Статті в журналах: "Educative power"

1

Gámez, Rafael A. Jiménez, Mayka García García, and Manuel Cotrina García. "Educative Assimilation as a Process of Exclusion: The Case of Immigrant Students and ATALs in Cadiz, Spain." Power and Education 4, no. 2 (January 2012): 173–84. http://dx.doi.org/10.2304/power.2012.4.2.173.

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Toner, Jean, and Michele Rountree. "Transformative and Educative Power of Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 23, no. 1 (2003): 81–85. http://dx.doi.org/10.5840/inquiryctnews2003/2004231/218.

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Johnson, David W., Roger T. Johnson, and Karl A. Smith. "Constructive Controversy: The Educative Power of Intellectual Conflict." Change: The Magazine of Higher Learning 32, no. 1 (January 1, 2000): 28–37. http://dx.doi.org/10.1080/00091380009602706.

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Jjuuko, Robert, Cuthbert Tukundane, and Jacques Zeelen. "Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda." International Journal of Training and Development 25, no. 2 (May 6, 2021): 144–59. http://dx.doi.org/10.1111/ijtd.12212.

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Bogotch, Ira E. "“Enmeshed in the Work”: The Educative Power of Developing Standards." Journal of School Leadership 12, no. 5 (September 2002): 503–25. http://dx.doi.org/10.1177/105268460201200503.

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The purpose of this study is to illustrate empirically the educative power associated with developing leadership standards in contrast to the miseducative dispositions associated with both implementation and policy-making. Those leaders “enmeshed in the work” experienced the joys of learning, yet when their task was completed, they foresaw a predictable, if not cynical, future for the standards. Specifically, standards’ development was characterized by a fluidity of local and contextualized meanings. Once written, however, the standards became fixed and distant, to be folded into current practice.

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Quigley, Gabriel. "Justice, Law, and the Educative Power: Revisiting ‘Force of Law’." Derrida Today 14, no. 2 (November 2021): 186–206. http://dx.doi.org/10.3366/drt.2021.0265.

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This paper examines Jacques Derrida's analysis of Walter Benjamin's ‘Critique of Violence’ in the context of their respective theories of the university. Whereas Derrida foregrounds the complex ways that the university and law are intertwined, Benjamin claims that the ‘educative power’ stands removed from the law by identifying the university with ‘divine violence’. ‘Force of Law’ not only questions the possibility of a neutral, pre-legal space that Benjamin's theory warrants, ‘Force of Law’ also draws attention to the laws structuring the colloquia that gave rise to Derrida's text. This paper claims that Derrida's analysis of justice, law, violence, and justesse is thus informed by a theory of the university, and that the ways in which Derrida's theory of law stands opposed to Benjamin's parallels the ways in which Derrida's theory of the university questions Benjamin's understanding of the ‘educative power’. This paper concludes by drawing attention to the demand posed by the absence of justice in the academy. Although the laws of the academy produce justesse in the present, this negatively affirms justice in the future, which cannot wait.

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Yang, Kai-Lin, Hui-Yu Hsu, Fou-Lai Lin, Jian-Cheng Chen, and Ying-Hao Cheng. "Exploring the educative power of an experienced mathematics teacher educator-researcher." Educational Studies in Mathematics 89, no. 1 (January 24, 2015): 19–39. http://dx.doi.org/10.1007/s10649-014-9589-4.

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Murakami, Juliana Kelli, José Fernando Petrilli Filho, and Paulo Celso Prado Telles Filho. "Talking about sexuality, STI and AIDS with poor adolescents." Revista Latino-Americana de Enfermagem 15, spe (October 2007): 864–66. http://dx.doi.org/10.1590/s0104-11692007000700023.

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This study aimed to report an educative action experience on sexuality/STI/Aids in an adolescent group living in a poor context. The study site was a Family Health Unit located in a city in the interior of São Paulo, Brazil. Six female adolescents participated in the educative actions, and each of the five meetings took 70 minutes on the average. The educative action allowed for knowledge/action based on a network of interlaced gestures, words and affections, permeating new constructions. Thus, new meanings emerged, not only for the adolescents, who discovered the power of being in the group, but also for the researchers, who managed to visualize other horizons for the work with highly vulnerable groups in society.

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Hernández Méndez, Mtra Griselda. "El ejercicio del poder del maestro en el aula universitaria." CPU-e, Revista de Investigación Educativa, no. 2 (November 14, 2012): 181–200. http://dx.doi.org/10.25009/cpue.v0i2.158.

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El texto visualiza al aula como un micromundo en donde ambos actores del proceso educativo, maestro y alumno, ejercen el poder como una red compleja de relaciones de fuerzas, en la que el poder del maestro se manifiesta de múltiples formas, como control, subordinación, dominación, represión, sujeción… De esta manera, partiendo del supuesto de que el docente ejerce mayor poder que los alumnos a través del empleo de técnicas disciplinarias, y que el uso desmedido de ese poder afecta de alguna manera la relación que establece con los alumnos, el presente trabajo analiza, desde un enfoque microfísico, los dispositivos o técnicas normalizadoras que emplearon dos maestros dentro del aula universitaria: el discurso, la disciplina, la vigilancia y el castigo. Bajo esa directriz, el propósito de este artículo es analizar las técnicas o dispositivos de poder que los maestros emplean, y reflexionar en torno a los efectos que causa en los alumnos tal uso.AbstractThe text visualizes to the classroom like a microworld in where both actors of the educative process, teacher and student, exert the power like a complex network of force ratios, in which the power of the teacher is manifested of multiple forms, like control, subordination, domination, repression, subjection... In this way, starting off of the assumption that the teacher exerts more power than the students through the use of disciplinary techniques, and the excessive use of that power affects in any way the relation that he establishes with the students, the present work analyzes, from a microphysical approach, the devices or normalization techniques that used two teachers within the university classroom: the speech, the discipline, the monitoring and the punishment. Under that directive, the intention of this article is to analyze the techniques or devices of power that the teachers use, and to reflect around the effects that it causes in the students.

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10

ROBERTS, M. "Emotional intelligence, empathy and the educative power of poetry: a Deleuzo-Guattarian perspective." Journal of Psychiatric and Mental Health Nursing 17, no. 3 (April 2010): 236–41. http://dx.doi.org/10.1111/j.1365-2850.2009.01500.x.

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11

Dakir, Dakir, Akmal Mundiri, Muhammad Ainul Yaqin, Niwati Niwati, and Ida Subaida. "The Model of Teachers Communication Based on Multicultural Values in Rural Early Childhood Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (February 27, 2022): 3460–72. http://dx.doi.org/10.31004/obsesi.v6i4.2125.

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The phenomenon of the absence of moral decadence and appropriate behavior such as violence, brawls, exclusivism, and a lack of tolerance and respect for others in all forms involving students is an ineffective model of education and function. The dysfunction is caused by not conveying the message desired by the teacher. Thus, this study aimed to describe the multicultural values-based teacher communication model in early childhood education institutions in rural areas. This research used a case study approach. This study indicates that the multicultural value-based teacher communication model in early childhood education institutions in rural areas is carried out in the form of verbal and non-verbal communication. In verbal communication, messages are conveyed verbally and in writing. Meanwhile, in the non-verbal communication process, the messages conveyed are in the form of persuasive power, coercive and reward power, personal imitation, and educative interactions vertically and horizontally

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12

Awan, Nazakat, Muhammad Safiullah, and Akbar Ali. "Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures through Critical Discourse Analysis." Global Language Review I, no. I (December 30, 2016): 24–45. http://dx.doi.org/10.31703/glr.2016(i-i).03.

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Friere’s (1970) notion of critical pedagogy empowers marginalized section of educative practices. Neutral education process guarantees autonomy of learners and effective pedagogy. The paper uses this approach to critically investigate academic discourse. It was hypothesized that there were power structures and ideological underpinnings in academic discourse distorting the notion of critical pedagogy. The students instead of harboring reflexivity and performing as co-workers bank upon whatever is deposited in their minds by their mentors. The study was limited to written academic texts in various universities. The academic texts were investigated in the light of one of CDA strategies. Textual analysis helped investigating power structures formed implicitly by nexus of forces which perpetuate nexus of domination. These findings were revealed in different shapes which were exposed with the help of relevant CDA tools. The study offers an important dimension of Pakistani academic discourse for future researches.

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13

Assalahi, Hussein. "English Language Curriculum Change in an EFL Context: Power-coercive or Normative-re-educative?" International Journal of English Language Education 3, no. 1 (February 28, 2015): 219. http://dx.doi.org/10.5296/ijele.v3i1.7172.

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14

Pantic, Natasa. "Moral education through literature." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 401–14. http://dx.doi.org/10.2298/zipi0602401p.

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This paper examines a variety of perspectives on the role of literature in moral education. These proceed from general considerations to more specific issues that remain contested to the present day, such as distinction between individual and social morality. Others bring any literature under suspicion in the post-structuralist era, such as the cultural relativity of morality, distinctions between aesthetic and moral dimensions of literary works, and between moral awareness and behavior. The discussion is illustrated through considerations of the place of literature in English moral education from the Victorians to the present day. The discussion of dilemmas that policy makers and educators face today focuses on three dilemmas that often serve to question a possibility of justifying the morally educative power of literature: cultural relativism in literature and ideology (and its implications for the canon), the distinction between an aesthetic and moral power of literature, and finally, the doubts about the transferability of moral awareness acquired through literature to actual moral conduct. .

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15

Widayati, Tri. "MENUJU PENDIDIKAN NONFORMAL BERKUALITAS DENGAN MOTIVASI, KOMPETENSI, DAN KUALIFIKASI PTK PNF." JIV 2, no. 2 (December 31, 2007): 35–42. http://dx.doi.org/10.21009/jiv.0202.5.

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The quality of non-formal education depends on the quality and the role of educators and education staff (PTK-PNF). Institutionally, The Government has implemented strategic plans to develop the qualification and competency of educators and education staff of non-formal education through a set of trainings and degree programs. These programs will be fruitful in improving the competency if PTK-PNF is not motivated to improve their performance. This article suggests building “Virus NAch” in PTK-PNF. There are three strategies to create achievement motivation: (1) rational-empiric, (2) normative-educative, and (3) force-power. The emergence of N-Ach PTK-PNF must be balanced by the growth of “social virus” in PNF institution, so structural obstructions will not impede creativity achievement to provide PNF services with a high quality.

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16

Rogers, Marg. "Harnessing the power of cultural health narratives when working with parents of young children." Children Australia 44, no. 03 (June 24, 2019): 105–9. http://dx.doi.org/10.1017/cha.2019.22.

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AbstractNarratives are a powerful tool for transferring knowledge and culture. They have a profound effect on our psyche and our attitudes to messages and teachings. The transfer of information through traditional teaching and lectures is often less effective in changing a belief or understanding than using narrative. In this discussion paper, I explore this phenomenon and examine the persuasive effect of cultural narratives. The discussion also considers the impacts of cultural narrative as an educative tool on parental attitudes towards childhood immunisation. I explore the changing nature of the way parents with young children communicate and seek information and early childhood educators’ roles in their lives within the Australian context. Understanding the way humans are drawn to narrative may be beneficial to health workers, early childhood educators, family workers and those who plan health education programmes. To effectively target their messages, it would be of benefit to public health officials to have knowledge about how parents with young children inform themselves and develop health beliefs, and the extent to which parents’ ideas become fixed.

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Figueroa, Carlos. "U.S. Supreme Court in the civil rights era: Deliberative Democracy and its educative institutional role, 1950s–1970s." Annales. Etyka w Życiu Gospodarczym 21, no. 4 (March 19, 2018): 59–88. http://dx.doi.org/10.18778/1899-2226.21.4.06.

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This article examines the U.S. Supreme Court’s lesser-known educative role as an egalitarian institution within a broader deliberative democratic process. Scholars have argued that the Court’s long asserted power of judicial review, especially in the equal protection and civil rights context, has been an over-reach of the judicial branch’s constitutional authority and responsibilities. Normative and empirical critiques have been centered on the aims of judicial review, and the challenges it poses in American political life. A core issue surrounding these critiques is that Justices are appointed not elected, and thus undermine the principle of majority rule in the U.S. constitutional democratic order. Although these critiques are legitimate in terms of claims about unelected Supreme Court Justices’ seemingly discretionary powers over elected legislative bodies, and the uncertain policy implications of judicial pronouncements on the broader society, there is, nevertheless, a positive application of judicial review as a tool Justices use as part of their educative role overcoming the so-called “counter-majoritarian difficulty.” Through a close reading of oral arguments in Brown vs. Board of Education (1954) and San Antonio vs. Rodriguez (1973)—two landmark cases invoking the Equal Protection Clause of the 14th Amendment to the federal Constitution—the article shows how appointed Justices adjudicate individual cases on appeal and attempt to educate (through an argumentative, reason-based and question-centered process) citizenlitigants and their legal representatives about the importance of equality, fairness and ethical responsibility even prior to rendering final decisions on policy controversies that have broader national social, political and economic implications.

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FRAISTAT, SHAWN. "Domination and Care in Rousseau'sEmile." American Political Science Review 110, no. 4 (November 2016): 889–900. http://dx.doi.org/10.1017/s0003055416000472.

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Domination, understood as the abusive or capricious employment of power over others for the sake of one's own ends, is among the gravest threats to human freedom. Solving the problem of domination is a crucial normative challenge, and this article identifies in the work of Jean-Jacques Rousseau a promising and overlooked avenue for addressing it. I propose an interpretation of Rousseau'sEmilein which preventing domination requires moral education in the practice and value of care. This interpretation gives Rousseau new relevance as a theorist of domination. In connecting non-dominative to educative care, Rousseau's approach has the potential to forge new connections between neo-republican theories of domination and feminist care ethics, even suggesting new routes by which public policy might foster a non-dominative society.

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Syafitri, Siska Eka. "THE POWER OF BROCHURE: A MULTIMODAL DISCOURSE ANALYSIS ON CHILDREN EDUCATIVE TOY “HAFIZ AND HAFIZAH TALKING DOLL”." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (April 17, 2018): 27–33. http://dx.doi.org/10.30743/aicll.v1i1.4.

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Brochure as a media in promoting a product has developed by the growing of technology in this multimedia era. The inovation in brochure in fact is needed to support a success marketing. The images and words which are showed in the brochure should be present in meaningful and creative ways. It will catch the interest and raise the curiosity of the customers. Seeing the situation, studying the popular product by the brochure delivered is very important. “Hafiz and Hafizah Talking Doll” is one of the popular product in this global era. It is a kind of educative toy that is contained of many features as its superiority . This product has caught many customer and we can find so many online brochures in the internet. Therefore, analyzing the brochure of “Hafiz and Hafizah Talking Doll” is very essential. Multimodal Discourse Analysis is applied in this research to get the understanding of the brochure.

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Falkenbach, Atos, and Betina Stampe. "EDUCAÇÃO FÍSICA E ARTES: UMA EXPERIÊNCIA INTERDISCIPLINAR ATRAVÉS DO LÚDICO." Movimento (ESEFID/UFRGS) 6, no. 13 (December 30, 2000): 32–40. http://dx.doi.org/10.22456/1982-8918.11781.

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O presente artigo descreve o "Projeto Criança Marista", ação interdisciplinar que se utiliza das atividades lúdicoeducativas, do movimento, jogos e exercícios, em psicomotricidade relacionai (Educação Física), da expressão gráfica, desenhos, pinturas e modelagens em Educação Artística, visando a aprendizagem e desenvolvimento infantil. Ao mesmo tempo que descreve a ação de caráter educativo-preventiva, com as crianças do projeto, aborda e reflete o espaço das disciplinas de Educação Física e de Educação Artística no contexto escolar atual, a partir do problema da disciplina formal de Vygotsky. Estuda, analisa, reflete e propõe, com base em ações concretas, temas como relação professor-criança, sentido e significado das aprendizagens e ações integradas em atividades educativas. Esses componentes visam o exercício nas práticas educativas dos professores para a importância da compreensão e leitura sobre a fantasia infantil, reconhecendo o componente simbólico, imaginário presente nas ações criadoras da criança, como ponto de partida para a construção do conhecimento e estruturação do seu papel social. The article describes "The Marista Child Project". The purpose of the project is to provide the children's knowledge and development through ludical-educational activities in Phisical Education and Arts. Here are some activities: movement, games, exercises envolving the psychomotive power, graphical expression, pictures, drawings and paintings. The activities which have been doing suggest the importance the Phisical Education and Arts in the school today, considering Vygotskys problems in formal discipline. The project makesreflections, studies, analyses and thinks about the relationship between child-teacher, the meaning of learning, the interdisciplinary in the educative action to improve the better understanding between children's fantasy and reality. It also recognizes the simbolic components and imagination which are in everything the children do. These children's actions propose the knowledge.

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Vossoughi, Shirin, Paula K. Hooper, and Meg Escudé. "Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity." Harvard Educational Review 86, no. 2 (June 1, 2016): 206–32. http://dx.doi.org/10.17763/0017-8055.86.2.206.

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In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escudé advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker movement will contribute to intellectually generative and liberatory educational experiences for working-class students and students of color. After reviewing various perspectives on making as educative practice, they present a framework that treats the following principles as starting points for equity-oriented research and design: critical analyses of educational injustice; historicized approaches to making as cross-cultural activity; explicit attention to pedagogical philosophies and practices; and ongoing inquiry into the sociopolitical values and purposes of making. These principles are grounded in their own research and teaching in the Tinkering Afterschool Program as well as in the insights and questions raised by critical voices both inside and outside the maker movement.

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LUPU, Nicoleta Raluca. "Changing teachers’ attitudes towards children with special needs attending inclusive schools." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VII, no. 2 (October 31, 2021): 112–25. http://dx.doi.org/10.26744/rrttlc.2021.7.2.10.

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The purpose of this study was to change TEACHERS’ ATTITUDE REGARDING THE INCLUSION OF THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. The attitude of the teachers who will participate in the training through game designed to change the attitude towards the students with special educational needs will change positively, compared to the attitude of the teachers who will not participate in the training. The attitude of the teachers who participated in the change of attitude training through game changed positively, compared to the attitude of the teachers who did not participate. The non-parametric test Mann-Whitney for independent samples shows that there are statistically significant differences between the experimental group and the control group in all three dimensions of attitude (p <.01) In addition, the T Wilcoxon test shows the differences between the pre-test stage and the post-test phase within each group. It is noted that for the control group, there are no statistically significant differences between the two stages, whereas in the case of the experimental group there are statistically significant differences from one stage to another (.00, p <.01). The degree of acceptance of the students with special educational needs will increase significantly in the teachers who will participate in the computer game training, compared to the teachers who will participate in the classic game training. The results of the „Mann-Whitney U Test” show that there are no significant differences between the experimental groups (p> .05), which indicates that both programs can effectively contribute to changing the teachers’ attitudes towards integrating disabled students

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Yusuf, Bustami, Intan Maulina, and Mulkan Fadhli. "GAME EDUKASI PENGEMBANGAN GAME EDUKASI I’TIKAD 50 BERBASIS POWER POINT DI DAYAH AL-FURQAN ACEH BESAR." JINTECH: Journal Of Information Technology 3, no. 2 (August 12, 2022): 93–106. http://dx.doi.org/10.22373/jintech.v3i2.1968.

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This study is to answer the problem of developing power point-based i'tikaf 50 educational games in Dayah Al-furqan Aceh Besar because students are not very interested in lecture or conventional learning systems. Therefore, an educative and interesting game was made in learning I'tiqad 50. The method used in the research was R&D (Research and Development) or research development. The results of the validation test by the validator were 16 respondents with the aspect of material assessment getting a score. as much as 77.2%, and the media assessment aspect got a score of 78.2%. The results of the implementation of the I'tikad 50 educational game learning media which were applied to the control class (KK) in Dayah Al-furan obtained an average score of 89.3 and the traditional (conventional) learning outcomes were applied to the ordinary class (KB) in Dayah Al -furqan obtained an average score of 74.6.

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Amir Zia Raja, Mudassir Mukhtar, and Waseem Ishaque. "History and the Future of the Hybrid Party Politics in Neoliberal Age: A Case of Pakistan." PERENNIAL JOURNAL OF HISTORY 2, no. 2 (December 26, 2021): 303–19. http://dx.doi.org/10.52700/pjh.v2i2.76.

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The causes of rising populism and collapse of the left-right ideological paradigms termed “death of ideology” is important development on election canvas. This trend in recent decades has been described as hybrid party politics. The neo-liberal discourse in hybrid regime shape party politics with free market values, issues of inequality, denial of social justice, and crises of freedom are rampant. Consequently, hybrid party politics perpetuate systemic deprivation and chronic punishment to marginalized sections. The fast penetration of neoliberal and populist elements quickly fused into multi-layered public pedagogy. The common political discourse propounds for quick solutions to seek legitimacy with expanding corporate power constantly. The socioeconomic inequalities consequence of expanding neo-liberal values in all spheres like education and electoral practices have recently started crucially influencing urban socio-political environment that shape populist narratives in electoral arena. Neoliberal-populists leadership promote free market policies that push forward neoliberal populist rhetoric across political parties of different shades. The combination of neo-liberalism and populism thrives on subjects who perceive it solution to their problems. Thus, fast penetrating market-centric subjectivities consider alternative subjectivities outside perimeters of social dignity therefore political inclusiveness becomes subject to connection with power. The educative public pedagogy has been at the base of rising populism unfolding hybrid party politics

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Mesquita, Roseane Santos, та Késia dos Anjos Rocha. "“Ọrọ, nwa, ẹkọ”, the talk, the look, the education: reflections on a pedagogy of cosmoperception". JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, № 1 (19 травня 2021): e12380. http://dx.doi.org/10.20952/jrks2112380.

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The present text bets on the power of reflections on a pedagogy guided by cosmoperception. It is a collective call for the enchanted ways of perceiving and relating to the other. “Ọrọ, nwa, ẹkọ”, the talk, the look, the education, insurgent forces that grow in the cracks, just like moss, alive, reborn. That is the way we think about education, as a living practice, turned to freedom. Freedom understood as a force that enables us to question certain hegemonic truths entrenched in our ways of being, thinking and producing knowledge. In dialogue with the criticisms on the decolonial thought and by authors and authoresses who are putting themselves into thinking about an epistemology from a diasporic place, from the edges of the world, we will try to problematize the effects of the epistemic erasures promoted by the colonial processes and how that has affected our educative practices. The look at the educational experience that happens in the sacred territory of candomblé, will be our starting point to think about politically and poetically transformative educational practices.

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Dasuki, Moh. "Strategi Power Edukatif Kiai Pada Pengembangkan Iklim Organisasi Inklusif di Pesantren Al-Qodiri dan Pesantren Nurul Islam Jember." FALASIFA : Jurnal Studi Keislaman 11, no. 2 (November 30, 2020): 113–35. http://dx.doi.org/10.36835/falasifa.v11i2.395.

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The educative politics of the kiai with their power patterns are important in creating and creating an inclusive generation in pesantren. Therefore the kiai is the main figure in Developing the Organizational Climate. the purpose of this research is to find the Kiai's Educational Power Strategy in Developing an Inclusive Organizational Climate in Al-Qodiri Islamic Boarding School and Islamic Boarding School Nurul Jember. This type of research is qualitative with a case study approach designed with multi site. Data analysis used Miles and Huberman's Interactive Analysis Model which was carried out in two stages, namely single site analysis and cross-site analysis, while data wetness used source triangulation and member checks. The results of this study are First, the power of kiai is the identity of democratic and charismatic leadership, second, the source of power from the attitudes and principles of leadership, third, the basic power base of the family, education, moderate environment, cultural and structural activities of religious organizations, fourth, power capital. intellectual, emotional and spiritual, while the model consists of refrent power, persuasive power, power given by society, advice power, appreciative power and double connection power, fifth, power tactics through appreciation, facilitation, sharing and motivation while the control media uses monthly friendship forums and weekly gathering with close family and subordinates. Keywords: Power, Kiai, Inclusive Organizational Climate Politik edukatif kiai dengan pola powernya adalah hal penting dalam menciptakan dan mencetak generasi yang inklusif di pesantren. Oleh karena itu kiai sosok utama Pada Pengembangkan Iklim Organisasi tersebut. tujuan penelitian ini untuk Untuk menemukan Strategi Power Edukatif Kiai Pada Pengembangkan Iklim Organisasi Inklusif Di Pesantren Al-Qodiri Dan Pesantren Nurul Islam Jember.Jenis penelitian Kualitatif dengan pendekatan studi kasus yang dirancang dengan multi situs. Analisis data menggunakan Model Analisis Interaktif Miles dan Huberman yang dilakukan dua tahap yaitu analisis situs tunggal dan lintas situs sedangkan kebasahan data menggunakan trianggulasi sumber dan member cek. Hasil penelitian ini adalah Pertama, Kekuasaaan kiai merupakan jati diri kepemimpinan demokratis dan kharismatik, kedua, Sumber kekuasaan dari sikap dan prinsip kepemimpinannya,ketiga, Basis dasar kekuasaan dari keluarga,pendidikan, lingkungan moderat, aktivitas kutural dan struktural organisasi kegamaan,keempat, Modal kekuasaan intlektual, emosional dan spritual, sedangkan Modelnya terdiri refrent power, persuasif power, power given by society, advice power, apresiatif power dan Doble conection power,kelima, taktik kekuasaan melalui apresiasi, fasilitasi, sharing dan motivasi sedangkan media kontrolnya menggunakan forum silaturrahim bulanan dan silaturrahim mingguan bersama keluarga dekat dan bawahannya. Kata Kunci: Power, Kiai, Iklim Organisasi Inklusif

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Koganzon, Rita. "The Hostile Family and the Purpose of the “Natural Kingdom” in Hobbes's Political Thought." Review of Politics 77, no. 3 (2015): 377–98. http://dx.doi.org/10.1017/s0034670515000339.

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AbstractIn his political writings, Hobbes consistently distinguishes between “natural” and “artificial” commonwealths—those that arise from the family, and those created by mutual covenants. Although he insists that “both have the same right of government,” closer examination of Hobbes's accounts of the family reveals that it is a radically deficient model for the state, and that Hobbes was engaged in a polemic against both republicans and absolutists who claimed that parental power was natural, prior to, and even a model for the power of civil sovereigns. For Hobbes, a state based on parental rule is dangerously unstable, exacerbating the mutual fears of parents and children. The “office of the sovereign representative” defuses this conflict, and within the commonwealth, the family is denaturalized and reconstituted as an educative institution whose purpose is to reinforce the artificial sovereign by schooling both parents and children in the miseries of personal rule.

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Siswayanti, Novita. "Dimensi Edukatif pada Kisah-Kisah Al-Qur'an." SUHUF 3, no. 1 (November 21, 2015): 69–83. http://dx.doi.org/10.22548/shf.v3i1.80.

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The stories in Qur'an are Allahâ€™s decrees which convey more beau-tiful values beyond any religious text ever written. It is the holiest scripture and is writtenÂ in a wonderful, understandable, and attract-ive language humbly conveying a vast amount of information about life and events that happened in the past. Itâ€™s aim is to be an object of reflection for human beings living in this age and the future. Even more so, the stories in Al-Qur'an also entail an educative function providing learning materials,Â and teaching methods, regarding the transformative power of Islam and the internalization of true religious values.

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Kharchuk, Liliia. "Presentation of the Ukrainian electric power engineering terminology in national lexicography in the end of the 20th – beginning of the 21st century." Terminological Bulletin, no. 5 (2019): 352–59. http://dx.doi.org/10.37919/2221-8807-2019-5-48.

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The lexicographical study of the Ukrainian electric power engineering terminology at the present stage of its development is analyzed and outlined. The characteristics of national explanatory and translation dictionaries that contain the terms of the electric power engineering industry is proposed in this study. It is observed that from 1991 till now the Ukrainian electric power engineering terminological system is at the stage of development, revival and revitalization of terminological searches. During the mentioned period significant number of dictionaries of high quality, providing both teaching of professional disciplines in the Ukrainian language and the creation of the Ukrainian educative literature were published. The analyzed lexicography of the present indicates the existence in Ukrainian terminology of a number of valuable and closely related to the electric power industry lexicographic works, which, to a greater or lesser extent, contain electric power engineering terms that serve the electricity industry with a clearly expressed own terminology. Particularly the specific dictionaries that were published in the end of the 20th – beginning of the 21st century, namely, Brief Russian-Ukrainian Electric Power Engineering Dictionary: 5000 terms created by a team from Lviv Polytechnic National University (Lviv, 1990); Russian-Ukrainian Scientific and Technical Dictionary by V. Perkhach, B. Kinash (Lviv, 1997); Russian-Ukrainian Explanatory Thermal Power Dictionary edited by Ya. Mysak, M. Kruk (Lviv, 2001); Explanatory Russian-Ukrainian-English dictionary on Energy. Basic terms: over 3500 terms edited by А.А. Rudnik (Kharkiv, 1999); Ukrainian-Russian-English-French Explanatory Dictionary of Basic Terms in Power Engineering and Electrical Engineering edited by Ye.S. Yemelianova (Kharkiv, 2012) are analyzed. The research once again showed that modern series of terminology dictionaries should be supplemented by a narrow-sector electric power engineering dictionary of explanatory type. This will promote compliance with standards, unification of Ukrainian electric power engineering terminology, and will prevent divergences in existing normative documents.

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Hollebrands, Karen. "Mathematics Teacher Educator: Looking Back and Looking Forward." Mathematics Teacher Educator 8, no. 1 (September 2019): 3–6. http://dx.doi.org/10.5951/mathteaceduc.8.1.0003.

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In this editorial, I look back at what the Mathematics Teacher Educator journal has accomplished during its short existence. In particular, I examine how past editors and panelists have worked to clearly establish the unique identity of the journal. This clearly articulated vision has assisted in attracting well-aligned, high-quality manuscript submissions. It also provides educative scaffolds for authors, reviewers, and editors that have led to the publication of articles relevant to mathematics teacher educators. I then look forward to consider how we can harness the power of the internet to enrich readers' experiences with the journal. Many ways exist for an online journal to capitalize on technology to communicate, interact, and connect.

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Mulyadi, Edi. "Strategi Pengembangan Budaya Religius di Madrasah." Jurnal Kependidikan 6, no. 1 (May 25, 2018): 1–14. http://dx.doi.org/10.24090/jk.v6i1.1688.

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As an educational institution characterized by Islam, madrasah must be able to fulfill the community needs on the education of their children in order to avoid the negative effects of technological developments. This matter will be one of the attractions for the community to send their children to madrasah. One of the efforts to realize it is by developing a religious culture among madrasahs, ie continuously practicing religious habits, so that religious values can be internalized and practiced in everyday life. Among the strategies of religious culture development that can be done is through power strategy, persuasive strategy, and normative re-educative. The first strategy was developed through a command approach and a ban or reward and punishment. The second and third strategies are developed through habituation, exemplary, and persuasive approach or inviting to its citizens in a subtle way. In practice, the implementation of the development of religious culture requires the support and active role of various implementers and stakeholders such as teachers, students, parents, communities and governments.

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Dugan, Omur. "Teaching Olympism: European Olympic Committees Mobile Quiz Application." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (November 16, 2017): 34–40. http://dx.doi.org/10.18844/prosoc.v4i5.2670.

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The European Olympic Committee is a non-governmental not-for-profit organization whose objective is to propagate the fundamental principles of Olympism at European level.Olympism refers to the philosophy of the Olympic Games. Olympism seeks to create a way of life by blending sport with culture, education and international co-operation. It is based on the joy of effort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles. The goal of the Olympism is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to this important aim; Olympic Culture and Legacy Commission of European Olympic Committees has been working on educational materials such as; books, leaflets, informative Power Point presentations etc. All prepared materials are sent to member countries of EOC to be used in different sport related educative environments. It is seen that, initially, the National Olympic Committees are responsible of spreading, promoting and using them. There is no specific feedback on how the guide books, leaflets etc. has an impact on young people on learning Olympism and its values. As technology grows, education materials are in need to change too. Especially young people and children who are very likely to use smartphones, tablets etc. are growing in numbers massively. As a matter of this change, Olympic Education had to have a new era in changing the way of teaching Olympism and its values. The EOC launched a mobile quiz application about Olympism and its values in February 2017, by the work of its Olympic Culture and Legacy Commission. This paper will focus on what Olympic Education is, how it is evolved through technology and discuss the newly launched ‘Olympism Quiz Mobile Application’ for young athletes. Keywords: Olympism; Olympic education; mobile application; mobile quiz; sport education;

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Piper, Heather, Pat Sikes, and Jerome Satterthwaite. "Fortress Education." Power and Education 6, no. 1 (January 2014): 1–6. http://dx.doi.org/10.2304/power.2014.6.1.1.

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Kamil Kozan, M., Canan Ergin, and Kadir Varoglu. "Bases of power and conflict intervention strategy: a study on Turkish managers." International Journal of Conflict Management 25, no. 1 (February 4, 2014): 38–60. http://dx.doi.org/10.1108/ijcma-05-2012-0041.

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Purpose – This study aims to develop an influence perspective for managerial intervention in subordinates conflicts, which helps to represent various strategies identified in the literature in a single model. Managers' power base was then related to their intervention strategies. Drawing upon Social Judgment Theory, anchoring of subordinates positions is studied as a moderating variable. Design/methodology/approach – Thirty nine supervisors and their 165 subordinates from several organizations in Turkey filled out a questionnaire reporting power base of supervisor and their intervention strategy utilizing the critical incident technique. Findings – Referent power of superior led to mediation in subordinates' conflicts. However, mediation decreased while restructuring, arbitration, and educative strategies increased with increased anchoring of subordinates' positions. These latter strategies mostly relied on reward power of manager. Subordinate satisfaction was highest with mediation and lowest when supervisors distanced themselves from the conflict. Research limitations/implications – The present study could only test the moderating effect of escalation as an anchoring variable. Future studies may look at the anchoring effect of whether the dispute is handled in public or in private, and whether the parties have a competing versus collaborative or compromising styles. Practical implications – Training of managers in mediation may be essential in cultures where they play a focal role in handling subordinates conflicts. Such training may have to take into account their broader influence strategies and use of power. Originality/value – An influence perspective is useful in integrating the vast array of managerial intervention strategies in the literature. Furthermore, the anchoring effect provides a theoretical explanation for managers' use of more forceful intervention with less cooperative subordinates.

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Watts, Michael. "Power and Education." Power and Education 1, no. 1 (January 2009): 1. http://dx.doi.org/10.2304/power.2009.1.1.1.

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Miller, Paul. "Migration and Education." Power and Education 3, no. 3 (January 2011): 192–95. http://dx.doi.org/10.2304/power.2011.3.3.192.

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Miller, Paul. "Migration and Education." Power and Education 4, no. 2 (January 2012): 123–26. http://dx.doi.org/10.2304/power.2012.4.2.123.

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38

Munif, Muhammad. "STRATEGI INTERNALISASI NILAI-NILAI PAI DALAM MEMBENTUK KARAKTER SISWA." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (January 3, 2017): 1–12. http://dx.doi.org/10.33650/edureligia.v1i2.49.

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Tulisan ini mendeskripsikan strategi internalisasi nilai-nilai agama Islam dalam membentuk karakter siswa di sekolah, mulai dari konsepsi tentang internalisasi nilai, tahapan-tahapan dalam proses internalisasi yaitu: tahap Transformasi Nilai, tahap Transaksi Nilai, dan tahap Transinternalisasi. Selanjutnya, tulisan ini akan mengeksplorasi teori-teori strategi internalisasi nilai yang populer di kalangan praktisi pendidikan meliputi: strategi keteladanan (modelling), strategi pembiasaan, strategi ibrah dan amtsal, strategi pemberian nasehat, strategi pemberian janji dan ancaman (targhib wa tarhib), dan strategi kedisiplinan. Pembahasan dalam naskah ini akan dilengkapi dengan model pendekatan internalisasi nilai-nilai PAI di sekolah dari guru kepada siswa melalui lima pendekatan, yakni pendekatan indoktrinasi, pendekatan moral reasoning, pendekatan forecasting concequence, pendekatan klasifikasi nilai, dan pendekatan ibrah dan amtsal. Diakhiri dengan strategi untuk membudayakan nilai-nilai agama di sekolah melalui : power strategi, persuasive strategy, dan normative re-educative strategy.

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39

Thompson, Greg, and Ian Cook. "Spinning in the NAPLAN Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia." Deleuze Studies 6, no. 4 (November 2012): 564–84. http://dx.doi.org/10.3366/dls.2012.0083.

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This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom.

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40

Drianah, Drianah. "Strategi Pembelajaran Pendidikan Agama Islam dan Budi Pekerti melalui Joyfull and Meaningful Learning di Sekolah Dasar." Jurnal Kependidikan 5, no. 2 (November 24, 2017): 174–86. http://dx.doi.org/10.24090/jk.v5i2.2087.

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Sebagai lembaga pendidikan bercirikan Islam, madrasah harus mampu menjawab kebutuhan masyarakat tentang pendidikan anak-anaknya dari pengaruh negatif perkembangan teknologi sehingga menjadi daya tarik masyarakat untuk menyekolahkan anaknya di madrasah. Salah satu upaya yang dilakukan yaitu dengan mengembangkan budaya religius di antara warga madrasah dengan malaksanakan pembiasaan religius secara terus-menerus sehingga nilai-nilai religius dapat terinternalisasi dan diamalkan dalam kehidupan sehari-hari. Di antara strategi pengembangan budaya religius yang dapat dilakukan adalah melalui power strategy, persuasive strategy, dan normative re-educative. Strategi pertama tersebut dikembangkan melalui pendekatan perintah dan larangan atau reward and punishment. Pada strategi kedua dan ketiga tersebut dikembangkan melalui pembiasaan, keteladanan, dan pendekatan persuasif atau mengajak kepada warganya dengan cara yang halus. Dalam prakteknya, implementasi pengembangan budaya religius membutuhkan dukungan dan peran aktif dari berbagai pihak pelaksana maupun pemangku kebijakan seperti guru, siswa, orang tua, masyarakat, dan pemerintah.

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Schostak, John. "Schooling and Education after Neoliberalism." Power and Education 4, no. 3 (January 2012): 251–56. http://dx.doi.org/10.2304/power.2012.4.3.251.

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Piper, Heather, Jerome Satterthwaite, and Pat Sikes. "Changing the Discourse of Education." Power and Education 5, no. 1 (January 2013): 1–3. http://dx.doi.org/10.2304/power.2013.5.1.1.

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Allen, Ansgar. "Radicalism, Education and Political Practice." Power and Education 5, no. 3 (September 2013): 262–67. http://dx.doi.org/10.2304/power.2013.5.3.262.

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Bauman, Zygmunt. "Education in the Liquid-Modern Setting." Power and Education 1, no. 2 (January 2009): 157–66. http://dx.doi.org/10.2304/power.2009.1.2.157.

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Darmody, Merike. "Power, Education and Migration into Ireland." Power and Education 3, no. 3 (January 2011): 224–37. http://dx.doi.org/10.2304/power.2011.3.3.224.

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Leaton Gray, Sandra. "The ‘Big Society’, Education and Power." Power and Education 5, no. 3 (September 2013): 248–61. http://dx.doi.org/10.2304/power.2013.5.3.248.

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Ratna, Dewi, Masrifan Djamil, Tri Wiyatini, Supriyana Supriyana, and Lanny Sunarjo. "1. Smart Dental Alarm as Educative Media in Increasing Knowledge and Behavior of Toothbrushing in Early childhood, 2. Smart Dental Alarm Sebagai Media Pendidikan untuk Meningkatkan Pengetahuan dan Sikap Menggosok Gigi Anak Usia Dini." Journal of Applied Health Management and Technology 1, no. 3 (July 31, 2021): 82–87. http://dx.doi.org/10.31983/jahmt.v1i3.6289.

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1. Early childhood suffer from very high dental and oral health problems. This problem is caused by poor knowledge and behavior of tooth brushing. An effort toincrease the knowledge and behavior of tooth brushing requires innovative media as per the age and parental assistance. This researce aims to develop innovative dental health education media to increase knowledge and behavior of preschool children. We undertook this study using Research and Development method with the stages of information collection, product build, validation by experts and finished product. The number of samples was 30 for each intervention and control group with a random sampling technique. Data were tested using ISO 9126, chi-square, Shapiro Wilk, Friedman and Man Whitney. The results of this study indicate that Smart Dental Alarm is more effective in increasing the knowledge and behavior of the tooth brushing behavior in preschool children than using power point regarding the pre-test, post-test 1 and 2 which obtain p-Value in 0.000. Smart Dental Alarm is more effective than power point because it is equipped with various features or media types that are intended to increase knowledge and behavior while power point only contains material with pictures.2. Anak usia dini mengalami masalah kesehatan gigi dan mulut yang sangat tinggi. Masalah ini disebabkan oleh pengetahuan dan sikap menggosok gigi masih sangat rendah. Salah satu cara untuk meningkatkan pengetahuan dan sikap anak usia dini dalam menggosok gigi diperlukan adanya media yang inovatif sesuai dengan usia serta pendampingan orang tua. Penelitian ini bertujuan untuk mengembangkan media pendidikan kesehatan gigi yang inovatif untuk meningkatkan pengetahuan dan sikap anak usia dini. Metode penelitian menggunakan Reserce and Development (RD) dengan tahapan penghimpunan informasi, konstruksi produk, pengabsahan oleh pakar dan produk. Jumlah sampel 33 setiap kelompok (intervensi dan kontrol) dengan teknik pengambilan random sampling. Data diuji menggunakan ISO 9126, chi-square, Shapiro wilk, Friedman dan Man-Whitney. Hasil penelitian ini menunjukkan bahwa “Smart Dental Alarm” lebih efektif terhadap peningkatan pengetahuan dan sikap menggosok gigi anak usia dini dari pada power poin setelah dilakukan pengukuran pre tes, pos tes 1 dan post tes 2 dengan mendapatkan p-Value 0,000. Smar Dental Alarm lebih efektif dari pada media power point karena dilengkapi dengan berbagai fitur atau jenis media yang ditujukan untuk meningkatkan pengetahuan dan sukap, sedangkan power poin hanya berisi materi yang dilengkapi gambar.

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Wegner, Wiliam, and Eva Neri Rubim Pedro. "Female caregivers accompanying children with cancer in the hospital setting." Revista Gaúcha de Enfermagem 31, no. 4 (December 2010): 678–84. http://dx.doi.org/10.1590/s1983-14472010000400010.

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The possibility of having a companion is a constitutional right guaranteed to children, elderly and parturients. Independently of their stage in the life cycle, having a companion is a situation socially and culturally determined in Brazil. This is a qualitative, descriptive-exploratory and interventionist study that aim to describe and discuss the perceptions of female caregivers of children with cancer while accompanying them at the hospital Data were collected through a focal group with nine women between March and May 2007 at a teaching hospital in Porto Alegre, Rio Grande do Sul, Brazil. The thematic analyses shows the participants' passive and kind behavior in the face of daily adversities, reflection of the power and authority conditions of the institutional objectives, so common in health scenarios in the Brazilian reality. Emancipation could be reached through educative strategies, characterized by information and dissemination of users' rights and critical and demanding attitudes when confronted.

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Bello, Mukhtar. "Global Status on Fuel Cells and Hydrogen Technology." Advanced Materials Research 1116 (July 2015): 173–89. http://dx.doi.org/10.4028/www.scientific.net/amr.1116.173.

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Though, fuel cells and hydrogen technology is known to the scientific community for almost two centuries, in recent years, there has been a renewed interest due to global efforts to develop and use clean and efficient energy conversion technologies for sustainable development. Thus, this chapter presents an educative discussion on the current status of fuel cells and hydrogen technology. Brief discussion on the fuel cells operation principle, different types of fuel cells and historical developments is presented. Efforts by private companies for the development and deployment of fuel cells and current status of fuel cells for the different application sectors, namely; stationary power generation, transport sector and portable power sector have also been discussed. In general, within the last decade, there has been significant progress in the development and deployment of fuel cells in the three application sectors. However, stationary power generation sector has witnessed the most impressive increase in the use of fuel cells interms of both the system shipments (200% increase from 2010 to 2012) and megawatts shipped (250% increase from 2010 to 2012). On the availability of hydrogen, several technical challenges still remain concerning its production, storage and distribution. However, there is encouraging progress on the provision of hydrogen filling stations with about 208 available stations worldwide as of 2012, which will support the deployment of fuel cell vehicles. Thus, with the on-going serious academic research efforts, increasing investment by private companies and sustained governments’ support, the future for fuel cells and hydrogen technology looks bright.

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Umi Nasikhah, Zulkifli, and Nurudin. "BUILDING A RELIGIOUS CULTURE IN SCHOOL ENVIRONMENT." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (April 6, 2021): 64–73. http://dx.doi.org/10.37567/ijgie.v2i1.418.

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Many studies have proven that the function of educational institutions is not only to produce intellectual generations, but also to become a place to instill good values in the form of morals in order to answer the needs of society about their children's education to counteract the various influences of today's changes. This paper will try to describe the culture of character building and religious morals in the school environment. To answer the purpose of this study, the writer tries to review various literature related to education, especially the formation of religious moral character in the environment. The data collection process begins with data search, continues with analysis, evaluates and organizes the data into information that is ready to be compiled into a draft before being reviewed to see the suitability of the theme of this study based on the validity and reliability of the findings. The results of this review are efforts that can be made by an educational institution, including by building and shaping a religious culture in schools. The strategy for the formation of religious culture in schools can be done through a power strategy, persuasive strategy, and normative re-educative with exemplary approaches, habituation, reward and punishment and persuasive approaches. With this we can conclude that the religious culture developed in schools is an effort to form school members who have al-Karimah morals as the goal of national education, namely developing the potential of students to have religious spiritual strength and noble morals.

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