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1
Santosa, Made Hery, and Eva Agustino. "E-Learning-mediated Instruction: Preparing Innovative and Work Ready English Materials for Nursing Assistant Students." Pedagogy : Journal of English Language Teaching 8, no. 2 (December 1, 2020): 149. http://dx.doi.org/10.32332/pedagogy.v8i2.2037.
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This study aimed at developing e-learning-based English materials for Nursing Assistant students by employing Lee and Owen's R&D design model. The R&D model consists of need analysis, design, and development. The need analysis was conducted in a vocational school in North Bali, Indonesia, to gather suitable information from the stakeholders. The data were from observation, recording, interview, and expert judgment analyzed both qualitatively and quantitatively. Results showed that Nursing assistant students needed specific English materials related to their future jobs. The designed materials comprised five units: General Assessment, Handling Patients, Patient's Hygiene, Checking Vital Signs, and Dimensions of Symptom. Using the criteria of good ESP material and good e-learning material, the developed materials are found to be in the excellent category. The study shows that Nursing assistant students need innovative and work-relevant materials. It is highly recommended to be utilized in the teaching and learning process.
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Thohir, Mohamad, Husni Abdillah, Agus Santoso, and Teguh Arie Sandy. "DEVELOPING MOBILE APPLICATIONS TO HELP HIGH SCHOOL STUDENTS TO CHOOSE COLLEGE MAJORS." Humanities & Social Sciences Reviews 8, no. 3 (June 6, 2020): 772–78. http://dx.doi.org/10.18510/hssr.2020.8383.
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Purpose of Study: The research aims to produce a mobile-based system for decision making to choose majors for high school students.
Methodology: This type of research is development research using the Lee & Owens model and is validated by media experts and counseling teachers.
Main findings: This research resulted in a mobile application that combines three types of psychological tests, namely multiple intelligence, Riasec, and personality types, to facilitate students in determining their majors. The application has been validated by media experts and counseling guidance teachers.
Application of this study: The resulting mobile application can be used by counseling guidance teachers in grade XII high schools who are still having difficulty in determining college majors. Product trials were conducted at Wachid Hasjim High School Class XII with a research sample of 40 people.
Novelty/originality of this study: This application can speed up decision making and can be used to determine college majors.
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Shillingford-Butler, M. Ann, and Lea Theodore. "Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors." Professional School Counseling 16, no. 2_suppl (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x12016002s05.
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The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.
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Shillingford-Butler, M. Ann, and Lea Theodore. "Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors." Professional School Counseling 16, no. 4 (January 2013): 2156759X1501604. http://dx.doi.org/10.1177/2156759x150160403.
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The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.
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Ewert, Cody Dodge. "SCHOOLS ON PARADE: PATRIOTISM AND THE TRANSFORMATION OF URBAN EDUCATION AT THE DAWN OF THE PROGRESSIVE ERA." Journal of the Gilded Age and Progressive Era 16, no. 1 (January 2017): 65–81. http://dx.doi.org/10.1017/s1537781416000463.
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ABSTRACTAs the scope and power of public school systems across the United States grew during the Progressive Era, so too did a popular belief that mass education could solve the major social and political problems of the day. This in part owes to school reformers’ efforts to frame public education as an inherently patriotic institution that if properly supported could move the nation forward while preserving its history and traditions. Their efforts centered on the Columbian School Celebration, a nationwide school parade corresponding with the four-hundredth anniversary of Columbus's arrival in the Americas. A case study focusing on a key place and time in this movement's history––Brooklyn, New York, in the early 1890s––this article explores how progressive educators in Brooklyn both used patriotism as a rhetorical device to excite popular support and proclaimed it the cornerstone of the modern urban schools they hoped to build. In so doing, it helps explain both the rise of large urban school systems and growing salience of educational matters in twentieth-century politics.
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Nisbett, Richard E. "The Achievement Gap: Past, Present & Future." Daedalus 140, no. 2 (April 2011): 90–100. http://dx.doi.org/10.1162/daed_a_00079.
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The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.
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Jenkings, Patricia. "Aborigines’ Co-operative Nature Can Affect School Performance." Aboriginal Child at School 15, no. 3 (July 1987): 45–53. http://dx.doi.org/10.1017/s0310582200014966.
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The co-operative nature of Aborigines can adversely affect their ability to succeed in a competitive schooling system. This can be substantiated by an historical study of various native groups.Essentially, the competitive learning processes involve a participant consciously persisting in attempts to achieve superiority, i.e., a better relative position with regard to the goal than an opponent can achieve (Owens, 1982, p.l), while the co-operative form of learning involves students interacting to achieve a mutually shared goal. It is not the aim of this work, however, to conclude on the merits of each of these educational instruments. Nevertheless the defence of the competitive system of learning in relation to Aborigines cannot be upheld on inherited or genetic grounds. As a result, most of the arguments that follow discuss the inadequacies of our present competitive system and its inability to cope with cultures that are dependent on co-operative means of behaviour.
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Imamah, Imamah, Endry Boeriswati, and Saifur Rohman. "Development of Madurese Language Syllabus as Local Content in Primary Schools Based on a Content and Language Integrated Learning (CLIL) Approach." International Journal of Multicultural and Multireligious Understanding 7, no. 10 (November 30, 2020): 724. http://dx.doi.org/10.18415/ijmmu.v7i10.2235.
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Local languages learning as the local content requires renewal effectively, so the regional language as the cultural heritage can be preserved through to educational institutions. Based on this urgency, this research aimed to determine the procedure of developing a Madurese language syllabus as a local content based on the CLIL approach to make the learning process more effective in elementary schools. This research used research and development method which refers to the four stages of Lee and Owens (needs analysis, designing, developing and implementing and evaluating). In this research, the Madurese language syllabus based on the CLIL approach was developed and the product meet the standards based on the results of two experts (material and language) and four practitioners through test items, content, and face validity (all validators in each aspect agreed that the product was ready to be implemented in learning). Furthermore, the results of empirical validation through the student reviews in limited group trials were in the positive value (the acquisition of the percentage of each aspect gets very good interpretation), and the developed syllabus could effectively in facilitating the learning of local content of elementary school students in the district Pamekasan.
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Drolet, Michael, and Ludovic Frobert. "Kindness as the Foundation to Community: For a ‘Radical Equality Tempered by Benevolence’. Joseph Rey of Grenoble (1779-1855)." English Historical Review 136, no. 578 (February 1, 2021): 117–50. http://dx.doi.org/10.1093/ehr/ceab022.
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Abstract This article examines the work of the jurist and political and social theorist, Joseph Rey. It explores Rey’s role within a French and international network of intellectuals and conspirators who sought to overthrow established monarchies and replace them with popularly elected democratic republics. The article shows how Rey’s extensive writings on legal, political, social and educational questions give a unique insight into France’s political, intellectual, social and ideological life in the first decades of the nineteenth century. We argue that Rey’s contribution to the debates that defined the modern ideological categories of liberalism, republicanism and socialism was significant in its endeavour to reconcile all three. This attempt at reconciliation was motivated by a powerful desire to end the internecine struggles that marked France in the aftermath of the Revolution and Empire. This led Rey to draw on the utilitarianism of Jeremy Bentham and the Philosophical Radicals in order to nourish a French republican liberalism rooted in the work of the Idéologues and combine this with his profound reading of Robert Owen’s work on co-operation. It goes on to show how Rey became known as France’s principal representative of Owenism, and sought to shape the debates between the dominant schools of French Socialist thought, Fourierism and Saint-Simonianism, by introducing into those discussions a radical conception of equality and the idea of co-operation. Rey’s attempts to reconcile the liberal-republican preoccupation with liberty and self-governance with socialist considerations on equality and social justice stand out from the works of his contemporaries. It is this unique, and long-forgotten, contribution to French and European political and social thought that makes Rey worthy of renewed attention.
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Swanson, Dalene M., Hong-Lin Yu, and Stella Mouroutsou. "Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally." Social Inclusion 5, no. 3 (September 26, 2017): 172–82. http://dx.doi.org/10.17645/si.v5i3.984.
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Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.
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Radul, Olga. "Issues of pre-school upbringing in the views of utopians." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 53–58. http://dx.doi.org/10.36550/2415-7988-2020-1-189-53-58.
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Civic pre-school upbringing is more and more frequently becoming a part of the educational system in different countries. Throughout many centuries in different countries with different people children upbringing took place within a family based on the principles of folk pedagogy. However, some philosophers and educators shared many ideas in the field of civic upbringing of pre-school children. Most are represented in the works of utopians, which described ideal and harmonious state. A number of these ideas were embodied in the 19-21st centuries in different countries. The article presents the analysis of Plato’s, Morelli’s, T. Campanella’s, Ch. Fourier’s and R. Owen’s views on civic pre-school children upbringing. There is given the overview of the contents, means, ways and peculiarities of realization of civic pre-school children upbringing suggested by these philosophers in particular the role of the state in organizing pre-school upbringing, the significance of the pedagogical environment, taking into account pre-school children age peculiarities, gender approach in small children upbringing, creating the conditions to satisfy different children needs and interests in pre-school institutions, significance of games and toys in upbringing, development of sensory organs, harmonious upbringing of children, conjunction of a child’s freedom with adults’ well-directed educational influences etc. It is found out that all utopian philosophers gave much weight to educators and emphasized the respectful attitude towards them in the society. The article distinguishes and describes the basic requirements for educators in terms of their selection, number and personal qualities.
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Levinson, Meira. "Moral Injury and the Ethics of Educational Injustice." Harvard Educational Review 85, no. 2 (June 1, 2015): 203–28. http://dx.doi.org/10.17763/0017-8055.85.2.203.
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In this article, Meira Levinson presents a case study of school personnel who must decide whether to expel a fourteen-year-old student for bringing marijuana onto campus. She uses the case to explore a class of ethical dilemmas in which educators are obligated to take action that fulfills the demands of justice but under conditions in which no just action is possible because of contextual and school-based injustices. She argues that under such circumstances, educators suffer moral injury, the trauma of perpetrating significant moral wrong against others despite one's wholehearted desire and responsibility to do otherwise. Educators often try to avoid moral injury by engaging in loyal subversion, using their voice to protest systemic injustices, or exiting the school setting altogether. No approach, however, enables educators adequately to fulfill their obligation to enact justice and hence to escape moral injury. Society hence owes educators moral repair—most importantly, by restructuring educational and other social systems so as to mitigate injustice. Levinson concludes that case studies of dilemmas of educational justice, like the case study with which she begins the article, may enable philosophers, educators, and members of the general public to engage in collective, phronetic reflection. This process may further reduce moral injury and enhance educators' capacities to enact justice in schools.
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Farquhar, Graham. "Ralph Owen Slatyer 1929–2012." Historical Records of Australian Science 31, no. 1 (2020): 54. http://dx.doi.org/10.1071/hr19009.
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Ralph Slatyer (16 April 1929–26 July 2012) had a distinguished career in the Commonwealth Scientific and Industrial Research Organisation and the Australian National University, in plant-water relations and plant succession, leading the development of physiological plant ecology. He was the founding Professor of Environmental Biology at the Research School of Biological Sciences, at the Australian National University and then Director of the Research School of Biological Sciences, 1984–9. He was Australian Ambassador to United Nations Educational and Scientific Cultural Organisation (1978–81), and as Australia’s first Chief Scientist (1989–92), he set up the Cooperative Research Centres.
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Turner, Stewart. "PROFESSOR OWEN MARTIN PHILLIPS 30 December 1930–12 October 2010." Journal of Fluid Mechanics 669 (February 8, 2011): 1–2. http://dx.doi.org/10.1017/s0022112010006415.
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Owen Phillips grew up in Sydney, Australia, and following a distinguished record at a State high school and in the final NSW school examinations, he enrolled in the Faculty of Engineering at the University of Sydney in 1948. In the third year, he transferred to the Faculty of Science to do more advanced courses in Mathematics and Physics (with the idea of going back to Engineering after one year and qualifying for a Science degree on the way). Owen did so well, however, that he went on to do a fourth year in Mathematics and graduated with First Class Honours.
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Agustin, Amelia Nada, and Ari Wibowo Kurniawan. "Pengembangan Media Pembelajaran Variasi Permainan Senam Lantai Berbasis Aplikasi Articulate Storyline." Sport Science and Health 3, no. 6 (June 21, 2021): 369–80. http://dx.doi.org/10.17977/um062v3i62021p369-380.
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Abstract: So far, the learning process of floor gymnastics is done through games. However, it has never been done using learning media for eating, there needs to be development and research related to learning media that package material variations of floor exercise in an interesting manner and the data is carried out during the online learning process. The development method refers to the method proposed by Lee and Owens. The results of the development trial involved 25 teachers of KKG PJOK Elementary School, Wagir District, Malang Regency. The results showed that the product can be categorized as valid with the percentage in small group trials of 74.76 percent and 79.17 percent of the results of large group trials.
Abstrak: Proses pembelajaran senam lantai selama ini dilakukan melalui permainan. Namun belum pernah dilakukan menggunakan media pembelajaran makan perlu adanya pengembangan dan penelitian terkait media pembelajaran yang mengemas materi variasi permainan senam lantai secara menarik dan data dilakukan saat proses pembelajaran daring. Metode pengembangan mengacu metode yang dikemukakan oleh Lee dan Owens. Hasil uji coba pengembangan melibatkan sebanyak 25 guru KKG PJOK Sekolah Dasar Kecamatan Wagir Kabupaten Malang. Hasil penelitian menunjukan bahwa produk dapat dikategorikan valid dengan persentase pada uji coba kelompok kecil sebesar 74,76 persen dan 79,17 persen hasil uji coba kelompok besar.
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Pezold, Mollee J., Caitlin M. Imgrund, and Holly L. Storkel. "Using Computer Programs for Language Sample Analysis." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 103–14. http://dx.doi.org/10.1044/2019_lshss-18-0148.
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Purpose Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training ( Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016 ). The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Method We provide an overview of collecting and analyzing child language samples and describe 3 programs for language sample analysis: 2 dedicated software programs (Computerized Language Analysis [ MacWhinney, 2000 ] and Systematic Analysis of Language Transcripts [ Miller & Iglesias, 2015 ]) and 1 protocol for using word processing software to analyze language samples (Sampling Utterances and Grammatical Analysis Revised; Pavelko & Owens, 2017 ). We also present analysis results from each program for play-based language samples from 2 preschool children and detailed analysis of the samples with potential treatment goals. Results Each program offers different analyses, comparison databases, and sampling contexts. We present options for additional analysis, clinical interpretations, and potential treatment goals based on the 2 preschool cases. Conclusion Clinicians can use computer programs for language sample analysis as part of a process to make naturalistic language assessment more feasible. Supplemental Material https://doi.org/10.23641/asha.10093403
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Coats, Karen. "How to Win at High School by Owen Matthews." Bulletin of the Center for Children's Books 68, no. 9 (2015): 455. http://dx.doi.org/10.1353/bcc.2015.0340.
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Ategbo, Simon, Jean Koko, Edgar Brice Ngoungou, Eliane Kuissi, Christelle Moyou Tchapbou, Steeve Minto’o, Emmanuel Mve Mengome, and André Moussavou. "Study of Vision Problems in Schools in Libreville and Owendo, Gabon." Open Journal of Pediatrics 04, no. 04 (2014): 300–306. http://dx.doi.org/10.4236/ojped.2014.44041.
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Hikmawati, Agci, and Rindu Handayani. "Developing cultural – based English textbook based on total physical response method for elementary school students." UAD TEFL International Conference 2 (January 19, 2021): 232. http://dx.doi.org/10.12928/utic.v2.5764.2019.
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This study aimed to develop and provide an enjoyable, meaningful, and cultural – based English textbook for elementary school students on the coast of Kurau village, Bangka Belitung Province. The observation and interview were undertaken to acknowledge the needs of the students in improving and advancing their understanding of English as well as to afford them an expedient textbook to be explored. Lee and Owens (2004) model has been used for this research and development study in designing the book. Total physical response method was also implemented in some exercises within the book to engage students’ attention and comprehension towards English learning. The data gathered in this study were collected through questionnaires, pre-test, and post-test. Based on the data analysis, the research finding shows that the cultural-based English textbook for elementary students is feasible. Feasibility obtained from the book was very good. Percentage of assessment by the content expert reached 82 % and the media expert was 87%. The calculation of T-paired test showed that there was a difference in learning achievement between the pre-test and the post-test score, which was 70.00 to 78.00 or increased 15%. Thus, there is an increasing score and this cultural – based textbook is effective to be used by the elementary students.
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Kushmerick, Martin J. "Robert Ernest DAVIES. 17 August 1919 – 7 March 1993." Biographical Memoirs of Fellows of the Royal Society 47 (January 2001): 141–57. http://dx.doi.org/10.1098/rsbm.2001.0009.
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Bob Davies was born at Barton–upon–Irwell, Lancaster, to Willian Owen Davies and Clarice Stella Davies (née Spencer) on 17 August 1919. His only sibling is a brother two years older, Arton Owen Davies. His father worked at a chemical factory, the Clayton Aniline Works in M's Educational Association, but only after raising her children did Stella Davies return to school and earn an MA and PhD at Manchester University. She obtained a position as a historian in the extramural staff of the university.
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Ferrini–Mundy, Joan. "Review: School Mathematics and Multiple Realities: New Paradigms for Assimilation." Journal for Research in Mathematics Education 24, no. 5 (November 1993): 477–83. http://dx.doi.org/10.5951/jresematheduc.24.5.0477.
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The mathematics education community owes thanks to Bob Davis and Carolyn Maher for their attempt to promote a discussion, through the conference that preceded this book and the volume itself, about how wide-ranging societal issues interact with mathematics education reform. Rutgers's Dean of the Graduate School of Education Loujse Cherry Wilkinson introduces the volume as a critical analysis of the mathematics education reform movement in the United States. The title, and the DavisMaher introduction, suggest a different agenda for this volume, one which auends seriously to the “world of reality.” They argue that schools are not designed to serve the needs of today's children. who will live and work in the 21st century, and claim that the volume chapters suggest a theoretical foundation for the creation of new approaches that incorporate broader concerns about chools and society. Mixed missions notwithstanding, the collected papers form a readable, interesting set that give some new perspectives on mathematics reform and provide a sampler of the issues that are important to individual projects and research groups.
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Febrina, Dilla Tria, Puji Lestari Suharso, and Airin Yustikarini Saleh. "SELF-ESTEEM REMAJA AWAL: TEMUAN BASELINE DARI RENCANA PROGRAM SELF-INSTRUCTIONAL TRAINING KOMPETENSI DIRI." JURNAL PSIKOLOGI INSIGHT 2, no. 1 (July 12, 2018): 43–56. http://dx.doi.org/10.17509/insight.v2i1.11922.
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This research aimed to obtain baseline data as the first stage of preparation of self-instructional training programs as an intervention for early adolescents who had self-esteem problems. The participant in this study was a teenage boy who has a negative self-evaluation related to self-competence at school. The design in this research was single-subject, with A1-A2-A3 design. Measurement of self-esteem in this study was interview techniques on the participant, significant other, and teachers among three different situations. The instrument was developed based on high self-esteem characteristics of Rosenberg and Owens (Guindon, 2010). The results of this study indicated that the boy had low self-esteem related to self-competence and affected to important areas of development such as academic. Based on this study, further researchs was necessary to develope an intervention that solved the problems of self-esteem in early adolescence.
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Vol'nyagina, A. "Contribution of Academician M.V. Yanovsky and his scientific school in the development of domestic cardiology." Clinical Medicine and Pharmacology 6, no. 4 (February 2, 2021): 45–52. http://dx.doi.org/10.12737/2409-3750-2021-6-4-45-52.
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The middle of the 19th century is a period of rapid development of the domestic clinic of internal diseases. To the student of S.P.Botkin, academician M.V. Yanovsky and his school, clinical medicine owes a thorough study of the problem of peripheral circulation. To the clinic of M.V. Yanovsky, domestic medicine owes such an outstanding priority as the discovery of a sound method for determining blood pressure. M.V. Yanovsky gave a purposeful character to further research by N. S. Korotkov, as well as D.O. Krylov, G.F. blood pressure. The discovery made by NS Korotkov in 1905 was "accidental" (it is true that the discovery of the very method of auscultation by Laennek did not happen without the help of chance), and the comprehension of the facts and the theoretical substantiation of the method were the merit of MV Yanovsky. It was M.V. Yanovsky who managed to explain the phenomenon of increased blood pressure in case of circulatory failure (the so-called congestive hypertension).
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Patwary, Mahmud Al Haq, and Herman Dwi Surjono. "The implementation of e-learning with team builder at vocational high schools." Research and Evaluation in Education 1, no. 1 (June 26, 2015): 25. http://dx.doi.org/10.21831/reid.v1i1.4896.
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This research is aimed at: (1) producing an appropriate e-learning for English language studies in vocational high school, (2) evaluating the suitability of the developed e-learning in terms of appropriateness, accuracy and clarity, screen presentation and design, and appropriateness of the team builder module aspect, and (3) evaluating the effectiveness of the e-learning in practical application. This research and development (R&D) study used Alessi and Trollip’s model rearranged following ADDIE model, where the development of instruction followed Dick and Carey’s model and the need assessment procedures were adapted from Lee & Owens. Overall appropriateness and quality of the e-learning from alpha testing is ‘very appropriate’ and from beta testing is ‘excellent’. Alpha testing reveals that, the Team Builder Module is ‘very appropriate’ and beta testing reveals that, its overall quality is ‘excellent’. The e-learning is highly effective. The average score of the students raises 3.82 points (or 42.44%) in the post-test from pre-test score. The minimum score of the post-test (i.e. 8) is more than the maximum score of the pre-test (i.e. 7), so it is concluded that the use of e-learning does not deteriorate the performance of the students, but improves their performance.
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Setiawan, Owen. "Creating Home for Students of Color: A Qualitative Study." in:cite journal 2 (June 26, 2019): 58–65. http://dx.doi.org/10.33137/incite.2.32819.
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My name is Owen Setiawan, and I am an Indonesian-American eighth grader. This piece is a reflection on a qualitative research study I worked on with a group of students that investigated how school climates feel for middle, high school, and college students of color in the United States. After analyzing data from interviews and personal reflections from my student team, I then present the specific ways in which and reasons why students of color feel comfortable or uncomfortable in different educational settings. I conclude with recommendations for making educational spaces more welcoming and home-like for diverse populations.
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Turner, J. Stewart, and Peter L. Olson. "Owen Martin Phillips. 30 December 1930 — 13 October 2010." Biographical Memoirs of Fellows of the Royal Society 58 (January 2012): 229–44. http://dx.doi.org/10.1098/rsbm.2012.0028.
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Owen Phillips made outstanding contributions to the understanding of the ocean, notably through the diverse research topics incorporated in his monograph The dynamics of the upper ocean . He also contributed significantly to the understanding of geological processes in books on subsurface flows and reactions in permeable rocks. Owen was born and attended school and university in Sydney, Australia, winning scholarships to Cambridge in 1952 to do his PhD under the supervision of George Batchelor (FRS 1957). In 1957 he moved to the USA to join the faculty of Johns Hopkins University, returning to Cambridge four years later as Assistant Director of Research in the new Department of Applied Mathematics and Theoretical Physics. In 1964 Owen returned to Johns Hopkins, where he stayed until retirement in 1998: first as Professor of Geophysical Mechanics and later as Professor of Geophysics in the Department of Earth and Planetary Sciences, a department that he subsequently chaired.
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Bernstein, Jeffrey A. "Is History New? Recent Modernist Interpretations of Hegel." Journal of the Philosophy of History 6, no. 2 (2012): 283–98. http://dx.doi.org/10.1163/187226312x650773.
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Abstract This review explores a recent trend in commentary on Hegel’s philosophy of history which owes much of its interpretive substance to the aesthetic modernism of the Frankfurt School. This modernist trend emphasizes the interplay of form and content, material conditions of rationality, and the temporal disjunction between experiencing and cognizing history. In so doing, it produces a deeply political, psychoanalytic, and musical reading of Hegel.
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Nur Aini, Dian Fitri, and Nawang Sulistyani. "Pengembangan Instrumen Penilaian E-Quiz (Electronic Quiz) Matematika Berbasis HOTS (Higher of Order Thinking Skills) untuk Kelas V Sekolah Dasar." Edumaspul: Jurnal Pendidikan 3, no. 2 (October 2, 2019): 1–10. http://dx.doi.org/10.33487/edumaspul.v3i2.137.
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The purpose of this study is to (1) produce a mathematical e-quiz assessment instrument based on HOTS (high order thinking skills) for grade V elementary school, (2) describe the feasibility of a mathematical e-quiz assessment instrument based on HOTS (high order thinking skills) for grade V SD. This research design uses the Lee and Owens development research model which consists of five stages, namely; (1) Assessment / Analysis which consists of two main parts namely Requirement Analysis and Front-end Analysis; (2) Design ; (3) Development ; (4) Implementation ; and (5) Evaluation. Data collection techniques using observation, documentation and questionnaires. Analysis of the data in this study is descriptive qualitative and quantitative analysis. The results showed that the product of the development met the validity aspect with a validation coefficient of 86,5%. The field trial results obtained a percentage of product practicality of 90%. HOTS (high order thinking skills) based e-quiz assessment instruments developed in this study were appropriate for use in learning assessments especially in mathematics because they met the criteria of validity and practicality.
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Sultonik, Agus, Muhammad Siddik, and Sudarman Sudarman. "PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEBSITE APPSGEYSERS TEMA LINGKUNGAN SAHABAT KITA KELAS V SD MUHAMMADIYAH 2 FULL DAY EDUCATION SANGATTA UTARA." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 5, no. 1 (June 14, 2020): 1–5. http://dx.doi.org/10.24903/pm.v5i1.454.
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This research aims to determine the effectiveness and feasibility of using Appsgeysers Media website against the enhancement of student learning motivation. This research was done in SD Muhammadiyah 2 Full Day education North Sangatta because the teaching and learning activities conducted in the school especially in thematic lessons have used multimethods and multimedia, only still limited to the use of Microsoft Power point Medi so still impressed less effective. This type of research uses research and development methods or commonly called research and development. Samples use Lee and Owens development design methods. While the samples are taken in the class V (five) students, by using the pattern of one group Pretes and postest design. The Data used is a daily replay value before and after treatment, and then analyzed using test t. The results showed that interactive learning media based on website Appsgeysers used has a high level of effectiveness and feasibility. The high interest and motivation to learn that is high in the students ' interest also in teaching and learning activities. These findings are supported by the fact of the field where the average daily replay value of students increased 13.59% from 69.96 to 82.90.
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Owens, Robert E., and Stacey L. Pavelko. "Sampling Utterances and Grammatical Analysis Revised (SUGAR): Quantitative Values for Language Sample Analysis Measures in 7- to 11-Year-Old Children." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 734–44. http://dx.doi.org/10.1044/2020_lshss-19-00027.
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Purpose The purpose of this study was to document whether mean length of utterance SUGAR (MLU S ), total number of words (TNW), clauses per sentence (CPS), and/or words per sentence (WPS) demonstrated age-related changes in children with typically developing language, aged 7;0–10;11 (years;months). Method Participants were 132 typically developing children (aged 7;0–10;11), with a final sample size of 112 participants (57 boys and 55 girls). Fifty utterance conversational language samples were collected using a language sampling protocol. Four language sample analysis metrics (i.e., MLU S , TNW, CPS, and WPS) were calculated from the samples. Results Results indicated statistically significant age-related increases in three (MLU S , TNW, and WPS) of the four metrics. Conclusions MLU S , TNW, CPS, and WPS may be used with other assessment data to document age-related language changes in children aged 7;0–10;11. When combined with previous data from younger (aged 3;0–7;11) children (Pavelko & Owens, 2017), the data suggest that these metrics offer a set of measures that can be used to assess children's conversational language skills from preschool through late elementary school.
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Barton, George P. "Don Inglis." Victoria University of Wellington Law Review 39, no. 3 (November 3, 2008): 397. http://dx.doi.org/10.26686/vuwlr.v39i3.5468.
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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.
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Barton, George P. "Anthony Angelo." Victoria University of Wellington Law Review 39, no. 4 (December 1, 2008): 543. http://dx.doi.org/10.26686/vuwlr.v39i4.5476.
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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.
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Subekti, Deby Risma, Lokananta Teguh Hari Wiguno, and Ari Wibowo Kurniawan. "Pengembangan Perangkat Pembelajaran Seni Bela Diri Pencak Silat Berbasis Aplikasi Smart Application Creator untuk Guru KKG PJOK Sekolah Dasar Kelas IV." Sport Science and Health 3, no. 7 (July 8, 2021): 508–18. http://dx.doi.org/10.17977/um062v3i72021p508-518.
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Abstract: The purpose of research is to develop a learning tool for self-defense pencak silat based on the Smart Application Creator. This research uses the research model developed by Lee and Owen and adapts several steps from the Borg and Gall model. The stages of this research are: 1) needs analysis, 2) product design, 3) product development and expert justification, 4) implementation (small and large group trials), and 5) product evaluation. The data obtained in this research are quantitative and qualitative data. Both data were obtained from filling out the expert justification questionnaire sheet, small group trials and large group trials. The subjects of this research are teachers of KKG PJOK Elementary Schools in Karangan District, Trenggalek Regency. From the results of the justification of the experts, the media experts obtained 98 percent product worthiness, 85 percent learning experts, 81 percent PJOK experts, 98 percent elementary school game experts, while self-defense pencak silat experts obtained 95 percent product worthiness results. Meanwhile, the results of filling out the questionnaire sheet for small and large group trials by the KKG PJOK elementary school teachers in the trial activities obtained a percentage of 85.9 percent and 88.5 percent. Based on the validity level criteria, it can be concluded that the Smart Application Creator is included in the "very valid" level or worth it for use in the learning process of self-defense pencak silat.
Abstrak: Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran seni bela diri pencak silat berbasis aplikasi Smart Application Creator. Penelitian ini menggunakan model penelitian Lee dan Owen serta mengadaptasi beberapa langkah dari model Borg dan Gall. Tahapan penelitian ini, yaitu: 1) analisis kebutuhan, 2) desain produk, 3) pengembangan produk dan justifikasi ahli, 4) pelaksanaan (uji coba kelompok kecil dan kelompok besar), dan 5) evaluasi produk. Data yang diperoleh pada penelitian ini yaitu data kuantitatif dan data kualitatif. Kedua data tersebut diperoleh dari pengisian lembar angket justifikasi ahli, uji coba kelompok kecil dan uji coba kelompok besar. Subjek pada penelitian ini, yaitu guru KKG PJOK Sekolah Dasar Kecamatan Karangan Kabupaten Trenggalek. Dari hasil justifikasi para ahli, pada ahli media didapatkan hasil kelayakan produk sebesar 98 persen, ahli pembelajaran 85 persen, ahli PJOK 81 persen, ahli permainan SD 98 persen, sedangkan ahli bela diri pencak silat sebesar 95 persen. Sementara itu, hasil pengisian lembar angket uji coba kelompok kecil dan kelompok besar oleh guru KKG PJOK Sekolah Dasar pada kegiatan uji coba diperoleh persentase hasil 85,9 persen dan 88,5 persen. Berdasarkan kriteria tingkat validitas, dapat disimpulkan bahwa aplikasi Smart Application Creator termasuk dalam tingkat “sangat valid” dan layak untuk digunakan dalam proses pembelajaran bela diri pencak silat.
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Kusuma Wijayanti, Puspita Adhi, and Surya Cahyadi. "Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 232–48. http://dx.doi.org/10.21009/jpud.132.03.
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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention.
Keywords: ADHD Children, Antecedents, Consequences, Modification
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Clarke, Andrew. "Four Quatrains for improving mental health and well-being in the law." Alternative Law Journal 44, no. 1 (October 30, 2018): 63–67. http://dx.doi.org/10.1177/1037969x18793160.
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This article looks briefly at two famous judges, Lord Bowen in the 19th century and Sir Owen Dixon in the 20th century and asks what made them somewhat lugubrious about studying law? The article makes four suggestions for improving the mental health and well-being of the profession: these are mentoring, pro-bono work, ethical training and creative opportunities. These four pervasive ‘law plus’ areas of endeavour, or quatrains, which form part of the literature on legal professional wellness, could be pervasively woven into the law school curriculum. These elements could likewise unite the various stages between education, training and professional development.
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Cohen, Jeffrey A. "Building a Discipline: Early Institutional Settings for Architectural Education in Philadelphia, 1804-1890." Journal of the Society of Architectural Historians 53, no. 2 (June 1, 1994): 139–83. http://dx.doi.org/10.2307/990890.
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Histories of American architectural education have usually focused on the advent of university departments of architecture shortly after the Civil War, but prior to that there were a number of institutions sponsoring or projecting architectural programs of various sorts that were attended by scores of future architects and builders. In Philadelphia these included schools of architectural drawing, lecture series on architecture, and schools of architecture in a fuller sense. Among the most prominent figures involved as instructors, lecturers, organizers, or students were Owen Biddle, William Strickland, John Haviland, T. U. Walter, G. Parker Cummings, and John McArthur, Jr. This paper surveys several of these programs, which complemented office training for many architects and designing builders of the nineteenth century.
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Strike, Kenneth A. "Equality of Opportunity and School Finance: A Commentary on Ladd, Satz, and Brighouse and Swift." Education Finance and Policy 3, no. 4 (October 2008): 467–94. http://dx.doi.org/10.1162/edfp.2008.3.4.467.
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This article discusses issues of justice concerning school finance with a focus on the development of a conception of equality of educational opportunity. Emphasis is put on discussing the views of the other contributors in this symposium. The main conclusions of the discussion are that (1) equity and adequacy are not inconsistent views because they address fundamentally different questions; (2) adequacy sets a floor under the education that the state owes to all children, but it does not relieve the state of the obligation to provide whatever additional education it chooses to provide equally; (3) equality of opportunity may be limited by conflicting rights; and (4) weighted student funding (WSF) is theoretically attractive because it emphasizes the funding of students rather than districts and is sensitive to relevant differences among them, however the level of theoretical agreement and empirical knowledge required to implement WSF in a nuanced way is not available.
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Ioannou, Chara, Daniela Canu, Katarina Müller, Matthias Martin, Stefan Bender, Nikos Smyrnis, Monica Biscaldi, Christian Fleischhaker, and Christoph Klein. "S188. VISUAL ATTENTION IN EARLY-ONSET SCHIZOPHRENIA AND OTHER NEURODEVELOPMENTAL DISORDERS: THE IMPACT OF SPEAKING WHILE LOOKING AT PICTURES OF SOCIAL INTERACTIONS – EVIDENCE FROM EYE TRACKING DATA." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S109—S110. http://dx.doi.org/10.1093/schbul/sbaa031.254.
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Abstract Background Visual attention in Schizophrenia (SZ) differs from that of neuro-typical controls, and scan-path abnormalities have been proposed as a robust marker of the disorder (Nishiura et al., 2007). In free viewing paradigms, a restricted area of visual exploration has been reported as a robust atypical finding in SZ participants across a variety of depicted contents (Beedie et al., 2011), and has been shown to be a highly efficient discriminator between SZ and healthy controls (Benson et al., 2012). Moreover, speaking about what one sees during the act of looking has been shown to impact visual exploration behavior (Klein et al., 2014). Finally, despite clinical and genetic-biological relationships between schizophrenia, autism and ADHD (Owen & O’Donovan, 2017) there is, to our knowledge, yet no direct comparison between these neurodevelopmental disorders using eye tracking. The “head-to-head” comparison is the primary objective of this study. Methods We tested four groups of adolescent and young adults, namely early-onset Schizophrenia (SZ, N=21, 15 males, mean age ± 1 standard deviation 19.7±1.7 years), Attention Deficit Hyperactivity Disorder (ADHD, N=28, 15 males, 19.9±1.4 years), Autism (ASD, N=26, 25 males, 19.7±1.9 years), and typical controls (TD, N= 29, 12 males, 19.8±1.6 years). The ocular-motor task battery comprised of different free viewing tasks including free viewing of different kinds of social interactions in static pictures whilst solely viewing versus viewing-plus speaking (in counterbalanced order). Eye movements were recorded with 1.000Hz using the EyeLink 1000+ system and analyzed with Data Viewer Eyelink Software and MATLAB (Version R2017a, Mathworks, USA). Statistical Analysis was performed in SPSS Statistics 2.3 (IBM, USA). Results Visual attention of SZ patients manifested significant less gaze scatter than TD whilst merely looking at the images. During looking and speaking, however, the two groups had a similar spatial scatter of fixations. Preliminary analyses indicate that participants with ADHD and ASD did not differ from TD in this measure. Discussion Constraint gaze scatter in visual exploration is a robust and discriminating finding in schizophrenia that has been associated with the negative symptomatology of the disorder. The present results confirm our previous findings (Klein et al., 2014) and suggest that the act of speaking may partially counteract and compensate the restricted visual scanning performed by SZ participants, thus contributing to a better understanding of Visual Attention in SZ and its differentiation from other neurodevelopmental disorders.
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Lapré, Michael A. "Teaching Health-Care Operations in the MBA Program at Vanderbilt University Owen Graduate School of Management." INFORMS Transactions on Education 10, no. 3 (May 2010): 113–21. http://dx.doi.org/10.1287/ited.1100.0044.
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Mews, Stuart, and Michael Mullett. "Catholicism and the Church of England in a Northern Library: Henry Halsted and the Burnley Grammar School Library." Studies in Church History. Subsidia 12 (1999): 533–47. http://dx.doi.org/10.1017/s0143045900002659.
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THE contents of what was described in 1885 as ‘the most extensive and the most interesting of the old Grammar School Libraries of Lancashire’, the Burnley Grammar School Library, shed interesting light on the state of religious controversy in the north between the late sixteenth and the late seventeenth and early eighteenth centuries. The library, which, through the generosity of Burnley Grammar School and with the kind co-operation of the Lancashire County Library, is now on permanent loan at Lancaster University, forms, as presently constituted, a collection of 875 volumes, published mainly in the seventeenth century. It owes its foundation to, and, as we shall see, reflects the religious interests, aims, and viewpoint of, the Revd Henry Halsted (1641-1728), rector of Stansfield, in Suffolk, who left the whole of his personal library to the Burnley Grammar School in 1728. Shortly after Halsted’s death, the collection was augmented by a small addition of books presented by another clergyman, the Revd Edmund Towneley of Rowley, rector of Slaidburn, Lancashire. It is, therefore, essentially a clerical and religious library and provides an interesting example of what sort of material typical, affluent English incumbents of the Augustan and early Hanoverian period considered worthy of places on their study shelves. For purposes of comparison within the region, a collection by two laymen made in another northern town and, like the Halsted-Towneley collection, charitably gifted, the Petyt Library, built up to over two thousand volumes by two brothers in the first decade of the eighteenth century, and now housed within Skipton Public Library, with its heavy emphasis on divinity, can be profitably examined. In the essay that follows we shall consider the Burnley Collection as essentially that of its principal donor, Henry Halsted, and as enshrining his aims.
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Peltz, Jack, Ronald Rogge, Joseph Buckhalt, and Lori Elmore-Staton. "614 The Development and Psychometrics of an Assessment of Children’s Sleep Environments." Sleep 44, Supplement_2 (May 1, 2021): A241—A242. http://dx.doi.org/10.1093/sleep/zsab072.612.
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Abstract Introduction Approximately half of school-aged children (ages 5–18) get either insufficient sleep during school nights or barely meet the required amount of sleep expected for healthy functioning (National Sleep Foundation, 2014).This percentage increases as children develop into adolescents (National Sleep Foundation, 2006). Accordingly, sleep problems and insufficient sleep are so pervasive that they could be considered an epidemic due to their adverse impact on children’s mental and physical health (Owens, 2015; Shochat et al., 2014). Fundamental to children’s sleep health is their sleep environment (Billings et al., 2019; Spilsbury et al., 2005). Despite its importance, however, there remains a noticeable absence of valid and reliable assessments of this construct. The current study sought to develop a measure of children’s sleep environments to support research and clinical work on youth’s sleep health. Methods A total of 813 parents (Mage = 40.6, SD = 8.6; 72% female) completed an online survey regarding their child’s (Mage = 10.5, SD = 3.8; 45% female) sleep environment and sleep-related behavior. The majority of families identified as Caucasian (approximately 80%). Parents reported fairly high annual incomes (Median = $75,000), but 28.2% of families reported incomes less than $50,000. A total of 18 items (total scale score; alpha = .74) were selected from a pool of 38 items developed from previous research that examined aspects of the sleep environment and were entered into an exploratory factor analysis from which 4 factors emerged: general sleep environment (10 items, alpha = .91), sleeping alone vs. with siblings (2 items, alpha = .78), presence of electronic screens (4 items, alpha = .75), and emotional environment (2 items, alpha = .80). Results The subscales demonstrated distinct patterns of correlations with related constructs, and unique predictive variance in explaining children’s daytime sleepiness even after controlling for children’s sleep hygiene, behavior problems, and sleep problems. Conclusion The current study is one of the first to demonstrate a valid/reliable assessment of children’s sleep environments. Not only will this measure provide researchers with an assessment of a fundamental influence on children’s sleep, but it will also enable clinicians to better measure this construct and support effective sleep health recommendations. Support (if any):
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PICKSTONE, JOHN. "Obituary: Professor Donald Cardwell (4 August 1919–8 May 1998)." British Journal for the History of Science 32, no. 4 (December 1999): 485–88. http://dx.doi.org/10.1017/s0007087499003799.
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Before the Second World War, few scholars knew how to incorporate science, technology and medicine into social, political or economic history. Nowadays many historians know the methods: university courses, books and (some) museums manifest their skills. For the ‘greats’ of science, and for many lesser figures and groups, we are able to relate scientific ‘works’ to ‘lives’, contexts and audiences, with an analytical sophistication matching the best of current intellectual and cultural history. This progress in historiography owes much to the intellectual and institutional bases built in the 1950s and 1960s, not least in the universities of northern England. Among the pioneers, Donald Cardwell was a perspicacious and persistent innovator, especially in Manchester, where he helped develop both a school of historians and a marvellous museum of science and industry.
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Doherty, Peter C. "The terminology problem for T cells: a discussion paper." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 355, no. 1395 (March 29, 2000): 361–62. http://dx.doi.org/10.1098/rstb.2000.0574.
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The school of thought that owes allegiance to Ludwig Wittgenstein teaches that language conditions perceptions. When we use the term ‘cytotoxic T lymphocyte’ or ‘helper Tcell’ we tend to orientate our own thinking processes, and those of listeners or readers, down particular paths. Part of the problem is that we are often describing cell populations by functions that may either be a property of only a proportion of those that are being assayed, or are simply inferred from the expression of various cell–surface markers. The consequence can be a measure of confusion that might be avoided if we could communicate with greater clarity. Is it possible to achieve a better terminology that will be accepted generally? The following are some examples of why there may be some value in thinking about this.
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Sugiarto, Dody, and Agci Hikmawati. "DEVELOPING TRADITIONAL GAME BASED ENGLISH LEARNING MEDIA TO GROW LEARNING INTEREST OF JUNIOR HIGH SCHOOL STUDENTS." Journal of English Educational Study (JEES) 2, no. 2 (November 11, 2019): 97–105. http://dx.doi.org/10.31932/jees.v2i2.525.
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Abstract: The background of conducting this reseach began with the intention to develope an approprite English learning media for Junior High School students in the rural area by utilizing the traditional games. The seventh grade students of SMP N 1 Mendobarat, Bangka Regency academic year of 2018/2019 were involved as the population with 30 students as the samples taken by using purposive random sampling. In this Research and Development Research (R&D), the data were obtained from the distributed pre-test and post-test questionnaires. The procedures applied in this research were the one adopted from Lee and Owen (2004) with the following steps; analyzing students’ need by distributing the need analysis questionnaire, designing English learning media according to the data of need analysis, developing the first draft of the learning media, asking experts’ judgement, and validating it. Two kinds of test which were Alpha testing that involved material and content experts, and Beta testing that involved students were applied in the validation phase. Based on the finding of the research, it was found that the traditional games based English learning media was feasible to use by the seventh grade students of SMP N 1 Mendobarat, Bangka Regency. Therefore, this research leads to the recommendation to the students and teachers to consider traditional games as a feasible media to learn English.Key words: Traditional Game, Learning Media, English
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Pollard, Kellie, Claire Smith, Jasmine Willika, Vince Copley sr, Vincent Copley jr, Christopher Willson, Emily Poelina-Hunter, and Julie Ah Quee. "Indigenous views on the future of public archaeology in Australia." AP: Online Journal in Public Archaeology 10 (March 21, 2021): 31. http://dx.doi.org/10.23914/ap.v10i0.293.
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This paper was written in response to a request by the editors of the AP: Online Journal of Public Archaeology, Jaime Almansa Sánchez and Elena Papagiannopoulou, for Claire Smith to write on the future of public archaeology in Australia. In Australia, public archaeology focusses on high profile colonial sites such as The Rocks in Sydney (Karskens 1999) and Port Arthur in Tasmania (Steele et al. 2007; Frew 2012), tourism (e.g. Cole and Wallis 2019) or enhancing school curricula (Nichols et al. 2005; Owens and Steele 2005). However, given her decades-long relationships with Jawoyn and Ngadjuri people (Smith 1999; Smith et al. 2016; Smith et al. 2020), Claire Smith decided that a useful way of approaching this topic would be to obtain Indigenous views on the subject. Accordingly, she contacted the Aboriginal co-authors of this article and invited them to co-author the paper. The possibility to write in free form was a boon. The ‘conversation’ format we settled on was designed to facilitate the voices of individuals, to present a range of Indigenous views, to allow people to express their views frankly, and to deal with the constraints of people being located in different parts of Australia as well as occasional lock-downs due to COVID-19. We decided on five topics/questions that would be the basis of the conversation. Each Aboriginal author gave their views either by email or by phone. These views were interwoven into a ‘conversation’. The language has been edited lightly for clarity and to simulate a real-life conversation. The final text was approved by all authors.
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Maulana, Ian Rizky, Sapto Adi, and Eko Hariyanto. "Media Pembelajaran Berbasis Autoplay Media Studio untuk Siswa SMP." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 9 (September 17, 2019): 1177. http://dx.doi.org/10.17977/jptpp.v4i9.12702.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstrak"><strong>Abstract:</strong> The purpose of this research and development is to produce a physical education learning product for large ball material for 7th grade junior high school. The development of physical education for large ball material for 7th grade junior high school researchers used a multimedia development model developed by Lee & Owen. The results of the study on the validation of physical education learning experts obtained a percentage of 76.12% is quite valid, quite effective, quite complete, can be used but need minor improvements. The results of the research on material expert validation obtained a percentage of 94.70% very valid. While the overall average of media expert validation obtained a percentage of 94.38% is very valid. For small group trials conducted by distributing questionnaires to 20 students of Lumajang Middle School 5. The results of small group trials found that the average percentage of 94.63% was very valid. The large group trial was conducted by distributing questionnaires to 90 students of SMP Negeri 1 Lumajang, SMP 1 Sukodono and SMP Negeri 5 Lumajang. The results of a large group trial found that the average percentage of 90.02% was very valid. Overall, the research and development products are very valid and can be used as learning media.</p><p class="Abstrak"><strong>Abstrak:</strong> Tujuan penelitian dan pengembangan ini adalah untuk menghasilkan sebuah produk pembelajaran Pendidikan Jasmani materi bola besar untuk SMP kelas VII. Pengembangan pembelajaran Pendidikan Jasmani materi bola besar untuk SMP kelas VII, peneliti menggunakan model pengembangan multimedia yang dikembangkan oleh Lee & Owen. Hasil penelitian pada validasi ahli pembelajaran Pendidikan Jasmani diperoleh persentase 76,12% cukup valid, cukup efektif, cukup tuntas, dapat digunakan namun perlu perbaikan kecil. Hasil dari penelitian pada validasi ahli materi diperoleh persentase 94,70% sangat valid. Rata-rata keseluruhan dari validasi ahli media diperoleh persentase 94,38% sangat valid. Uji coba kelompok kecil dilakukan dengan penyebaran kuesioner kepada 20 siswa SMP Negeri 5 Lumajang. Hasil dari uji coba kelompok kecil didapat persentase rata-rata sebesar 94,63% sangat valid. Uji coba kelompok besar dilakukan dengan penyebaran kuesioner kepada 90 siswa SMP Negeri 1 Lumajang, SMP Negeri 1 Sukodono dan SMP Negeri 5 Lumajang. Hasil dari uji coba kelompok besar didapat persentase rata-rata sebesar 90,02% sangat valid. Secara keseluruhan, produk penelitian dan pengembangan ini sangat valid dan dapat digunakan sebagai media pembelajaran.<strong></strong></p></td></tr></tbody></table></div>
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Archibald, Zosia, and Catherine Morgan. "Introduction." Archaeological Reports 59 (January 2013): 1–2. http://dx.doi.org/10.1017/s0570608413000033.
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This edition of Archaeology in Greece is dedicated to the memory of Hector Catling, Director of the British School at Athens from 1971 until his retirement in 1989. Many tributes have been paid to Dr Catling's distinguished career of academic and personal service. Archaeology in Greece, however, owes a particular debt to him as one of its outstanding editors. Not only did Hector Catling compile the supplement almost single-handedly throughout his directorship of the School, but his research also contributed richly to it, notably via his major excavations at Knossos (for example in the North Cemetery) and in Lakonia at the Menelaion and the Sanctuary of Zeus Messapeus at Tsakona. Archaeology in Greece remains one of his lasting contributions to the scholarly community.In June 2013 we also mourned the passing of two close colleagues, Spyridon Iakovides, Academician and distinguished excavator of Mycenae (where he remained active to the very end of his life), and Elisavet Stasinopoulou, formerly Keeper of Vases and Minor Arts at the National Museum in Athens. In July 2013 we were saddened by the untimely death of Polyxeni Bouyia, expert on central Greece and, as Keeper of the Bronze Collection at the National Museum, a key collaborator in the outstandingly successful Antikythera exhibition. And as we went to press, we received news of the death of George Hourmouziadis, Professor Emeritus of prehistoric archaeology in the Aristotle University, Thessaloniki.
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Dunne, Timothy. "Mythology or methodology? Traditions in international theory." Review of International Studies 19, no. 3 (July 1993): 305–18. http://dx.doi.org/10.1017/s0260210500117450.
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The development of the academic study of international relations has been peculiarly conditioned by traditions of thought. Martin Wight was the first theorist to reject the binary dualism of the founding traditions of realism and idealism, as he believed it to be ‘the reflection of a diseased situation’. In its place Wight constructed three traditions of Realism, Rationalism and Revolutionism.These served as the foundations for his lectures on international theory given at the London School of Economics in the 1950s which, as Brian Porter acknowledges, ‘have been more heard about than heard’. Due to the relative paucity of Wight's printed legacy, scholars have had to piece together the fragments of his ideas on international theory. With the publication of these twelve lectures there is now a rich resource to be mined, and for this reason, the academy of international relations owes a considerable debt to the editors, Brian Porter and Gabriele Wight, for preserving and transmitting these remarkable orations on international theory.
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De Vries, Marc J. "Gwyneth Owen-Jackson (ed.), Teaching Design and Technology in Secondary Schools. A Reader; Gwyneth Owen-Jackson (ed.), Aspects of Teaching Secondary Design and Technology. Perspectives on Practice." International Journal of Technology and Design Education 13, no. 1 (January 2003): 101–4. http://dx.doi.org/10.1023/a:1022369516412.
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Jacko, Małgorzata. "The war biography of Stefan Csorich – the Olympian and Polish ice hockey representative." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 2 (2021): 89–103. http://dx.doi.org/10.16926/sit.2021.04.12.
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The article aims to present the wartime biography of Stefan Csorich, a distinguished Olympian in ice hockey. He was born in Nowy Sącz on September 25, 1921. He grew up in Krynica Zdrój at 422 Lipowa Street. He owes his name to a Hungarian ancestor who was an engineer (built bridges, railway viaducts) and settled in Krynica Zdrój. Until the outbreak of World War II, he managed to graduate from the local primary school, start studying at the newly opened private gymnasium and high school (owned by dr. Roman Molęda). After the Ice Hockey World Championships in 1931 organized in Krynica, he began his adventure with this sport discipline. The war interrupted a brilliantly heralded career. He was a participant in the September 1939 campaign. As a result of the turmoil of war, he was in France, Switzerland and England, among others. After the war, in 1946, he returned to Poland to his hometown. There he continued his career in ice hockey. He appeared 52 times for the Polish national team (1946–1957). He was the scorer of 34 goals. He participated in the World Championships in 1947 (in Prague, where he won the title of the king of goalscorers), 1955 (in the Federal Republic of Germany) and 1957 (in Moscow). He was at the Olympics in St. Moritz (1948) and Oslo (1952). For the 1956 Olympics in Cortina dʼAmpezzo he did not receivea passport for political reasons. He died on July 15, 2008, and was buried in Krynica-Zdrój.