is 91 days from the normal duration of 135 days or an acceleration of duration of 44 days, with a total cost of Rp. 10,825,046,816.96 from the normal total cost of Rp. 10,868,916,625,88 or a decrease in total costs of 0.40%. Keywords: Delays, critical path, crashing, additional working hours (overtime), additional workforce, PDM (Precedence Diagram Method)
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Kropachev, Gennady N., Aleksey L. Sitnikov, and Timur V. Kulevoy. "The parameters of radio frequency quadrupole linear accelerator for DARIA project." Cybernetics and Physics, Volume 11, 2022, Number 4 (December 30, 2022): 205–9. http://dx.doi.org/10.35470/2226-4116-2022-11-4-205-209.
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The new proton linear accelerator (linac) with output energy 13 MeV and 100 mA current is under development at NRC “Kurchatov Institute” - ITEP for DARIA project. The linac consists of Radio-Frequency Quadrupole (RFQ) and Drift Tube Linac (DTL) with operating frequency 162.5 MHz. The RFQ is based on 4-vanes structure with shifted coupling windows. DTL has a modular structure and consists of separated individually phased cavities with focusing magnetic quadrupoles located between the cavities. The DTL is based on interdigital H-mode (IHDTL) 5-gaps cavities. The 6D beam matching between RFQ and DTL is provided by magnetic quadrupole lenses and RF-bunchers. The paper presents results of the radio-frequency (RF) design, thermal analyses and RF tuning of RFQ linac accelerating structure.
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Wong, Brian M., Jeannette Goguen, and Kaveh G. Shojania. "Building Capacity for Quality: A Pilot Co-Learning Curriculum in Quality Improvement for Faculty and Resident Learners." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 689–93. http://dx.doi.org/10.4300/jgme-d-13-00051.1.
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Abstract Background Despite a mandate to teach quality improvement (QI) to residents, many training programs lack faculty capacity to deliver a QI curriculum. Objective We piloted a co-learning curriculum in QI to train residents while simultaneously developing QI teachers. We evaluated the curriculum's acceptability and feasibility and its effect on faculty engagement in doing and teaching QI. Methods The curriculum involved 2 half-day, interactive sessions, a team-based QI project, and end-of-year project presentations. Key curriculum design principles included (1) residents and faculty co-attend all interactive sessions, (2) residents and faculty work together on team-based QI projects, and (3) QI projects align with divisional QI priorities. Using the Kirkpatrick framework for learner outcomes, we focused our program evaluation on Level 1 (satisfaction) and Level 2 (knowledge and skills acquisition) outcomes using year-end curriculum evaluations. Results Our study included 14 residents (70%) and 6 faculty members (30%). With respect to satisfaction (Kirkpatrick Level 1 outcome), 93% (13 of 14) of residents and 100% (6 of 6) of faculty participants rated the overall curriculum as “above average” or “outstanding.” Regarding faculty knowledge and skills acquisition (Kirkpatrick Level 2 outcomes), faculty self-rated their QI knowledge and interest in QI higher than their intent to incorporate QI into future practice and their comfort in teaching or supervising QI projects. All 5 faculty respondents (100%) rated the co-learning model for faculty development in QI as “above average” or “outstanding.” Conclusions Teaching QI to residents and faculty as co-learners is feasible and acceptable and offers a promising model for programs to teach QI to residents while concurrently building faculty capacity.
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Rupavijetra, Phetcharee, Prachyanun Nilsook, Jira Jitsupa, and Uraiwan Hanwong. "Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model." Journal of Education and Learning 11, no. 6 (September 1, 2022): 48. http://dx.doi.org/10.5539/jel.v11n6p48.
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The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students’ reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs’ interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).
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Flintsch, Gerardo W., John P. Zaniewski, and James Delton. "Artificial Neural Network for Selecting Pavement Rehabilitation Projects." Transportation Research Record: Journal of the Transportation Research Board 1524, no. 1 (January 1996): 185–93. http://dx.doi.org/10.1177/0361198196152400122.
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The use of an artificial neural network simulator to develop and implement an automatic procedure for screening and recommending roadway sections for pavement preservation is described. This procedure is part of an automatic project recommendation procedure extension of the Arizona Department of Transportation's (ADOT's) pavement management system. The output of the recommendation procedure is a list of candidate projects for consideration in the 5-year pavement preservation program. The artificial neural network simulator was used to “learn” the knowledge from historical project selection. The neural network was trained with the pavement condition and characteristics and the sections selected for the ADOT's pavement preservation program for several years. The trained neural network predicted a correct output for 100 percent of the training facts and 76 percent of the testing examples. Further refinements of the artificial neural network architecture should result in better-performing networks. The artificial neural network analysis reduces the level of effort required to identify candidate sections for the pavement preservation program, reduces subjectivity, and minimizes the probability of missing sections that should be programmed.
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Yoshino, Kenji, Kensuke Nishioka, Atsuhiko Fukuyama, Hidetoshi Suzuki, and Masahisa Otsubo. "Photovoltaic Systems in University of Miyazaki." Applied Mechanics and Materials 372 (August 2013): 555–58. http://dx.doi.org/10.4028/www.scientific.net/amm.372.555.
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We organized a project of solar cells in University of Miyazaki in order to develop the technologies for solar cells. We have four kinds PV module systems, such as hybrid Si Thin film (1 kW), Poly-Si (50 kW), CIS (100 kW) and CPV (14 kW×2). Their total is 179 kW. These take appoximately 5% of total electricity of the university.
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Guskov, A. E., and D. V. Kosyakov. "National fractional calculations and evaluating organization’s science efficiency." Scientific and Technical Libraries 1, no. 9 (October 30, 2020): 15–42. http://dx.doi.org/10.33186/1027-3689-2020-9-15-42.
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Russian science policy in 2012–2018 appeared to be efficient which is proved by increased number of Russian publications indexed by Web of Science and Scopus. Dubious publication practices on and out of the fringes of science ethics is the other side of the coin. One cannot deny the scale of these practices while it is hard to be estimated. This scientometric challenge may be met through the transfer from integer calculation to fractional one. The authors introduce the term “national fractional calculation” which enables to estimate objectively organizations’ and researchers’ contributions into national science while not to demotivate participation in international collaborations. Based on the example of three groups, i. e. research organizations, Project 5-100 universities and other universities, the integer and fractional calculations are compared in detail for the 2018 as well as in the dynamics for the period 2000–2018 and for different disciplines. The authors show that, moving forward, fractional calculations increasingly differ from the integer ones. The largest differences are characteristic for the group of leading universities of Project 5-100 group being “scientometrically pressurized” within the framework of the national science policy.
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Bennett, Charles, Irene Dy, Peter Wiernik, Jennie Buchanan, Richard Dart, Brian Edlin, Erin Gilbert, Priya Mahindra, Alanna Murday, and Zaina Parvez Qureshi. "Cocaine-Levamisole Thrombovasculopathy: A Report From the Southern Network On Adverse Reactions (SONAR) Project." Blood 120, no. 21 (November 16, 2012): 3403. http://dx.doi.org/10.1182/blood.v120.21.3403.3403.
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Abstract Abstract 3403 Introduction: In 2008, five emergency department patients with unexplained neutropenia and thrombovasculitis were reported from Vancouver, Canada. Similar reports have appeared from San Francisco, Denver, Providence, Chicago, New York, and Los Angeles. Methods: 156 case reports of patients of unexplained thrombovasculopathy were identified from the published literature or by SONAR. Results: The average patient age was 44 years old (SD, 11 years); 65% were female. The earliest time to symptom onset was 12 hours following last cocaine use. Dermatologic findings included retiform purpura, purpuric rash, hemorrhagic bullae, or skin necrosis (59% of cases), and lesions on the ears (35% of cases), upper extremities (33% of cases), torso (22% of cases), and the nose (10% of cases). Of 79 patients with available data, 72% presented with severe neutropenia (<1500cells/μl). Among 80 persons who had serologic studies, 95% demonstrated anti-neutrophil cytoplasmic antibodies, 31% were positive for proteinase 3 antibodies, 40% were positive for myeloperoxidase antibodies, 32% were positive for IgM cardiolipin antibodies, and 20% were positive for lupus anti-coagulant. Biopsies (primarily skin) revealed thrombosis in 25%, vasculitis in 6%, and both vasculitis and thrombosis in 20%. Thirty cases tested positive for levamisole. All patients reported recent cocaine use. Treatment of 63 neutropenic patients included supportive care (6 patients; one death; 83% recovery; and 50% spontaneous relapse); G-CSF (15 patients; 100% response; 40% relapse), antibiotics (25 patients; 100% recovery; 28% relapse rate), and corticosteroids (14 patients; 100% recovery; 28% relapse rate). Among 30 persons with skin biopsies identifying thrombosis, treatments included conservative management (5 patients; 100% response rate; 33% relapse) and corticosteroids (13 patients; 100% recovery; 22% relapse rate); among 9 persons with vasculitis, treatments included conservative treatment (2 patients, both recovered no relapses) and corticosteroids (4 patients; 100% response; and 50% relapse). Among 27 persons with thrombosis and vasculitis, treatments included conservative treatment (6 patients; 100% recovery; 50% relapse) and corticosteroids (10 patients; 100% response rates; 40% relapse rate). Severe skin necrosis treatment included skin allografts (6%), above the knee amputation (1 case) and a nose amputation (1 case). One patient with agranulocytosis died of infectious complications. The DEA reports that since 2008, 93% of intercepted cocaine is contaminated with levamisole, a colorectal cancer and anti-helminthic agent. Conclusion: Cocaine-levamisole thrombovasculopathy is a new and increasingly seen syndrome seen among emergency department patients in major cities. A high index of suspicion is essential, as cocaine use may not be obvious and expensive testing and therapies initiated. Appropriate treatment would include withdrawal of cocaine, evaluation of urine samples for levamisole, and conservative management. Disclosures: Gilbert: Allergan: Consultancy; Merz Aesthetics: Consultancy; Johnson & Johnson: Consultancy.