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Journal articles on the topic 'I'm teaching'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Birch, Alan. "Why I'm leaving the teaching profession." Five to Seven 1, no. 5 (2001): 16–18. http://dx.doi.org/10.12968/ftse.2001.1.5.16896.

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2

Sanders, Scott P. "Subjective objectivity: What I'm teaching now." IEEE Transactions on Professional Communication PC-30, no. 2 (1987): 91–96. http://dx.doi.org/10.1109/tpc.1987.6449048.

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3

Cain, Jean, and Jean Cain. "I'm Teaching as Fast as I Can." Kappa Delta Pi Record 23, no. 1 (1986): 24–26. http://dx.doi.org/10.1080/00228958.1986.10517795.

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Cain, Jean. "I'm Teaching as Fast as I Can." Kappa Delta Pi Record 23, no. 3 (1987): 86–88. http://dx.doi.org/10.1080/00228958.1987.10518354.

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5

Costigan, Arthur. "“I'm Not Teaching English, I'm Teaching Something Else!”: How New Teachers Create Curriculum Under Mandates of Educational Reform." Educational Studies 54, no. 2 (2017): 198–228. http://dx.doi.org/10.1080/00131946.2017.1379809.

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Winters, Mandy. "The challenges of teaching composing." British Journal of Music Education 29, no. 1 (2012): 19–24. http://dx.doi.org/10.1017/s0265051711000489.

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It is a familiar comment from some new beginner music teachers, ‘I'm not a composer, how do I teach composition, I'm not sure about this, I don't feel confident . . .’. Since the work of Paynter (1982), Swanwick (1979), Swanwick and Taylor (1982) and others, whose work has influenced the National Curriculum in England, classroom music-making has focused on the key musical activities of listening, performing and composing, assuming an experiential learning approach which builds on the inter-relatedness of the three activities. Visits to school music departments reveal a range of pupil music-mak

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7

Anderson, Judith H. "What I Really Teach When I'm Teaching Spenser." Pedagogy 3, no. 2 (2003): 177–83. http://dx.doi.org/10.1215/15314200-3-2-177.

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8

Moore, James. "I'm Not for Sale: Teaching About Human Trafficking." Social Studies 109, no. 2 (2018): 74–84. http://dx.doi.org/10.1080/00377996.2018.1451982.

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Blackwell, Sarah B. "Operation Central: An Original Play Teaching Mathematical Order of Operations." Mathematics Teaching in the Middle School 9, no. 1 (2003): 52–57. http://dx.doi.org/10.5951/mtms.9.1.0052.

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For too long, our thinking has been that certain subjects belong together and that others are unrelated. We often pass this idea on to students by characterizing them as either mathematics and science or language and history learners. As a teacher, I dread the comment “I'm no good in mathematics. I'm more of an arts person.” I am frustrated when I see students pigeonhole mathematics as an independent subject when it offers so much room for interdisciplinary study.

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Decoteau, Dennis R., and T. Ross Wilkinson. "378 ME, USE THE TEACHING PORTFOLIO? BUT I'M PREDOMINANTLY A RESEARCHER!" HortScience 29, no. 5 (1994): 485c—485. http://dx.doi.org/10.21273/hortsci.29.5.485c.

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Public scrutiny about faculty time commitment have brought professor accountability to the front page of the daily newspapers. Many faculty in agricultural colleges at Land Grant Universities have split appointments in either research, teaching or extension. Effectiveness has been traditionally demonstrated in research by listing of publications, grants, graduate students. and presentations; but these measures are not necessarily appropriate measures for teaching. The need to better document teaching is imperative and a simple listing of classes taught and number of student contact hours can n

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Spence, Louise. "Teaching 9/11 and Why I'm Not Doing It Anymore." Cinema Journal 43, no. 2 (2004): 100–105. http://dx.doi.org/10.1353/cj.2004.0012.

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Humphreys, Michael. "Teaching qualitative research methods: I'm beginning to see the light." Qualitative Research in Organizations and Management: An International Journal 1, no. 3 (2006): 173–88. http://dx.doi.org/10.1108/17465640610718770.

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Darragh, Janine J., and Gina Mikel Petrie. "“I feel like I'm teaching in a landmine”: Teaching in the context of political trauma." Teaching and Teacher Education 80 (April 2019): 180–89. http://dx.doi.org/10.1016/j.tate.2019.01.013.

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Aisyah, Siti, and Juwaeni Juwaeni. "FENOMENA DIGLOSIA PADA TUTURAN SISWA KELAS 12 IBB MAN 1 PROBOLINGGO DALAM KEGIATAN BELAJAR MENGAJAR MAPEL BAHASA INDONESIA." ASMARALOKA : Jurnal Pendidikan, Linguistik dan Sastra Indonesia 1, no. 2 (2023): 69–76. http://dx.doi.org/10.55210/asmaraloka.v1i2.301.

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Diglossia is a discussion of the human ability to communicate in several different language codes in a society, which means a state of society where there are two variations of one language that coexist and each has a certain role. There are two types of diglossia, namely the T function for formal situations and the R type for casual situations. One of the uses of the T variety is when teaching and learning takes place at MAN 1 Probolinggo in class 12 IBB in two meetings held on 29 August – 05 September 2023. This research uses a qualitative descriptive method. Data collection techniques by ob

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FAJAR WAHYUNI, DESMA. "Analisis Morfofonemik pada Novel Mecca I'm Coming Karya Salamun Ali Mafaz sebagai Alternatif Bahan Ajar di Sekolah Menengah Atas." Griya Cendikia 8, no. 2 (2023): 98–103. http://dx.doi.org/10.47637/griyacendikia.v8i2.872.

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Abstrak: Masalah yang dibahas pada penelitian ini ialah morfofonemik yang terdapat pada novel Mecca I’m Coming. Tujuan penelitian ini adalah untuk mendeskripsikan morfofonemik pada novel Mecca I’m Coming karya Salamun Ali Mafaz. Metode yang digunakan ialah metode deskriptif dengan pendekatan kualitatif. Data yang digunakan diambil dari novel Mecca I’m Coming karya Salamun Ali Mafaz. Teori yang digunakan ialah teori dari Abdul Chaer dalam bukunya yang berjudul Morfologi Bahasa Indonesia. Hasil penelitian menunjukkan terdapat 60 data penggunaan morfofonemik yang terdiri dari lima jenis morfofone

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Yeo, Wan Ting, Aik Lim Tan, and Azilawati Jamaludin. "‘I feel like I'm fighting fire’: Teaching the young and educationally disadvantaged." Teaching and Teacher Education 113 (May 2022): 103665. http://dx.doi.org/10.1016/j.tate.2022.103665.

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Thompson, Deanna A. "Teaching What I'm Not: Embodiment, Race, and Theological Conversation in the Classroom." Teaching Theology and Religion 3, no. 3 (2000): 164–69. http://dx.doi.org/10.1111/1467-9647.00082.

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Costa, Dora, Claudia Goldin, and Robert A. Margo. "In Memorium: Robert W. Fogel." Journal of Economic History 73, no. 4 (2013): 1164–67. http://dx.doi.org/10.1017/s0022050713000910.

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Robert W. Fogel was a visionary economic historian, generous mentor, and eternal optimist whose works and lectures have informed and incited for more than half a century and whose writings will continue to do so for decades to come. He died on June 11, 2013 in his eighty-sixth year. He had co-taught a graduate course at the University of Chicago that quarter and in the weeks before he died he was planning his fall 2013 teaching. “I've often told my students I'm not retiring. You're going to have to carry me out in a wooden box. I'm having too much fun,” he remarked to a recent class.

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Herzman, Ronald B. "Attica Educations: Dante in Exile." PMLA/Publications of the Modern Language Association of America 123, no. 3 (2008): 697–702. http://dx.doi.org/10.1632/pmla.2008.123.3.697.

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One doesn't get too many teaching moments like this: I am standing by the water fountain outside our classroom. One of the students taking a break from the final exam in the course in Dante's Divine Comedy looks up at me from the fountain and says, “When I read this stuff, it's like I'm out of here.”

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

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Лебедева, М. Ю. "I'M GIVEN A CORPUS – WHAT TO DO WITH IT? CORPUS TECHNOLOGIES IN RUSSIAN LANGUAGE TEACHING AND LEARNING." Russkii iazyk za rubezhom, no. 6(283) (January 12, 2021): 4–13. http://dx.doi.org/10.37632/pi.2020.283.6.001.

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Статья посвящена корпусной лингводидактике – прикладной междисциплинарной области, изучающей возможности, преимущества и ограничения применения языковых корпусов в обучении языку. В сфере обучения русскому языку, в том числе РКИ, это направление только развивается, однако уже сейчас очевиден потенциал корпусного подхода как в практике преподавания языка, так и в развитии методики РКИ; как на уровне создания учебных материалов, так и на уровне разработки автоматизированных обучающих систем и других продуктов на стыке лингводидактики и информационных технологий. В статье предлагается обзор напра

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Wohl, Aryeh, and Shari Eshet. "Building a Learning Readiness Program for the Mainstreamed Visually Impaired Child in Israel." Journal of Visual Impairment & Blindness 79, no. 7 (1985): 312–16. http://dx.doi.org/10.1177/0145482x8507900707.

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The first two parts of a four-part program projected for the education of visually impaired children in a mainstreamed setting is here presented, with exposition of the overall purpose and the difficulties involved. The main object is the teaching of braille reading. Emphasis is placed on the individualized program for general reading-readiness skills, called, “I'm On My Way.”

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Ahearn, Kathleen A. "“I'm not a feminist but … ” : Liberatory Approaches to Teaching Margaret Cavendish's The Blazing World." Women's Writing 14, no. 2 (2007): 215–31. http://dx.doi.org/10.1080/09699080701314659.

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Blumenthal, Richard. "Software warranty." ACM SIGCAS Computers and Society 50, no. 2 (2021): 12. http://dx.doi.org/10.1145/3557805.3557810.

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The previous Thinking Like a Lawyer Column , which I'm not, reminded me of an example I use when teaching dynamic semantics, as part of a Principles of Programming Languages course. Namely, I have purchased several guitars during my life and they all came with a warranty similar to the following, "Your new Gibson instrument is warranted to be free from defects in materials and workmanship for the life of the original retail purchaser...".

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Lindqulst, Mary. "Welcome to NCTM's New Journal." Mathematics Teaching in the Middle School 1, no. 1 (1994): 6. http://dx.doi.org/10.5951/mtms.1.1.0006.

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I'm delighted to welcome Mathematics Teaching in the Middle School to the NCTM's family of publications! As an ofiicial publication of the Council, I know this journal will be an invaluable reource for middle school teachers, teacher educators, and others. A goal of NCTM is to make mathematics accessible to every student This journal will help us focus on that goal by specifically addressing the needs of students at the middle school level.

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26

Blair, Rhonda. "“HOW MUCH IS A LOAF OF BREAD?”: ASTR PRESIDENTIAL ADDRESS (MONTREAL, 17 NOVEMBER 2011)." Theatre Survey 53, no. 2 (2012): 299–307. http://dx.doi.org/10.1017/s0040557412000105.

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Moment no. 1: It's the mid-1970s. I'm in graduate school at the University of Kansas. Ron Willis, a student of Brock's at Iowa in the 1960s and a brilliant, wise man, is teaching his class “The History of the Theatrical Event”; the required texts includeZen and the Art of Motorcycle MaintenanceandThe Crack in the Cosmic Egg(the midseventies were more or less the tail end of the sixties). We begin with the Greeks, and Ron asks, “How much was entry into the theatre?” Of course I'm prepared and know the answer. I jump in: “Two obols.” Then he says, “How much was a loaf of bread?” My head explodes

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27

Pacton, A. "If I Don't Know What I'm Teaching, How Can I Make the Best of It?" Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 12, no. 1 (2011): 187–91. http://dx.doi.org/10.1215/15314200-1416576.

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Osborne, Guy L. "Teaching MacNair's The Psychology of Peace to undergraduates: Still haven't (quite) found what I'm looking for." Peace and Conflict: Journal of Peace Psychology 12, no. 1 (2006): 83–87. http://dx.doi.org/10.1207/s15327949pac1201_7.

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Heningtyas, Afina Hasnasari, Puspitarini Nindya Wardana, and Adella Syvia Maharani. "Dental Health Education and Tooth Brushing Together at TPA AMALIA: "My Teeth are Healthy, I'm Growing Great!"." Proceeding International Conference of Community Service 1, no. 1 (2023): 323–28. http://dx.doi.org/10.18196/iccs.v1i1.54.

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The main concern for children's dental health is damage to the primary teeth. Dental health in early childhood is a child's development that needs attention. This is a crucial concern in maintaining healthy teeth by teaching the habit of brushing teeth to children from an early age to adulthood. The purpose of this activity is to increase children's knowledge and awareness about the importance of maintaining oral hygiene and health from an early age. This community service activity was carried out at TPA AMALIA for 15 students using audio-visual media for the education. There was examination i

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Peeva, K. "A more than useful cooperation of the Trakia university and the university of southampton under. The Erasmus+ programme." Trakia Journal of Sciences 19, no. 1 (2021): 108–12. http://dx.doi.org/10.15547/tjs.2021.01.016.

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PURPOSE: The aims of this Erasmus+ are to establish an academic partnership, to exchange practice in teaching and research. In September 2016 was signed an inter-institutional agreement for staff mobility for teaching between the University of Southampton, UK and Trakia University, Bulgaria for the period 2016-2021. Assoc. Prof. Dr Borislav Dimitrov, a former colleague from Stara Zagora working at the University of Southampton and Assoc. Prof. Katya Peeva from the Medical faculty were the contact persons for this contract. RESULTS: Until the year 2020 in the program have participated six profe

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Gerson, Steven M. "Commentary: Teaching Technical Writing in a Collaborative Computer Classroom." Journal of Technical Writing and Communication 23, no. 1 (1993): 23–31. http://dx.doi.org/10.2190/m21r-4atr-cj4r-rl15.

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Twenty years ago I had no idea what a computer was. Ten years ago I knew what computers were, but I had never sat at a terminal. I just assumed that computers were machines used in those “other” disciplines, certainly not in English courses. Today, I teach my technical writing classes in a collaborative computer classroom. The classroom consists of twelve networked computers which my twenty-four students per class use in tandem. Despite my original ignorance of computers, I'm now happily ensconced in a computer classroom. In fact, computers are so important, I've concluded, that teaching writi

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Cable, Carrie. "‘I'm going to bring my sense of identity to this’: the role and contribution of bilingual teaching assistants." Westminster Studies in Education 27, no. 2 (2004): 207–22. http://dx.doi.org/10.1080/0140672040270209.

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Cable, Carrie. "'I'm going to bring my sense of identity to this': the role and contribution of bilingual teaching assistants." Westminster Studies in Education 27, no. 2 (2004): 207–22. http://dx.doi.org/10.1080/0140672042000277134.

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Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. "Teaching in High-Tech Environments: Classroom Management Revisited." Journal of Educational Computing Research 8, no. 4 (1992): 479–505. http://dx.doi.org/10.2190/y5ne-v9rq-fd63-wc2n.

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The addition of computers to classrooms influences not only instruction but also classroom management, producing both unexpected problems and benefits. This article summarizes the experiences of thirty-two elementary and secondary teachers as they adapted to teaching in high-access-to-technology classrooms. Using a three-stage model, this article presents the teachers' classroom management concerns, their strategies for solving problems, and their abilities to utilize the technology to their advantage. Teachers moved from frustration to success in coping with changes brought about by the intro

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Owen, Jan. "The guide map, the beacon and keys to the front and back doors: a case of consumerism." Children Australia 19, no. 2 (1994): 31–33. http://dx.doi.org/10.1017/s1035077200003941.

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Recently I was idly leafing through one of our State's educational review magazines. My attention was immediately captivated by a headline which read ‘Students to be empowered as consumers’. ‘At last’, I thought, as I dived in to consume the article, ‘even the education system is going to empower students in their role as consumers of school life’. I'm sure you can imagine my disappointment when I discovered that in fact the education department was introducing a program of teaching students to be good retail consumers. You know the kind - Levis versus Corfu, MacDonald versus Hungry Jacks, Rev

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Taopan, Lita Liviani, Renol Aprico Siregar, and Klemens Maksianus Lenga. ""I'm not a tech-savvy teacher": An English teacher's journey in applying TPACK in Indonesia." Journal of Research in Instructional 4, no. 2 (2024): 559–73. http://dx.doi.org/10.30862/jri.v4i2.434.

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Although research on TPACK in education has been done, limited studies have explored the application of TPACK in the EFL classroom within an Indonesian context. The aim of this research was to narrate the story of an experienced English teacher who encountered challenges in implementing the TPACK framework, and to reveal the advantages of utilizing the TPACK framework in the Indonesian teaching context. The researcher collected data using a set of steps consist semi-structure interviews, observations, and document analysis. An English teacher working in an Indonesian setting was selected to ta

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Emerson, Lisa, and Juliana Mansvelt. "‘If they're the customer, I'm the meat in the sandwich’: an exploration of tertiary teachers' metaphorical constructions of teaching." Higher Education Research & Development 33, no. 3 (2013): 469–82. http://dx.doi.org/10.1080/07294360.2013.841653.

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Maghfiroh, Lailatul, and Dian Rahma Santoso. ""I Can Speak English. But, I'm Shy." Self Record Videos Posted on WhatsApp Group towards Students Speaking Skill." Linguistics and ELT Journal 12, no. 1 (2024): 55. https://doi.org/10.31764/leltj.v12i1.23983.

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This study discusses self-recorded videos posted on WhatsApp group for 9 grade students at SMP Muhammadiyah 4 Porong. The purpose of this study was to determine the effect of self-recorded video posted on WhatsApp group towards students speaking skills in report text. The method used in this study was pre-experimental with quantitative research design using only one class. The instrument used in this study was a speaking test. The data were obtained from the pre-test and post-test results. By using paired sample T-test with SPSS, the result shows that there was a significant difference between

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Pasaribu, Monaris, Sri Inca Gultom, Stephania Denika Br Sagala, Sri Ninta Tarigan, and Tiarnita Maria Sarjana Siregar. "USING DUET TECHNIQUE OF ENGLISH SONG ON THE TIKTOK APPLICATION TO STUDENTS' SPEAKING SKILLS." Jurnal Basataka (JBT) 5, no. 2 (2022): 239–45. http://dx.doi.org/10.36277/basataka.v5i2.178.

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This study focuses on the topic of teaching students to talk more fluently in English by using duet approaches. The researchers employed qualitative techniques to meet their goals. The researcher may choose to gather information through questionnaires. There were 20 students in the class X MIA at SMA Swasta GKPI Padang Bulan who made up the study's population. For the research to go without a hitch, three songs have been prepared: Perfect by Ed Sheeran, Talking to The Moon by Bruno Mars, and I'm Yours by Jason Mraz. Pre speaking activities, speaking activities, and post speaking activities wer

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Bitsika, Vicki. "“But I'm Not Really Bad”: Using an Ideographic Versus a Nomothetic Approach to Understand the Reasons for Difficult Behaviour in Children." Australian Journal of Guidance and Counselling 13, no. 1 (2003): 87–98. http://dx.doi.org/10.1017/s1037291100004763.

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The number of students who are identified as experiencing behavioural difficulties in the mainstream school setting is growing. However, current efforts by teachers to address these behavioural difficulties are seriously limited because of lack of training in the procedures for assessing and working with difficult behaviour. This paper will argue that the apparent failure of traditional “behaviour modification” in producing positive changes in difficult behaviour lies in its prescriptive application of general strategies to specific student problems. This approach to behaviour change is ineffe

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Burzyńska-Kamieniecka, Anna. "The Axiological Dimension of Locality in Teaching Polish to Ukrainians (Based on the Example of the Textbook by Ałła Krawczuk and Jerzy Kowalewski "I'm from Here")." Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 42, no. 2 (2024): 199–209. https://doi.org/10.17951/ff.2024.42.2.199-209.

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In the current socio-political situation, a new educational context has emerged, in which the local perspective may become particularly useful in teaching Polish to Ukrainians who find themselves as refugees on the territory of the Polish state. The article attempts to indicate the elements that make up the cultural component, which is important in transmitting values that can serve to shape intercultural competence by referring to the common past of both nations, who once inhabited the areas east of the Bug River together.

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Ahyar, Juni, Mohd Yusri Ibrahim, and Muzir Husin. "First Language Contribution to Second Language Learning and Foreign Language Development In The Town of Lhokseumawe." Jurnal Indonesia Sosial Sains 4, no. 12 (2023): 1279–84. http://dx.doi.org/10.59141/jiss.v4i12.949.

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Teachers recognize that different language teaching methods are appropriate for different situations. The social context and desire of immigrant adults to learn English as a Second Language (ESL) requires that the educational approach be different from that of other students. who must pass the school exams. SFL's contributions to language teaching focus on providing descriptions of the language as it is actually used and suggesting ways to help learners understand its usage. In other words, they tend to focus on the expected learning outcome rather than the learning process. This helps researc

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Zablotsky, Diane. "WHY DO I HAVE TO LEARN THIS IF I'M NOT GOING TO GRADUATE SCHOOL? TEACHING RESEARCH METHODS IN A SOCIAL PSYCHOLOGY OF AGING COURSE." Educational Gerontology 27, no. 7 (2001): 609–22. http://dx.doi.org/10.1080/036012701753122938.

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Robert, Margot Fulton. "A Teacher's Journal: Problem Solving and At-Risk Students: Making “Mathematics for All” a Classroom Reality." Teaching Children Mathematics 8, no. 5 (2002): 290–95. http://dx.doi.org/10.5951/tcm.8.5.0290.

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For two years, I taught in an affluent suburban school in one state where the children had the advantage of family and school experiences that encouraged their questions, ideas, and experimentation. Their experiences with books, travel, museums, dinner conversations, and school projects gave them confidence in themselves as thinkers. The school itself was committed to authentic project-based learning. We encouraged students to ask questions and think critically and to trust themselves and their classmates as inventors and problem solvers. After teaching a third- and fourth-grade class in this

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Gower, Anna. "Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England." British Journal of Music Education 29, no. 1 (2012): 13–18. http://dx.doi.org/10.1017/s0265051711000490.

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The list of ‘non-negotiables’ for every lesson is comprehensive, amongst them are evidence of planned seating, homework set in every lesson and literacy addressed in the lesson as well as in marking. Students are expected to know the National Curriculum level at which they are currently working and should be able to share their current target for improvement in that subject with anyone that asks. Formal lesson observations, informal learning walks, an annual department review and regular ‘Work Scrutiny’ exercises are in the school calendar. This year, for the first time as a teacher of a found

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Yeung, M., W. Cheung, G. Hebert, and A. Gee. "P144: “I wasn't oriented a lot, so I'm essentially learning as I go”: onboarding and transition to practice of new emergency physicians." CJEM 21, S1 (2019): S116. http://dx.doi.org/10.1017/cem.2019.335.

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Introduction: Transition to the attending physician role and onboarding at a new workplace are often stressful. Effective initiation is important to individuals as well as departments, hospitals and universities wishing to retain valuable staff. Our aim was to learn about early experiences from the perspective of new staff and apply these findings to develop a new onboarding program. Methods: Following a pilot study of individual interviews, we surveyed and conducted focus group interviews with all attending physicians who had joined our dual site, urban, academic emergency department within t

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Jacobs, Katrina Bartow. "“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice." Teachers College Record: The Voice of Scholarship in Education 121, no. 7 (2019): 1–42. http://dx.doi.org/10.1177/016146811912100705.

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Background/Context Issues of policy, practice, and assessment and the relationships between them have been a persistent focus in the practice and research of teacher preparation. However, the field has also long appreciated the tensions that persist between assessment approaches espoused in most teacher education programs and the realities of practices in K–12 schools. These issues are of particular importance and consideration in the current climate of increasing standardization and accountability measures. There is a need to consider how teacher preparation programs prepare candidates to han

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Anggraini, Vita, Godwin Ulick Nnko, and Mona Zikri. "Analysis Use Preposition VON and AUS In Indonesian." Journal of Language, Literature, and Educational Research 1, no. 2 (2024): 93–101. https://doi.org/10.37251/jolle.v1i2.1381.

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Purpose of the study : Research This aiming For understand the meaning produced by the preposition von and aus in various situation communication . Pragmatics focus on usage Language in context real , so that can give outlook about How preposition This used For convey appropriate meaning with situation communication. Methodology: Research This use method descriptive qualitative For analyze preposition from and worn out in Indonesian . Data obtained from text translation , interview informants , and observations conversation . Analysis covers data reduction , classification function prepositio

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Syed Razi Muhammad. "Best Evidence Medical Education." JMMC 2, no. 1 (2011): 1–2. http://dx.doi.org/10.62118/jmmc.v2i1.407.

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Best evidence Medical Practice (BEMP) has given much needed direction to medical practice in the last quarter of a century. I vividly remember that during my education in Dow Medical College in early 80s, and later during my practice in UK in mid 80s and part of mid 90s, we practiced what we saw or sometimes read. In other words, Medical practice was based on fixed opinions. From early 90s, it was obvious that most doctors, especially those working in teaching hospitals, were becoming more sensitive towards the need for evidence before accepting any change in their practice. This was made easy

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Alputila, Marlyn Jane, and Mulyadi Alrianto Tajuddin. "PENDAMPINGAN DALAM PENYUSUNAN PROGRAM PENDIDIKAN SYANTIK (SAYA ANAK ANTI KORUPSI) DI SD INPRES MUHAMMADIYAH MERAUKE." Musamus Devotion Journal 4, no. 2 (2023): 86–92. http://dx.doi.org/10.35724/mdj.v4i2.4908.

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The purpose of the community service activity program is a program which equips teachers in providing understanding to students to have my anti-corruption child character by instilling anti-corruption values in students. The targets of PKM activities are: an increase in the knowledge of SD Muhammadiyah Merauke teachers in implementing anti-corruption programs based on learning media for students regarding anti-corruption values. The output of this activity: (1) Journal, (2) Anti-Corruption Education Module. The methodology used by the Mentoring Program is implemented through seminars, workshop

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